MSE236 Physics Teaching Curricula PDF

MSE 236 PHYSICS TEACHING CURRICULA Dr. Ali ERYILMAZ 1 Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara  This PowerPoint File was prepared by; Dr. Ali ERYILMA...

MSE 236 PHYSICS TEACHING CURRICULA Dr. Ali ERYILMAZ 1 Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara  This PowerPoint File was prepared by; Dr. Ali ERYILMAZ Dr. Nilüfer DİDİŞ 2 M. Şahin BÜLBÜL Belkıs GARİP OUTLINE  Elements (basis) of curriculum  Relation of elements of curriculum 3 ELEMENTS (BASIS) OF THE CURRICULUM  learners,  teachers,  school environment,  materials,  values of society,  learning methods,  assessment,  content The figure is taken from Saylor, Alexander, & Lewis, 1981, p.30 4 RELATION OF ELEMENTS OF CURRICULUM  Scope,  Sequence, ELEMENTS OF CURRICULUM  Continuity,  learners,  teachers,  Integration (Articulation),  school environment,  Balance.  materials,  values of society,  learning methods,  assessment,  content 5 RELATION OF ELEMENTS OF CURRICULUM Scope  “breadth of the curriculum at any level or any given time” (Henson, 2001, p.199)  “Scope consists of all the content, topics, learning experiences and organizing threads comprising the educational plan” (Ornstein & Hunkins, 1998, p.238) 6 RELATION OF ELEMENTS OF CURRICULUM Sequence (of concepts)  “Sequence is order of the topics over time” (Henson, 2001, p.199)  “Sequence is based on psychological principles draw on an understanding of and research on human growth, development, and learning” (Ornstein & Hunkins, 1998, p.239) 7 RELATION OF ELEMENTS OF CURRICULUM Sequence  Spiral Curriculum “Spiral curriculum recommending that the same topics be turned to the curriculum at a later date, sometimes at a higher grade level” (Henson, 2001, p.195-196) 8 RELATION OF ELEMENTS OF CURRICULUM - SPIRAL CURRICULUM 9 RELATION OF ELEMENTS OF CURRICULUM Sequence  Sandwich Courses: “Curriculum addresses each topic at only one level, providing time needed to pursue each topic in depth” (Henson, 2001, p.196) 10 RELATION OF ELEMENTS OF CURRICULUM Continuity  “Smoothness or the absence of disruptions in the curriculum over time. A curriculum might have a good sequence but might also have disruptions” (Henson, 2001, p.200)  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) (Henson, 2001, p.200) 11 RELATION OF ELEMENTS OF CURRICULUM Integration  “Integration is linking of all types of knowledge and experiences contained within the curriculum plan” (Ornstein & Hunkins, 1998, p.240)  “It emphasizes a relationship among various content topics and themes involving all domains of knowledge organized” (Ornstein & Hunkins, 1998, p.240) 12 RELATION OF ELEMENTS OF CURRICULUM 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” (Ornstein & Hunkins, 1998, p.242)  “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” (Ornstein & Hunkins, 1998, p.242) 13  SSME 301 CURRICULUM DEVELOPMENT AND INSTRUCTION IN SCIENCE/MATHEMATICS EDUCATION (3-0)3 Dr. Ali ERYILMAZ 14 Department of Secondary Science and Mathematics Education, Faculty of Education, MIDDLE EAST TECHNICAL UNIVERSITY, 06800- Ankara OUTLİNE OF THİS WEEK  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 15 TAXONOMIES OF EDUCATIONAL OBJECTIVES “Begin with the end in mind…” General Objectives (Non-behavioral )  Not measurable  To broad Behavioral Objectives/Specific outcomes  Observable and measurable: Precise statement of outcomes in terms of observable behavior 16 expected of students after instruction. VARIOUS ALTERNATIVE NAMES FOR “GENERAL OBJECTIVES”  Intents  Aims  Competencies 17 VARIOUS ALTERNATIVE NAMES FOR “BEHAVIORAL OBJECTIVES”  Learning Objectives  Outcomes  Enabling Objectives  Terminal Objectives  Educational Objectives  Curriculum Objectives  Performance Objectives  Operational Objectives  Instructional Objectives 18  Specific Objectives DEFINITIONS/CHARACTERISTICS OF “BEHAVIORAL OBJECTIVE(S)”  “Intended change brought about in a learner.” (Popham, et. al. 1969)  “A statement of what students ought to be able to do as a consequence of instruction.” (Goodlad, in Popham et al., 1969)  “Explicit formulations of ways in which students are expected to be changed by the educative process.” (Bloom, 1956)  “What the students should be able to do at the end of a learning period that they could not do beforehand.” (Mager, 1962)  "An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. An objective describes an intended result of instruction, rather than the process of instruction itself." (Mager, 1975) 19 PURPOSE AND FUNCTION OF BEHAVIORAL OBJECTIVES  Guide for the teacher relative to the design of instruction  Guide for the teacher for evaluation/test design (e.g. written tests, OSCEs, etc)  Guide for the learner relative to learning focus  Guide for the learner relative to self assessment  Statements of objectives tell others what we value.  