The objectives of the environmental education of children

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The Compact Oxford English Dictionary and others interchangeably define the noun “objective” as, Objective: noun 1 a goal or aim. Aims are concerned with purpose whereas objectives are concerned with achievement. Usually an educational objective relates to gaining an ability, a skill, some knowledge, a new attitude etc. Since the achievement of objectives usually takes place during the course and the aims look forward into the student’s career and life beyond the course one can expect the aims of a course to be relatively more long term than the objectives of that same course.

The course aims are the raison d’ĂȘtre of the course. Objectives are often worded in course documentation in a way that explains to learners what they should try to achieve as they learn. Some educational organisations design objectives which carefully match the SMART criteria borrowed from the business world. Since both aim and objective are in common language synonymous with goal they are both suggestive of a form of goal-oriented education. For this reason some educational organisations use the term learning outcome since this term is inclusive of education in which learners strive to achieve goals but extends further to include other forms of education.

Therefore, the term learning outcome is replacing objective in some educational organisations. In some organisations the term learning outcome is used in the part of a course description where aims are normally found. One can equate aims to intended learning outcomes and objectives to measured learning outcomes. 3, Why Formalize the Aims of Instruction? This page was last edited on 27 November 2016, at 20:10.

It has been suggested that Computer-based mathematics education be merged into this article. In contemporary education, mathematics education is the practice of teaching and learning mathematics, along with the associated scholarly research. Elementary mathematics was part of the education system in most ancient civilisations, including Ancient Greece, the Roman Empire, Vedic society and ancient Egypt. Illustration at the beginning of a 14th-century translation of Euclid’s Elements. In the Renaissance, the academic status of mathematics declined, because it was strongly associated with trade and commerce, and considered somewhat un-Christian.