The document outlines the objectives of science education which are to enable learners to acquire knowledge, gain skills, and develop attitudes. It then lists six specific objectives: 1) acquire knowledge to explain natural phenomena, 2) develop scientific work habits, 3) develop critical thinking and scientific attitudes, 4) arouse interest in science careers, 5) develop desirable social attitudes, and 6) appreciate contributions of science and technology. It also provides a classification of cognitive processes and knowledge dimensions based on Bloom's revised taxonomy. The taxonomy is a useful tool for aligning curriculum, instruction, and assessment across different educational levels.

1. JADE MARIANNE ALMADEN

2.  to enable the learner
 acquire knowledge
 gain skills
 develop attitudes

3. 1. Science teaching should enable the
children to acquire knowledge and
understandings which they can use to
explain, predict, and interpret national
phenomena in their environment.

4. 2. Science instruction should assist
children in developing scientific and
systemic habits of work.

5. 3. Science teaching should help the
children learn to think critically and
develop scientific attitudes.

6. 4. The study of science should arouse and
sustain among children further interest
in science which may lead to the
pursuit of science careers and lifelong
science-based and undertakings.

7. 5. Daily science experiences should
develop desirable social attitudes
among children.

8. 6. Readings in science should make
children learn to appreciate and feel
grateful for the contributions of
science and technology.

10.  a classification of
thinking organized by
levels of complexity.

11. KNOWLEDGE
 remembering or
retrieving previously
learned material.

12. List of Verbs
Recall
List
Name
Define
Choose
Describe
Know
Listen
Memorize
Relate
Group
Show
Locate
Distinguish
Give example
Review
Reproduce
Quote
Record
Repeat
Match
Label
Select
Underline
Recite specific
information

13.  memorize a poem
 recall state capitals
 remember math
formulas
Example Activities:
1. When did ________happen ?
2. Can you recall ___________?
3. Can you select __________ ?
4. Can you list three _______ ?
5. Who was ________________?
6. What is _________________ ?
7. Where is ________________ ?
8. How did it happen _______?
9. Why did _________________?
10. When did _______________ ?
11. Who were the main ______?
12. Which one ______________ ?
Example Questions:

14. COMPREHENSION
 the ability to grasp
or construct
meaning from
material.

15. List of Verbs
Explain
Discuss
Identify
Ask
Calculate
Convert
Observe
Recognize
Report
Research
Retell
Summarize
Review
Tell
Describe
Locate
Give example

16.  organize the animal
kingdom based on a
given framework
 illustrate the
difference between a
rectangle and
square
 summarize the plot
of a simple story
Example Activities:Example Questions:
1. State in your own words….
2. Which are facts? Opinions?
3. What does this means……?
4. Is this the same as………..?
5. Giving an example ………...
6. Select the best definition….
7. What would happen if……?
8. What part doesn’t fit?
9. How would compare?
Contrast?
10. What is the main idea of…?
11. How would summarized….?

17. APPLICATION
 The ability to use
learned material, or to
implement material in
new and concrete
situations.

18. List of Verbs
Apply
Adapt
Calculate
Change
Compute
Demonstrate
Dramatize
Draw
Experiment
Illustrate
List
Make
Manipulate
Practice
Produce
Sequence
Show
Solve
Teach
Use

19.  use a formula to
solve a problem,
select a design to
meet a purpose
 reconstruct the
passage of a new
law through a given
government/system
Example Activities:Example Questions:
1. How would you organize
________ to show _______?
2. How would you show your
understanding of _________?
3. What facts would you select
to show what__________?
4. What elements would you
change __________?
5. What other way would you
plan to ________?
6. What questions would you
ask in an interview with
_________?

20. ANALYSIS
 the ability to break
down or distinguish the
parts of material into
its components so that
its organizational
structure may be better
understood.

21. List of Verbs
Calculate
Categorize
Classify
Compare
Contrast
Diagram
Differentiate
Discover
Distinguish
Examine
Group
Experiment
Interpret
Investigate
Order
Organize
Question
Relate
Research
Sequence
Solve
Survey

22.  identify the ‘parts of’
democracy
 explain how the
steps of the
scientific process
work together
 identify why a
machine isn’t
working
Example Activities:Example Questions:
1. Which statement is
relevant?
2. What is the conclusion?
3. What does the author
believe? Assume?
4. Make a distinction between
_______
5. What ideas justify the
conclusion?
6. Which is the least essential
statement?
7. What literacy form is used?

