The Teaching of

Science
(Secondary level)

Compiled By:
CHERYL ANN F. GICANA
FACULTY
COLLEGE OF EDUCATION, ARTS AND SCIENCES
CAPIZ STATE UNIVERSITY - PONTEVEDRA
Unit 1: NATURE, AIMS AND OBJECTIVES OF TEACHING
SCIENCE
In this learning guide you will be working and exploring on the following:

Learning Outcomes Topic Resource Task/s

Materials
1. Define and NATURE, AIMS Please see Answer the task
familiarize AND OBJECTIVES resources in found in each
the nature & scope of OF TEACHING each lesson of the lesson
science. SCIENCE under this unit.
Refer to the
2. Appreciate the inter-
attached rubric (if
disciplinary approach Sub topics:
applicable) so
nature of science and  Nature and Scope of you will be
its advantages. Science
guided in making
3.Discuss the aims and  The Interdisciplinary
your answers.
objectives of teaching Approach in
teaching Science
science.
 Aims and
4. Explain the Blooms Objectives of
Taxonomy. Submit all
Science Teaching
5. Stated objectives answers thru the
 Educational
in cognitive, Google
Objectives and
classroom
affective and Bloom’s taxonomy
assigned in this
psychomotor  Aims of teaching subject
domains. Science at
6. Discuss the aims of Different Levels
teaching at different
levels.
Lesson 1. Definition, Nature and Scope of Science

What is Science?

The necessity and curiosity of man to know about himself and his surroundings has led
him to investigate, find and to know about living beings and nature, which to verifiable
knowledge of facts. But Science is not always about the collection of facts or development of
new concepts or ideas. It is all about the passion for the discovery that drives one to explore the
environment and the nature in every aspect. Science is basically founded to investigate the nature
and its processes. Science is derived from a Latin Verb ‘Scire’, which means ‘to know’ and
Latin Noun ‘Scientia’ which means ‘knowledge’. Meaning of Science is based on German word
‘Wissenchaft’, which means systematic, organized knowledge. Thus, Science is a systematized
knowledge.
Science is the investigation of unknown phenomena and it also looks and compares with
existing principles, theories and practices. Science is both a particular kind of activity and also
the result of that activity. Science uses tools like observation, measurement and scientific
experimentation and is entirely based on the observable facts. Science is observation,
identification, description, experimentation, investigation and theoretical explanation of the
phenomenon that occur in nature.
Science could be described as the study, which attempts to perceive and understand the
nature of the universe both living and non-living in its part and as a whole.

During early times people perceived Science, as what the scientist does. There are many
definitions available, though not a single definition could be universally accepted.
 According to Columbian Dictionary:
“Science is an accumulated and systematized learning in general usage restricted
to natural phenomenon”.
 Einstein (1879-1955):
“Science is an attempt to make the chaotic diversity of our sense experience corresponds to
logically uniform system of thought”.
 Fitzpatrick (1960):
“Science is a cumulative and endless series of empirical observations, which results in the
formation of concepts and theories, with both concepts and theories being subject to
modification in the light of further empirical observations. Science is both a body of
knowledge and the process of acquiring it”.
 Bronowski, J. (1956):
“Science as the organization of our knowledge in such a way that it commands or makes
possible the explanation of more of the hidden potentialities found in the environment”.
  Conant (1957):
“An interconnected series of concepts and conceptual schemes that have developed as a
result of experimentation and observation and are fruitful of further experimentation and
observation”.
 Fisher (1975):
“Science is the body of Knowledge obtained by methods, based upon observation”.

The above definitions clearly reveal that Science is both a process and product. A
comprehensive definition of Science would be “science is a systematized knowledge gained
through human observation and experimentation of cause revealing the unknown phenomenon
of nature and universe both living and non-living involving the process of critical, creative
thinking and investigation including sometimes sudden insights too.”
Science = Process + Product
= Methods + Knowledge
= Scientific Method + Scientific Attitude + Scientific Knowledge

