This document discusses different types of screens used to examine educational objectives, including psychological, philosophical, and sociological screens. Psychological screens draw from theories of human development and learning to determine appropriate objectives for students' cognitive, affective, and psychomotor development. Philosophical screens consider a society's core values to ensure objectives align with those values. Sociological screens analyze a society's practices and needs to set objectives that provide skills for survival and participation in that society.

1. SCREENS OF EDUCATIONAL
OBJECTIVES
Presented by: JOYCE N. BARAZA

2. Definition
• These are the set standards that are used to
examine/ test the appropriateness and
relevance of educational objectives

3. Importance
• Determine whether the objectives are
consistent with the values of the society
• Ensure that there are enough objectives to
meet the needs and aspirations of the society
• Ensure that the objectives are relevant for a
particular level of learning

4. Types
• Psychological screens
• Philosophical screens
• Sociological screens

5. Psychological screens
• Psychology is the study of human behaviour
• Psychology provides important insights in the
process of learning that helps the teacher and
curriculum designer in decisions related to:

6. 1. Selection of content with regard to
intellectual ability and development
2. Organization of learning experiences for
optimal effect
3. Selection of appropriate method and
approach to guide effective learning
4. Formulation of appropriate goals
5. Scope of the curriculum

7. • Theories of human development, theories of
learning and the pedagogical principles
derived from psychology must be considered
in determining curriculum objectives

8. Jean Piaget helped determine developmental
stages and capabilities of the learner in order
to attain educational objectives
1.Preoperational stage
2.Concrete operation stage
3.Formal operation stage

9. Psychologists believe that learning experiences
have to be introduced whilst taking into
account
• The learner’s ability
• Maturational level
• Learner’s rate of learning

10. The contribution of psychology to curriculum
design and development utilizes the principles
of learning, i.e.
1.Active participation of the learner
2.Provision of purpose of learning
3.Utilizing an individuals’ past experiences,
attitudes and values
4.Learning in a threat free atmosphere – human
relations aspect

11. • Bloom’s (1956) taxonomy of learning further
guide formulation of educational objectives.
• The domains include
1.The cognitive domain
2.The affective domain
3.The psychomotor domain

12. Cognitive domain
• Knowledge level
• Comprehension
• Application
• Analysis
• Synthesis
• evaluation

13. Affective domain
• Reviewing
• Responding
• Valuing
• Organization
• characterization

14. Psychomotor domain
• Perception
• Set
• Guided response
• Mechanism
• Complex response

15. Philosophical screens
• Philosophy is the search for knowledge and
understanding of nature and of human life.
• It is a set of beliefs, values or an outlook of life
that guide the principles of behaviour
• Educational philosophy describes the essential
values that are needed to satisfy an effective
life in society

16. • In utilising the knowledge of philosophy in
curriculum , the planners should identify ideas
and notions that indicate priority of values,
habits, ideals, and practices of the society in
selecting experiences for the curriculum

17. Four values are emphasized
• Recognition of the importance of every
individual human being, regardless of race,
creed, colour, tribe, social status or economic
status
• The opportunity for wide participation in all
phases of activities of social groups
• Encouragement of variability rather than
single type of person
• Intelligence as a means of dealing with
problems, not depending on authority

18. Sociological screens
• Sociology refers to human relationship and
structures (e.g. schools) in which society
operates.
• Sociology is the scientific study of the nature
and development of society and social
behaviour

19. • Schools as social systems have an obligation
to build a curriculum and establish conditions
under which individuals can acquire values
and competencies cherished in that society

20. • In approaching the task of curriculum planning
and development, it is useful to analyse and
draw from the society values in devising
content and objectives for the school
programmes

21. Sociological screens helps the curriculum developer
to understand and recognize obstacles that lead
to the need to change in content taught in
schools
• Sound cultural practices to be incorporated for
preservation and transmission in the school
curriculum
• Content to be screened to ensure that it provides
the skills knowledge and abilities essential for
survival in society
• Objectives to be screened to ensure that they are
adequate for the individual and the society