Classification of Psychomotor Domain
Cognition and motor activities are included in this domain. Not only this, affective components involving willingness to act are also included in this part. Generally, this domain is being categories into following categories:
No motor act can be performed by perception. Perception is a process in which person becomes aware of objects, qualities and the relationship existing in between various things or objects through the medium of various sense organs. This function is further divided into sub-categories, mentions of which are as follows:-
This process is basically concerned with impingement of a stimulus upon sense organs, number of which can be more than one.
In order to satisfy the particular requirements of task performance, it is necessary to decide the cues to which one can respond. This task is performed in this process.
While performing a motor act, perception is being related to action at this stage. Meaning of cues received for action is being determined through this process.
For a particular kind of action or experience, this is a preparatory adjustment or readiness, which should be performed with utmost care. Again, this category is sub-divided into other categories, which are as follows:
Readiness to make anatomical adjustments needed to perform a motor act is being involved in this process.
Readiness to perform or to conduct some motor act is being involved at this stage.
Readiness in terms of favourable attitude required for performing motor act is being included in this stage.
c. Guided Response:
In the development of a skill, this is an important and early step. Abilities which are components of more complex skills are being emphasised at this stage. It includes guided response to overt behavioural acts of the students under proper guidance of instructor or teacher. This process or stage is divided into sub-categories, which are as follows:
Under this process, an act is being executed as a response to perception of another person is performing the act.
Trial and Error:
Under this process, various responses are being tried out and this process is repeated on continuous basis until no appropriate response is being achieved.
Learned responses take the form of habits at this level and a considerable level of self confidence get arises in the learner. Not only this, at this stage, he or she begins to perform different acts with certain degree of accuracy.
e. Complex Functions:
At this level, students become so efficient that they become able to perform complex movement patterns easily. Till now, a high level of skill gets developed in them and they become able to execute various functions efficiently and properly.
After understanding and discussing the general educational objectives as viewed by Bloom’s taxonomy of the Educational Objectives, it is now important to discuss about the objectives of science teaching.