Science Education Module 3 for B.Ed. Students and Science Teachers

SNDT University
B.Ed. Part I
Science Subject Education
Prof. Samruddhi Chepe
Ashoka International Centre for Educational Studies and
Research, Nashik.
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Module 3
Facilitating Learning of
Science and Technology
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Content
• Using narration/explanation and
demonstrations for facilitating
understanding.
• Promoting thinking and construction of
knowledge through Using Concept
Attainment, Inductive Thinking, guided
discovery, Problem solving, Project Based
Learning, organizing
experiments/laboratory activities.
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• Facilitating learners for self-study through
use of computers, Internet resources-
Websites, You Tubes, online learning,
using activity sheets, assigning
homework/assignments (2)
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• Using Small Group and Whole Group
Instruction strategies through Cooperative
and Collaborative approaches to learning,
Brain storming, Role Play and
Dramatization, Group Discussion,
Simulation and Games, Quiz (3)
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• Using learning resources for teaching
Science(3)
• Science laboratory
• Audio and Visual aids
• Community resources such as botanical
garden, museum, aquarium, zoo,
exhibitions
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Narration/Explanation Method of
Teaching
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• Here the teacher casts himself/herself in the role
of being a master of the subject matter. The
teacher is looked upon by the learners as an
expert or an authority. Learners on the other
hand are presumed to be passive and copious
recipients of knowledge from the teacher. These
methods require little or no involvement of
learners in the teaching process. It is also for
this lack of involvement of the learners in what
they are taught, that such methods are called
“closed-ended”.

Uses
1. To orient students.
2. To introduce a subject.
3. To give directions on procedures.
4. To present basic material.
5. To introduce a demonstration,
discussion, or performance.
6. To illustrate application of rules,
principles, or concepts.
7. To review, clarify, emphasise or
summarise.

Advantages
• Saves time.
2. Permits flexibility.
3. Requires less rigid space requirement.
4. Permits adaptability.
5. Permits versatility.
6. Permits better centre over contact and
sequence.

Limitations
1. Involves one way communication.
2. Poses problems in skill teaching.
3. Encourages student passiveness.
4. Poses difficulty in gauging student
reaction.
5. Require highly skilled instructors.

Demonstration
Method Of Teaching
Science

Nature of Method
• Method based on Huxley’s Principle-
“ Whatever is observed and can be experienced is
true and reliable”
• It means the process of performing and
explaining the experiment by the teacher for the
whole group
• Teacher performs experiment
• Students help the teacher, take observations etc.
• Knowledge acquired becomes permanent

Criteria of Good Demonstration
• Objective of demonstration needs to be
ascertained in advance
• Preplanned demonstration
• Teacher to ensure students are actively
participating
• Sequential arrangement of apparatus
• Students curiosity to be aroused

Precautionary Measures
• Proper list of apparatus and chemicals to be
ready beforehand
• Sequential arrangement need to be done
• Material and instruments should be large
enough to be visible
• Teacher to ask meaningful questions in between
• Arrangement on a high table
• Teachers to record observation on blackboard
• Perfect neatness to be observed
• Well prepared teacher

Merits
• Inculcates interest in subject
• Many students at a time can observe
• Scientific Principles and laws can be
verified
• Save time and money
• Dangerous experiments are risky for
students to perform but teacher can
demonstrate those.
• Helps building observation skill, co-

Limitations-
• Ability to perform experiment is not
developed
• Learning by doing principle is not followed
• No scope for individual student to perform
hence some may loose interest
• No joy and satisfaction
• No sufficient time for observation
• No guarantee that each child understands
the experiment

