MSE 236 Physics Teaching Curricula

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Questions and Answers

What does the 'scope' of a curriculum refer to?

  • The assessment strategies
  • The teaching methods used
  • The breadth of the curriculum at any level (correct)
  • The order of topics over time

A spiral curriculum involves revisiting the same topics at higher grade levels.

True (A)

List three elements that are part of the basis of a curriculum.

learners, teachers, school environment

The _____ of a curriculum refers to the smoothness or absence of disruptions over time.

<p>continuity</p> Signup and view all the answers

Match the following curriculum terms with their definitions:

<p>Scope = Order of topics over time Sequence = Smoothness in curriculum over time Continuity = Breadth of the curriculum at any level Sandwich Courses = Topics covered in depth at only one level</p> Signup and view all the answers

What is meant by 'assessment' in the context of curriculum elements?

<p>The methods used to evaluate student learning (C)</p> Signup and view all the answers

Integration in curriculum elements refers to the collaboration of teachers and learners.

<p>False (B)</p> Signup and view all the answers

Define 'sequence' within the context of curriculum.

<p>The order of topics over time.</p> Signup and view all the answers

What type of intellectual level do learning outcomes represent that is higher than comprehension and application?

<p>Analysis (C)</p> Signup and view all the answers

The verbs 'appraises', 'criticizes', and 'interprets' are associated with the Evaluating cognitive level.

<p>True (A)</p> Signup and view all the answers

What is the primary ability described under the Creating level in the cognitive domain?

<p>to put parts together to form a new whole</p> Signup and view all the answers

The ability to judge the value of material for a given purpose is known as __________.

<p>evaluating</p> Signup and view all the answers

Match the following cognitive processes with their corresponding levels:

<p>Analyze = Understanding complex relationships Evaluate = Judging the value of material Create = Forming a new whole from parts Apply = Using knowledge in new situations</p> Signup and view all the answers

Which of these is NOT an alternative name for 'general objectives'?

<p>Learning Objectives (B)</p> Signup and view all the answers

Behavioral objectives describe what students should be able to do after instruction.

<p>True (A)</p> Signup and view all the answers

Name one purpose of behavioral objectives in education.

<p>Guide for the teacher relative to the design of instruction.</p> Signup and view all the answers

An objective describes an intended result of instruction, rather than the ________ of instruction itself.

<p>process</p> Signup and view all the answers

Match the following terms with their definitions:

<p>Learning Objectives = Statements of what students ought to be able to do post-instruction Terminal Objectives = Goals for what is to be achieved at the end Performance Objectives = Specific skills students are expected to demonstrate Curriculum Objectives = Goals tied to the curriculum framework a course follows</p> Signup and view all the answers

Which of the following is an example of a behavioral objective?

<p>Students will be able to solve complex equations. (D)</p> Signup and view all the answers

Behavioral objectives can aid in self-assessment for learners.

<p>True (A)</p> Signup and view all the answers

What characteristic defines a behavioral objective according to Popham et al.?

<p>Intended change brought about in a learner.</p> Signup and view all the answers

Which of the following is a tool used in experiments?

<p>Ruler (D)</p> Signup and view all the answers

Using a calculator during an experiment is a special environmental condition.

<p>False (B)</p> Signup and view all the answers

What type of environmental condition is described as 'after the demonstration'?

<p>special environmental condition</p> Signup and view all the answers

During an experiment, participants often work in groups without getting _____ .

<p>help</p> Signup and view all the answers

Match the following terms with their correct classifications:

<p>Ruler = tool Displacement-time graph = equipment WebQuest model = equipment Experimental setup = special environmental condition</p> Signup and view all the answers

What is the primary focus of the origination/organization aspect of the psychomotor domain?

<p>Creating new movement patterns for specific situations (C)</p> Signup and view all the answers

The adaptation aspect of the psychomotor domain addresses the ability to create entirely new movement patterns.

<p>False (B)</p> Signup and view all the answers

What is one verb associated with the adaptation level of the psychomotor domain?

<p>adapts</p> Signup and view all the answers

Educational objectives must be ____ with the overall goals of the school.

<p>consistent</p> Signup and view all the answers

Match the following objective writing formats to their key characteristics:

<p>Mager Format = Includes performance, conditions, and criteria Gagné and Briggs Format = Focuses on instructional events ABCD Format = Emphasizes audience, behavior, condition, degree</p> Signup and view all the answers

Which of the following is NOT a characteristic of effective educational objectives?

<p>Rigid and unchangeable (A)</p> Signup and view all the answers

Skills developed at the adaptation level are not expected to meet special requirements.

<p>False (B)</p> Signup and view all the answers

Name one key component that Mager's format for writing objectives addresses.

<p>performance</p> Signup and view all the answers

What is the appropriate accuracy range mentioned?

<p>Plus or minus 1 mm (B)</p> Signup and view all the answers

Objectives should be stated in terms of teacher performance and learning processes.

<p>False (B)</p> Signup and view all the answers

What is the error margin mentioned for measurements?

