Professor Mrs.M.

Amala Jansi,Loyola College of Education,Chennai-34

OBJECTIVES OF TEACHING COMPUTER SCIENCE

Aims and objectives

 Blooms taxonomy of Educational objectives
Aims & objectives
 AIM:
 Aims of education serve as the basis for all the
elements involved in the educative process.
 Educational Aims indicate the goals to which all our
educational programmes are to be geared to.
 Objective:
 The aims that are to be achieved in a short period
of time are termed as ‘ objectives’.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Differences between Aims and
Objectives
Aims
 Aims are directions in education
 The attainment of aims is beyond the
scope of the school as it involves all-
round growth.
 Aims are directions encompassing the
entire educational system in and out
of school.
 If objectives are realized by stages
an educational aim may be achieved
one day.
 Aims are broad and general. They
are not much use to a teacher.
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Objectives
 Objectives are end point of possible
achievement.
 These are specific , immediate and
attainable goals.
 Objectives vary from subject to
subject.
 Objectives originate from aims , the
attainment of which are steps
towards the achievement of
educational aims.
 Objectives are meaningful to
teachers as they are specific ,
precise and clearly defined.
Educational
Aims
Teaching or
learning
objectives

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Taxonomy

Taxonomy means a system of

classification and in the sense
Bloom Taxonomy presents a
system of classification of the
objectives

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 Taxonomy of educational objectives has been
worked out on the assumption that the teaching-
learning process may be conceived as an attempt to
change the behaviour of the pupils with respect to
some subject matter or learning experiences
 Behaviour is divided into three domains
 Cognitive(Knowing)
 Affective(feeling)
 Psychomotor(doing)
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Domains

Affective Psychomotor

Cognitive

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 Instructional
Objectives

COGNITIVE
knowing AFFECTIVE PSYCHOMOTOR
feeling doing

The recall or Changes in interests Development of

recognition of and values manipulative/motor
knowledge skills

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Cognitive Domain
 Involves knowledge and the development of intellectual
skills.
 The cognitive domain represents the intellectual
component of behaviour and is the most important from
the point of view of education.
 This includes the recall or recognition of specific facts ,
procedural , patterns and concepts that serve in the
development of intellectual abilities and skills.
 Variety of attempts has been able to classify mental
process. This is known as the knowledge component of
educational objectives.
 This domain consist of 6 major objectives :
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
BLOOM’S TAXONOMY

Competence Skills Demonstrated

Knowledge The recall of specific information

Comprehension Understanding of what was read

Application Converting abstract content to concrete situations

Analysis Comparison and contrast of the content to personal

experiences
Synthesis Organization of thoughts, ideas, and information from
the content
Evaluation Judgment and evaluation of characters, actions,
outcomes, etc., for personal reflection and
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
understanding
Cognitive Domain

1.Knowledge

2.Comprehension

3.Application

4.Analysis

5.Synthesis

6.Evaluation

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

KNOWLEDGE
Memorization

 Arrange  Name
 Define  Order
 Describe  Quote
 Duplicate  Recall
 Identify  Recognize
 Label  Relate
 List  Repeat
 Memorize  Reproduce
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
COMPREHENSION
Understanding

 Classify  Locate
 Describe  Recognize
 Discuss  Report
 Explain  Restate
 Express  Review
 Identify  Select
 Indicate  Translate

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

APPLICATION Using

 Apply  Operate
 Choose  Practice
 Demonstrate  Schedule
 Dramatize  Sketch
 Employ  Solve
 Illustrate  Use
 Interpret  Write

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

ANALYSIS Taking apart

 Analyze  Differentiate
 Appraise  Discriminate
 Calculate  Distinguish
 Categorize  Examine
 Compare  Experiment
 Contrast  Question
 Criticize  Test

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 SYNTHESIS Putting together

 Arrange  Formulate
 Assemble  Manage
 Collect  Organize
 Compose  Plan
 Construct  Prepare
 Create  Propose
 Design  Set up
 Develop  Write