The Nature of Science

Nature of Science
Science as a
Particular Way of
Looking at Nature
Science as a Rapidly
Expanding Body of
Knowledge
Science as an
Interdisciplinary
Areas of Learning
Description
Science is a way of learning about what the nature is, how the nature
behaves and how the nature got to be the way it is.
Science focuses exclusively o
in the nature.
It is not simply a collection of facts;
rather it is a path to understand the
phenomenon underlying.
Science is the dynamic, ever expanding knowledge, covering every
new domain of experiences.
Knowledge refers to the product of science, such as the concepts and
explanations.
Research being carried out in the field of science resulted in
developing more knowledge at a faster pace sometimes by replacing
old concepts, ideas or principles
In the last two decades there have been studies claiming that science
is becoming even more an interdisciplinary area of learning.
Science cannot be taught in isolation. All the branches of science are
interdependent upon all other and there are a number of facts and
principles which are common to various science subjects.
 Knowledge started expanding day by day; scientists started
specialising in certain areas. Hence the knowledge has been
organized for convenience into different disciplines.
Science as a Truly International collaboration in most of the projects is the order of the
International
Enterprise day.
In collaborative research, visibility among the peer and active
exploitation of complementary capabilities increase.
Share the costs of the projects that are large in scale and scope.
Able to access expensive physical resources.
Exchange ideas in order to encourage greater creativity.
Science as Always Scientific theories took decades in their development.
Tentative
When two competing theories explain their observations related to a
certain phenomenon, Scientists prefer to accept a theory which
explains larger number of observations with few assumptions.
Science Demands The important characteristic of science that brings development and
Perseverance from progress is perseverance of scientists.
its Practitioners: Scientists getting an inspirational idea or a creative thought have to
persist with the idea to take it to its logical conclusions, based on
facts or observations.
Scientists may work alone or join with others in developing the idea
further to find out ways to discover or invention, While at other
times the scientists can make only a beginning and then others join
them in
developing the idea further.
Science as an The investigations in science involve some form of scientific method.
Approach to Scientists for seeking solution to a problem use different methods like
Investigate and as a observation, prediction and sometimes experimentation to study the
Process of cause and effect relationship.
Constructing Whatever we observe through our senses (information) is sent to the
Knowledge: brain and the brain processes the information by registering,
classifying, generalising etc., and converts into knowledge. Sensory
perception is primary in knowledge development.

The Scope of Science

Science is a body of knowledge obtained by methods based upon observation. Observation is

authentic and that it is only through the senses of man that observations can be made. Thus, anything
outside the limits of man’s senses is outside the limits of science. In other words, science deals with
the universe and galaxies in the forms of matter and energy which is in the form of living and non-
living.
 Science employs a number of instruments to extend mail’s senses to the extremely minute to
very vast, to the short-time duration or long-time duration, to dilute or to concentrate and so on and
so forth which does not alter the conclusion that science is limited to that which is observable.
Thus, as in any other discipline contemporary experimental techniques set up some practical
limitations but these are not to be confused with the intrinsic limitations inherent in the very nature
of science. The knowledge of science is tested and retested and also reinvented.
Today the disciplines of Science and Social Sciences are drawing into each other. Behavioural
zoologists study the sociology and psychology of animals. Archaeologists derive new insights from
the rapid advances in chemical and physical analysis. Hence sciences should be understood with
interdisciplinary approach within science as a whole. Biology draws on chemistry, physics and
geology.

Learning Guide 1_Task 1:

Among the given nature of science, choose 5 that you like best and give your own
interpretation with corresponding example that would clarify your idea.
Nature of Science Interpretation with example

Additional Readings:
Casey, D. (2012). The nature of science. Virginia Science Standards Institute.

References:
Essay on Science: meaning, scope, nature, technology and society, (2020)
Retrieved from: https://www.biologydiscussion.com/essay/science-essay/essay-
on-science- meaning-scope-nature-technology-and-
society/85938#:~:text=Scope%20 of%20Science%3Aoutside%20the%20limits
%20of%20science.
Lesson 2. Interdisciplinary Approach in Teaching Science
Today the term “interdisciplinary teaching” is widely used in all K-12 educational fields due
to a growing awareness of the inherent value and benefits of interdisciplinary teaching. Many
contemporary science educators have also begun to become aware of the necessity of
interdisciplinary learning and teaching in K-12 science education
Cone, et.al (1998) described interdisciplinary teaching as an approach that integrates two or
more subject areas into a meaningful association to enhance and enrich learning within each subject
area. There is no question that the complexity of the natural system or its corresponding scientific
problems necessitate interdisciplinary understanding informed by multiple disciplinary backgrounds
that a singular discipline is unable to provide or is possibly incapable of providing. In science, the
best way to learn and perceive complex phenomena of the real world should be based on an
interdisciplinary approach. Science disciplines are not isolated from one another, and separation
creates an artificial way to teach science, one that is not a reflection of its true nature.
There is more to science education than simply learning about theories and laws. It also
includes learning how to initiate a functional integrative association between science curriculum
and other curriculums arising at providing individuals with a solid technological background to gain
knowledge, skills and attitudes required in a rapidly changing world.

