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Journal of Information Systems Education

Abstract

Bloom's taxonomy provides a means of structuring learning activities according to levels of comprehension ranging from factual knowledge to the creation of new knowledge. There are problems with presenting factual knowledge in the traditional lecture mode: student motivation, time-to-present, and course priorities. However, in Bloom's taxonomy, Level 1 (factual) knowledge is the basis for knowledge comprehension at higher levels. Therefore, it is essential that the "fact base" comprehension be attained so that higher levels of knowledge can be addressed. Active learning and collaborative approaches have been shown to be effective in promoting learning. How can active learning and collaboration be used to overcome the problems associated with promoting Level 1 comprehension? In our introductory Computer Information Science (CIS) course, we attempt to answer this question for the topic "history of computing." We have combined a student research and collaborative assignment to acquire Level 1 comprehension with a culminating College Bowl activity to reach the goal of Level 2 comprehension. In this paper we discuss course organization, course goals, the College Bowl format of quizzing, contest results, and overall observation of the process.

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