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

EVALUATION Judging

 Appraise  Judge
 Argue  Predict
 Assess  Rate
 Attach  Select
 Choose  Support
 Compare  Value
 Defend  Evaluate
 Estimate  Explain
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Instructional Objectives
 Knowledge:
 GIO: The Student acquires knowledge about the
flow chart
 SIO:
 The student
 Recalls the term “ languages”
 Recognizes the term “ Intermediate languages”
 Define the term “ flow chart”

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Instructional Objectives
 Understanding:
 GIO: The student understands the various types of
symbols in flowchart
 SIO: The student
 Classifies the symbols of flowchart
 Describe the various symbols of flowchart
 Explains the terms “ flow lines” and “ connectors”
 Identifies the advantages and disadvantages of
flowchart

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Instructional Objectives
 Application
 GIO: The student applies the knowledge to draw a
flowchart using flowchart symbols
 SIO: The Student
 Illustrate a program of finding the volume of box
using flowchart

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Instructional Objectives
 Skill
 GIO: The student develops skill in construction of
flowchart for a program
 SIO: The student
 Design or draw a flowchart for a program to find
out sum of two numbers

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

AFFECTIVE DOMIAN
 EMOTIONAL LEARNING: FEELING –
 Another important area of human behavior which
includes feelings , interests, appreciation , attitudes and
values.
 Affective behavior deals with the feelings and attitudes
of students.
 Since the classification of affective behavior is not
important for us, it is enough we know the 5 levels alone.
They are:

(Concerned with attitudes, appreciations, interests,

values and adjustments)

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Affective Domain
 The Affective or Feeling Domain:
 The affective domain(Krathwohl,Bloom,Masia,1973)
includes the manner in which we deal with things
emotionally , such as feelings , values, appreciation ,
enthusiasms , motivations, and attitudes.
 Like cognitive objectives, affective objectives can also
be divided into a hierarchy (according to Krathwohl).
This area is concerned with feelings or emotions.
Again, the taxonomy is arranged from simpler feelings
to those that are more complex.
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
The 5 major categories are listed from
the simplest behavior to the most
complex.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

1. Receiving or Receiving Phenomena:

 Awareness , willingness to hear , selected attention

 This refers to the learner’s sensitivity to the existence
of stimuli – awareness, willingness to receive, or
selected attention.
 feel sense capture experience
 pursue attend perceive
 Example:
 Listen to others with respect . Listen for and
remember the name of newly introduced people.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Receiving: Action verbs

•Listen •Locates
•Ask •Names
•Chooses •Points to
•Describes •Selects
•Follows •Sits
•Gives •Replies
•Holds •Uses
•Identifies •attend

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 2. Responding or Responding to
phenomena

 Active participation on the part of the learners .

Attends and reacts to a particular phenomenon .
Learning outcomes may emphasize compliance in
responding , willingness to respond ,or satisfaction in
responding.(Motivation)
 This refers to the learners’ active attention to stimuli
and his/her motivation to learn – acquiescence, willing
responses, or feelings of satisfaction.
 conform , allow , cooperate
 Contribute, enjoy , satisfy
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
 Example :
 Participates in class discussions .
 Gives a presentation .
 Questions new ideals , concepts , models etc.in
order to fully understand them .
 Know the safety rules and practices them.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Responding: Action verbs
•Answers
•Assists
•Aids
•Complies
•Discusses
•Helps
•Labels
•Performs
•Reads
•Tells
•Writes
•check
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
3. Valuing

 The worth or value a person attaches to a

particular object , phenomenon, or behaviour .
This ranges from simple acceptance to the more
complex state of commitment.
 This refers to the learner’s beliefs and attitudes of
worth – acceptance, preference, or commitment. An
acceptance, preference, or commitment to a value.
 believe seek justify
 respect search persuade
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Valuing- Action verbs
•Demonstrate
•Differentiate
•Explains
•Follows
•Forms
•Initiates
•Invites
•Joins
•Justifies
•Reads
•Shares
•Works
•Directs
•structure
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
4. Organization

