The general procedures used to develop educational objectives for the National Assessment of Educational Progress are outlined, as are the procedures used to develop science objectives. Four primary objectives of science education are stated: "Know fundamental facts and principles of science"; "possess the abilities and skills…

This preservice and in-service training model for science teachers is based on the perceptual and behavioral changes experienced by first-year science teachers. The objective of this model is to develop science teachers with strong scientific backgrounds who can relate course content and affective understanding to students. The model is divided…

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…

This study was designed to examine the effects of two factors on the delay behavior of six year old children, a large percentage of whom had not yet attained temporal operations. The subjects consisted of 60 black, first grade children from a lower class urban neighborhood school. The experimental design was a 2x3 factorial with the first factor…

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…

The purpose of this study was to determine the effects of different instructional strategies upon the attitudes and cognitive achievement of nursing students. The major conclusions were: (a) fewer students were manifesting philosophies supportive of independent study strategies, and (b) significant interaction between students' attitudes,…

Authors of the taxonomy made various claims about its properties that concern both educational and psychological issues; these claims have stimulated investigations of the taxonomy's validity. As the taxonomy is now entering its twenty-second year, this review attempts to survey these investigations and appraise the findings. (Author/CP)

Describes a study to analyze congruence between teachers' and students' perceptions of selected cognitive and affective dimensions of sixth grade social studies classes. Findings indicated little congruence between teacher and pupil perceptions. Reasons for this incongruence are discussed. (Author/DB)

Competency statements were developed by Medical College of Virginia/Virginia Commonwealth University faculty who had course responsibility in the school of Pharmacy. Specific statements regarding "must have" and "should have" competencies are presented in this article. (LBH)

Suggests a technique for use in college sociology courses which processes cognitive content in a small group. The method stresses sensitivity to group members, active participation in the learning process, individual responsibility for learning outcomes, and openness to feedback. (Author/DB)

A description is given of an inservice faculty development model for career education awareness which successfully produced affective and cognitive training by developing (1) awareness of and (2) response to the career education movement, and (3) knowledge of and (4) application of career education concepts, issues, and materials. (MJB)

Proposes an expanded definition of critical thinking and discusses its components. Includes an outline of goals and objectives for a critical thinking curriculum. (MCG)