Why use Interdisciplinary approach:

Interdisciplinary science in science methodology increases students learning. Helping them to
develop knowledge, insights, problem solving skills, self-confidence, self-efficacy and passion
for learning
It helps students to uncover preconception or recognize bias. First, by helping students identify
insights from a range of disciplines that contribute to an understanding of the issue under
consideration. Second, to develop the ability to integrate concepts and ideas from these
disciplines into a broader conceptual framework of analysis.
Helping students to acquire positive trends and attitude towards the environment which can help
them to adjust to the modern world.
It helps advance critical thinking and cognitive development. Obtaining a clear understanding of
problems with roots in multiple disciplines requires the capacity to integrate ideas and this skills
is advanced by interdisciplinary science learning.
It helps students appreciate ethical dimensions of concerns. Ethical considerations entail moral
concerns which mean accounting for perceptions of right verses wrong, good verses bad, and the
provision of justice. Many disciplines steer clear of such subjective phenomena and confine their
analysis to more objective factors in an effort to be scientific.
It promotes significant learning. Preparing individuals to be capable to keep up with the
scientific and technological accelerated progress in all fields.
It promotes understanding when students learn in heterogeneous way. Students are
heterogeneous in their learning styles and have diverse backgrounds, interest, interest,
experiences, talents and values. Drawing in a broad array of frameworks and methodologies will
enhance students learning.
Helping teachers to apply the topics they have learned which deal with environmental issues and
problems related to the real life.
Help to prepare individuals who are aware of the scientific and technological civilization, which
can help them sustain with the ever increasing national and international science and technology
developments. To be able to pursue the present challenges and growth.
The world is interdisciplinary. According to the National Council for Teachers of English
(NCTE, 1995) “educational experiences are more authentic and of greater value to students when
the curricula reflects real life, which is multi-faceted rather than being compartmentalized into
neat subject-matter packages. In their view, real world problems are complex, so no single
discipline can adequately describe and resolve these issues.

Learning Guide 1_Task 2.

Kindly answer the following:
What do you understand by the interdisciplinary approach in teaching science? Are
you in favour for this kind of teaching style? If yes, state your reason and give your example.
If no, discuss why you are not in favour of this teaching style and cite some observed or
researched negative effect of this teaching style.
(Note: please refer to the attached rubric)
Learning Guide 1. Task 3. Bring out the relationship of science with the following specific
disciplines:
a. Science and Literature
b. Science and Languages
c. Science of History
d. Science and Fine Arts
e. Science and Mathematics
Rubric: (See attached)

References:
Hye, S. Y. (2017). Why teach science with an interdisciplinary approach: history,
tends and conceptual frameworks. Journal of Education and Learning; Vol. 6, No. 4,
ISSN 1927-5250 E-ISSN 1927-5269 Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1145260.pdf

Opara, J. (2014). Innovative method of teaching science through interdisciplinary

approach. VOL. II/XII, MAY-JUNE, 2014 Retrieved from: http://www.srjis.com/

Additional Readings:
1. Sharma and Sharma, ‘Teaching of Science’ Dhanapal Rai and Sons, Delhi.
2. Bhedula, N. ‘Teaching of Science’, Prakash Brothers, Ludhiana.
3. Good, J. K. ‘New Directions of Science Teaching’ Kohli Publishers, Chardigarh
 Lesson 3. Aims and Objectives in Teaching Science
Education is imparted for achieving certain ends and goals. Various subjects of the school
curriculum are different means to achieve these goals. The term aims of teaching science stands for the
goals, targets or broader purposes that may be fulfilled by the teaching of science in the general scheme
of education. Aims are like ideals. Their attainment needs a long-term planning. Their realization is not
an easy task. Therefore, they are divided into some definite, functional and workable units named as
objectives. The objectives are those short-term, immediate goals or purposes that may be achieved
within the specified classroom situation. They help in bringing about behavioral changes in the learners
for the ultimate realization of the aims of teaching science. The aims are broken into specified
objectives to provide definite learning experiences for bringing about desirable behavioral changes.

Here are some aims and objectives of teaching science:

To provide the broader objectives of science that is process skill
knowledge curiosity
To encourage and enable students to develop inquiring minds and
curiosity about science and nature
To acquire knowledge, conceptual understanding and skills to solve
problems and make informed decisions in scientific contexts
To develop skills of scientific inquiry to design and carry out scientific
investigations and evaluate scientific evidence to draw conclusion
To communicate scientific ideas, arguments and practical experiences
accurately in a variety of ways
To think analytically, critically and creatively to solve problems, judge
arguments and make decisions in scientific and other contexts
To appreciate the benefits and limitations of science and its application in
technological developments
To understand the nature of science and the interdependence of
science, technology and society including the benefits, limitations and implications
imposed by social, economic, political environmental, cultural and ethical factors.
To demonstrate attitudes and develop values of honesty and respect for
themselves, others and their shared environment

