Aims and objectives of Teaching

For carrying out any activity it is significant to know its purpose. If the purpose is clear,
the activity will be carried out effectively. If one knows clearly what is to be achieved the
planning will be done accordingly and the work will be carried out properly. Even if it is not
carried out properly at least it can be measured or evaluated as to what extent the activity has
been successful. This (evaluation) is only possible by comparing the achievement of the activity
with its planned purpose, goal or objectives.
In the same way in education or in any particular field of education the identification of
goals, aims and objectives is a very important activity. Here the question is what should be the
aims and objectives of science education and science teaching ? before knowing the aims and
objectives of science education, as a teacher we should also know that aims and objectives of
teaching of any subject should be directly related to the education philosophy and policies.
Educational philosophy and policies give justification for teaching various subjects in school
including science.
An objective is an intent communicated by a statement describing a proposed change in a
learner a statement of what the learner is to be like when he has successfully completed a
learning experience. It is a description of pattern of behaviour (performance) we want the learner
to be able to demonstrate.
In the given examples of objectives some objectives can be achieved by one particular
lesson and others can be achieved by many. Such objectives which are very specific in nature
and can be achieved by a particular lesson are called specific objectives, others which will be
achieved by teaching many or even the whole course are called general objectives.
According to Kothari Commission Report (1964-66), NCERT has laid down the
following objectives as national objectives of science education in its publication The
Curriculum for the Ten-Year School A Framework, for various levels.
Primary (I-V). This is a very crucial stage in the life of a child. The childs spontaneity, curiosity
creativity and activity in general should not be restricted by a rigid and unattractive method of
teaching and environment for learning. The curriculum should take into consideration the social,
intellectual, emotional and physical maturity of the child as well as the socio-economic need of
the community.
The general objectives of science education at primary stage may be stated as follows.
1. the child should learn the method of inquiry in science and should begin to appreciate

science and technology in everyday life.

2. The child should develop habits of cleanliness and healthful living and an understanding

of the proper sanitation and hygiene of his neighbourhood.

3. The child should learn to cooperate with others and appreciate the utility of working

together. Other desirable qualities of character and personality, such as initiative,

leadership, honesty should be developed.
4. The child should be able to express himself freely in creative activities and should
acquire habits of self-learning.
Middle (VI-VIII). At this stage the children become adolescent and this period can
become difficult for many children. Problems of adjustment in the family, the school and
the society begin to appear. The child becomes a boy or a girl with greater intellectual,
emotional, social and physical maturity than the primary the school child. Social demands
and responsibilities begin to appear. For many boys and girl, this stage is terminal after
which they enter life and work. Therefore they should be prepared adequately to face life
and develop capacities and attitudes for productive work in which they have to
participate.

(i)

The general objectives of science education at middle stage may be stated as follows :
1.
2.
3.
4.
5.
6.
7.

The child should be able to apply the knowledge of science in everyday in life.
The child should be able to investigate new knowledge in the field of science.
The child should develop scientific attitude.
The child should learn how to learn a part of scientific knowledge on his own.
The child should be able to solve problem around him.
To make the child creative.
To train the child in science processes.

(ii) , Secondary (IX-X). The secondary stage covers the two classes, IX and X. these two classes
complete the ten years of general education. After this, there are three possible courses open to
students :
(i)
(ii)
(iii)

They can enter the working force.

They can take up vocational courses, and
They can take up higher level academic courses of study to prepare for entrance to
the first degree class in the college or university.

The general objectives of science education at this stage may be stated as follows :
1. The student should develop the competence to apply his knowledge to the solution of the

problems around him.

2. He should have an understanding of the technological processes in agriculture and

industry in use in his surroundings.

3. He should be able to contribute meaningfully to environmental conservation, the

reduction of pollution, the development of proper nutrition and health and hygiene in the
community.
4. He should be able to help in the development of proper habits and attitudes in the child
care and in the improvement of the home.
5. He should acquire the knowledge and skill required for entry into an area of work.
6. He should learn one or two useful trades.

7. It is equally important to give him enough knowledge of the materials, tools, techniques

and processes of a job family so that he can enter life with some confidence.
8. Through curricular and co-cumcular activities (science club, science far, science debate,

science essay, science symposium, etc. ) he should develop desirable scientific attitude
and values like cooperation, team spirit, fellow feeling, leadership, courage, truthfulness,
honesty and sincerity.
(iii). Senior Secondary (XI-XII). You will be teaching physics, chemistry or biology or just
general science or integrated science. Here is a list of objectives of science teaching as
identified by a group of science teacher (in a workshop at SCERT Delhi) teaching science
(Physics, Chemistry or Biology) to senior secondary classes (XI-XII). Some of them may
also fit in the lower classes (middle or secondary). You may or may not agree with all the
objectives. You might like to add some more adjectives to this list.
These objectives are listen below :
1.
2.
3.
4.
5.
6.

7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.

To give students up-to-date knowledge in science.

To develop their curiosity to learn science.
To train them in scientific method of learning.
To orient them to apply science and technology in agriculture, medicine, research and
industry.
To develop in them the competency to apply scientific knowledge to the solution of the
problem around them.
To enable them to contribute meaningfully to the conservation of environment, the
reduction of pollution, the development of nutrition, health and hygiene condition in the
community.
To enable them to help In the development of proper habits and attitudes In child care and
in the improvement of the home.
To enable them to reduce all sorts of prejudices based on sex, caste, religion, language or
region.
To sharpen their sense to enable them to observe their environment and enrich their
experience, rather than to stuff their minds with facts and information.
To make them aware of these aspects of science that are environment based and life
centred.
To train them in the use and maintenance of science equipment .
To make them creative.
To develop in them the mental faculty of open-mindedness, making them understand that
there are many models of experimentation that are possible.
To prepare them for change and create in them confidence for facing problems of the
future.
To enable them to formulate and test hypotheses.
To enable them to investigate the scientific phenomenom rather than just verifying
known conclusions.
To enable them to investigate the scientific laws, principles and facts, etc., which they can
do by laboratory experiments.

