Cognitive demand in questions from chemistry courses in the Bacteriology and Clinical Laboratory program

Abstract

Within didactic methods, questions play a relevant role, ranging from the verification of knowledge to guiding its acquisition and evaluation. Bloom’s taxonomy has been the most widely used framework for classifying questions according to their cognitive demand. The objective of this study was to analyze the frequency and distribution of cognitive skills, as defined by Bloom’s taxonomy, based on the questions posed by professors, in order to identify potential patterns within and across courses, and their pedagogical implications. Questions were recorded in five chemistry-related courses within the Bacteriology and Clinical Laboratory program at the University of San Buenaventura (Cartagena, Colombia), during several theoretical lessons. The questions were categorized using Bloom’s revised taxonomy, and statistical dependence was assessed using Chi-square tests to explore relationships between Bloom’s cognitive skills, lessons, and courses. Overall, questions requiring lower cognitive demand were predominant, particularly in Metabolic Biochemistry and Clinical Biochemistry I. In contrast, General Chemistry and Analytical Chemistry showed a higher frequency of application-level questions, while Clinical Biochemistry II presented the most balanced distribution, with a greater presence of higher-order cognitive questions. The paradox between the theoretical complexity of certain courses and the limited use of cognitively demanding questions restricts the development of critical thinking and other professional competencies in undergraduate students. There is a clear need—already projected within the academic program—for methodological training of faculty in the implementation of higher-order questions, particularly within participatory teaching frameworks such as Problem-Based Learning