Causes careful thinking about what is to be accomplished through instruction.  Helps relationship between teacher and learner because with explicit objectives the instructor is viewed less in an adversarial role because students are not forced to guess what is to be learned.  Enhances possibility to create focused independent learning materials.  Makes teaching more directed and organized. 20 http://med.fsu.edu/education/FacultyDevelopment/objectives.asp PURPOSE AND FUNCTION OF BEHAVIORAL OBJECTIVES  Communicates to colleagues what you are teaching thus enhancing collaboration and teamwork with colleagues.  Helps facilitate those situations in which we want students to demonstrate competency (The objectives can be specified in such as way as to specify competency.)  Aids in program evaluation  Forces teacher to think carefully about what is important  Helps avoid unnecessary repetitions in teaching  Helps bridge the gap between vague, but relevant, and important, institutional goals and actual instruction  Provides visibility and accountability of decisions made by teachers and learners.  Provides models for the creation of objectives by students  Helps students make decisions regarding prioritizing  Provides feedback to learners as objectives are accomplished. 21 http://med.fsu.edu/education/FacultyDevelopment/objectives.asp 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 (Arreola, 1998) 22 MAGIC TRIANGLE 23 DIMENSIONS OF INSTRUCTIONAL OBJECTIVES  Mastery vs Developmental Outcomes  Ultimate vs Immediate Objectives  Single-course vs Multiple-course Objectives 24  GAGNE’S GROUPS OF LEARNING OUTCOMES o Verbal information o Intellectual skills o Cognitive strategies o Motor skills o Attitudes Gagne, Wagner, and Briggs (1992) 25 DOMAINS OF BEHEVIORAL OBJECTIVES  Cognitive Domain (THINK)  Refers to intellectual learning and problem solving  Cognitive levels of learning include: knowledge, comprehension, application, analysis, synthesis, and evaluation  Affective Domain (FEEL)  Refers to the emotions and value system of a person  Affective levels of learning include: receiving, responding, valuing, organizing, and characterizing by a value  Psychomotor Domain (DO)  Refers to physical movement characteristics and motor skill capabilities that involve behaviors requiring certain levels of physical dexterity and coordination  Psychomotor levels include: perception, set, guided response, mechanism, complex overt response, adaptation, and 26 origination. DOMAINS OF BEHEVIORAL OBJECTIVES 27 DOMAINS OF BEHEVIORAL OBJECTIVES Cognitive Domain 28 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN  First systematic approach,  1956, by Benjamin Bloom (Henson, 2001, p.216)  2001, Anderson and Krathwohl  6 hierarchical levels: from simple to complex and abstract mental processes/skills. 29 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN 30 http://www.celt.iastate.edu/teaching/RevisedBlooms1.html TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION Bloom taxonomy Revised Bloom taxonomy  Evaluation  Creating  Synthesis  Evaluating  Analysis  Analysing  Application  Applying  Comprehension  Understanding  Knowledge  Remembering 31 Taken from http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION 32 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION 33 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION 34 http://larryferlazzo.edublogs.org/2009/05/25/the-best-resources-for-helping-teachers-use-blooms-taxonomy-in-the-classroom/ TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE PROCESS DIMENSION 35  The knowledge dimension — major types and subtypes factual conceptual procedural metacognitive knowledge of knowledge of knowledge of strategic terminology classifications subject-specific knowledge knowledge of and categories skills and knowledge about