18. To enable them to believe and remember scientific laws, principles, and facts, etc,

discovered by others and in the text book.

19. To train them in science processes in order to discover some of the science content.
20. To involve them in learning processes as far as possible instead of treating them as

passive listeners.
21. To build proper base for profesional and higher science courses.
Objectives of Education
Once a teacher decides to teach his students, he plans several activities for a successful
lesson. First he decides the topic, secondly he prepares objectives to be achieved, then he decides
a relevant methodology to achieve the identified objectives. Finally he plans to evaluate students
performance.
Objectives are identified and written in various different forms. Some teachers believe
that their students should really understand others desire that their students should know some
scientific laws, facts and principles. Some desire that their students should internalise
knowledge, and still others want that their students should grasp the core or essence or
comprehend. Do they all mean the same thing?
To clarify such confusions and help all theachers, administrators, professional, specialists
and research workers who deal with curricular and evaluation project, an attempt was made to
build a taxonomy (or classification) of educational objectives.
According to (Blooms) Taxonomy of Educational Objectives, the objectives can be classified
into three domains:
1. Cognitive Domain (remembering)
2. Affective Domain (feeling)
3. Psychomotor Domain (doing)

Examples. Given below are listed some objectives of Nutrition Education in the three domains.

a). Cognitive Domain ( knowledge and intellectual Skills). To help the children to:
1) understand the need for adequate food and that proper nutrition is essential for physical

and mental development, health and happiness.

2) become aware of the foods avaliable in the locality and need to produce more food.
3) Become aware of the ways in which food can be prepared and make attractive, tasty and

nutrition in eating.
b). Affective Domain (Attitude). To help the children to:

1)
2)
3)
4)

Take interest in selecting, and in liking to eat different groups of food.

Feel the necessity of producing more food and take interest in kitchen gardening.
Take interest in finding out what kinds of food are avaliable in the locality.
Become convinced of avoiding waste of food at all levels.

c). Psychomotor Objective (Skill). Children:

1) Select and eat proper combination of food.
2) Do not eat without washing hands, but wash hands before and after eating and develop

similar hygienic food practices.

3) Participate in food production at home and in school.
4) Explain the kinds of food avaliable in the locality.

Objectives : Cognitive
Cognitive objectives were further classified into six categories:
Knowledge. Knowledge is defined as the remembering of previously learned material.
This may involve the recall of a wide range of material, from specific facts to complete theories,
but all that is required is the bringing to mind of the appropriate information. Knowledge
represents lowest level of learning outcomes in the cognitive domain. Examples. Knows
common terms, knows specific facts, knows methods and procedures, knows basic concepts,
knows principles, theories and structure.
Comprehension. Comprehension is defined as the ability to graps the meaning of the
material. Examples. Undersatnds facts and principles, interprets verbal material.
Application. Application refers to the ability to use learned material in new and conrete
situations. This may include the apllication of such things as rules, methods, concepts, principles,
laws and theories. Examples. Applies concepts and principles to new situation.
Analysis refers to the ability to breakdown material into its component parts so that its
organisation structure may be understood. This may include the identification of the parts,
analysis of the reletionship between parts, and recognition of the organising principles involved.
Learning outcomes represent higher level of intellectual skills than comprehension and
application because they require an understanding of both the content and the structural from of
the material. Examples, distinguishes between facts and inferences
Synthesis. Sinthesys refers to the ability to put parts together to form a new whole. This
may involve the production of a unique communication (theme or speech), a plan of operation
(research proposal), or a set of abstract relations (scheme for classifying information). Learning
outcomes in this area stress creative behaviour, with major emphasis on the formulation of new
pattern or structures. Examples. Writes a well organised theme, gives a well organised speech,
writes a creative short story (or poem or music), proposes a plan for experiment.

Evaluation. Evaluation is concerned with the ability to judge the value of material
(statement, novel, poem, research report) for s given purpose. Examples. Judges the logical
consistency of written material.
Objectives : Effective
Receiving (Attending). Receiving is to orient the learner to learn. This is the first step
that he is willing to learn what is being given to him.
The category of receiving has three different levels, the lowest level is the awreness or
being conscious of something. The next point is that he is willing to receive and than he is
attentive when something is given to him.
Examples
1) the students are aware of scientific activities in the school
2) they are willing to take part in scientific activities
3) they attend activities arranged by science club

Responding. Responding level comes after the learner has given his attention. responding
includes behaviours like compliance and willingness to respond and getting satisfaction by
responding.
Examples
1)
2)
3)
4)

students respond to the questions asked by the teacher.

students raise hands to answer questions every time a questions is asked by the teacher.
students feel happy after answering the questions correctly.
students take pleasure in explaining scientific phenomenon to others.

Valuing. the abstract concept is an important element of behaviour. at this level individual is
not motivated by the desire to comply or obey but he is motivated because of his own valuing or
assessment and commitment to the underlying value. the value system has slowly accepted and
has come to be used by the student at his own criteria of worth.
Examples. students have faith in the power of reasoning and methods of experimenting and
discussions.
Organisation. when the learner develops certain values, he encounters situations for which
more than one value is relevant. in such cases he is able to organise the values into a system.
Examples. students develop a plan for doing some scientific activities and school work at home.
Characterisation by a value or value complex. the individual acts constantly accordance
with the values he has developed. Examples. students develop a code of behaviour based on
scientific attitudes.