Comprehension of Technology in Parent-Child Activities Using Bloom's Taxonomy of the Cognitive Domain

Science museums often hold various science education activities in exhibition halls to enhance visitors' cognition and comprehension of science and technology. However, the experience and knowledge accumulated during the participation in technological experiential and learning activities merits exploration. This study conducts a quantitative survey and qualitatively analyzes the data based on the taxonomy of educational objectives that are outlined in the revised version of Bloom's taxonomy handbook. The objective of this study is to investigate the influence of life creativity contests held by museums for elementary school children and their parents on the participants' conceptual cognition of water conservation technologies. A survey is designed to evaluate the change in the participants' conceptual cognition of the technologies, and includes questionnaires on water consumption habits in daily lives, understanding of the water resources in the Taiwan region, and uses of and opinions on water-saving devices. A method on which the assessment of the conceptual knowledge of the participants was based was a content analysis of the interviews. The findings of this study suggested: (a) the creativity contest provided diverse opportunities to improve the participants' cognitive concepts of water conservation; (b) this activity also has positively influenced the learning of knowledge, attitudes, and behaviors of water conservation technologies.