Learning Guide 1_Task 4. Aims of Science in a Story Board

Construct/draw a story board showing a situation one of the aims and/or
objectives of science is being displayed. Limit up to 5 storyboards. Refer to rubric for scoring.
References:
Nauriyal, G. (2020). Aims and objectives of science. Retrieved from:
https://gradeup.co/aims-and-objectives-of-science-i
Additional Readings:
 Sharma and Sharma, ‘Teaching of Science’ Dhanapal Rai and Sons, Delhi.
 Bhedula, N. ‘Teaching of Science’, Prakash Brothers, Ludhiana.
 Good, J. K. ‘New Directions of Science Teaching’ Kohli Publishers, Chardigarh
Lesson 4. Taxonomy of Educational Objectives and Bloom’s Taxonomy
Educational objectives describe the goals toward which the education process is directed–the
learning that is to result from instruction. When drawn up by an education authority or
professional organization, objectives are usually called standards.

Taxonomies are classification systems based on an organizational scheme. In this instance, a set
of carefully defined terms, organized from simple to complex and from concrete to abstract,
provide a framework of categories into which one may classify educational goals. Such schemes
can: Provide a common language about educational goals that can bridge subject matter and grade
levels, serve as a touchstone for specifying the meaning of broad educational goals for the
classroom, help to determine the congruence of goals, classroom activities and assessments,
provide a panorama of the range of possible educational goals against which the limited breadth
and depth of any particular educational curriculum may be contrasted

Prof .Benjamin S Bloom and his associate, University of Chicago developed and classified the
domains of educational objectives. Bloom (1956) presented his taxonomy related to cognitive
domain giving emphasis to the hierarchy of cognitive process in attaining knowledge and
development of thinking. Later Krathwhol (1964) introduced affective domain and Simpson
(1966) developed psychomotor domain. They described the hierarchical development of the three
domains of the learner though instruction. This classification objective is known as Blooms
taxonomy of educational objectives.

Classification of Blooms taxonomy

1. Cognitive domain- Knowledge field

2. Affective domain- Feeling field

3. Psychomotor domain- Doing field

Every educational activity should be planned to develop all this domain of the learner. Hence
these three domains are mutually interrelated and interdependent also.
 Fig. 1 Concept Map of Bloom’s Taxonomy
Picture Source: https://tophat.com/marketplace/social-science/education/course-notes/oer-taxonomy-of-
educational-objectives-blooms-and-ncert-dr-rafeedalie/1195/

Besides, the above classification, each domain can be further split up into major
categories which are also hierarchical. The major categories are as follows.

Picture Source: https://tophat.com/marketplace/social-science/education/course-notes/oer-taxonomy-of-

educational-objectives-blooms-and-ncert-dr-rafeedalie/1195/
Instructional Objectives in Cognitive Domain

The cognitive domain deals with the intellectual aspect of cognition. It concerned with sensation,
perception and application of knowledge. The hierarchical development of cognitive domain is
discussed below.

Knowledge

Acquisition of knowledge is the lowest level in the cognitive domain. It includes the
ability of students to recall and remember the information learned in the classrooms. Recall
and recognition are the specification of this instructional objective.

Comprehension

It is the second level of cognitive domain. It is the meaningful recall and recognition of
the learned content. Here the learner could understand and explain what he learned in the
classroom as his own language. Identifying relations, classification of objects, explanations,
comparisons, translation etc are the specification of this level.

Application

In third level the learners are able to apply or use the knowledge which is acquired and
comprehended during the first two levels. It is the ability to apply the acquired knowledge trough
instruction in real life situations. Establishing new relationship, formulating hypothesis,
predictions are the some specification of this level.

Analysis

Analysis is the meaningful breakdown of the materials into its various components
and to identify the interrelationship between the elements and find out how they are organized and
related. Specification of this level includes the analysis of elements, analysis of relationship,
analysis of organizational principles.

Synthesis

Synthesis is the mental ability of the learner to integrate the acquired, comprehended,
applied and analyzed knowledge in to a comprehensive whole. It involves the ability to give a new
shape or structure to statements or procedures.

Evaluation

This is the highest level of cognitive domain. Students could evaluate an object, person, a
theory or a principle if only he is par with all other lower hierarchy in the cognitive domain. It is the
ability to judge a value of a material, aspects, methods, principles , theory, philosophy and so forth
for a given purposes. At this level s/he could perform personal viewpoint about the information s/he
synthesized
To summarize, you can use Bloom's taxonomy to identify verbs to describe participants’ learning.
Examples of learning outcomes might include:

1. Knowledge/Remembering: define, list, recognize;

2. Comprehension/Understanding: characterize, describe, explain, identify,
locate, recognize, sort;
3. Application/Applying: choose, demonstrate, implement, perform;
4. Analysis/Analyzing: analyze, categorize, compare, differentiate;
5. Evaluation/Evaluating: assess, critique, evaluate, rank, rate;
6. Synthesis/Creating: construct, design, formulate, organize, synthesize.

