The teaching of science at school levels has predetermined aims and objectives. The instructional objectives in science education are narrow, specific, definite, tangible, precise, and functional. The desired learning or teaching outcomes are always expressed in terms of expected student behavior or desired behavioral changes.

Natural Science

Natural science deals with the study of nature and the physical world. The knowledge of natural science is based on research work and practical observations. It encompasses three main branches:

• Physics: The study of physical phenomena happening around us.
• Chemistry: The study of organic, inorganic, and physical chemistry.
• Biology: The study of living organisms, including Zoology (study of animals) and Botany (study of plants).

Science Teaching: Aims and Objectives

A person with clear aims in life is more likely to achieve success compared to someone without direction. Similarly, teaching science with specific aims leads to extraordinary results. Setting clear aims guides the planning process, decision-making regarding syllabus, course content, teaching methods, and medium of instruction.

After careful consideration, the aims for teaching science in our schools are as follows:

Utilitarian Aim

We live in an age dominated by science, surrounded by a network of scientific gadgets and inventions that have revolutionized our way of living. Understanding and mastering science is essential. Herbert Spencer aptly said, “The knowledge gained through science is much more useful in guiding our lifestyle than that gained through other resources.”

 Intellectual Aim

Science is organized common sense. It has introduced new ways of thinking and reasoning, providing insights that enable us to seek the truth and understand the reality of nature. Science teaches us to question and prove observations through reasoning and experimentation, rather than accepting anything without evidence.

Disciplinary Aim

Science develops our personality as a whole. It inculcates a spirit of inquiry, seriousness, and systematic thinking. Science encourages us to think critically and view the real nature of problems. It discourages hasty actions driven by emotions and promotes interest in study, concentration, hard work, and systematic approaches. It also fosters the habit of examining problems impartially and with a conscious mind.

Cultural Aim

Science has cultural value because it forms an essential part of our social heritage. The knowledge gained from different branches of science develops logical thinking, critical judgment, and scientific organization skills.

Moral Aim

Science fosters morality by teaching truthfulness and reasoning. Every scientist is a seeker of truth, though truth may not always prevail in a materialistic world. Science rejects blind faith, idol worship, and many useless customs and rituals. The pursuit of science encompasses and promotes moral traits among children.

Aesthetic Aim

There is no fundamental difference between art and science. An artist aims at beauty knowingly, while a scientist arrives at beauty through reasoning and truthfulness.

Psychological Aim

The teaching and learning of science are based on fundamental psychological principles. Methods such as 'learning by doing', 'activity method', and 'learning by observing concrete and living specimens' are primary in psychology. Science also satisfies common instincts like creativity, self-assertion, and curiosity.

Value of Scientific Attitude and Method

The methods used in solving scientific problems are also helpful in solving other life problems. Teaching science fosters a scientific attitude among learners, including open-mindedness, keen observation, critical thinking, and unbiased judgment free from superstition.

Social Aim

Socialization is the process of acquiring values, beliefs, and expectations. It does not involve genetic transmission. Science is valuable to society, making individuals useful citizens. It drives societal progress with new thoughts and inventions, contributing to the well-being and comfort of social life. Science is essential for the advancement of our society and nation.

Vocational Aim

Science has opened vast vistas of vocations because scientific principles and inventions are universal and pervasive in daily life. Scientific advancements have significantly aided traditional vocations.

Instructional Objectives

When teaching a particular lesson, unit, or sub-unit of physical sciences, a teacher should set specific and definite objectives to be achieved within a specified classroom period using available resources. These instructional objectives are statements formulated by the teacher describing what students are expected to do or will be able to do once the classroom instruction is completed. These objectives aim to bring about desired changes in students' behavior.

Instructional Objectives

In comparison to the general aims and objectives of teaching science, instructional objectives are quite narrow and specific. They are definite, tangible, precise, and functional. These objectives are predetermined and formulated to be achievable through usual classroom teaching within a fixed duration.

Instructional objectives describe the desired learning outcomes and are always stated in terms of expected student behavior or desired behavioral changes. They can be termed as teaching-learning objectives or behavioral objectives. The main purpose is to outline the skills and concepts students are expected to demonstrate after completing a particular instruction.

