Students given evaluation level objectives did as well on relevant and incidental learning as did a control group, while those given knowledge level objectives achieved less incidental learning at the evaluation level. (Editor)

Presented are five arguments for implementing the affective objective of "develop a good attitude toward learning and teaching science" for preservice science teachers. (SL)

The catalog had been compiled as a resource to assist school district personnel in building or refining curricula using behaviorally stated objectives. It was developed in response to a multitude of requests about existing collections of instructional objectives; the subject areas available; and the grade levels covered. This inventory of…

Videotape simulation, at the basic level, is any simulation experience in which videotape is used to provide feedback to the participants. This is an especially effective method of conducting leadership training because it allows each individual to integrate the cognitive, behavioral, and effective levels of learning within any of a variety of…

This study investigated the differences in learning and retention of students informed and not informed of behavioral objectives and the learning hierarchy of a unit of instruction. The subjects were 88 elementary education majors at Towson State College, Baltimore, Maryland, randomly assigned to four treatments. Self-instructional material for…

This looks at studied the effects of cognitive and behavioral orienting activities and practice on learning of cued and uncued information by 54 ninth-grade students. Variables are orienting activity, student ability, content cueing, and practice. Results are presented. (Author/MT)

This paper has been an attempt to show what is involved in actually using two general principles of learning in the planning of a learning experience. (Author/RK)

Cognitive objectives (with examples of behavioral objectives) at the first three levels discussed in the previous issue (SE 505 766) are presented. (MM)

Distinguishing between motivation and cognition in goal-directed activity is discussed; goal and energy are assessed from motivational and cognitive viewpoints. Motivation is a broader concept than cognition. If a problem or goal-solving activity is ego-involving or self-challenging and affects the individual's personal standards, the term…

This booklet describes a systematic procedure for developing and writing performance objectives for any instructional environment. In developing performance objectives, their six elements must be kept in mind: the learners, the behavior, the areas of instruction, the methods of measurement, the time limits and/or prerequisites, and the level of…

The purpose of the study was to investigate differences in learning as attributed to the instructional treatment of behavioral objectives of students in a general physical science laboratory. It was hypothesized that there would be no significant difference in the achievement of students in physical science who were exposed to laboratory methods…

An organizational structure which permits the identification of the variables affecting an educational program is presented. It is designed to solve the problem of clearly and systematically developing and writing behavioral objectives which can be evaluated with validity and reliability. Three types of variables--behavioral, instructional, and…

The affective domain in education, with particular reference to goals and objectives, is described. Following a brief discussion of the affective, cognitive, and psychomotor domains, the report focuses on non-cognitive goals and objectives. The report proper contains four sections: (1) an overview of general goals and objectives found in the…

A model for expansion of educational objectives beyond the usual narrow focus on low-level cognitive abilities and the transmission of facts is suggested. A brief definition of the three domains--psychomotor (doing), cognitive (thinking), and affective (feeling)--is given, and it is pointed out that affect (Feelings) is present with either…

Advantages and disadvantages to writing behavioral objectives, especially for teachers of language arts, are discussed. The three commonly accepted domains of learnings--cognitive, affective, and psychomotor--are presented in relation to verbs used to indicate learning in those domains. Steps in identifying evidences of learning are: (1) State…