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.

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