(CZ) Psychodidaktická teorie B. S. Blooma
(EN) B. S. Bloom's Psychodidactic Theory
Autor / Author: Průcha, J.
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This article contains a description and evolution of the American educationist B. S. Bloom's psychodidactic theory which is expounded in his new book entitled Human Characteristics and School Learning. The author of the article points out both the positive features include Bloom's efforts to delimit suitable conditions for mastery learning, in which most pupils can master the curriculum. For this purpose, Bloom calls for more time to be given in classes to those pupils who learn at a slower pace.
The core of Bloom’s theory is the model of major variables in the theory of school learning. On the basis of numerous comparative analyses from various countries of the world concerning school achievement of pupils (in various subjects, in various grades, etc.), Bloom arrives at an estimated effect of selected variables on variation in school achievement.
The features of Bloom’s theory regarded by the author of this article as negative consist primarily in the fact that the cooperative character of school learning is underestimated. In general, Bloom looks upon pupils' school achievement as being only the result of a simple effect of certain determinants (even though proved by exact statistical data) but he fails to see in it a product of broader educational co-operation. Besides, Bloom's theory shows certain sign disproportion: Some factors of his model of school learning are characterized by his valuable ideas and objective findings, others (e. g. the learning assignement as a variable) are delimited and analyses with less exactness.
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