Instructional Objectives in Affective Domain

Affective domain is related with the development of heart and mind of the child. It includes the
areas of emotions, feelings, interest, attitude, appreciation and values. The teacher should be given
emphasis to correlate the development of cognitive domain with affective domain. A person who
studied the Gandhian principles, civic right and duties without developing his affective domain is
worthless for the country as well as society. Hence the teacher should ensure the development of
affective domain in his instructional objectives of the classroom instruction. Bloom and Krathwohl
(1964) introduced the following hierarchy for affective domain.

Receiving

In the basic level the learner is sensitized to the existence of a certain phenomena and stimuli. s/he
is willing to receive the information whole heartedly by exhibiting awareness on the stimuli and
become conscious on particular person, principle, philosophy, incidents etc. For example
students are interestingly listening to Gandhian principles.

Responding

Effective reception prepares the learner to respond seriously. As result of receiving some good
message from the first hierarchy, the learner tries to respond to the situation positively. For
example students show kindness towards elders and weaker people, hold honest behavior in day
to day life situations etc.

Valuing

By responding in good ways, the students set guidelines for their behavior. Accepting values,
preference for values, commitment to values are the important behavioral changes in this level.
For example students develop positive attitude towards nonviolent behavior, truthfulness,
honesty etc.

Organization

Student builds a system of value at this level. Value conflict and value crisis are resolved.
Through organizing different values students are able to develop their own code of conduct and
standard of public life in the society. For example Pupil identifies the inseparability of the
values like nonviolence, truthfulness and tolerance of Indian tradition. They
show dislike towards corruption and violence in the country and think against to
work.
Characterization

This is the highest level of internalization process. Values are imbibed and forms part of the life
style of the individual. For example the non violence value becomes the philosophy of the
individual. They will not be ready to compromise on their philosophy at any stage as well as, ready
to work for justice even though they are alone their way.

Fig. 2 Krathwohl’s Taxonomy of Affective Domain

Picture Source: https://mochmoch.weebly.com/blog/krathwohls-affective-domain-of-
objectives

Instructional Objective for Psychomotor Domain

Psychomotor domain deals with the action or performance level. This domain includes muscular
action and neuromuscular coordination. Educational objectives of this domain aim to developing
proficiency in performing certain acts. Simpson (1966) presented the psychomotor domain as
follows.

Perception

Perception is the first level in psychomotor domain. It consist the process of becoming aware of
objects, qualities or relation through sense organs.

Set

In this second hierarchy students make preparatory adjustment of readiness for a particular kind of
action or experience. Mental as well as physical set for action is performed here.
Guided response

It is the overt behavioral act of a student under the guidance of the teacher. Students initially
perform an act which is perceived and set through earlier levels. It includes imitation of teachers,
elders, parents, and trial and error activities in attaining writing, reading skill etc. For example;
Student imitates the writing style of his teacher to write letter ‘A’ and repeat many times to
learn how to write letter ‘A’.

Mechanism

In this level student show progress in performing the act through imitation and trial and
error. Student learned to write letter ‘A’ by imitating his teacher and through trial and
error activity. Now s/he can write letter ‘A’ at his/her will. Here learned response has
become habitual. It is a micro analysis in which each step in the mechanism is properly
examined and drilled.

Complex Overt Response

In this level the student can perform a complex motor act which required a complex
movement pattern. It this hierarchy students attain a high degree of skill and the act can be
carried out smoothly and efficiently. In this level students could perform the act without
any hesitation. Fine muscular coordination and great deal of ease in performing act are
the peculiarity of this level. Here student able to write many word easily and simply
within a short period of time, ability to run, walk, jump and talk
easily are also comes under this category.

Adaptation and Originating

This is the highest level. Here student are adapted with the ability of doing an act which
is acquired through above steps. Now spontaneously s/he can perform the act with
accuracy. More over s/he is able to originate a new pattern of action or style in doing the
activity.
 Fig. 3 Simpson’s Hierarchy of Psychomotor Domain
Picture Source: http://www.geolawsdesign.com/glossary/psycho-motor-taxonomy-elizabeth-j-simpson/

Instructional Objectives and Specification

As discussed earlier, a classroom instruction needs an effective instructional plan to achieve

fruitful result. Classroom coursework are wholly dependent on the instructional objectives in the
lesson plan. Lesson plan is aims at to develop the cognitive, affective and psychomotor
development of the child through teaching the concerned subject.

