Abstract

The need for the taxonomies and how educators use taxonomy are discussed in this article. The twodimensional arrangement of the taxonomy table for the knowledge dimension and cognitive process dimensions is provided. The article deals with the importance of objectives for facilitating communication in the classroom. The noun and verb indicators are also discussed. The four main categories of the knowledge dimension and their associated subcategories were also discussed here. The importance of differentiating among these four types of knowledge is also mentioned.

Key words: Taxonomy, Knowledge dimension, Cognitive process, Factual knowledge, Conceptual knowledge