Chapter 1

Objectives of Science Education

INTRODUCTION
The goals of Science as a subject required in
Elementary, secondary, and tertiatry levels is to enable the
learner to acquire knowledge, gain skills and develop attitudes
that can insur science and technology literacy and sel-reliance
as well as in-depth understanding that can lead to further
science pursuits.
This fundamental goal is then translated into
instructional objectives suited to each intructional level. To do
so, various determinants are to be considered. Those that
bearsignificant implications to science education are hereby
discussed.

Figure 1. Credit: asiseeit Getty Images

OBJECTIVES
At the end of this module, the learner should be able to:

 Explain the objectives of science education.

 Discuss the instructional objectives.
 Classify objectives

LEARNING CONTENT

A. The Constitutional Mandate

ARTICLE XIV

EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS

SCIENCE AND TECHNOLOGY

Section 10. Science and technology are essential for national development and progress. The State shall give
priority to research and development, invention, innovation, and their utilization; and to science and
technology education, training, and services. It shall support indigenous, appropriate, and self-reliant
scientific and technological capabilities, and their application to the country’s productive systems and
national life.
Section 11. The Congress may provide for incentives, including tax deductions, to encourage private
participation in programs of basic and applied scientific research. Scholarships, grants-in-aid, or other forms
of incentives shall be provided to deserving science students, researchers, scientists, inventors,
technologists, and specially gifted citizens.

Section 12. The State shall regulate the transfer and promote the adaptation of technology from all sources
for the national benefit. It shall encourage the widest participation of private groups, local governments, and
community-based organizations in the generation and utilization of science and technology.

Section 13. The State shall protect and secure the exclusive rights of scientists, inventors, artists, and other
gifted citizens to their intellectual property and creations, particularly when beneficial to the people, for
such period as may be provided by law.

B. The National Development Goals

BATAS PAMBANSA BLG. 232 September 11, 1982

AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED
SYSTEM OF EDUCATION

Section 4. Declaration of Objectives - The educational system aim to:

1. Provide for a broad general education that will assist each individuals in the peculiar ecology of his own
society, to

(a) attain his potentials as a human being;

(b) enhance the range and quality of individual and group participation in the basic functions of
society; and

(c) acquire the essential educational foundation of his development into a productive and versatile
citizen;

2. Train the nation's manpower in the middle-level skills for national development;

3. Develop the profession that will provide leadership for the nation in the advancement of knowledge for
improving the quality of human life; and

4. Respond effectively to changing needs and conditions of the nation through a system of educational
planning and evaluation.
C. Instructional objectives

- Instructional objective also known as behavioral objectives or learning objectives are basically statements
which clearly describe an anticipated learning outcome.

- it provide a framework for devising ways to evaluate student learning. Because written tests and
performance activities are the major means of measuring student achievement, objectives should guide the
design of relevant testing items and procedures.

- Instructional objectives are measurable terms that describe what learners will be able to do after the
instruction. It is essential to have clearly outline instructional objectives to make sure that what is taught in
the courses matches the intended outcome. The acronym S.M.A.R.T. is used to remember the guideline for
writing clear objectives.
To be effective, instructional objectives should be:

1. Specific
-Instructional objectives should precisely describe what is expected of a learner. For example,
the learner will be able to deal with irritable customers, which is not a specific objective. This could
be made better by stating how the learner will deal with the irritable customer.

2. Measurable
-A measurable instructional objective is one that can be observed or one that generates data
points. For example, the learner will apply compassion skills to handle irritable customers and log
and report the outcome of each call by the end of the month. The learner’s log offers data about how
the customers reacted to the technique.

3. Attainable
-Learners cannot feel defeated by the intended outcomes of the learning objectives.
Instructional objectives should not ask learners to prove themselves under unfeasible circumstances.
Give learners ample time to prove their new skills. For example, in the objective above, the learner
has one month to prove he or she is effectively exercising the new skills. This is ample time for the
learner to do so.

4. Relevant
-Most learners do not care about learning things that they cannot use right away. The
information presented in the course and the outcomes should be relevant to their personal lives or day
to day work.

5. Time-framed
- Learners need a deadline for when they should achieve and demonstrate the use of the
skillset. One month is the time-frame for the objective mentioned above. A learning objective that is
not time-framed gives learners the false impression that they have an indefinite amount of time to
learn the skill and apply it.

A. Specific Instructional Objectives

 Instructional objectives are also termed behavioral or performance objectives. They refer to a specific
student behavior that is expected as an outcome of a learning expirience. It is a statement of how a
student should be able to do upon completing a carefully planned task.
B. Preparing Instructional Objectives
When writing an instructional objective we must have in mind a clear picture of the behavio we like
the student to manifest after accomplishing a task. The objective should be stated in behavioral terms,
necessarily in performance words that are measurable. Verbs or action words are used. Avoid vague,
ambigous words that are not clearly observable such as “know”, “appreciate”, or “like”.