Each domain has its own objective and each objective has its own specific objectives. Specific
objectives are written generally in the form of action verb. To understand the writing of
instructional objectives and specific objectives see the following example.
 Fig. 4 Instructional Objectives and specific objectives
Picture Source: https://tophat.com/marketplace/social-science/education/course-notes/oer-taxonomy-
of-educational-objectives-blooms-and-ncert-dr-rafeedalie/1195/

Learning Guide 1_Task 5. Answer the following questions:

1. What are the factors involved in the formulation of educational objectives?
2. Enumerate and differentiate the three domains of Bloom’s Taxonomy.
3. State the categories of the 3 domains. Then briefly describe each. Use table in presenting
your answer.

Domain Categories Brief Description

References:
Rafeedalie, A. (Taxonomy of Educational Objectives: Bloom’s and NCERT

Seven Examples of Learning Outcome and How to Write Them, (2020). Retrieved
from:https://www.erasmusnet.org/single-post/2018/01/22/7- EXAMPLES-OF-
LEARNING- OUTCOMES-HOW-TO-WRITE-THEM

Suggested Readings:
1. Sharma and Sharma, ‘Teaching of Science’ Dhanapal Rai and Sons, Delhi.
2. Bhedula, N. ‘Teaching of Science’, Prakash Brothers, Ludhiana.
3. Good, J. K. ‘New Directions of Science Teaching’ Kohli Publishers, Chardigarh
Lesson 5. Aims of Teaching Science at Different levels
The whole process of the teaching of the science directs the students towards these objectives.
These objectives are guided by the content materials of the curriculum, lessons and topics. Various
standards and stages of education of science for the primary classes shall be different from the
objectives of the teaching of science at the secondary stage of education. Principles of education are
applied in the field of education up to secondary stage only. Teachers who teach up to secondary
classes have to acquire a degree in teaching or education. Teachers in the field of higher education
are not required to possess any such degree. We shall, therefore confine our stage up to secondary
stage of education. Up to the secondary stage of education, we have three stages,
1. Primary stage.
2. Junior High School or Lower Secondary stage of education consist of classes VI to VIII.
3. Secondary stage of education consists of classes IX to XII.

Primary Stage of Education and the Objectives of the Teaching of Science

The objectives of the teaching of science are different for different stages of education.
While laying down the objectives for the teaching of science for primary classes, we have to keep in
mind the psychological requirements of the students of this age group. It is also necessary to keep in
mind the capacity of these boys of the tender age to adapt themselves to their environment.

Following are generally accepted as the objectives of the teaching of science.

(a) Development and training of the power of observation

Generally, children of the age group of five to ten years come under the
primary stage of education. Normally, children of this age group are very active. They
are curious to know about all the things they come in contact with. They are keen
observers. It is, therefore, necessary to develop and train their power of observation.
The teacher should therefore try to achieve this objective. He should train and
encourage them to collect plants, different kinds of flowers etc. He should also train
them to know about various things about these collected objects.

(b) Knowledge of the relationship between physical and social environment

Children of their group come in contact with the natural as well as social
environment. They should, therefore, be trained to know about the relationship that
exists between the community and the nature. They should be taught about the various
gains that community or the society derives from nature.

(c) Objectives with regard to character and behaviour

It is also necessary to develop certain qualities of character in the young boys
and girls of this age group and also to bring about changes in their behavioral pattern.
They may be taught the lesson of conservation of national wealth. They may also be
taught to have respect for the agencies of nature. These two qualities may be, later on,
transferred to other fields of life.

(d) To develop the habits of personal, family and community cleanliness

Children may be taught about the habits of personal and social hygiene. They should
be taught to keep themselves and their environment clean.

(e) Importance of science in life

Students should be trained to know about the utility of science in life and several
 contributions made by science for the betterment of human life.

(f) Knowledge of casual relationship

Normally young boys are inquisitive by nature. Sometimes their curiosity is
explained away and it dies down. The teaching of science must develop in the
students the consciousness of the relationship of cause and effect. They should be
encouraged to know about the causes of the several events that they observe around
them. This will ultimately help them in the development of the scientific outlook.

(g) Development of practical outlook

Mere giving of knowledge of facts is not sufficient. We have seen that the
students of this stage of education are pretty active. This activity may be so
channelized to develop practical outlook. This practical outlook would help them to
make proper use of their theoretical knowledge.