Models of Teaching
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How do models and methods of
teaching differ?
• Teaching is an interactive process, primarily
involving class room talk which takes place
between teacher and pupil and occurs during
certain definable activity.
• A teaching method comprises the principles and
methods used for instruction. Commonly used
teaching methods may include class
participation, demonstration, recitation,
memorization, or combination of these.
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• Models of teaching are nothing but
planning of lesson to formulate its
structure and outline useful for successful
teaching.
• American Educationists Bruce Joyce and
Marsha Weill have invented these models
of teaching.
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Definitions
• “Models of teaching are prescriptive teaching
strategies designed to accomplish particular
teaching goals.”
-Paul Egan and Others
• “Models of Teaching are instructional designs.
They describe the process of specifying and
producing particular environmental situations
which cause the student to interact in such a way
that specific change occurs in his behaviour.”
-Bruce Joyce & Marsha Weil
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Families of Models
• Information Processing Family
• Social interaction Family
• Personal Family
• Behaviour Modification Family
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The Aspects of a Model
1. Objectives- Give the purpose of the
Application of particular model.
2. Syntax-Describes the model in action. It
describes sequences of activities called
phases.
3. Social System-Describes student and
teacher roles and relationships. The role of
the teacher varies greatly from model to
model as the degree of structure changes.
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4. Principles Of Reaction-tell the teacher
how to regard the learner and how to
respond to what the learner does.
5. Support System-Describes the additional
requirements of model beyond the usual
human skills and capacities and technical
facilities.
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Concept Attainment Model
• CAM was developed by Jerome Bruner in 1956.
• It belongs to the information processing family.
• The model emerged out of the study of thinking
process in human beings. It is based on the
assertion that a human being is endowed with
the capacity to discriminate and to categorize
things in groups. This model is used for teaching
concepts to the students. It enables them to
understand fully the similarities and relationship
among various things of the environment.
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Jerome Bruner
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Concept Attainment Model-Nature
• Students come across various new words during
T-L process.
• The teacher also explains various new
concepts, terminologies.
• Teacher gives definition of particular concept so
that it becomes more clear to students.
• Lastly various examples are given to make
concrete understanding of the concept.
• This process of formation of concept is called
Concept Attainment Model.
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• This model, built around the studies of
thinking conducted by Bruner, Goodnow,
and Austin.
• It is designed to help students learn
concepts for organizing information and to
help them become more effective at
learning concepts.
• It includes an efficient method for
presenting organized information from a
wide range of areas of study to students of
every stage of development.
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Steps In CAM-
1. While asking various Yes, No type questions
the student compares the concept in Yes or No
form and a hypothesis is put forth.
2. From this the student gives and identifies
similar examples and decides the concept by
identifying various properties.
3. Finally discussion is made on how problem is
solved i.e. a general discussion is done on
concept formation and attainment.
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Objectives of CAM
• Concept attainment is designed to clarify
ideas and to introduce aspects of content.
• Challenges all thinking abilities throughout
the activity.
• children become skilled at identifying
relationships in the identification of
concept.
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Syntax
Structure of the model has following 3
phases-
1. Presentation of data and Identification of
Concept
2. Testing Attainment of the concept
3. Analysis of the Thinking Strategies.
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Presentation of Data and Identification of
Concept
• Teacher presents labelled examples
• Students compare attributes in positive negative
examples.
• Students generate and test hypotheses.
• Students state a definition according to the
essential attributes.
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Testing Attainment of the
concept
• Students identify unlabelled examples
• Teacher confirms hypotheses , names ,
concepts, and restates definition.
• Students generate examples.
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Analysis of the Thinking Strategies
• Students describe thoughts.
• Students discuss role of hypothesis and
attributes.
• Students discuss type and number of
hypothesis.
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The Social System
The social system is moderately structured.
• The teacher controls all action of the
classroom by choosing the concept,
selecting and organizing the material into
positive and negative examples and
sequences the examples.
• Reasonable freedom is given for
discussion within different phases of
teaching.
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Principles of Reaction
The teacher should-
• Support the student hypothesis
• Create the dialogue in which the students
test their hypotheses against each other.
• Turn the attention of the student towards
analysis of their concepts and their
thinking strategies.
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Support System
• The lesson requires material which can be
arranged so that the concept may be
drawn from it.
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Effects of CAM
• The effects of a model can be direct,
called as Instructional Effects that come
from the content.
• Effects may also be implicit,
experienced in the learning
environment. These are called Nurturant
effects.
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Instructional
Effect
Nature of
concept
Specific
concept
Improved
concept
building
strategy
Inductive
Reasoning
Nurturant
Effect
Awareness Of
Alternative
Perspective
Sensitivity to
Logical
Reasoning in
communication
Tolerance of
ambiguity
Appreciation of
Logic
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Educational Importance of CAM-
• This is student-centered technique of teaching.
• Students study how to obtain various concepts.
• Students obtain specific concepts and get their
ideas cleared avoiding chaos in their thinking.
• Inductive reasoning power is developed among
the students and comparative study is done.
• The S-T relation becomes more compatible and T-
L process becomes more effective.
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Inductive Thinking
• Inductive reasoning is the process of making
generalized decisions after observing, or
witnessing, repeated specific instances of
something.
• Inductive reasoning is the more common way
that scientists conduct experiments. Scientists
have an idea of something to study more in
depth. Then they go and collect data through
experiments, observations or surveys. With all of
the data in hand, they analyze it to draw out
conclusions.
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Steps of Inductive Thinking

Hilda Taba
• was an architect, a
curriculum theorist, a
curriculum reformer,
and a teacher
educator.
• Hilda Taba believed
that students make
generalizations only
after data are
organized.

