Abstract

Bloom's Taxonomy is a hierarchical model that categorizes learning into cognitive, affective, and psychomotor domains. It aids teachers in understanding teaching objectives, reducing question complexity, and promoting critical thinking. This study provides educators, curriculum developers, and policymakers insights into incorporating Bloom's Taxonomy in science instruction. In this study, Quasi-experimental Design was used. Pre-test and post-test were employed for the traditional group and treatment group. Two groups were involved in the data collection procedures: an experimental group (Group A) and a control group (Group B). Group A received instruction based on Bloom's teaching methodology objectives, whereas Group B did not.  The teaching duration was ten weeks, with four days per week. A total of forty lessons were delivered according to the lesson plan. The population of this study consisted of 80 students of 8th class. These students were from Government Elementary School Chak No.1 Hans, Multan. Sixty (60) male students were selected for the study. Thirty (30) male students were chosen for the traditional group, and thirty (30) male students were selected for the treatment group. A thirty-mark test was designed to assess the progress of science teaching and learning. The test assessed knowledge, comprehension, and application of scientific concepts taught during the research period. The independent samples t-test was used to compare the two groups. The collected data were analyzed using SPSS version 26 and the independent samples t-test. The chi-square test was used for hypothesis testing. The findings of this study provide valuable insights for educators, curriculum developers, and policymakers to make informed decisions about instructional strategies, curriculum design, and assessment methods. The goal is to enhance student engagement, critical thinking skills, and scientific inquiry abilities, ultimately fostering a deeper understanding and appreciation of science among elementary students.