2.2 Define the following terms 2.2.1 Training 2.2.2 Reflective application 2.2.3 Taxonomy 2.2.4 Cognitive 3.2.5 affective $$ (5 imes 2) \quad(10) $$ 2.3 Give five components of affective domain $$ (5 imes 1) \quad(5) $$ 2.5 Describe Applied competence according to (SAQA) (3X2) (6) 2.6 Why do we have to reference someone else's work (3) (3) [30] QUESTION 3 Benjamin, Bloom an educational psychologist at the University of Chicago, proposed a taxonomy that classified educational objectives. He classified educational objectives into three domains that is Cognitive domain, socio affective Domain and psychomotor domain. Give ONE word/term that describe a domain from the following sentences. 3.1 Using general concepts to solve a problem 3.2 Breaking something down in to parts 3.3 Creating something new by combining different ideas. 3.4 3.5 $$ \quad $$ Showing some new behaviour as a results of experience 3.5 Showing some definite involvement or commitment $$ 2.7 \quad $$ Acting consistently with the new value. 2.7 Actions that occur involuntarily in response to some stimuli 3.8 Translation of stimuli received through the senses into appropriate movement 3.9 More complex movement that requiring a certain degree of efficiency

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2.2 Define the following terms 2.2.1 Training 2.2.2 Reflective application 2.2.3 Taxonomy 2.2.4 Cognitive 3.2.5 affective $$ (5 	imes 2) \quad(10) $$ 2.3 Give five components of affective domain $$ (5 	imes 1) \quad(5) $$ 2.5 Describe Applied competence according to (SAQA) (3X2) (6) 2.6 Why do we have to reference someone else's work (3) (3) [30] QUESTION 3 Benjamin, Bloom an educational psychologist at the University of Chicago, proposed a taxonomy that classified educational objectives. He classified educational objectives into three domains that is Cognitive domain, socio affective Domain and psychomotor domain. Give ONE word/term that describe a domain from the following sentences. 3.1 Using general concepts to solve a problem 3.2 Breaking something down in to parts 3.3 Creating something new by combining different ideas. 3.4 3.5 $$ \quad $$ Showing some new behaviour as a results of experience 3.5 Showing some definite involvement or commitment $$ 2.7 \quad $$ Acting consistently with the new value. 2.7 Actions that occur involuntarily in response to some stimuli 3.8 Translation of stimuli received through the senses into appropriate movement 3.9 More complex movement that requiring a certain degree of efficiency

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**2.2 Definitions**

**2.2.1 Training**  
Training is the systematic process of acquiring, practicing, and refining knowledge and skills through instruction and experience. It involves planned activities that enable learners to improve their performance and prepare for specific tasks.

**2.2.2 Reflective application**  
Reflective application is the process of thinking critically about past experiences and new knowledge in order to integrate learning into one’s practice. It involves evaluating one’s actions, identifying areas for improvement, and applying lessons learned to future situations.

**2.2.3 Taxonomy**  
Taxonomy is a classification system that organizes concepts, objects, or information into categories based on shared characteristics. In education, it is often used to organize learning objectives and outcomes hierarchically.

**2.2.4 Cognitive**  
The cognitive domain refers to mental skills and the acquisition of knowledge. It includes processes such as understanding, applying, analyzing, synthesizing, and evaluating information.

**2.2.5 Affective**  
The affective domain involves feelings, emotions, attitudes, values, and the development of interests. It encompasses how learners emotionally respond to information, how they value what they learn, and their willingness to participate or commit to learning activities.

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**2.3 Five Components of the Affective Domain**

The five components (levels) of the affective domain, as described in Bloom’s affective taxonomy, are:  
1. **Receiving** – Willingness to attend to or be aware of certain phenomena.  
2. **Responding** – Active participation or reacting to the stimuli.  
3. **Valuing** – Assigning worth or value to the responses, showing a belief system.  
4. **Organization** – Integrating values into one’s own system by prioritizing and comparing them.  
5. **Characterization/ Internalization** – Consistently acting in accordance with the values a person has developed.