Objectives of the Teaching of Science for Junior High School Classes

Here we find students of the age group of II. We have already seen that the students of classes
VI, VII and VIII comprise this stage of education. Children of this stage of education are more
developed. They are more balanced. They are less impulsive and are not pleasures and pains are not
the sole guides of their actions. They are no more children only. The objectives of teaching of science
for this stage of education may, therefore, be laid down on the following lines.

a. Development of knowledge and skill for social life

Developing knowledge, skills, outlook and interests in the students may help
in them the building of the background for vocational and social lives that may come
later on.
b. Development of the power of reasoning
At this stage of education, we find that students have developed a power of
reasoning. They may be given opportunities for the development of the power of
reasoning while teaching science.
c. Practical use
At this stage, we find that the students have developed a sense of practical use. They
are able to apply the knowledge acquired. They should be given opportunity for
practical use.
d. Development of the quantitative sense and the capacity to solve problems
The students of this stage have the quantitative sense developed in them. They
should be given opportunity to solve problems for further development of this sense
and they may also acquire ability to solve the actual problems.
e. Numerical Sense
The students at this stage should be given numerical problems to solve. This would
give them an opportunity to solve numerical problems and also to develop a
sense of application of theoretical knowledge to numerical aspect of things.

f. Economic efficiency and knowledge about society and natural environment

Economic conditions of the country are such that many students have to give up
education after this stage. It is, therefore, necessary to make then efficient to earn their
 livelihood. In other words, economic efficiency should be developed in them. This can
be acquired properly when they have proper knowledge about their social and natural
environment.

Objectives of Teaching of Science at Higher Secondary Stage of Education

The students of this stage of education are more developed than the students of the Junior
High School Classes. They have certain interests and aptitudes developed in them. These students
have to be prepared for future life as well as higher education. The students of this stage of
education should be taught science with a view to achieve the following three things.
a. Development of the psychological aptitude and interests
b. To prepare and equip for higher education
c. Economic efficiency and capacity to earn livelihood
In order to achieve the above mentioned things, certain objectives must be kept in view. It is
these objectives that have to govern the teaching of science in the higher secondary stage for
education. The following are the objectives:
(a) Knowledge
This perhaps, is the major aim of teaching science. The pupils studying science
should acquire the knowledge of:
1. Scientific Terminology.
2. Scientific facts to understand scientific literature.
3. Ways and means of dealing with specifications.
4. Conventions.
5. Trends and sequences.
6. Natural phenomenon.
7. Correlation and interdependence of different branches of science.
8. Methodology.
9. Theories and structure.
10. General rules of health and human machine.
The students should be able to apply this knowledge in their daily life.

(b) Understanding
This is the second objective in the cognitive domain and includes translation from
one form to another and interpretation. It has been found that up to 70% to 80% of the
scientific facts learned in science course are forgotten within one year after the completion
of the course. For understanding, the students must be trained to generalize the facts and
events which are having common characteristics, constantly seeking generalizations that
make things more understandable. These generalizations are frequently referred to as
concepts, principles and laws-which are very essential to understand science in everyday
life and forms a strong base for higher education.

(c) Application
The third aim of teaching physical science in higher secondary schools is to make
the students into more alert citizen and better equipped to improve the community life. In
order to achieve this, the student should be able to apply the generalizations to their daily
life. This will serve as a bridge to fill the gap between classroom work and real life
activities. Moreover, the application of principle will help in verifying the principle itself.

(d) Skills
Knowledge of content alone is not enough for enriching a student. Therefore,
stress is not on the memory of the content but on development, improvement and
 refinement of tools with the passage of time. The various skills which can be
developed through science teaching are, Observational Skill, Experimental Skill,
Constructional Skill, Problem Solving Skill and Drawing Skill. Possession of
these skills is very essential in solving practical problems.
(e) Attitude

By definition “Attitude is a condition of readiness for a certain type of activity”

Finding answers to problems through direct observation, experimentation,
verification and testing of knowledge are some of the initial manifestations of
scientific attitude. Science teacher, on the other hand, should make special efforts
to develop them by employing democratic procedures in the classroom
activities.
(f) Interest
The teaching of science should also aim at developing some interest in reading
scientific literature, in scientific hobbies, in activities of science club and so on. Interest
should not be super imposed; on the other hand, everybody should be free to select the
activity according to one’s own inner appeal.
(g) Appreciation
The students of science should be able to appreciate the contributions of science
in the progress of civilizations. The basic idea of this aim is to develop a real feel of
science. Application cannot be taught as such. It develops from understanding and
attitudes.
(h) Personality Traits
The teaching of science aims to develop personality traits also. The pupil should
report his results and observations faithfully. Science teaching should provide suitable
opportunities for every individual to unfold environment, must be provided to draw out the
best in the child-body, mind and soul.

