Experiences and challenges of using the revised Bloom’s taxonomy in teaching and learning Geography: a study of ordinary-level secondary school teachers in Tanzania

The study on which the article is based explored the experiences and challenges of using the revised Bloom’s taxonomy (RBT) in teaching and learning Geography (TLG). The study employed a qualitative research approach and a phenomenological research design. Data were collected from 30 Geography teachers through semi-structured interviews, documentary reviews and classroom observations and analyzed using thematic and content analysis. The findings indicated that teachers found the RBT helpful in designing learning experiences; planning for formative assessment; and promoting higher-order thinking in Geography teaching and learning. However, teachers face challenges, such as large class sizes, limited time for curriculum implementation and a heavy work-load. Practical challenges included not knowing how to use the RBT effectively. The article recommends capacity-building programs for teachers, and creating teaching and learning environments that adhere to the set standards to promote desired competencies.