Bloom’s Taxonomy and Biblically-Integrated STEAM

In a basic sense, teachers are trying to do two things: 1) teach truth and 2) teach a right response to truth. In other words, teachers are invested in worldview and worship. We are showing students what is true and what to do with truth. Here is how STEAM teachers might start to think about worldview and worship with Bloom’s Taxonomy.

Knowledge and Comprehension (Bloom’s Levels 1 & 2)

In any scientific subject, students will encounter realities and systems within creation. These could include the water-cycle, ecosystems, cell structure, chemical reactions, etc. And each of these elements of creation shows something about God — his brilliance, his size, his creativity, his organizational skills, etc. So when we are on a lower-level of Bloom’s ladder, we are sharing information about the world… and about the God who made that world.

Most basically, this worldview information gives us a chance to teach worship through character. Chapters 1-3 of John A. Bloom’s (not the same Bloom who created the learning taxonomy) The Natural Sciences: A Student’s Guide are very helpful here. Our response to gaining knowledge and comprehension is to become excited explorers. This occurs because we know that God is a great Designer. We should be humbled as we note his power and brilliance. We should be thankful that He chose to make us, and make us able to see and understand some of his creation. The low levels of the taxonomy are made for biblically integrated teaching on character.

Application and Analysis (Bloom’s Levels 3 & 4)

As students gain knowledge and comprehension, they will start to apply and analyse that information. In other words, they are adding understanding to their information. In science, this is where they can start to practice, predict, experiment, and illustrate truths. Logical thinking plays a major role here as students wrestle with laws, roles, identity, and purposes. They learn that not only does the sun shine light and heat, but that that light has characteristics and elements that work in certain ways. Those characteristics demand understanding and response. For example, the sun provides our planet with necessary heat, but it also emits UV rays that can be dangerous.

In these stages of Bloom’s, students are learning how the world works and how they should operate in the world. They can learn about UV radiation and how they should cover their skin so they are no burned by it. This is where so-what questions arise and are answered. If the sun might burn me, what should I do? If a certain process creates dangerous pollution, what should we do? In essence, these stages are not just about how things work, but how they work together.

Synthesis, Evaluation, Creation (Bloom’s Levels 5 & 6)

The highest levels of Bloom’s are about evaluating the way things are and creating things as they should/could be. In STEAM-thinking, this is where engineering, design-thinking, artistic elements come into play because students are not only looking at God as the Creator; here they practice being created in his image by creating things themselves. We have studied UV radiation and we have studied inorganic chemicals. Next, we can put those pieces together  and learn about how some inorganic chemicals can protect their skin from UV radiation in sunscreen. Scientists in the past synthesized understanding of the sun and of chemicals to create sunblock! Very cool! This is what this level is all about: action.

Here is where we call students to the actions of creating, serving, sacrificing, and designing. They do not have to be geniuses. And they do not have to invent sunblock for these levels to work well. But the students should be thinking about how they can love others, serve those in need, and take care of the world. Questions here could include simple things like: What is the best way to brush my teeth? What toothpaste should I use? But there could be more dynamic questions too: I use clean water to brush my teeth, but many people in world don’t have clean water. What can I design cheaply using my knowledge of evaporation and condensation to make clean water? Or: Many people in world can’t easily buy toothpaste. What can I make using my understanding of chemistry that could work as a safe tooth-cleaning solution?

Obviously, you can go in any direction: technology for sharing the Bible digitally, systems-thinking for producing additional healthy food, artistic work to help others understand important truths, etc.

God has made people in his image. This means at least two things: 1) We should design and create good things to help/serve people like He does, and 2) Every person in the world is valuable, so we should work to love and serve them.

Note: You may have noticed that this post followed the inductive Bible-study method: information (what?) = Levels 1-2, understanding (so what?) = Levels 3-4, and action (now what?) = Levels 5-6. This is because good Bible-study naturally aligns with Bloom’s. God has designed us to learn in these ways.

2 thoughts on “Bloom’s Taxonomy and Biblically-Integrated STEAM

  1. Will you be dissecting each level of the taxonomy in future posts?
    Also why is the photo behind “Lead like this” of sunscreen bottles? Did I miss something or is it an invasive ad?


    1. He used sunblock as an example of Bloom’s levels 5 & 6.
      “Scientists in the past synthesized understanding of the sun and of chemicals to create sunblock! Very cool!”


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