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learners assume responsibility for their own learning.
According to constructivism, humans construct a unique
mental image by combining preexisting information with
the information received from sense organs. Learning is the
result of the learner matching new information against this
preexisting information and integrating it into meaningful
connections. In constructivist thinking, learners are
given more latitude to become effective problem solvers,
identifying and evaluating problems, as well as deciphering
ways in which to transfer their learning to these problems,
all of which foster critical thinking skills. While the student
is at the center of the learning process, an experienced
teacher is necessary to guide them through the information
jungle. Constructivism techniques are good for some types
of learning, some situations, and some learners, but not all.
This school of thought also encourages teaching students
how to use what are known as the higher order thinking
skills (HOTS) from Bloom’s Taxonomy and training based
on problems or scenarios.
2-5
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Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge
Sketch
Apply
Solve
Draw
Show
Paint
Organize
Generalize
Dramatize
Prepare
Produce
Choose
Explain
Defend
Distinguish
Summarize
Interrelate
Interpret
Extend
Match
Restate
Paraphrase
Rewrite
Give example
Express
Illustrate
Construct
Produce
Plan
Create
Invent
Organize
Compose
Originate
Hypothesize
Develop
Design
Combine
Differentiate
Subdivide
Infer
Survey
Select
Prioritize
Compare
Analyze
Classify
Point out
Distinquish
Categorize
Recognize
Identify
Locate
Recite
State
Label
Select
List
Name
Define
Describe
Memerize
Consider
Critique
Recommnend
Summarize
Appraise
Compare
Judge
Relate
Weight
Criticize
Support
Evaluate
Hypothesis
Formulation
Book
Play
Experiment
Alternative Action
Standard compared
Standard established
Discussion
Assesment
Conclusion
Self-evaluation
Recomendation
Valuing
Court T rial
Survey
Article
Invention
Report
Set of rules
Set of standards
Game
Song
Machine
Report
Syllogism broke down
Graph
Survey
Questionnaire
Argument
Parts of
Propaganda
Word defined
Statement identified
Conclusion
Checked
Speech
Photograph
Diagram
One statement
Recording
Drama
Cartoon
Story
Newspapers
Magazine articles
T elevision shows
Radio
T ext readings
Films
Videos
Plays
Filmstrips
Events
People
Recordings
Analogy
Online
Compare
Summary
Model
Conclusion
Implication based on idea
Casual relations
Sculpture
Jewelry
Poetry
List
Drama
Painting
Map
Project
Forecast
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Following an outline
Solution
Question
BLOOM
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S
T
AXONOMY
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LEARNING
IN
A
CTION
Figure 2-4. Bloom’s Taxonomy of the Cognitive Domain.
Higher Order Thinking Skills (HOTS)
The constructivist theory of learning explains and supports
the learning of HOTS, which is commonly called aeronautical
decision-making (ADM) in aviation. HOTS lie in the last
three categories on Bloom’s Taxonomy of Learning: analysis,
synthesis, and evaluation skills. Teaching the higher level
thinking skills which are essential to judgment, decisionmaking, and critical thinking is important to aviation because
a common thread in aviation accidents is the absence of
higher order thinking skills (see Appendix F).
HOTS are taught like other cognitive skills, from simple
to complex and from concrete to abstract. To teach HOTS
effectively involves strategies and methods that include (1)
using problem-based learning (PBL) instruction, (2) authentic
problems, (3) real world problems, (4) student-centered
learning, (5) active learning, (6) cooperative learning, and
(7) customized instruction to meet the individual learner’s
　
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