Recognizing the Need for Rich Contextualization in the Classroom and Applying it with Modified Bloom's Cognitive Domain Taxonomy for Successful Teaching of Physics 106 (Physics II – Electricity, Magnetism and Light)

Abstract

Engaging students to teach new concepts and to have students achieve individualized learning with the successful integration of those new concepts with their existing knowledge has been and remains the primary goal of college education. In this study drawing on information gathered over the past 2 plus decades, my findings have led me to develop two new separate ascending teaching-structures that are significantly helping me with content delivery, and simultaneously helping my students achieve greater success in mastering the material of my Physics 106 (Physics II, Electricity, Magnetism and Light) classes. These two teachingstructures, called Contextualization Teaching and Rich Contextualization Teaching (RCT), with each structure relying on various aspects of a modified Bloom's cognitive domain taxonomy and on my description of and when to use each structure, along with my introduction of "subject learning convergences," are described and illustrated here. Finally, of students with open-minds and mentally connected to the subject being taught, I make the suggestion that my two ascending teaching-structures can be used for teaching such students new-concepts in any academic course where engaging students to teach new concepts represents the primary focus.

Keywords

• outcome gauging
• and exchange mechanisms
• Bloom's cognitive domain taxonomy
• Rich Contextualization Teaching (RCT)
• engaging to teach
• Contextualization Teaching
• teaching-structures
• Subject Learning Convergences (SLCs)