Let's break down the educational objective "Learners will be able to measure the correct volume of a chemical using a measuring Flask" based on Anderson and Krathwohl's revised taxonomy of educational objectives. This taxonomy helps us classify learning objectives according to two dimensions: the Knowledge Dimension and the Cognitive Process Dimension.

Understanding the Knowledge Dimension

The Knowledge Dimension refers to the type of knowledge expected to be learned or used. It includes four categories:

• Factual Knowledge: Basic elements students must know to be acquainted with a discipline or solve problems in it (e.g., knowing dates, events, formulas).
• Conceptual Knowledge: The interrelationships among the basic elements within a larger structure that enable them to function together (e.g., knowing classifications, principles, theories).
• Procedural Knowledge: Knowledge of how to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods (e.g., knowing the steps for solving a specific type of math problem, knowing how to operate equipment).
• Metacognitive Knowledge: Knowledge of cognition and self; awareness and knowledge of one's own thinking (e.g., knowing one's strengths and weaknesses as a learner, knowing strategies for learning or problem-solving).

In the given objective, "measure the correct volume of a chemical using a measuring Flask" involves knowing the steps, techniques, and methods required to accurately perform a measurement using specific laboratory equipment. This clearly falls under Procedural Knowledge because it's about knowing "how to do" a specific process or skill.

Understanding the Cognitive Process Dimension

The Cognitive Process Dimension refers to the cognitive processes used by students as they work with knowledge. It includes six categories, ranging from simpler to more complex processes:

• Remember: Retrieving relevant knowledge from long-term memory.
• Understand: Constructing meaning from instructional messages.
• Apply: Carrying out or using a procedure in a given situation.
• Analyze: Breaking material or concepts into constituent parts so that the organizational structure can be understood.
• Evaluate: Making judgments based on criteria and standards.
• Create: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure.

The objective states that learners "will be able to measure". This means they will perform the action, execute the procedure, or use the skill of measuring volume with a flask in a specific context. This act of using a procedure in a situation is classified as Apply in the cognitive process dimension.

Categorizing the Objective

Combining the two dimensions, the objective "Learners will be able to measure the correct volume of a chemical using a measuring Flask" requires Procedural knowledge to be used at the Application level. The learner needs to know the steps (procedural knowledge) and then actually carry out those steps (application) to measure the volume correctly.

Let's examine the provided options:

• Option 1: Factual knowledge of analysis level - Incorrect. It's not factual knowledge or analysis.
• Option 2: Procedural knowledge of application level - Correct. This aligns perfectly with our analysis.
• Option 3: Conceptual knowledge of analysis level - Incorrect. It's not conceptual knowledge or analysis.
• Option 4: Meta cognitive knowledge of application level - Incorrect. It's not metacognitive knowledge.

Therefore, the objective falls under the category of Procedural knowledge of application level in Anderson and Krathwohl's revised taxonomy.

Revision Table: Anderson and Krathwohl's Taxonomy

Additional Information: Applying the Taxonomy

Using Anderson and Krathwohl's taxonomy helps educators write clear learning objectives that specify both what students should know (the knowledge dimension) and what they should be able to do with that knowledge (the cognitive process dimension). When writing objectives, educators should choose a verb (from the cognitive process dimension) and relate it to the content or skill (the knowledge dimension). For example:

• Remember Factual: List the provinces of Canada.
• Understand Conceptual: Explain the principle of buoyancy.
• Apply Procedural: Solve a quadratic equation.
• Analyze Conceptual: Differentiate between potential and kinetic energy.
• Evaluate Procedural: Assess the effectiveness of different titration methods.
• Create Metacognitive: Develop a plan to improve your study habits for this subject.

The objective "measure the correct volume of a chemical using a measuring Flask" is a practical skill, demonstrating the application of a specific procedure. This is a common type of objective in science education and aligns well with the 'Procedural knowledge of application level' category, as confirmed by our analysis.