Integrating Bloom's Taxonomy into Algerian Primary Schools to Study the Cognitive Development of Young English Learners from A Neuroscience Perspective

Abstract

Bloom’s Taxonomy is a structured framework for designing educational activities that promote different cognitive levels, from basic knowledge recall to higher-order thinking skills and neuroscience is required in the Algerian educational settings. In this context, this research study attempted to investigate how effectively primary school teachers in Algeria integrate Bloom’s Taxonomy into their English language lesson plans, the cognitive outcomes for young learners, and the role of neuroscience in enhancing these outcomes. We used a mixedmethods research design to conduct our research study, incorporating a primary school teachers’ questionnaire, interviews with medical teachers, and classroom observations. Our participants were 3rd and 4th-grade pupils at Derdour Belkacem and Abdelhamid Ibn Badis primary schools during the second semester, with 15 primary school teachers and two medical teachers at the faculty of medicine at Abdelhamid Ibnbadis University. The results indicated that while teachers recognize the benefits of Bloom’s Taxonomy, its implementation is limited to the lack of training. However, when it is appropriately applied, it enhances memory retention, attention, and critical thinking among students. Furthermore, integrating the principles of neuroscience, such as the impact of attention on learning, can improve these cognitive outcomes. This research highlighted combining educational strategies with neuroscience to promote more effective language learning and cognitive development in young Algerian learners.