<p>+/- 1 mm</p> Signup and view all the answers

An objective should accurately measure the proportion of correct responses without __________.

<p>error</p> Signup and view all the answers

Match each statement with its appropriate objective formulation:

<p>Distinguishes between a square and a rectangle = Specific identification of shapes Describes the main characters in 'Sefiller' = Context-specific character analysis Identifies the parts of a flower = General identification skill Describes the main characters in the story = Generalized character description</p> Signup and view all the answers

Which of the following is a guideline for formulating educational objectives?

<p>Periodic revision (B)</p> Signup and view all the answers

A well-structured educational objective should be vague and open for interpretation.

<p>False (B)</p> Signup and view all the answers

The proportion of correct responses required is often expressed as ________ accuracy.

<p>100%</p> Signup and view all the answers

Flashcards

Evaluating

Judging the worth of material based on specific criteria (internal or external).

Evaluating Verbs

Words like 'appraises', 'compares', and 'criticizes' used to describe tasks involving evaluation.

Creating

Putting parts together to form a new whole.

Cognitive Domain

A category of educational objectives focusing on mental processes and skills.

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Higher Intellectual Levels

Levels of thinking higher than comprehension and application, involving understanding content and structure.

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Curriculum Elements

The fundamental components of a curriculum, including learners, teachers, school environment, materials, societal values, learning methods, assessment, and content.

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Curriculum Scope

The breadth or range of content covered in a curriculum at a specific level or time.

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Curriculum Sequence

The order in which curriculum topics are presented over time.

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Spiral Curriculum

A curriculum design where the same topics are revisited and explored in increasing complexity at later stages.

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Sandwich Courses

A curriculum structure where each topic is thoroughly addressed at one level, allowing for in-depth exploration.

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Curriculum Continuity

The smooth progression and consistency of curriculum content over time, without major disruptions.

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Curriculum Integration/Articulation

The connection between different aspects or elements of a curriculum.

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Curriculum Balance

Maintaining a fair distribution of different elements and topics within a curriculum

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Behavioral Objectives

Statements of what students should be able to do after instruction. They describe the desired learning outcome.

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Learning Objectives

A specific type of behavioral objective; it focuses on what students will learn.

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General Objectives

Broad goals of instruction. They are distinct from behavioral objectives.

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Purpose of Behavioral Objectives

To guide instruction, evaluation, and learning/self-assessment for both teachers and students.

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Objective (in learning)

Description of a skill or knowledge a learner should show before being deemed competent.

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Alternative names for General Objectives

Intents, aims, competencies are some alternative names for general objectives.

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Alternative names for Behavioral Objectives

Learning outcomes, enabling objectives, terminal objectives, educational objectives, curriculum objectives, performance objectives, operational objectives, instructional objectives, specific objectives.

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Objective Function

Clarifies what's valued in instruction, encourages careful instructional planning, helps teacher-learner relationships, enhances focused learning materials, and organizes teaching.

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Special Environmental Condition

A condition specifically designed for learning, like working in groups or using a specific tool.

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Equipment

Tools used for learning, including physical objects and virtual resources like websites.

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Without Aid

Learning without receiving help from others.

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After Demonstration

Learning happens after a teacher or expert shows how something is done.

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At the End of the Webinar

Learning is assessed or measured after a live online presentation.

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Time Limit

A specific duration within which a task must be completed.

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Accuracy Requirement

A standard defining how precisely a task must be performed.

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Proportion of Correct Responses

The ratio of correct answers to total attempts.

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Error Margin

The acceptable range of deviation from the target result.

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Educational Objectives

Statements outlining the desired learning outcomes for students.

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Don't State Objectives in Terms of Teacher Performance

Objectives should focus on student learning, not the teacher's actions.

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Don't State Objectives in Terms of Learning Process

Objectives should focus on observable outcomes, not the internal cognitive process.

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Don't State Objectives in Terms of Course Content

Objectives should specify what students will do with the content, not just list it.

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Psychomotor Domain

This domain in Bloom's Taxonomy deals with physical skills, movements, and coordination. It's about how we use our bodies to perform actions.

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Adaptation in Psychomotor Domain

This level involves modifying existing movement patterns to suit new situations or demands. It's about being flexible and adaptable.

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Origination/Organization in Psychomotor Domain

This is the highest level of the Psychomotor Domain. It involves creating completely new movement patterns to solve problems or express creativity.

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Characteristics of Effective Objectives

These are qualities that help make an objective valuable and useful for learning.

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Realistic and Doable

A characteristic of effective objectives, meaning they are achievable by the learner within the given context.

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Mager Format

A structured method for writing objectives that includes a clear description of the performance, conditions, and criteria for success.

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Performance in Mager Format

This element specifies what the learner should be able to do at the end of the learning experience.

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Conditions in Mager Format

This part of the objective describes the environment or context in which the performance should take place.

