Aims and Objectives of Teaching Physical science

 

Aims and Objectives of Teaching Physical science

          According to W. Pouli: “The aim of physical science teaching is not the acquisition of information and a few skills but to attain the understanding of the relationship which connects the answer to problem.

Meaning of Educational Objectives:

     Educational objectives mean, explicit formulation of the ways in which students are expected to be changed by educative process.

     Educational objectives are not only the goals towards which the curriculum in shaped and towards which must within is grinded but they are also the goals that provide the details specification for the construction and use of evaluative techniques.

Instructional Objectives:

     Instructional objectives are those objectives which are set up in the process of teaching and learning on end points. Thus, it tells what a student is going to learn or achieve after a period of instructions.

     It is an ability or skill expressed in behavioural forms which the pupils acquire or develop where the teaching has been successful in doing what it sets out to do.

Differences between aims and objectives

 

Aims

Objectives
  1. Aims are directions in education.
  1. Objectives are end pint of possible achievement. 
  1. Aims are broad and general, they are not of much use to a teacher.

2.Objectives are meaningful and useful to teachers as they are specific, clear and precisely defined.
  1. If objectives are realized by steps the aims can be achieved one day.

3. Objectives comes from aims whose attainment and steps towards the achievement of educational aims.
  1. Its attainment is beyond the scope of the school because it involves all round development of child.

4.Objectives are specific, immediate and can attain goals.

Characteristics of good objectives

1.       It should be clear, precise, specific and unambiguous.

2.       It should describe the behavioural outcome of the lesson or a segment.

3.       It should be feasible.

4.       It should be attainable.

5.       It should be accordance with general aim of education.

6.       It should be useful to the teacher in reaching temporary goal.

 

 

Revised Bloom’s Taxonomy of educational objectives

          The most convincing model of classification of educational objectives is Bloom’s Taxonomy.  Benjamin S. Bloom and his associates has adopted a three-dimensional division of learning experiences which are classified into three domains. They are,

  1. Cognitive domain (Knowing)
  2. Affective domain (feeling)
  3. Psychomotor domain (Doing)

1.Cognitive domain: The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedures and concepts. There are 6 categories of instructional objectives which are in a hierarchy from simplest behavior to the most complex.

     The cognitive domain represents the intellectual component of behavior and is the most important from the point of view of education. This is known as the knowledge component of educational objectives

    The six categories are knowledge, comprehension, Application, Analysis, Synthesis and evaluation.

2. Affective domain: It relates to the emotional aspect of educational objectives. It includes those instructional objectives which are concerned with the development of interests, attitudes, values, appreciation and adjustment.

     The instructional objectives in affective domain are classified into five categories, they are Receiving, Awareness, Responding, valuing and organization.

3. The Psychomotor domain:  It concerns itself with levels of attainment of neuro muscular coordination. As the level of coordination goes up, the action becomes more refined speedy and automatic. In this domain the focus is on development of motor skill.

       During the 1990’s Lorin Anderson, a former student of Bloom, updated the taxonomy, hoping to add relevance for 21st century students and teachers.

Terminology changes:

Basically, Bloom’s six major categories were changed from noun to verbal forms.



Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Understanding:  Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing and explain.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking Material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standard through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole, reorganizing element into a new pattern or structure through generating, planning or producing.

 

1.Cognitive domain:

1. Remembering:

Recall, Recognize

2. Understanding:

Defines, explain, compare, classifies, interpret, summarize, illustrate, critique, reword, paraphrase, reference, etc..

3.Applying:

 Use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, respond, role-play etc.

4. Analyzing:

Analyze, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot value, divide etc.

5.Evaluating:

Review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project manage, etc.

6. Creating:

Develop, plan, build, create, design, organize, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify etc.

2. Affective domain:

1. Receiving: Open to experience, willing to hear.

Ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do feel etc.

2. Responding: React and participate actively.

React, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, etc.

3.Valuing: Attach values and express personal opinions.

Argue, challenge, debate, refute, confront, justify, persuade, criticize, etc.

 

4. Organizing or Conceptualizing Values: Reconcile internal conflicts; develop value system.

Build, develop, formulate, defend, modify, relate, prioritize, reconcile, contrast, arrange, compare, etc.

5.Internalizing values: Adopt belief system and philosophy.

Act, display, influence, solve, practice, etc..

3. Psychomotor domain:

1. Imitation: Copy action of another, observe and replicate.

Copy, follow, replicate, repeat, reproduce sketch, duplicate etc.

2. Manipulation: Reproduce activity from instruction or memory.

Re-create, build, perform, execute, implement, acquire, conduct.

3.Precision: Execute skill reliably, independent of help, activity is quick, smooth, and accurate,

Demonstrate, complete, show, perfect, calibrate, accomplish etc.

4. Articulation: Adapt and integrate expertise to satisfy a new context or task.

Solve, adapt, combine, coordinate, revise, integrate, develop, modify, etc.

5.Naturalization: Instinctive, effortless, mastery of activity and related skills at strategic level.

Construct, compose, create, design, specify, manage, invent, project-manage, originate etc.

 

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