Classifying Instructional Objectives

Instructional objectives are classified according to the three domains: A) Cognitive; B) Affective; and C)
Psychomotor. Understanding the levels within each domain is important when planning instruction.

A. Cognitive Domain
The domain receiving the most attention in instructional programs is the cognitive domain, which includes
objectives related to information or knowledge, naming, solving, predicting, and other intellectual aspects of
learning. Bloom, Englehart, Furst, Hill, and Krathwohl (1956) developed a widely used taxonomy for the cognitive
domain. (A taxonomy is a method of sequential classification on different levels.) The taxonomy is organized
within two major groups: (1) simple recall of information and (2) intellectual activities. Bloom labeled the lowest
level as knowledge, and the higher mental abilities are classified into the five increasingly more intellectual levels
of comprehension, application, analysis, synthesis, and evaluation

Bloom’s original cognitive domain taxonomy has been revised to include two dimensions (Anderson et al., 2001).
The original categories have also been updated to better reflect cognitive processes. A new dimension has been
added that identifies the type of knowledge similar to our expanded content–performance matrix. This revision has
yet to be widely adopted by educators in all fields.

Level of Bloom’s Taxonomy

Level 1 : Knowledge
This level requires remembering and simple recall of specific information.
Verbs used are:
Define List Match
Indicate Identify Name
Label Locate Slate

Level 2 : Comprehension
This level requires understanding beyond recall. It is the lowest level of understanding
Verbs used are:
Classify Expand Predict
Defend Express Recognize
Describe Infer Ssummarize
Estimate

Level 3 : Application
This level requires application in a new sitution. Application of a rule or principle.
Verbs used are:
Apply Demosntrate Modify
Compute Prepare Relate
 Construct Discuss Show

Level 4 : Analysis
This level requires converting into components; drawing conclusion; determining evidence.
Verbs used are:
Analyze Diagram Infer
Deduce Discriminate Organize
Design

Level 5 : Synthesis
This level requires making predictions; bringing together parts to form a whole.
Verbs used are:
Categorize Construct Devise
Combine Create Generate
Summarize Design Organize
Compile Develop Plan

Level 6 : Evaluation
This level requires offering an opinion; making a value judgement.
Verbs used are:
Appraise Decide Justify
Contrast Interpret Summarize

B. Affective Domain
The second category of instructional objectives is the affective domain, which involves objectives
concerning attitudes, appreciations, values, and emotions such as enjoying, conserving, and
respecting. This area is typically believed to be very important in education and training, but it is the
area in which we have been able to do the least, particularly in writing useful instructional
objectives. Krathwohl, Bloom, and Masia (1964) organized the affective domain into four levels. The
levels of the affective domain, like those of the cognitive domain, form a continuum for attitudinal
behavior, from simple awareness and acceptance to internalization, as attitudes become part of an
individual’s practicing value system.

Level 1 : Attend
This level involves attentiveness, awareness and a willingness to receive.
Verbs used are:
Ask Attend Choose
Discriminate Find Listen

Level 2 : Respond
This level involves responding.
Verbs used are:
Answer perform Read
Write

Level 3 : Value
This level involves internalization of Values.
Verbs used are:
 Argue Commit Report
Work

Level 4 : Value development

This level involves responding.
Verbs used are:
Act Display Influence
Practice Revise Verify

C. Psychomotor Domain

The second category for grouping instructional objectives is the psychomotor domain, which
encompasses skills requiring the use and coordination of skeletal muscles, as in the physical
activities of performing, manipulating, and constructing. Although no taxonomy is universally
accepted for this domain, Heinich, Molenda, and Russell (1993) presented a taxonomy based on
the degree of coordination that is applicable to many design projects. Most muscular movements
required for performing a task, whether it’s doing a somersault or using a screwdriver, can be
derived from this taxonomy.

Level 1 : Movement
This level involves gross motor coordination.
Verbs used are:
Adjust Carry Clean
Locate Obtain
Level 1 : Manipulation
This level involves finer coordination.
Verbs used are:
Assemble Build Calibrate
Connect

Level 3 : Communication
This involves communication of ideas and feelings.
Verbs used are:
Ask Analyze Describe
Draw Explain
Level 4 : Creation
Involves coordination of all skills in all domains.
Verbs used are:
Creat Design Invent
TEACHING AND LEARNING ACTIVITIES
Activity 1.

1. Think of a science topic, and construct at least three (3) objectives using the 3 domains in writing
objectives.

Topic: ________________________________________________________________

Objectives:

1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________