 This refers to the learner’s internalization of values

and beliefs involving (1) the conceptualization of
values; and (2) the organization of a value
system. As values or beliefs become internalized,
the leaner organizes them according to priority.
 examine clarify systematize
 create integrate

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Organization - Action verbs
•Alters
•Arrange
•Combines
•Compares
•Completes
•Defends
•Explains
•Formulates
•Generalizes
•Identifies
•Modifies
•prepares
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
5. Characterization
 the Internalization of values
 This refers to the learner’s highest of internalization
and relates to behavior that reflects (1) a
generalized set of values; and (2) a
characterization or a philosophy about life. At this
level the learner is capable of practicing and acting
on their values or beliefs.
 internalize review conclude
 resolve judge
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Characterization - Action verbs

•Listens
•Proposes
•Solves
•Verifies
•Displays
•Discriminates
•Takes action
•Practices
•Serves
•influences

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 Affective Domain-Instructional
objectives
 Subject: Civics
 Topic: Duties of a Citizen
 Receiving: The student accept their duties as a
citizen
 Responding: The student are able to state or list the
duties of a citizen
 Valuing: The student are able to indicate the duties
of a citizen

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

PSYCHOMOTOR DOMAIN

 PHYSICAL LEARNING: DOING –

 Includes those objectives that are concerned with the
development of manual and motor skills.
 The suggested areas include manipulative skills
required in business , training , industrial technology
and performance areas in science, art and music.

(Emphasizes speed, accuracy, dexterity, and physical

skills)

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
 Psychomotor Domain

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 Psychomotor Domain

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 Psychomotor Domain

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 Psychomotor Domain

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 Psychomotor Domain

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

AFFECTIVE DOMIAN
 EMOTIONAL LEARNING: FEELING –

Concerned with attitudes,

appreciations, interests, values and
adjustments.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Psychomotor Taxonomy
 The classification of Psychomotor objectives given
by Anita Harrow’s taxonomy-1972 is being
described in the following pages under six different
categories:
 Reflex Movement
 Basic Fundamental Movements
 Perceptual Abilities
 Physical Abilities
 Skilled Movement
 Non Discussive Communication
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Reflex Movement or actions

 As the involuntary motor responses to the various stimuli

in the environment
 Very essential not only for the development of
psychomotor abilities but also for the survival of the
human beings.
 Ex:
 The jerking of hands
 The closing of eye lid
 Stretching of the arms etc.
 Action verbs: Bite, Jerk , loosen , Relax, stop etc.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Basic Fundamental Movements
 Are just a step ahead of the simple reflex movements
 They are not so inborn and innate as the reflex
movements
 A child may be seen to demonstrate such movements in
his very early days of life
 Their movements in the form of kneeling , creeping ,
stumbling , walking , jumping , moving hands, neck,
heads etc. may be named as basic fundamental
movements.
 Action verbs: Creep , Drink , Jump , Kneel , Move ,
Reach , Run etc.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Perceptual Abilities

 The development of motor abilities related with the

phenomenon of perception belongs to this category
of objectives
 When some meaning is attached to sensation, it is
termed as perception
 Action verbs: Smell , throw , Feed, catch , discover ,
write etc.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Physical Abilities

 For an effective motor behaviour there is an urgent

need of the development of desirable physical
abilities
 Ex:
 To do hard labour to carry the large load
 To bend an article
 Stopping or running an object or machine
 Action verbs: Begin, Bear , Bend , conduct , start ,
stop etc.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Skilled Movement

 Skilled movements are those complex bodily

movements which help in performing the skilled
tasks
 These movements are to be acquired through an
organized and systematic learning process.
 Ex:The art of dancing , diving , driving , playing the
musical organs , skating , typing, swimming, tailoring
etc. represent such skilled movements
 Action verbs: Dance , Dive, Drive etc.
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Non Discussive Communication

