Educational objectives of physics curriculum components: an analysis based on the Revised Bloom's Taxonomy

Abstract

The definition of educational objectives is fundamental in any teaching plan, as it influences learning. The aim of this study was to analyze the educational objectives of Physics curricular components at a Brazilian public university, using the cognitive domain of Bloom’s Taxonomy revised in 2001 along with learning theories and educational neuroscience as theoretical frameworks. The research adopts a qualitative approach, with documentary analysis of a Pedagogical Course Project (PPC) from an undergraduate Physics teacher education program. The educational objectives were categorized according to the levels of the cognitive process dimension (low, medium, and high) and the four levels of the knowledge dimension (factual, conceptual, 

procedural, and metacognitive). The results indicated that the educational objectives are concentrated in the low and medium levels of the cognitive domain (knowledge dimension versus cognitive process dimension). Revising and suggesting new action verbs, as well as analyzing the objectives in light of learning theories, are essential for the development of a curriculum that supports the training of future Physics teachers.