Pedagogy of Science: Mager's Approach and Behavioral Objectives
Learn about the formulation of specific objectives in behavioral terms, the elements and characteristics of objectives, and the advantages and limitations of Robert Mager's approach in pedagogy of science and life sciences. Explore examples of behavioral objectives related to understanding flower parts, focusing on identifying terminal behaviors, defining desired criteria, and more.
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Presentation Transcript
MAGERS APPROACH UNIT 1 PART 3 Pedagogy of science and life science HARINDER KAUR Asst.Professor Sadbhavna College Of Education
Formulation of specific objectives in behavioral terms Behavioral objectives may be defined as a specific,concrete,delimited objective in a particular situation and under specific circumstances, in relation to a particular broad objectives They are also known as performance based objectives. NCERT refers to them as expected learning outcomes.
Characteristics of Objectives Objective is a subject in which you are familiar with and will be able to identify correctly Performance Competency Level Conditions Under what conditions do you want the learner to be able to do? Criteria How well must it be done?
Objectives by Mager Performance is what the learner will be able to do Condition is under what conditions the learner will be able to do it Criterion is how well it must be done
Example of behavioral objectives topic : flower and its parts At the end of the lesson an average pupil will be able to: 1Explain at least 2 functions out of 4 of different parts of a flower when shown a specimen of the flower.(knowledge) 2 Differentiate at least between 2 parts out of 4 between different parts of the flower.(Knowledge) 3 Dissect and draw at least 2 parts out of 4parts of the flower when shown a chart (skill)
Advantages of Robert Magers approach Identify the terminal behavior by name. Define the desired behavior. Specify the desired criteria of acceptable performance. He focused his attention on cognitive and affective domain.
Limitations No emphasis on mental processes. Neglecting psychomotor domain. Not suitable for higher level objectives. Overlapping of action verbs in cognitive and affective domain.
