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## Science Teaching Series

- The Sourcebook for Teaching Science
- Hands-On Physics Activities
- Hands-On Chemistry Activities

## Internet Resources

### I. Developing Scientific Literacy

- 1 - Building a Scientific Vocabulary
- 2 - Developing Science Reading Skills
- 3 - Developing Science Writing Skills
- 4 - Science, Technology & Society

### II. Developing Scientific Reasoning

- 5 - Employing Scientific Methods
- 6 - Developing Scientific Reasoning
- 7 - Thinking Critically & Misconceptions

### III. Developing Scientific Understanding

- 8 - Organizing Science Information
- 9 - Graphic Oganizers for Science
- 10 - Learning Science with Analogies
- 11 - Improving Memory in Science
- 12 - Structure and Function in Science
- 13 - Games for Learning Science

### IV. Developing Scientific Problem Solving

- 14 - Science Word Problems
- 15 - Geometric Principles in Science
- 16 - Visualizing Problems in Science
- 17 - Dimensional Analysis
- 18 - Stoichiometry

### V. Developing Scientific Research Skills

- 19 - Scientific Databases
- 20 - Graphing & Data Analysis
- 21 - Mapping & Visualizing Data
- 22 - Science Inquiry & Research
- 23 - Science Projects & Fairs

### VI. Resources for Teaching Science

- 24 - Science Curriculum & Instruction
- 25 - Planning Science Instruction
- 26 - The Science Laboratory
- 27 - Science Reference Information

# 25.1 Establishing Science Learning Objectives

For more information, please see the Sourcebook for Teaching Science

Science teachers should write learning objectives that communicate and describe intended learning outcomes. Objectives should be stated in terms of what the student will be able to do when the lesson is completed. Objectives should include verbs such as listed in table 25.1 to define specific, observable, and measurable student behavior.

A learning objective contains

> (1) a statement of what students will be able to do when a lesson is completed,

> (2) the conditions under which the students will be able to perform the task, and

> (3) the criteria for evaluating student performance.

While goals describe global learning outcomes, learning objectives are statements of specific performances that contribute to the attainment of goals. Learning objectives should help guide curriculum development, instructional strategies, selection of instructional materials, and development of assessments.

Table 25.1 Verbs for use in writing learning objectives
Knowledge | Comprehension | Application | Analysis | Synthesis | Evaluation
cite | associate | administer | analyze | adapt | appraise
collect | classify | apply | arrange | assemble | argue
copy | convert | calculate | breakdown | collaborate | assess
define | describe | change | categorize | combine | conclude
describe | differentiate | chart | classify | compile | convince
duplicate | discuss | choose | compare | compose | criticize
enumerate | distinguish | collect | connect | concoct | decide
identify | estimate | compute | contrast | construct | deduce
label | explain | construct | correlate | contrive | defend
list | express | demonstrate | detect | create | determine
match | extend | determine | diagram | design | discriminate
memorize | group | develop | differentiate | develop | infer
name | identify | discover | discriminate | devise | interpret
order | indicate | employ | dissect | formulate | judge
quote | order | establish | distinguish | generalize | justify
recall | paraphrase | examine | divide | generate | persuade
recognize | predict | exhibit | examine | hypothesize | prioritize
record | report | illustrate | experiment | imagine | rate
recount | restate | interview | group | incorporate | rank
relate | retell | manipulate | identify | integrate | recommend
repeat | review | modify | illustrate | invent | relate
reproduce | select | operate | inspect | modify | revise
show | summarize | practice | interpret | organize | score
specify | translate | predicts | investigate | originate | support
state | understand | prepare | order | plan | value
tabulate |  | produce | organize | predict | validate
tell |  | relate | outline | produce |
when |  | report | probe | propose |
what |  | schedule | question | reconstruct |
where |  | show | relate | reorganize |
who |  | sketch | select | revise |
|  | solve | separate | speculate |
|  | transfer | survey | systematize |
|  | use | test |  |

Metfessel, N., Michael, W., and Kirsner, D. (1969). Instrumentation of Bloom’s and Krathwohl’s Taxonomies for the Writing of Educational Objectives. Psychology in the Schools, 4(3), 227-231.

B. S. Bloom (Ed.) (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals; David McKay Company, Inc.