Objectives
• To collect, organize and manipulate.
• To develop a series of teaching strategies
designed to mental process.
• To develop abilities to categorize.
• To develop student’s ability to handle information
• To induce students to expand the conceptual
system with which they process information.

Syntax
Teaching is organized in nine phases-
• The first three phases are concerned with concept formation by
involving enumerating grouping and labeling categories .
• The second three related to interpretation of data to identify
relationship, explaining relationship and drawing inferences.
• The last three phases are concerned with an application of
principles by hypothesis, explaining hypothesis and verifying the
hypothesis.
All these three stages and elaborating steps are given as
under:-
• Concept Formation
• Interpretation of Data
• Application of Principles

Principles of Reaction
• Principle of reaction:- Main task of teacher
is to monitor the ways the students receive
information .If the group is large ,then the
teacher must make sure that each
operation is comprehended by all
students.

Social System
• The teacher is the initiator of information, though co-
operative, he is in controlling position.
• He decides the sequence of activities in advance.
• Classroom atmosphere is co-operative and democratic.
The learner is actively involved.

Support System
• Support system:- This model is for social
science curriculum and applicable for
young children It has been basically
designed to develop thinking.
• Students need raw data to organize and
analyse.

Instructional
Effect
Information,
Concepts, Skills,
Hypothesis
Formation
Concept
formation
Process
Concepts and
Conceptual
Systems and
Their Application
Nurturant
Effect
Spirit of Inquiry
Awareness of
nature of
knowledge
Logical Thinking
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Advantages
• Helps the students to think inductively
• Develops discovery attitude.
• It helps in development of thinking of the students. Application of principles,
induces students to go beyond the given data and hence increases creative
thinking.
• The model has been success used for a wide range of subjects including
science, arts ,languages etc.
• The model is especially applicable for young children in teaching concepts
and in developing thinking process.
• The first three phases are useful for elementary classes and last three for
higher classes.
• It is according to psychology of the student
• It helps in development of innate power of the students.
• It develops logical reasoning ,comprehension and classification of the
subject.
• It also develops co-operation of teacher and student.

Limitations
• Not applicable for the slow learners
• Not suitable for all topics
• It is teacher –centered because teacher is
the initiator and controller of all activities.

Guided Discovery

Guided Discovery Learning
• Working as an undercover agent, the teacher makes
sure that the students are guided to their
discoveries. That discovery made by the students
with guidance and support from the teacher is
known as guided discovery learning.
• This becomes clear if we compare with Discovery
Learning, which is unguided and Reception
Learning, which is over guided.
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Discovery Learning:
• An approach, which capitalizes on the child’s
natural curiosity and urge to explore the
environment. The child learns by personal
experience and experiment and this is thought to
make memory more vivid and help in the transfer
of knowledge to new situations. This method is
associated with liberal educationists such as Dewey
and Montessori. It has the support of Piaget’s
theory, which stresses the importance of the effects
of informal experience during childhood.
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What is Discovery Learning?
• Students discover knowledge without
guidance, developing their own
understanding.
• Children are “Little Scientists”. – Jean Piajet.
• Can you think of an example from your
own experiences? As a young boy/girl,
what were some of the simplest things you
learned yourself without the help of elders
or teachers?
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Limitations
• Discovery learning is not appropriate in every situation other than
young children.
• Often children don’t have sufficient time to learn all they need to know
by personal discovery.
• On the other hand as in reception learning, if the teacher presents
concepts, principles, and ideas to children, students may not put in
much effort and it becomes spoon-feeding.
• Hence the middle path is guided learning.
• Teachers should retain the important role in guiding children to their
discoveries.
• Level of guidance should be in accordance with learner’s ability.
• Some learners need little guidance and some may need more. Teachers
should provide right amount of guidance and support depending on an
individual’s ability.

