Chapter 24: Aims and Objectives of Teaching Natural Science 🎯
Introduction
Why do we teach science? What do we hope students will gain from their science education? These questions address the aims (broad, long-term goals) and objectives (specific, measurable outcomes) of science teaching .
24.1 Aims of Teaching Science
| Aim | Description |
|---|---|
| Acquisition of Knowledge | Understanding fundamental scientific concepts, principles, laws |
| Development of Process Skills | Observing, classifying, measuring, predicting, experimenting, inferring |
| Cultivation of Scientific Attitude | Open-mindedness, curiosity, objectivity, respect for evidence |
| Appreciation of Science | Recognizing the beauty, power, and limitations of science |
| Understanding Science-Society Interface | How science impacts daily life and society |
| Vocational/Academic Preparation | Foundation for further study or careers in science |
24.2 Bloom's Taxonomy of Educational Objectives
Bloom's Taxonomy provides a framework for writing objectives in three domains .
A. Cognitive Domain (Knowledge and Thinking)
| Level | Description | Action Verbs |
|---|---|---|
| 1. Remember | Recall facts and basic concepts | define, list, name, identify |
| 2. Understand | Explain ideas or concepts | describe, explain, summarize |
| 3. Apply | Use information in new situations | demonstrate, solve, use |
| 4. Analyze | Draw connections among ideas | differentiate, organize, compare |
| 5. Evaluate | Justify a stand or decision | assess, judge, critique |
| 6. Create | Produce new or original work | design, construct, develop |
B. Psychomotor Domain (Physical Skills)
| Level | Description | Examples |
|---|---|---|
| Imitation | Observe and copy | Watch teacher and try |
| Manipulation | Perform from instructions | Follow lab manual |
| Precision | Perform accurately and independently | Measure correctly |
| Articulation | Combine multiple skills | Conduct an experiment smoothly |
| Naturalization | Perform automatically | Use lab equipment effortlessly |
C. Affective Domain (Attitudes and Values)
| Level | Description | Examples |
|---|---|---|
| Receiving | Awareness and willingness to listen | Pay attention to environmental issues |
| Responding | Active participation | Join a nature club |
| Valuing | Commitment to a value | Consistently recycle |
| Organization | Integrating values into a system | Develop environmental ethic |
| Characterization | Value system controls behavior | Live sustainably |
24.3 Writing Behavioral Objectives
A well-written objective should be SMART:
Specific
Measurable
Achievable
Relevant
Time-bound
Examples:
| Poor Objective | Good Objective (Behavioral) |
|---|---|
| "Students will understand photosynthesis" | "Students will be able to explain the process of photosynthesis in their own words, listing the inputs and outputs, with 90% accuracy." |
| "Students will learn about magnets" | "Students will be able to predict which materials are magnetic and test their predictions using a magnet, correctly identifying at least 8 out of 10 materials." |
24.4 Pedagogical Implications
| Implication | Classroom Practice |
|---|---|
| Use objectives to plan lessons | Begin with "By the end of this lesson, students will be able to..." |
| Address all three domains | Include knowledge, skills, and attitude goals |
| Share objectives with students | Tell students what they will learn and why |
| Align assessment with objectives | Test what you said you would |