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Study Notes

MSE 236 Physics Teaching Curricula

  • Course name: MSE 236 Physics Teaching Curricula
  • Instructor: Dr. Ali Eryilmaz
  • Department: Department of Secondary Science and Mathematics Education, Faculty of Education
  • University: Middle East Technical University, Ankara, 06800

Outline

  • Elements (basis) of curriculum
  • Relation of elements of curriculum

Elements (Basis) of the Curriculum

  • Learners
  • Teachers
  • School environment
  • Materials
  • Values of society
  • Learning methods
  • Assessment
  • Content

Relation of Elements of Curriculum

  • Scope
    • "breadth of the curriculum at any level or any given time"
    • "Scope consists of all the content, topics, learning experiences and organizing threads comprising the educational plan"
  • Sequence (of concepts)
    • "Sequence is order of the topics over time"
    • "Sequence is based on psychological principles drawn on an understanding of and research on human growth, development, and learning"
    • Spiral Curriculum: "Spiral curriculum recommending that the same topics be turned to the curriculum at a later date, sometimes at a higher grade level"
  • Continuity
    • "Smoothness or the absence of disruptions in the curriculum over time"
    • Example: Curriculum A: H, G, F, E, D, C, B, A, Curriculum B: H, G,-, E, D,- ,B, A, Curriculum C: H, G, F, E, C, D, B, A (Curricula B and C lack continuity)
  • Integration (Articulation)
    • "Integration is linking of all types of knowledge and experiences contained within the curriculum plan"
    • "It emphasizes a relationship among various content topics and themes involving all domains of knowledge organized"
  • Balance
    • "When designing a curriculum, educators are also concerned that appropriate weight be given to each aspect of the design so that distortions do not occur"
    • "In a balanced curriculum, students have opportunities to master knowledge and internalize and utilize it in ways that are appropriate for their personal, social, and intellectual goals"
  • Sandwich Courses: "Curriculum addresses each topic at only one level, providing time needed to pursue each topic in depth"

SSME 301 Curriculum Development

  • Course name: SSME 301 Curriculum Development and Instruction in Science/Mathematics Education
  • Credit hours: 3-0-3 (Lecture - Laboratory - Credit)
  • Instructor: Dr. Ali Eryilmaz
  • Department: Department of Secondary Science and Mathematics Education, Faculty of Education
  • University: Middle East Technical University, Ankara, 06800

Taxonomies of Educational Objectives

  • Purpose and Function of Behavioral Objectives

  • Taxonomies of Educational Objectives:

    • Cognitive domain
    • Affective domain
    • Psychomotor domain

  • How to write Behavioral Objectives

  • Writing Educational Objectives for Physics Courses

  • General Objectives (Non-behavioral):

    • Not measurable
    • Too broad

  • Behavioral Objectives/Specific Outcomes:

    • Observable and measurable
    • Precise statement of outcomes in terms of observable behavior expected of students after instruction

  • Alternative names for "General Objectives":

    • Intents
    • Aims
    • Competencies

  • Alternative names for "Behavioral Objectives":

    • Learning Objectives
    • Outcomes
    • Enabling Objectives
    • Terminal Objectives
    • Educational Objectives
    • Curriculum Objectives
    • Performance Objectives
    • Operational Objectives
    • Instructional Objectives
    • Specific Objectives

  • Definitions/Characteristics of Behavioral Objectives

  • Purposes and Functions of Behavioral Objectives

  • Why are objectives Important?

    • Selection of content,
    • Development of instructional strategy,
    • Development and selection of instructional materials,
    • Construction of tests and other instruments for assessing and then evaluating student learning outcomes.

  • Magic Triangle: objectives, learning activities, and evaluation

  • Dimensions of Instructional Objectives:

    • Mastery vs. Developmental Outcomes
    • Ultimate vs. Immediate Objectives
    • Single-course vs. Multiple-course Objectives

  • Gagne's Groups of Learning Outcomes:

    • Verbal information
    • Intellectual skills
    • Cognitive strategies
    • Motor skills
    • Attitudes

  • Domains of Behavioral Objectives

    • Cognitive Domain (THINK)
    • Affective Domain (FEEL)
    • Psychomotor Domain (DO)

Taxonomies of Educational Objectives

  • Cognitive Domain (Revised Bloom Taxonomy)
    • Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
  • Affective Domain
    • Receiving, Responding, Valuing, Organization, and Characterization
  • Psychomotor Domain
    • Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation, and Origination

Characteristics of Effective Objectives

  • Consistent with overall goals of the school
  • Clearly stated
  • Realistic and doable
  • Appropriate for learners' stages of development
  • Appropriately comprehensive
  • Worthy, complex outcomes
  • Not treated as if they were etched in stone
  • Not regarded as the only valuable outcomes

How to Write Objectives?

  • Different approaches for writing objectives: The Mager Format, The Gagné and Briggs Format, The ABCD Format

  • Guidelines for formulating objectives: matching, worth, wording, appropriateness, logical grouping, and periodic revision

  • Do not state objectives in terms of teacher performance, learning process, course content or two objectives.

Determine Which One is Better?

  • Different examples of possible educational objectives

Analyzing the Objectives

  • Analysis of examples of educational objectives provided

Writing Educational Objectives for Physics Courses

  • Key Verbs for Cognitive, Affective, and Psychomotor Domains

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