This document discusses different aspects of instructional objectives in education. It defines categories of instructional objectives such as aims, goals, and objectives. It also discusses factors like measurability, flexibility, and deciding factors for different categories. It then presents different cognitive domains in education proposed by Bloom (1956) and Anderson and Krathwohl (2001) ranging from remembering to evaluating. It also discusses affective and psychomotor domains. The document provides examples of verbs that can be used to write general and specific instructional objectives and defines the difference between them. It also gives an example comparing ability levels for general vs specific instructional objectives related to chemical bonding.

1. Category
Form
Aim Goal Objective
Definition Social aim At the end of a course
At the end of the
period
Time Many years 1 – 2 years An hour
Measurability Difficult Measurable Measurable
Base Society Aim Goal
Flexibility Flexibility Flexibility Flexibility
Deciding Factor
Philosopher,
Educationist
Philosopher, Educationist Teacher
Nature General General Specific
Example Better Teacher Teacher A concept

2. Process of Instruction
•Why - Objective
•What - Content
•How - Method
•How much - Evaluation

4. Cognitive
Domain
Create
Evaluate
Analyse
Apply
Understand
Remember
Cognitive
Domain Evaluation
Synthesis
Analysis
Application
Understanding
Knowledge
Benjamin Bloom, 1956 Anderson & Krathwohl, 2001

5. Affective
Domain
Charaterisation
Organisation
Valuing
Responding
Receiving

6. Psychomotor/Conative
Domain
Naturalisation
Articulation
Precision
Manipulation
Imitation
Dave, R.H. (1969)

7. S.No.
Verbs for General
Instructional
Objective
Verbs for Specific Instructional Objective
1 Remember
Define, Recognition, Recall, Identify, List out, Select,
Name
2 Understand
Defining in own terms, Citing Examples, Find
Similarity, Differentiate, Translate, Interpret,
Extrapolate, Classify, Relate
3 Apply
Formation of hypothesis, Infer, Reason out, Generalize
4 Skill
Testing of Hypothesis, Arranging for Experiments,
Experimenting, Drawing
5 Interest
Discussing with scientist, Reading in Library,
Referencing, Going to planatorium

8. Ability GIO SIO
Remember Student knows chemical bond Student defines chemical bond
Understand
Student understands types of
chemical bond
Student classifies chemical bond
Apply
Student applies the concept of ionic
bond formation
Student forms hypothesis for ionic
bond formation
Skill Student gets skill in ionic bond Student draws ionic bond
Interest Student gets interest in Ionic Bond
Student reads book related to
chemical bonding

9. References
• Mathew, T.K., and Mollykutty, T.M. (2011). Science education -Theoretical bases
of teaching and pedagogic analysis - Physical Science and Natural Science. Kerala:
Rainbow Book Publishers
• NCERT. (2013). Teaching of science. Delhi: Author
• Radha Mohan. (2007). Teaching of physical science. (3rd ed.). Delhi: PHI Learning
• Rathinasabapathy, P. (2001). கல்வியில் தேர்வு [Examination in Education].
(2nd ed.). Chennai: Shantha Publishers.
• Srinivasan, P. (2011). அறிவியல் கற்பிே்ேல் [Teaching of science].
Thanjavur: DDE, Tamil Univeristy
• Images from google