specific details knowledge of algorithms cognitive tasks, and elements principles and knowledge of including generalizations subject-specific appropriate knowledge of techniques and contextual and theories, models, methods conditional and structures knowledge of knowledge criteria for self-knowledge determining when to use appropriate procedures 36 http://www.celt.iastate.edu/teaching/RevisedBlooms1.html  The cognitive processes dimension — categories, cognitive processes (and alternative names) remember understand apply analyze evaluate create recognizing interpreting executing differentiating checking generating (identifying) (clarifying, (carrying out) (discriminating, (coordinating, (hypothesizing) paraphrasing, distinguishing, detecting, recalling representing, implementing focusing, selecting) monitoring, planning (retrieving) translating) (using) testing) (designing) exemplifying organizing (illustrating, (finding coherence, critiquing producing instantiating) integrating, (judging) (construct) classifying outlining, parsing, (categorizing, structuring) subsuming) summarizing attributing (abstracting, (deconstructing) generalizing) inferring (concluding, extrapolating, interpolating, predicting) comparing (contrasting, mapping, matching) explaining (constructing 37 models) http://www.celt.iastate.edu/teaching/RevisedBlooms1.html TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN (REVISED BLOOM TAXONOMY) REMEMBERING  “remembering of previously learned material” (Gronlund, 1971, p. 528)  “represents the lowest level of learning outcomes in the cognitive domain” (Gronlund, 1971, p. 528) Verbs: Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states (Gronlund, 1971, p. 529), 38 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN UNDERSTANDING  “ability to grasp the meaning of material” (Gronlund, 1971, p. 528)  “explaining ideas or concepts” (Kurwongbah State School, 2009)  This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating (extrapolation) future trends (predicting consequences or effects).” (Gronlund, 1971, p. 528)  “These learning outcomes go one step beyond the simple remembering of material” (Gronlund, 1971, p. 528) Verbs: Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes (Gronlund, 1971, p. 529), interprets, classifies 39 (Kurwongbah State School, 2009) TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN APPLYING  “the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories.” (Gronlund, 1971, p. 528)  “Learning outcomes in this area require a higher level of understanding than those under comprehension.” (Gronlund, 1971, p. 528) Verbs: Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses (Gronlund, 1971, p. 529), implements, carries out, executes (Kurwongbah State School, 2009) 40 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN ANALYSING  “ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved.” (Gronlund, 1971, p. 528)  “Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and structural form of the materal” (Gronlund, 1971, p. 528) Verbs: Breaks down, diagrams, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, points out, relates, selects, separates, subdivides (Gronlund, 1971, p. 529), compares, organises, deconstructs, 41 interrogates, finds (Kurwongbah State School, 2009) TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN EVALUATING  “ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or to be given them” (Gronlund, 1971, p. 528) Verbs: appraises, compares, concludes, contrasts, criticizes, describes, discriminates, explains, justifies, interprets, relates, summarizes, supports (Gronlund, 1971, p. 529), checks, hypothesizes, experiments, judges (Kurwongbah State School, 2009) 42 TAXONOMIES OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN CREATING  “the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).” (Gronlund, 1971, p. 528)  Generating new ideas, products, or ways of viewing things (Kurwongbah State School, 2009)  “Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.”.