1. Written in terms of student performance
2. observable by one or more of the five senses
3.Specific enough to be meaningful?
4. Valid in relation (i.e., relevant) to the major objective or goal
5. Measurable in terms of (a) level of performance and (b) condition under which the performance is to take place?
6. Sequential in relation to the prior and subsequent objective
7. Relevant to the students experience?
8. Attainable within the same period allotted?
9. Challenging to each individual student?
10. acceptable to the societies of which the student is a member? (Tuckman, 1975)
Friday, October 8, 2010
Categorization Of Instructional Objective
There are various ways of categorizing instructional objectives, whether for an entire program (i.e., science program, math program, social studies program, etc.)or for individual class instruction.the example of how objectives instruction of a modern school science program are categorize.
Conceptual Objectives
To develop an awareness and understanding of scientific concepts,principles, and generalizations so that the student is able to do the following:
Classify objectives of the natural world into orderly arrangement according to known and observe characteristics
Explain the continual changes in the natural world and cite evidence of process of change
Identify common examples of the change of state of matter and explain the composition of matter in terms of particles which are in constant motion
Explain common examples of energy transfer based on the knowledge that energy exists in a variety of convertible forms
Describe the condition of ecological balance and its importance to various life forms including homo sapiens
Explain fundamental differences between living and non-living forms, and describe characteristics of simple and more complex life form
Process Objectives
To develop a functional competency with the procedures of scientific inquiry so that the student is able to do the following:
Observe and classify natural phenomena with care and objectivity
Form and test hypotheses relating to counterintuitive observations and discripant events
Make predictions and generalizations about objects and events of the natural world
Develop creative designs for solving problems, answering question,and testing hypothesis through experimentation, field study, use of references, and other mens of investigation
Skills Objectives
To develop the functional competency with the tools of science so that the student is able to do the following:
Use common laboratory apparatus in scientific investigation
Measure and record scientific phenomena with precision and understanding
Employ appropriate quantitative methods to record and interpret data derived from scientific investigation
Accurately report the results of scientific investigation
Accurately report the results of scientific investigation orally and in writing
Affective Objectives
To develop a view of science which helps the student to do the following:
Recognize that learning and satisfying curiosity about the natural world is a fundamental human inclination
Recognize the social relevance and application of scientific knowlendge and put inquiry processes to use in everyday living
Demonstrate a growing awareness of and sensitivity to environmental problems and ways in which they maybe handled
Describe relationships between the quality of human life, other living things, and the environment (MIchaelis et al.,1975).
Conceptual Objectives
To develop an awareness and understanding of scientific concepts,principles, and generalizations so that the student is able to do the following:
Classify objectives of the natural world into orderly arrangement according to known and observe characteristics
Explain the continual changes in the natural world and cite evidence of process of change
Identify common examples of the change of state of matter and explain the composition of matter in terms of particles which are in constant motion
Explain common examples of energy transfer based on the knowledge that energy exists in a variety of convertible forms
Describe the condition of ecological balance and its importance to various life forms including homo sapiens
Explain fundamental differences between living and non-living forms, and describe characteristics of simple and more complex life form
Process Objectives
To develop a functional competency with the procedures of scientific inquiry so that the student is able to do the following:
Observe and classify natural phenomena with care and objectivity
Form and test hypotheses relating to counterintuitive observations and discripant events
Make predictions and generalizations about objects and events of the natural world
Develop creative designs for solving problems, answering question,and testing hypothesis through experimentation, field study, use of references, and other mens of investigation
Skills Objectives
To develop the functional competency with the tools of science so that the student is able to do the following:
Use common laboratory apparatus in scientific investigation
Measure and record scientific phenomena with precision and understanding
Employ appropriate quantitative methods to record and interpret data derived from scientific investigation
Accurately report the results of scientific investigation
Accurately report the results of scientific investigation orally and in writing
Affective Objectives
To develop a view of science which helps the student to do the following:
Recognize that learning and satisfying curiosity about the natural world is a fundamental human inclination
Recognize the social relevance and application of scientific knowlendge and put inquiry processes to use in everyday living
Demonstrate a growing awareness of and sensitivity to environmental problems and ways in which they maybe handled
Describe relationships between the quality of human life, other living things, and the environment (MIchaelis et al.,1975).
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