Classroom instructional objectives, objectives of teaching science at a particular or entire stage of school education, and general aims or goals of teaching science represent a hierarchical order:

Instructional objectives are the fundamental and basic targets achievable within a limited period and means, while general aims or goals of teaching science are broader and more challenging to attain. Classroom instructional objectives are part of the broader objectives of teaching science at a particular school stage, which in turn are part of the general aims and goals of teaching science.

Difference between Aims and Objectives

• Aims are broad and general; objectives are specific, meaningful, and precisely desired.
• Aims require long-term planning and serious efforts from the teacher; objectives are short-term and achievable within a specific time with limited resources.
• Aims are ideal and difficult to attain; instructional objectives can be conveniently achieved.
• Aims involve all-round growth and are beyond the school's scope; objectives are specific, immediate, and attainable goals.

Specific Objectives of Teaching Science

The aim of science teaching is not merely to acquire information and skills but to understand the relationships connecting answers to problems. Thus, the objectives of teaching science bridge the gap between teaching science and instructional objectives.

Dr. Benjamin S. Bloom of the University of Chicago edited the book 'Taxonomy of Educational Objectives', which classified educational goals into three main domains according to modern objectives:

Cognitive Domain

The cognitive domain includes objectives related to the recall or recognition of knowledge and the development of intellectual abilities and skills. Cognition and emotions are intertwined and affect each other. The taxonomy of educational objectives in the cognitive domain is organized under six major categories:

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

To develop cognitive stages in students, teaching should be based on hands-on activities.

Affective Domain

Affective objectives are concerned with developing interests, emotions, appreciation, attitudes, mental tendencies, and values in children. Teachers should aim to develop the maximum affective domain in students through affective objectives, including:

• Receiving
• Responding
• Valuing
• Organization
• Characterization of values

Psychomotor Domain

Psychomotor objectives focus on training students' physical activities and developing their skills. The main levels of the psychomotor domain are:

• Imitation
• Manipulation
• Precision
• Articulation
• Naturalization

Curriculum at Various Levels

According to the National Curriculum Framework (NCF) 2005, the objectives of student learning should be simple and active. The framework also includes art education to help students appreciate cultural heritage and develop their personality and mental health.

The Right to Education Act, 2009, implemented on April 1, 2010, specifies a minimum of 45 working hours per week for teachers. Teachers are expected to:

• Maintain regularity and punctuality in attending school.
• Conduct and complete the curriculum within the specified time.

Various educational objectives have been proposed for different levels of school education. These aim to ensure that each child has the opportunity to develop according to their potential. Here are the objectives set for different levels of teaching:

Elementary Level (Class I-V)

• Make students aware of principles, facts, and their applications during cognitive development.
• Ensure teaching is interesting and simple, allowing children to interact freely with their environment, teachers, and peers.
• Foster cooperation, honesty, integrity, scientific temperament, critical thinking, and freedom from fear and prejudice.
• Encourage students to view science as a social enterprise and develop rational thinking.

Upper Primary Level (Class VI-VIII)

• Provide deep insight into the facts and principles of science and develop the ability to perform scientific experiments skillfully.
• Focus on acquiring basic scientific knowledge and skills useful in everyday life rather than excelling in competitions.
• Offer opportunities for the development of inventive and creative faculties.
• Encourage scientific hobbies and purposeful leisure activities.
• Build faith in the contributions of science without necessarily inculcating values.
• Follow a constructivist approach in teaching and learning.
• Teachers should have knowledge of action research to identify and address students' problems and improvement skills.

Secondary Stage (Class IX-X)

• Continue and reinforce the integrated teaching of science.
• Make principles, laws, and concepts of science understandable and enjoyable without overburdening students.
• Teach unobservable events in science through hypothesizing and explanation.
• Enable students to understand the practical application of scientific knowledge and engage in research work without copying from other resources.

Senior Secondary Stage (Class XI-XII)

• Achieve proficiency in specialized areas or branches of science.
• Provide opportunities and inspiration through relevant reference materials and specialized magazines to understand and create new knowledge in science.
• Acquaint students with the latest concepts and advancements in their specialized fields.
• Prepare students for vocational courses in fields like medicine, paramedical science, and engineering.
• Encourage independent deep study in their specialized areas or branches.