Science Teaching Series

Internet Resources

I. Developing Scientific Literacy

II. Developing Scientific Reasoning

III. Developing Scientific Understanding

IV. Developing Scientific Problem Solving

V. Developing Scientific Research Skills

VI. Resources for Teaching Science

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.