Abstract
The purpose of this mixed method study was to assess and examine the objectives of Bloom’s taxonomy, its usage and importance at secondary level while teaching the sciences subject in the Sindh. The population of this study was 508 teachers of science and 50 headmasters. One questionnaire and an interview protocol were used to collect the data through stratified random sampling technique for this study. A statistical tool was used for Hypotheses testing and interpretation of data. The tabulated data show a considerable difference was found in teachers’ understanding of Blooms taxonomy and its proper usage in sciences subject at secondary level. The qualitative findings highlighted that teacher teaches science subjects and apply exam-oriented strategy without touching the Bloom’s taxonomy’s application. The findings of the study also revealed that teachers did not enjoy while teaching the sciences subject in the classroom learning. Majority of teacher teaches science subjects in traditional way .They do not apply student-centered and motivational techniques and appropriate assessment mechanism while teaching sciences subject. The result of the study revealed that the total 83% teachers are failing to use first three levels of Bloom’s taxonomy namely knowledge, comprehension and application while teaching science subjects. Only 08% teacher use last three levels of bloom’s application namely, analyze synthesis and evaluation. The researcher strongly recommended applications of Bloom’s taxonomy and its objectives are necessary for science teachers at secondary level to teach science subject effectively in order to develop the students’ concepts rather than make them able to choose rote method of learning. Moreover, it is also recommended that teachers should develop their interest in science subjects and apply latest teaching methodology while teaching science. The administration, teaching training institutes and head masters should strictly monitor them that at what extent they successfully use the Bloom’s application in the classroom learning.
The Editor and the Sub-Editor share no responsibility regarding the views and opinions expressed by the authors. Articles published in the Biannual Research Journal Grassroots can be quoted or reproduced after acknowledgment.