Steps in Guided Discovery
1. Present a problem, question, or situation that is interesting or exciting,
and provoke student questions.
2. Ask students to define or explain terms, working toward a precise
definition of the problem, question, or situation to be studied.
3. Aid students in the formation of specific questions to focus the enquiry
and facilitate the collection of data.
4. Guide students toward a variety of sources, including yourself and your
students, to provide necessary data.
5. Assist students in checking the data by clarifying statements or
judgments about the problem or situation.
6. Support the development of a number of solutions from which choices
can be made.
7. Provide opportunity for feedback and revision. Assist in testing the
effectiveness of solutions.

• To Teach the concept – “the sum of angles of
a triangle always equal to 180 degree”, five
different approaches are given:
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1. Teacher provides triangles and instruments like rulers,
compasses, and protractors, and simply allows learners
to play with materials giving no specific direction.
2. After providing triangles and instruments like rulers,
compasses, and protractors, teacher says – “See if you
find any interesting facts about the angles of a
triangle”.
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3. Teacher gives instruction – “Measure the angles of
a triangle and add the result together. Repeat this
for a number of triangles and see if can state any
conclusion which applies to all the triangles”.
4. Teacher draws number of triangles on the board
and asks various students to come forward to
measure the angles and perform the requisite
addition, and then invite the class to formulate a
generalization.
5. Teacher gives generalization and then have various
children to confirm it with examples drawn on
the board.
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• Which of the above approach are Discovery
Learning, Guided Discovery Learning, and
Receptive Learning.
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Problem Solving

Objectives
• This method helps students to gain the
ability of scientific problem solving and
using it in the every area of life.
• With this method,teachers aim is to raise a
youth which can solve problems in
scientific way not just creating problems.

Case 1
Sonali is a Science Teacher for Standard 8th. She
notices that one students, Sahil, is frequently
remaining absent.
Sonali calls Sahil’s parents. Sahil then starts
coming regularly, but again after 15 days, same
thing happens.
Sonali goes to Sahil’s place, does general
discussion and then finds that Sahil is afraid of
studies.She does remedial teaching and
gradually brings back Sahil to normalcy.

Case 2
• A particular class, 7th D performs very poor in the
exams. Teachers discuss with Principal. Problem
is identified.
• Time table of this class is exactly the way it
should not be..like Mathematics lectures after
games period, all difficult subjects in afternoon
and all simple lectures in morning.. And so
on..Problem is immediately rectified.

Few more cases
• Water problem in particular area of
Nashik-9th standard.
• Some plants are not surviving in some
garden patch in school-6th standard.
• Certain experiments of Chemistry are not
possible in Monsoon-8th Standard.

What Is Problem Solving Method?
• Problem solving is a process to choose
and use the effective and benefical tool
and behaviours among the different
potentialities to reach the target.
• It contains scientific method,critical
thinking,taking decision,examining and
reflective thinking.
• This method is used in the process of
solving a problem to generalize or to make
synthesis.
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Steps Of Problem Solvıng Process
1. Identify problem.
2. Delimitation of the problem.
3. Planning the application.
4. Providing the sources.
5. Examining the problem.
6. Getting a conclusion.
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Advantages Of Problem Solvıng Method
• It provides the active participation of the
students in teaching-learning activity.
• It habituates student to study regularly and
organized.
• It provides students to gain scientific view and
thinking.
• It makes students to be interested in learning.
• It helps to improve the sense of responsibility of
students.
• It provides students to face the problems boldly
and to deal with it in a scientific approach.
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Limitations Of Problem Solvıng Method
• It takes too much time.
• It is not possible to apply this method to all
disciplines.
• It can load some worldly burdensomes to
students.
• It can be diffucult for students to provide
the materials and sources which is
required for solving the problem.
• Evaluating the learning can be difficult.
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Project Based Learning
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Project-based learning
• Project-based learning (PBL) is considered
an alternative to paper-based, rote
memorization, or to teacher-led classrooms.
• A definition of project-based learning includes
a type of instruction, where students work
together to solve real-world problems in their
schools and communities.
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• Another definition of project-based learning
includes a type of instruction, where students
work together to solve real-world problems in
their schools and communities.
– Successful problem-solving often requires
students to draw on lessons from several
disciplines and apply them in a very practical
way. The promise of seeing a very real impact
becomes the motivation for learning.

The core idea of project-based learning is that
real-world problems capture students' interest
and provoke serious thinking as the students
acquire and apply new knowledge in a problem-
solving context. The teacher plays the role of
facilitator, working with students to frame
worthwhile questions, structuring meaningful
tasks, coaching both knowledge development
and social skills, and carefully assessing what
students have learned from the experience.
Typical projects present a problem to solve
(What is the best way to reduce the pollution in
the schoolyard pond?) or a phenomenon to
investigate (What causes rain?).

