Research on laboratory learning points to the need to better understand what and how students learn in the undergraduate chemistry laboratory. The Meaningful Learning in the Laboratory Instrument (MLLI) was administered to general and organic chemistry students from 15 colleges and universities across the United States in order to measure the…

Poses a question which inquires about the need for behavioral objectives, the possible uses they may have, and the educational functions that may be conceived for them. (Author)

The author presents and explains a classification scheme intended to define learning behavior in terms of cognitive principles, affective principles, transformational principles, and heuristic principles. (LS)

Most of the literature on the instructional effects of operationally defining the objectives of a curriculum before implementation has been based on a logical, rather than an empirical, analysis of the instructional process. A model procedure was developed and used to examine empirically the contribution of the cognitive objectives of an…

Statements of learning objectives are provided to substantiate the goal of economic understanding in Wisconsin schools and to provide a quick inquiry device that educators and others may use to more clearly establish whether or not opportunity for economic education exists sufficiently in the school curriculum. These statements, or…

This study investigated the differences in learning and retention of students informed and not informed of behavioral objectives and the learning hierarchy of a unit of instruction. The subjects were 88 elementary education majors at Towson State College, Baltimore, Maryland, randomly assigned to four treatments. Self-instructional material for…

Advantages and disadvantages to writing behavioral objectives, especially for teachers of language arts, are discussed. The three commonly accepted domains of learnings--cognitive, affective, and psychomotor--are presented in relation to verbs used to indicate learning in those domains. Steps in identifying evidences of learning are: (1) State…

The purpose of this study was to determine whether the use of behavioral objectives in teaching poetry to ninth graders results in understanding on all cognitive levels and response on all affective levels. Four heterogeneously grouped ninth grade classes were randomly selected and assigned so that all four classes were involved in testing, and…

Statements of learning objectives are provided to help clarify and direct the teaching of psychology in Wisconsin schools and to help educators identify the most significant ideas in the discipline which should be incorporated into the K-12 curriculum. These statements, or "descriptors," were developed after the State of Wisconsin Social…

Being able to learn on one's own requires independence of thought and implies that a student be able to develop inquiry and interest without being guided, helped, led, or motivated by a teacher. (JD)

Third grade subjects were classified as impulsive or reflective on the basis of the Matching Familiar Figures (MFF) test. In Experiment I, subjects were given either convergent thinking tasks, brainstorming tasks, or a control task. In Experiment II, half of the subjects received difficult tasks intended to induce failure while the other half…

An experiment was conducted to determine the effect of providing learners with instructional objectives prior to instruction with non objectives-based materials. The objectives of these materials were inferred by the researchers. Sixty-four university students were randomly assigned to treatment groups in which they received either no objectives,…

Investigated the effect on achievement and retention of providing students enrolled in a grade 11 biology course with precisely stated learning outcomes prior to instruction. Results show that the experimental group performed significantly higher than did the control group on both tests. (HM)

An instructional system that is both efficient and effective should present information so that it is easily processed by learners and so that the cognitive structures resulting from instruction correspond to the structure of the content to be learned. This paper presents a discussion of methods for describing content structure and cognitive…