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**2.5 Applied Competence According to SAQA**

According to the South African Qualifications Authority (SAQA), applied competence is defined as the ability to demonstrate integrated knowledge, practical skills, and critical thinking in real work or community contexts. It requires the learner to not merely know theory but to apply that theory effectively in practical, often unpredictable, situations. In other words, a competent individual:

- Combines theoretical understanding with practical application,
- Demonstrates problem-solving skills in authentic contexts, and  
- Communicates and performs tasks in ways that meet agreed performance standards.

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**2.6 Reasons for Referencing Someone Else's Work**

We reference someone else’s work for the following reasons:

1. **Academic Integrity and Credibility:**  
   Referencing gives credit to the original author and upholds the ethical standards of scholarship. This shows respect for intellectual property and builds trust with the reader.

2. **Verification and Evidence:**  
   It allows readers to verify the source of ideas and data, thereby supporting the validity of the arguments made.

3. **Avoidance of Plagiarism:**  
   Proper referencing distinguishes one’s own ideas from those of others, thereby avoiding plagiarism and potential academic misconduct.

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**QUESTION 3: Taxonomy Domains – One Word/Term for Each Sentence**

Recall that Bloom’s taxonomy classifies educational objectives into three domains:  
- **Cognitive** (knowledge-based),  
- **Affective** (emotion/attitude-based), and  
- **Psychomotor** (movement/skills-based).

**3.1 Using general concepts to solve a problem**  
Term: **Cognitive**

**3.2 Breaking something down into parts**  
Term: **Cognitive**

**3.3 Creating something new by combining different ideas**  
Term: **Cognitive**

**3.4**  
*(No statement provided.)*

**3.5 (first instance) Showing some new behaviour as a result of experience**  
Term: **Psychomotor**  
*(This item refers to observable change in behaviour following an experience.)*

**3.5 (second instance) Showing some definite involvement or commitment**  
Term: **Affective**  
*(This reflects a learner’s emotional investment and willingness to engage.)*

**2.7 (first instance) Acting consistently with the new value**  
Term: **Affective**  
*(This demonstrates internalization of values, where the learner consistently exhibits the new value.)*

**2.7 (second instance) Actions that occur involuntarily in response to some stimuli**  
Term: **Psychomotor**  
*(These are automatic physical responses to stimuli.)*

**3.8 Translation of stimuli received through the senses into appropriate movement**  
Term: **Psychomotor**  
*(This involves processing sensory input into coordinated physical movement.)*

**3.9 More complex movement that requires a certain degree of efficiency**  
Term: **Psychomotor**  
*(This involves refined motor skills and efficiency in physical movement.)
**Definitions:** - **Training:** Systematic process of acquiring and refining knowledge and skills through instruction and experience. - **Reflective Application:** Critical thinking about past experiences to integrate learning into practice. - **Taxonomy:** Classification system organizing concepts or information into categories based on shared characteristics. - **Cognitive:** Mental skills and knowledge acquisition, including understanding, applying, analyzing, synthesizing, and evaluating. - **Affective:** Feelings, emotions, attitudes, values, and emotional responses to learning. **Components of Affective Domain:** 1. Receiving 2. Responding 3. Valuing 4. Organization 5. Characterization/Internalization **Applied Competence (SAQA):** Ability to demonstrate integrated knowledge, practical skills, and critical thinking in real-world contexts, combining theory with effective application. **Reasons for Referencing:** 1. Academic integrity and credibility. 2. Verification and evidence of sources. 3. Avoidance of plagiarism. **Taxonomy Domains – One Word/Term for Each Sentence:** 1. **Using general concepts to solve a problem:** Cognitive 2. **Breaking something down into parts:** Cognitive 3. **Creating something new by combining different ideas:** Cognitive 4. **(No statement provided.)** 5. **(First instance) Showing some new behavior as a result of experience:** Psychomotor 6. **(Second instance) Showing some definite involvement or commitment:** Affective 7. **(First instance) Acting consistently with the new value:** Affective 8. **(Second instance) Actions that occur involuntarily in response to some stimuli:** Psychomotor 9. **Translation of stimuli received through the senses into appropriate movement:** Psychomotor 10. **More complex movement that requires a certain degree of efficiency:** Psychomotor

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