Constructivism
Students construct their own
understanding and the
knowledge of the world
through experiments,
experience and reflection.
Project Based Learning
Students work in groups
seeking multiple sources of
information and creating
authentic products.
Problem based learning
Students develop solutions
to specific and complex
problems
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Project-based Learning includes-
• Is organized around an open-ended driving question or
challenge.
• creates a need to know essential content and skills.
• requires inquiry to learn and/or create something new.
• requires critical thinking, problem solving, collaboration,
and various forms of communication, often known as
"21st Century Skills.”
• allows some degree of student voice and choice.
• incorporates feedback and revision. results in a publicly
presented product or performance

Merits
• Constructivist
• Interesting
• Discovery attitude
• Knowledge retains in the memory for
longer time.

Limitations
• Time consuming
• Not suitable for slow learners
• Not suitable for all topics

Organizing
experiments
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• Science is subject which is learnt by doing.
doing of science ,gives rise to the need of
suitable method and a suitable place . laboratory
method and organizing experiments is a correct
answer to it .it is based on the principle of
“learning by doing “ , “learning by observing “
and proceeding from concrete to abstract .pupil
do not only listen for the information , but do
something practically.
Introduction
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• A scientific procedure undertaken to make
discovery , test a hypothesis or
demonstrate a known fact is known as
experiment.
• Performing a scientific procedure
especially in a laboratory ,to determine
something is known as experiment.
Meaning and definition
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1. Pick a topic and define variable
2. Make a hypothesis
3. Organize data collection beforehand
4. Conduct the experiment
5. Analyze the data
6. Make your conclusion
Steps for organizing experiments
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The method is based on the following principles-
1. Learning by doing
2. Interest of students
3. Active participation of students
4. Pupil centered
principles
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• The main points for experimentation are as
summarized below :
1. The experiment must work and their results
should be clear and striking .the teacher should
never try to make the experiment succeed by
illicit means.
2. Experiment should be simple and speedy .long
drawn out experiments defeat the purpose of
demonstration .lengthy experiments like
composition of air by rusting of iron should be
neglected.
Performance of experiments
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3. Experiments should be well spaced
throughout the lesson. it is a wrong
teaching to finish all the experiments at
an early part of lesson or rushed in at the
end.
4 . Reserve apparatus should be kept near
the demonstration table so that much
time is not is wasted in gathering the
apparatus in case of breakages.
5. Store the demonstration apparatus inact
until it is to be used again.
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• Wear eye protections
• If anything gets in eyes rinse them thoroughly with
water.
• Do not have any food or drinks near the
experimentation.
• Wash your hands before and after experiments.
• Wear gloves while handling chemicals.
• When using dangerous chemicals, hot flames,
make sure you have an adult supervising you.
Warnings for performing
experiments
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• It is interesting and joyful for the learner .he likes
to do something with hi own hands.
• It is based on two psychological principles
namely “proceed from concrete to abstract “ and
“learning by doing “.
• The learner acquires a clear understanding of
the subject .
• It provides great scope for independent work
and individual development .
• It inculcates the spirit of cooperation and
exchange of ideas.
Advantages
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• Handling the apparatus and doing experiments
removes shyness from the students.
• A successful experiment is a source of joy and
encouragement to the learner.
• The application of science becomes increasingly
evident.
• Some topics of science are best understood by
experimentation method.
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• The method needs thorough planning and
supervision , otherwise students may just play
with the instruments without any substantial
gain.
• All the topics cannot be taught by this method.
Limitations
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• Experimentation is very important method for
learning science. Though laboratory
accommodation and equipments are costly
schools are providing these facilities for better
learning of science. This method is “must “ in
every school.
conclusion
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ROLE PLAY
DRAMATAZATION, GROUP
DISCUSSION ,
SIMULATION AND
GAMES/QUIZ.
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ROLE – PLAYING AS A
CREATIVE METHOD IN
SCIENCE EDUCATION
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ROLE PLAY
Definition of role play-
The acting out or performance of a particular
role, either consciously (as a technique in
psychotherapy or training) or unconsciously, in
accordance with the perceived expectations of
society as regards a person's behavior in a
particular context.
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The problem with teaching pure,
undiluted information is that
afterwards, the students, if they paid
attention, will be left asking "What is
it for? What does it mean?" Role-
playing enables them to start
answering these questions and to
