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Active Learning in Higher Education
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Cognitive Prerequisites and Learning

How Far Have We Progressed since Bloom? Implications for Educational Practice and Teaching

Filip Dochy

University of Leuven, Belgium

Catherine de Rijdt

University of Maastricht, The Netherlands

Walter Dyck

University of Antwerp, Belgium

Bloom’s work stressed the importance of cognitive entry behaviors to a large extent. In this article, we give an overview of the conceptual advances that have been made during the past decades concerning the outdated term ‘cognitive entry behaviors’. Moreover, we search for further evidence in research that will highlight from different perspectives the great importance that Bloom assumed for this factor in learning situations. Explanations for the influence of prior knowledge on learning are reviewed. Finally, some short comments are made concerning Bloom’s work in relation to new educational developments, educational practice, and teaching.

Key Words: Bloom • educational psychology • prior knowledge

Active Learning in Higher Education, Vol. 3, No. 3, 265-284 (2002)
DOI: 10.1177/1469787402003003006
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[Abstract] [PDF]