23.  the ability to put
parts together to
form a coherent or
unique new whole.

24. List of Verbs
Act
Arrange
Assemble
Combine
Compose
Construct
Create
Design
Develop
Devise
Formulate
Generate
Improve
Infer
Invent
Imagine
Plan
Predict
Prepare
Revise
Show
Write

25. Example Activities:Example Questions:
1. Can you design a ________?
2. What possible solution to
_________________________ ?
3. How many ways can you
_________________________ ?
4. Can you create a proposal
which would ____________ ?
 design a new solution to
an ‘old’ problem that
honors/acknowledges
the previous failures
 delete the least useful
arguments in a
persuasive essay, write a
poem based on a given
theme and tone

26. EVALUATION
 the ability to judge,
check, and even
critique the value of
material for a given
purpose.

27. List of Verbs
Argue
Assess
Choose
Compare
Conclude
Criticize
Debate
Decide
Defend
Evaluate
Determine
Justify
Prioritize
Rate
Recommend
Support
Tell why
Value

28. Example Activities:Example Questions:
1.What fallacies, consistencies,
inconsistencies appear _____?
2.Which is more important __ ?
3.Do you agree ______________?
4.What information would you
use _______________________?
5.Do you agree with the _____?
6.How would you evaluate __ ?
 make a judgment
regarding an ethical
dilemma
 interpret the significance
of a given law of physics
 illustrate the relative
value of a technological
innovation in a specific
setting—farming, for
example.

30. 1956 2001
noun verb

31. 1956 2001

32. COGNITIVE PROCESSES
KNOWLEDGE
DIMENSIONS
Remembering Understanding Applying Analysing Evaluating Creating
Factual
Conceptual
Procedural
Metacognitive

33. FACTUAL
KNOWLEDGE
- refers to essential facts,
terminology, details or
elements students must
know or be familiar with
in order to understand a
discipline or solve a
problem in it.
CONCEPTUAL
KNOWLEDGE
- the knowledge of
classifications, principles,
generalizations, theories,
models, or structures
pertinent to a particular
disciplinary area.

34. PROCEDURAL
KNOWLEDGE
- refers to information or
knowledge that helps
students to do something
specific to a discipline,
subject, or area of study.
METACOGNITIVE
KNOWLEDGE
- it is strategic or reflective
knowledge about how to
go about solving problems,
cognitive tasks, to include
contextual and conditional
knowledge and knowledge
of self.

35.  a tool for alignment of curriculum planning,
instructional delivery, and assessment.
 aimed at a broader audience. The original
taxonomy was viewed as a tool best applied in
the younger grades at school. The revised
version is more universal and easily applicable
in elementary, secondary, as well as adult
training.

37.  Create assessments
 Plan lesson
 Evaluate the complexity of assignments
 Increase the rigor of a lesson
 Simplify an activity to help personalize learning
 Design a summative assessment
 Plan project-based learning
 Frame a group discussion

38. Sandalan, G. G., Santos, R. G., Diaz, E. C. (1996). “Objectives of
Science Education”. The Teaching of Science and Health,
Mathematics, Home Economics, and Practical Arts
(Teaching Strategies III). Retrieved from https://books.
google.com.ph/books?id=QqgSuauXMLIC&pg=PP10&lpg
=PP10&dq=in
Heick, Terry (2018). What is Bloom’s Taxonomy? A definition for
Teachers. Retrieved in teachthought, on July 12, 2019,
https://www.teachthought.com/learning/what-is-blooms-
taxonomy-a-definition-for-teachers/

39. Claveria, R. J. (2013). Revised Bloom’s Taxonomy: Pathway to
Improve Thinking. Retrieved in Slideshare, on July 12,
2019, https://www.slideshare.net/revolc07/blooms-
taxonomy-powerpoint
Wilson, L. O. (2016). Anderson and Krathwohl – Bloom’s
Taxonomy Revised. Retrieved in The Second Principle, on
July 12, 2019, https://thesecondprinciple.com/teaching-
essentials/beyond-bloom-cognitive-taxonomy-revised/