(Gronlund, 1971, p. 528) Verbs: Categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, 43 writes (Gronlund, 1971, p. 529), produces, invents (Kurwongbah State School, 2009) TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN  by Krathwohl and co-workers, in 1964 (Henson, 2001, p.225)  Growth in feelings or emotional areas (Clark, 2009) 44 TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN RECEIVING  “objectives at this level refer to the learner’s sensitivity to external stimuli. This includes  awareness,  willingness to receive,  selected attention” (Ornstein & Hunkins, 1998, p.280) Verbs: Asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, replies, uses (Gronlund, 1971, p. 531) 45 TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN RESPONDING  “objectives at this level refer to the learner’s active attention to stimuli such as  acquiescence  willing responses  feelings of satisfaction” (Ornstein & Hunkins, 1998, p.280-281) Verbs: Answers, assists, compiles, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes (Gronlund, 1971, p. 531) 46 TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN VALUING  “objectives at this level refer to the learner’s beliefs and attitudes of worth. They are addressed in the form of  acceptance  preference  commitment” (Ornstein & Hunkins, 1998, p.281) Verbs: Completes, describes, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works (Gronlund, 1971, p. 531) 47 TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN ORGANIZATION  “objectives at this level refer to the internalization of values and beliefs involving  conceptualization of values  organization of a value system” (Ornstein & Hunkins, 1998, p.281) Verbs: Adheres, alters, arranges, combines, compares, completes, defends, explains, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes (Gronlund, 1971, p. 531) 48  TAXONOMIES OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN CHARACTERIZATION  “This is the highest level of internalization in the taxonomy. Objectives at this level relate to behaivor that reflects  a generalized set of values  characterization or philosophy of life” (Ornstein & Hunkins, 1998, p.281) Verbs: Acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, uses, verifies (Gronlund, 1971, p. 531) 49 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN  by Simpson, 1972  “involves the development of physical skills that require coordination of mind and body” (Henson, 2001, p.227)  These skills are developed through repetitive practice and measured in terms of speed, precision, distance, procedures, or execution techniques. 50 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN PERCEPTION  “being aware of a stimulus, picking up on cues for action, and then act upon these cues” (Henson, 2001, p.227) Verbs: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. (as cited in Clark, 2009) 51 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN SET  “individual’s readiness to act. It includes both mental readiness and physical and emotional readiness”(Henson, 2001, p.228)  “These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets)” (as cited in Clark, 2009) Verbs: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. (as cited in Clark, 2009) 52 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN GUIDED RESPONSE  “The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing” (as cited in Clark, 2009)  The learner “knows steps required to complete the task of objective” (Brissenden & Slater, no date) Verbs: copies, traces, follows, reacts, reproduce, responds (as cited in Clark, 2009) 53 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN MECHANISM  “This is the intermediate stage in learning a complex skill” (as cited in Clark, 2009)  “Learner “performs task or objective in a somewhat confident, proficient, and habitual manner” (Brissenden & Slater, no date) Verbs: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. (as cited in Clark, 2009) 54 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN COMPLEX OVERT RESPONSE  “The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance.” (as cited in Clark, 2009) Verbs: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. (as cited in Clark, 2009) 55 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN ADAPTATION  “Skills are well developed and the individual can modify movement patterns to fit special requirements.” (as cited in Clark, 2009) Verbs: adapts, alters, changes, rearranges, reorganizes, revises, varies. (as cited in Clark, 2009) 56 TAXONOMIES OF EDUCATIONAL OBJECTIVES PSYCHOMOTOR DOMAIN ORIGINATION/ORGANIZATION  “Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.” (as cited in Clark, 2009) Verbs: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. (as cited in Clark, 2009) 57 CHARACTERISTICS OF EFFECTIVE OBJECTIVES AS DESCRIBED BY WESTBERG AND JASON (1993) IN COLLABORATIVE CLINICAL EDUCATION.  