 This category represents the highest level of the

psychomotor behaviour
 The bodily movements are hereby integrated with
the inner feelings and affective behaviour of the
learner
 Ex:
 Classical dance , sketching painting or acting
 Action verbs: Mimic , sit , smile , stand , tease etc.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Instructional Objectives
 Miller’s approach of writing objectives: Physical Training and Drill
 Reflex Movement- The pupil are able to stretch their arms with the
signal of the drum
 Basic Fundamental Movements- The pupil are able to jump the
prescribed minimum height
 Perceptual Abilities- The pupil are able to balance their bodies
properly on the parallel beams
 Physical Abilities-The pupil are able to stand on their toes for a
minimum period
 Skilled Movement- The pupil are able to skate or dive carefully a
minimum standard
 Non Discussive Communication

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Practical Application
of Learning
Objectives

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Instructional Objectives-GIOs and SIOs

 Knowledge:
 GIO: Knows terms , concepts , definitions principles ,
process and formulas.
 SIO:
 Recalls what she/he has learnt
 Recognised what she/he has learnt

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

 Instructional Objectives-GIOs and SIOs….

 Understanding/Comprehension
 GIO:
 Understands concepts , principles , definitions , process ,formulas etc.
 SIO:
 Illustrate or gives example
 Detects errors and corrects
 Classifies according to criteria given
 Compares
 Distinguishes , Differentiates , discriminates
 Identifies relationships among the data given
 Substitutes for symbols or translates concepts into symbols in the form of
formulas or interprets
 Estimates results
 Sometimes verifies is also taken as criteria
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
 Instructional Objectives-GIOs and
SIOs….
 Application
 GIO:
 Applies his/her knowledge and understanding in solving
problems in a new situation
 SIO:
 Reasons out what is given and what is required
 Finds adequacy or superfluous nature of given data
 Establishes relationship among concepts
 Uses appropriate method/process/techniques in solving the
problem
 Suggests alternative solution
 Reasons out inductively
 Reasons out deductively
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
 Predicts the results
 Instructional Objectives-GIOs and
SIOs….
 Skills:
 GIO:
 a) Computing /working on computer on the basis of concepts , methods ,
process , techniques learnt in computer science
 SIO:
 Computers/works out problems with the speed and accuracy
 Works on given program with speed and accuracy
 b) Explains the tables , charts etc displayed in the computer
 SIO:
 Understands fast the table displayed in computer
 Interprets flow charts , symbolic representation , establish charts
 Analyses the programs quickly

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Instructional Objectives-GIOs and
SIOs….
 GIO Interest
 Showing keen interest in understanding the practical
application of computer science in business , services
and also in self employment
 SIO:
 Reads with interest works on computer sciences
 Participates in computer science club in the school
 Takes efforts to understand and know more about C++
program etc
 Reading news and in formations related to computer
science, in News Papers, journals and magazines.

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Instructional Objectives-GIOs and
SIOs….
 GIO Scientific attitude
 Develops Scientific attitude towards computer science
 SIO
 Explains logically the concepts of computer science and
their relationship
 Points out to errors with self confidence
 Accepts boldly the mistakes done by him/her
 Analyses big problems and solves than
 Follows and acts according to the principles and
practice
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34
Instructional Objectives-GIOs and
SIOs….
 Polymorphism and function overloading
 GIO:
 The student
 acquires knowledge about the Polymorphism and
function overloading
 understands the principles of operator overloading and
Function overloading
 applies the knowledge to give new examples for
Polymorphism.
 develops skill in writing program for operator
overloading and Function overloading

Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34

Instructional Objectives-GIOs and
SIOs….
 Specifications: OR SIO: The Student
 Define polymorphism (knowledge)
 Writes the names of two forms of polymorphism (knowledge)
 Define Function overloading (knowledge)
 Explains the strategy adopted in Function overloading
(understanding)
 Detects the errors in proto type (understanding)
 Explains how integral promotions are computer oriented
(understanding)
 Illustrates with a counter example for rules for function overloading
(understanding)
 Using Function overloading, write the program for finding the
biggest number of given three numbers ( Application)
 Uses that program in computer and verify its correctness (Computing
skill)
Professor Mrs.M. Amala Jansi,Loyola College of Education,Chennai-34