Learning Guide 1_Task 6:

Differentiate the different aims or objectives of science in:
a. Primary and elementary level
b. Junior High School
c. Higher Secondary level
References:
1. Sharma & Sharma, ‘Teaching of Science’, Dhanapal Rai and Sons, Delhi.
2. Bhadula, N. ‘Teaching of Science’, Prakash Brothers, Ludhiana.
3. Good, J.K. ‘New Directions of Science Teaching’, Kohli Publishers, Chandigarh.
4. Das, R.S., ‘Science Teaching in Schools’, Sterling Publishers Pvt. Ltd., New Delhi.
Suggested Readings:
Sharma and Sharma, ‘Teaching of Science’ Dhanapal Rai and Sons, Delhi.
Bhedula, N. ‘Teaching of Science’, Prakash Brothers, Ludhiana.
Good, J. K. ‘New Directions of Science Teaching’ Kohli Publishers, Chardigarh.
Web references:
http://www.project2061.org/publications/sfaa/online/chap1.htm http://www.nap.edu/openbook.php?
record_id=5787&page=27 http://www.humboldt.edu/~tha1/bloomtax.html http://www.krummefamily.org/guides/bloom.htm
UNIT SUMMARY:
In this unit we have learnt about science-nature of science and how children learn science. Science is
both process and product. Because of the scientific nature of our society and the individual needs of its
members, every person in order to function effectively, must be scientifically literate. Science is a branch of
human knowledge, because science is both process and product of his inherent knowledge. In this unit, the
relationship between the process and product of science was elaborately discussed. The importance of teaching
science based on the nature of science was discussed in general and the impact of science and technology on
modern living in particular. It is very obvious that most of the changes in this century have been due to the
contribution of science. Science affects every aspect of our lives. It has controlled health, transportation and
power. Quick means of communication makes man to feel that he has almost conquered time and space. The
inter-disciplinary approach of teaching science and its advantages were also highlighted elaborately. Then the
taxonomy of educational objectives as given by Bloom was also discussed. Bloom classified the objectives
under three major domains viz., cognitive, affective and psychomotor. There are six objectives under cognitive
domain, which are knowledge, comprehension, application, analysis, synthesis and evaluation. Five objectives
under affective domain deals with the abilities like receiving, responding, valuing, organization and
characterization. The psychomotor domain comprises of the abilities related to the action or manual work like
imitation, manipulation, precision, articulation and naturalization.
On the basis of this classification, the general instructional objectives are designed. They are structured
as knowledge, understanding, application, skills, interest and attitude.

UNIT - END EXERCISES

Answer the following questions:
1. Briefly discuss the scope of science.
2. Explain how the relationship between the process and product is substantiated
by the concept of science.
3. Briefly discuss the impact of science and technology on industrialization.
4. Bring out the advantages of inter-disciplinary approach.
5. Briefly discuss the importance of teaching of science based on the nature of science.
6. Write short notes on the correlation of science with other school subjects.
7. Define an ‘Educational Objective’. How is it different from ‘Aim’?
8. What are the purposes of classification of educational objectives?
9. Briefly discuss the classification of cognitive domain.
10. Briefly discuss the classification of affective domain.
11. Discuss in brief the classification of psycho-motor domain.
 RUBRIC FOR ESSAY TEST:

CRITERIA 5 pts 3 pts 2 pts 1 pt Score

CONTENT Balanced presentation Information Information Central purpose or
of relevant and provides reasonable supports a argument is not
legitimate information support for a central central purpose clearly identified.
that clearly supports a purpose or argument or argument at Analysis is vague
central purpose or and displays times. Analysis or not evident.
argument and shows a evidence of a basic is basic or Reader is
thoughtful, in-depth analysis of a general. Reader confused or may
analysis of a significant significant topic. gains few be misinformed.
topic. Reader gains Reader gains some insights
important insights. insights
ORGANIZATION The ideas are arranged The ideas are In general, the The writing is not
logically to support the arranged logically to writing is logically
purpose or argument. support the central arranged organized.
They flow smoothly purpose or logically, Frequently, ideas
from one to another and argument. They are although fail to make sense
are clearly linked to usually clearly occasionally together. The
each other. The reader linked to each other. ideas fail to reader cannot
can follow the line of For the most part, make sense identify a line of
reasoning. the reader can together. The reasoning and
follow the line of reader is fairly loses interest.
reasoning. clear about what
writer intends.
GRAMMAR, The writing is free or There are occasional The writing has There are so many
SPELLING AND almost free of errors. errors, but they many errors, and errors that
don't represent a the reader is meaning is
WRITING major distraction or distracted by obscured. The
MECHANIC obscure meaning. them reader is confused
and stops reading
Total Score