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 58  Not regarded as the only valuable outcomes HOW TO WRITE OBJECTIVES? Different approaches about writing objectives:  The Mager Format  The Gagné and Briggs Format  The ABCD Format 59 HOW TO WRITE OBJECTIVES? The Mager Format An educational objective must describe: 1. Performance. An objective always states what a learner is expected to be able to do and/or produce to be considered competent. 2. Conditions. An objective describes the important conditions (if any) under which the performance is to occur. 3. Criterion. An objective describes the criteria of acceptable performance; that is, it says how well someone would have to perform to be considered competent (Dabbagh, n.d.) Given a list of thirty five chemical elements (condition), the learner must be able to recall the valences (performance) of at least thirty (criterion). (Dabbagh, n.d.) 60 HOW TO WRITE OBJECTIVES? THE ABCD FORMAT A Audience Specifies learners Learner performance, Observable behavior B Behavior and Real-world skill Equipment, tools, aids or references that may C Conditions be used and Environmental conditions States standard for acceptable performance D Degree for time, accuracy, quality Below are examples of the ABCD format: Given all the basic shapes - cone, cylinder, cube, and sphere (condition), each second-semester geometry student (audience) will 61 identify (behavior) orally each shape (degree). (Dabbagh, n.d.)  HOW TO WRITE BEHAVIORAL OBJECTIVES? - COMPARISON Component Mager Gagné & Briggs ABCD 62 Performance Performance Learned Behavior (What will be done) (Doing verb) capability, object, & action Condition Condition Situation Condition (Under what) Criteria Criterion Tools/Constraints Degree (How well) Learner (Implied) (Implied) Audience (By whom) www.metu.edu.tr/~sahin  CONDITION Condition Condition statement Explanation or not? √ given a ruler tool √ given a displacement-time graph equipment given the opportunity to work in √ special environmental condition groups √ without getting help aid √ using a WebQuest model equipment √ without using a calculator equipment √ using the experimental set up special environmental condition √ after the demonstration special environmental condition √ after completing the reading special environmental condition using materials only in the √ tools and equipments laboratory It is not specific condition; it states that X in a laboratory behavior can be done in any laboratory by not specifically stating equipments. √ at the end of the webinar special environmental condition Although they are not good conditions for when asked √ an instructional objective they can be used when requested as a condition. √ while doing an experiment special environmental condition 63 The emphasis is not on the environmental X by doing an experiment condition. √ At the end of the course special environmental condition  DEGREE If it is degree Degree statement Explanation or not? √ within ten minutes time period time √ (answers) 10 questions in 20 minutes time proportion of correct responses √ (Identify) correctly all… required proportion of correct responses √ without error required proportion of correct responses √ 4 out of 5 times required It does not specifically state the X Accurately range of accuracy. √ With 100% accuracy range of accuracy (measure) within plus or minus 1mm √ range of accuracy error margin !!! The meaning/role of the statement may change depending on how you used it in an objective. 64 GUIDELINES FOR FORMULATING EDUCATIONAL OBJECTIVES  Matching  Worth  Wording  Approprateness  Logical grouping  Periodic revision (Ornstein & Hunkins, 1998, p.278-279) 65 DO NOT STATE OBJECTIVES IN TERMS OF:  Teacher performance (e.g., teach pupils meaning of terms)  Learning process (e.g., Pupil learns meaning of terms)  Course content (e.g., Pupil studies geometric figures)  Two objectives (e.g., Pupil knows and understands terms) (Gronlund, 1990) 66 DETERMINE WHICH ONE IS BETTER? Distinguishes between a square and a rectangle Distinguishes among geometrical shapes Describes the main characters in “Sefiller” Describes the main characters in the story Identifies the parts of a flower. Identifies the parts of a given structure. 