NATURE, AIMS, AND

OBJECTIVES OF
TEACHING SCIENCE
 INTRODUCTION

Science has been derived from the

Latin word “Scientia” which means
knowledge. It is a systematized body
of knowledge which may pertain to
any subject or filed of life.
 WHAT IS SCIENCE?

 “Science is universal and so can be its

benefits. Its materials benefits are immense
and far-reaching industrialization of
agriculture and release of nuclear energy, to
mention to examples-but even more profound
is its contribution to culture” – Kothari
Commission.
 WHAT IS SCIENCE?

 In simple words , science is the

investigation and interpretation of
natural phenomena which occur in our
daily life.
 WHAT IS SCIENCE?

 There are some of the definitions that gives

us an idea about what is meant by science.
Science is a multidimensional activity and it is
very difficult to search a universal acceptable
definition of science.
 Thus science is simultaneously a body of knowledge and
continuous , self evaluative process.
 science thus has two important approaches.
a. Science as a product
b. science as a process

Various laws, theories, principles etc., are included in the

category of science as a product where as scientific attitude,
scientific method etc., form part of science as process.
 THE NATURE OF SCIENCE

 In the last three decades some attempts have

been made to understand the nature of science.
Joseph J. Schwab (1964) and Bruner (1962) have
explained the nature of science in technical
terms which is based on the idea of the structure
of knowledge or structures of disciplines.
According to this idea, nature of science
comprises.
a. Substantive structure of science
b. Syntactical science
 Substantive structure of science contains different classes
of statements, such as definitions, knowledge statements,
etc., we may call them concepts or major ideas.
 Syntactical structure of science concerned with the so
called process of scientific inquiry, means by which
scientific knowledge is acquired and verified. Some process
of science are as follows. Observation, measurement,
classification, formulating hypothesis, experimenting.
 Social Aspect of science many of the science technology
are based on social issues that have moral, ethical and social
relevance, such examples are as follows.
 SCOPE OF SCIENCE

 When we try to assess the importance of a subject

in school curriculum, we look at it from three angles.
1. The characteristic of science
2. The utility of the subject
3. The cultural values of
 CHARACTERISTIC OF SCIENCE

 Besides the nature of science, explained in the previous

paragraphs, it has specialized characteristics which we do not
find their disciplines Showalter and others have described the
characteristics of science in the following words.
1. Science is empirical.
2. Science grows the through processes of science.
3. Scientific knowledge is replicable.
4. Scientific knowledge is holistic.
5. Scientific knowledge is tentative in nature.
6. Scientific knowledge is unique.
7. Scientific knowledge is humanistic.
8. Science has its own values and objectivity, rationality,
neutrality and humanity.
 THE UTILIT Y OF SUBJECT

 the intellectual value

 science has great vocational value
 scientific discoveries to solve the mysteries of
nature
 the moral integrity caused by the pursuit of science
 the utilitarian value of science is quite obvious
 science provide scientific method of solving
problems
 THE CULTURAL VALUES OF SUBJECT

 Science has cultural value also. By the study

of lives of great scientists we not only know
about their great works but also draw from the
inspiration fro the study of science.
 INTERDISCIPLINARY APPROACH

 All branches of science are interdependent.

There are areas in science which are common
to all science subjects. Because of the
reciprocal relationship between various
subjects.
1. Correlation of science subjects with one
another
2. Correlation of science with other school
subjects
3. Correlation of science with life environment
 AIMS AND OBJECTIVES OF TEACHING
SCIENCE
 Education is imparted for achieving certain
goals. Various subjects of school curriculum
are different means to achieve goals. These
term aims of teaching science stands for the
goals, targets or broader purposes that may
be fulfilled by the teaching of science in the
general scheme of education. The aims are
broken into specified objectives to provide
definite learning experiences for bringing
about desirable behavioral changes.
TAXONOMY OF EDUCATIONAL OBJECTIVES

 Based on the above clarification, objectives

related to education as a whole are known as
“educational objectives”. In the words of B.S.
Bloom “by educational objectives, we mean
explicit formulations of the ways in which
students are expected to be changed by the
educative process, that is ways in which they
will change by the creative process.
The criteria of a good educational objective is
that it is,
1. In accordance with general aims of education
2. Unambiguous
3. Useful
4. Specific
5. Feasible
 CLASSIFICATION OF EDUCATIONAL
OBJECTIVES

Educational objectives indicate the

nature of the education system and show
the direction in which education will act.
Educational objectives serve as guides
for teaching and learning.
 THE MAIN FUNCTIONS OF CLASSIFYING
EDUCATIONAL OBJECTIVES ARE AS FOLLOWS

 it is helpful in planning curriculum

it is helpful in planning,teaching and
learning activities
it is helpful in identifying desired
behavioral outcomes among the learners
it is helpful in preparing evaluation or
testing materials
it is helpful in comparing curricular goals with
wider education objectives
it is helpful in the search for the relationships
that exist among groups and individuals
it is helpful in defining, translating and
exchanging educational thoughts in a uniform
way.
 BLOOM’S TAXONOMY

used to classify educational learning

objectives into levels of complexity and
specificity.
the most widely known used system of
classification of objectives is the one prepared
by a group of college and university teachers
and later reprted in “Taxonomy of Educational
Objectives”(1956) edited by Benjamin S.
Bloom.
taxonomy is a term derived from two
Greek word “taxis” meaning
“arrangement” and ‘nomos’ meaning
‘law’.
in this derivative sense, taxonomy
means ‘orderly arrangement’.
 EDUCATIONAL OBJECTIVES DOMAINS

cognitive domain
affective domain
psycho-motor domain
 AIMS OF TEACHING SCIENCE AT
DIFFERENT LEVELS
 the whole process of the teaching of the science directs the
students towards these objectives. These objectives are
guided by the content materials of the curriculum, lessons
and topics.
 PRIMARY STAGE OF EDUCATION AND
OBJECTIVES OF THE TEACHING SCIENCE

 the objectives of the teaching science

are different for different stages of
education. while laying down the
objectives for the teaching science for
primary classes, we have to keep in mind
the psychological requirements of
students of this age group.
DEVELOPMENT AND TRAINING OF THE POWER
OF OBSERVATION

Generally, children of the age group

of five to ten years come under the
primary stage of education.
KNOWLEDGE OF THE RELATIONSHIP BET WEEN
PHYSICAL AND SOCIAL ENVIRONMENT

 children of their group come in contact

with the natural as well as social
environment.
 OBJECTIVES WITH REGARD TO
CHARACTER AND BEHAVIOR
 it is also necessary to develop certain qualities of character
in the young boys and girls of this age group and also to bring
about changes in their behavioral pattern.
 TO DEVELOP THE HABITS OF
PERSONAL,FAMILY AND COMMUNIT Y
CLEANLINESS.
 children may be taught about the habits of personal and
social hygiene.
IMPORTANCE OF SCIEKNCE IN LIFE
KNOWLEDGE OF CASUAL RELATIONSHIP
DEVELOPMENT OF PRACTICAL OUTLOOK