Využití revidované Bloomovy taxonomie pro rozvoj HOCS (Higher Order Cognitive Skills - kognitivních úrovní vyššího řádu) v ekonomickém vzdělávání

Thesis deals with the connection of the revised Bloom's taxonomy of educational goals with The guiding conceptual model of Higher-Order Cognitive Skills (Zoller, 2015, s. 4476), the three-phase EUR learning model and learning strategies to design and experimentally verify teaching suitable for higher-order cognitive skills - HOCS) development (analyze, evaluate and create) in economic education. Thesis is specifically focused on higher economic education. It presents the connection of the revised Bloom's taxonomy with the models of learning tested in a pedagogical experiment, which divides the research sample into an experimental and control one. The effects of teaching are measured through didactic testing, questioning and observation. The chosen modern concepts of education for experimental teaching are the case study method and project-based learning.The main result concerning the development of higher-order cognitive levels is that there was no statistically significant shift in the development based on experimental teaching lasting one semester. There was a shift in the development of students' soft skills, the teaching was assessed by students as motivating. Based on the results and considering further studies, the use of a revised Bloom's taxonomy for the development of higher order cognitive levels can be recommended.