67 ANALYZING THE OBJECTIVES  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler maddelerin özelliklerinden hangilerinin ayırt edici olduğunu belirler  Enerji dönüşümleri ve enerjinin korunumu ile ilgili olarak öğrenciler enerjinin bir türden diğerine dönüşebileceğini örneklerle açıklar  Isı ve sıcaklık ile ilgili öğrenciler farklı termometre çeşitlerine örnekler verir  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler sıvı ve katı maddelerin hacimlerini ölçer  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler katı ve sıvı maddelerin yoğunluğunu kütle- hacim grafiklerinden yararlanarak hesaplar  Dalgalara ait temel büyüklüklerle ilgili olarak öğrenciler deprem kaynaklı can ve mal kaybını önleyecek bir yapı modeli 68 oluşturur ANALYZING THE OBJECTIVES  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler maddelerin özelliklerinden hangilerinin ayırt edici olduğunu belirler  Dokuzuncu sınıf öğrencileri, on tane soru sorulduğunda maddelerin özelliklerinden hangilerinin ayırt edici olduğunu hatasız belirler.  Enerji dönüşümleri ve enerjinin korunumu ile ilgili olarak öğrenciler enerjinin bir türden diğerine dönüşebileceğini örneklerle açıklar  Dokuzuncu sınıf öğrencileri enerji dönüşümleri ve enerjinin korunumunu yardım almadan 5 dakika içerisinde örneklerle açıklar.  Isı ve sıcaklık ile ilgili öğrenciler farklı termometre çeşitlerine örnekler verir  Dokuzuncu sınıf öğrencileri ilgili metinleri okuduktan sonra farklı termometre çeşitlerinden en az iki tanesine örnekler verir.  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler sıvı ve katı maddelerin hacimlerini ölçer  Dokuzuncu sınıf öğrencileri gerekli araçlar verildiğinde sıvı ve katı maddelerin hacimlerini  %5 hata payı ile ölçer.  Maddelerin sınıflandırılması ve özellikleri ile ilgili olarak öğrenciler katı ve sıvı maddelerin yoğunluğunu kütle- hacim grafiklerinden yararlanarak hesaplar  Dokuzuncu sınıf öğrencileri kütle-hacim grafiklerinden yararlanarak katı ve sıvı maddelerin özkütle %5 hata payı ile hesaplar.  Dalgalara ait temel büyüklüklerle ilgili olarak öğrenciler deprem kaynaklı can ve mal kaybını önleyecek bir yapı modeli oluşturur  Dokuzuncu sınıf öğrencileri grupça çalışma imkanı verildiğinde deprem kaynaklı can ve mal kaybını 69 önleyecek bir yapı modelini iki ay içerisinde oluşturur. ANALYZING THE OBJECTIVES When given an experiment set up, the student will identify every parts of it. The student will compute at least five of eight planets' concentration when presented their mass and volume values. 70 WRITING EDUCATIONAL OBJECTIVES FOR PHYSICS COURSES KEY VERBS FOR KEY VERBS FOR KEY VERBS FOR COGNITIVE AFFECTIVE PSYCHOMOTOR DOMAIN DOMAIN DOMAIN 71 REFERENCES Arreola, R. A. (1998). Writing learning objectives, [On-Line]. Available: http://www.utmem.edu/grad/CourseInfo/CurrManagement/index.php?page=Objective s Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Brissenden, G. & Slater, T. (no date). Assessment Primer, On-Line]. Available: http://www.flaguide.org/start/primerfull.php Clark, D. (2009). Bloom's taxonomy of learning domains, [On-Line]. Available: http://nwlink.com/~donclark/hrd/bloom.html Dabbagh, N. (n. d.). Techniques & methods for writing objectives & performance outcomes, [On- Line]. Available: http://classweb.gmu.edu/ndabbagh/Resources/Resources2/objective_formats.htm Gronlund, N. E. (1971). Measurement and evaluation. New York: Macmillan Company. Gronlund, N. E. & Linn, R. L. (1990). Measurement and evaluation in teaching, New York: Macmillan Company. Henson, K. T. (2001). Curriculum planning, 2nd edition, Boston: McGrow Hill. Kurwongbah State School. (2009). Bloom's revised taxonomy, [On-Line]. Available: http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm Ornstein, A.C., & Hunkins, F. P. (1998). Curriculum foundations, principles, and issues, 3rd edition, Boston: Allyn and Bacon. Ortaöğretim Fizik Dersi 9. Sınıf Öğretim Programı. (2007). Fizik dersi programları uygulamaları, [On-Line]. Available: http://www.fizikprogrami.com Florida State University. (2010). Information about behavioral objectives and how to write them,, [On-Line]. Available: http://med.fsu.edu/education/FacultyDevelopment/objectives.asp 72