start expanding them.
Why Use Role-Playing???
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Why Use Role-Playing???
Role-playing exercises are
particularly useful in courses for
non-majors to emphasize the
intersection between science and
daily life. Popular geosciences role-
playing scenarios generally deal with
hazards and environmental issues
that combine natural and social
sciences.
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There are many advantages for learning science through
role play.
Role-play
1. Encourages students to create their own reality.
2. Develops the ability to interact to other people.
3. Increases students motivation.
4. Engages shy students in class activities.
5. Makes students self confident.
6. Helps students to identify and correct misunderstandings.
7. Is agreeable and fun.
8. Shows students that the real world is complex and problems
that appear in the real world cannot be solved by simply
memorizing information.
9. Underlines the simultaneous use of different skills.
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DRAMATIZATION AS A
CREATIVE METHOD IN
SCIENCE EDUCATION
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Dramatızatıon
• One of the teaching techniques which
teach students how to behave in which
situation by living it
• Physical environment/costumes/
accessories are important.
• Affects the concentration of students.
• Students use their own imagination thus
improve their creativeness.
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Objectıves
• Students will be able to recognize and
practice individual skills
• Students will be able to communicate with
other group members, easily
• Students will be able to gain an
understanding of the feeling of others
• Students will be able to learn to use body
language
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The dramatization teaching method refers to a collection of
teaching tools that include traditional drama teaching, such as
improvisation, storytelling, role-playing and games.
A lot of emphasis is placed on engaging students through
interactive activities. Dramatic teaching is integrated into
many different types of curriculum.
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A means children can use to understand or interpret a
story or book by acting out the action, either with each
other or with toys and props.
Dramatization is a great way to cement learning. If
you make a skit in your class showing how
photosynthesis works, you are much more likely to
remember it.
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ADVANTAGES;
• It is fun
• Provides direct involvement in learning on
the part of all students
• Improves language using
• Communicating/speaking and listening
skills are improved
• Allows for exploration on solutions
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DISADVANTAGES:
• Needs too much time
• Costumes,decors and preparation of
physical environment may create
difficulties
• If students be limited, it may be boring
• Students may be too self-conscious
• Not appropriate for large groups
• Students may feel threatened
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GROUP DISCUSSION -AS A
CREATIVE METHOD IN
SCIENCE EDUCATION
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DEFINITION OF GROUP DISCUSSION
 Group discussion is a modern method of
assessing students personality.
 It is both a technique and an art and a
comprehensive tool to judge the worthiness
of the students and his appropriateness for
the job.
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 Group discussion helps to create a positive social climate
in that it discourages an self-centered behavior in the
classroom.
 Mutual appreciation helps to elicit the best in students.
 Organizing small science clubs, giving group projects,
experiments and other socializing activities are effective in
climate-building.
 It reduces the restlessness of the students in the classroom
as well as in school.
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SIMULATION AS A CREATIVE
METHOD IN SCIENCE
EDUCATION
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• The Word “Simulation” may be defined as Role
playing in which process teaching is Enacted
Artificially.
• Under this, the student Simulates a particular
role & tries to develop an identity with the Actual
Class Environment.
• “Simulation is an accurate Representation of
Realistic situation.”
- by R.Wynn (1964)
109
25-Oct-21 Prof. S. S. Chepe

Simulation in Education
• The international Educational Dictionary
defines Simulation as
• ‘Teaching Technique used particularly in
Education & Training in which Simulated
Substitutes displays similar in
Characteristics with REAL LIFE
SITUATION’ .
110

Use of Simulation Techniques
• It Introduces Particular Situation.
• It Provides Information & Opportunity to
Solve the problems to Beginning
Teachers.
• It gives the Opportunity of Observation of
the Results about line of Action chosen by
the Student Teacher.
111

Simulation can be a valuable tool in the science
classroom. They can represent scientific concepts
and situations thereby allowing students to explore
the nature of things .
 Issue such as cost,saftey,scope,time and scale
can be overcome by the use of scientific
simulation.
Simulation based on scientific theory help to
provide a set of interrelated experiences that
challenge students in formal understanding of the
science.
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GAMES/ QUIZ AS A CREATIVE
METHOD IN SCIENCE
EDUCATION
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•A form of competitive activity or sports played
according to rules.
•An activity that engages in for amusement.
•Games are a regular part of students' lives, no
matter what their grade level.
•Students play games throughout the day on
their computers, the Internet, and their cell
phones.
•One of the few places they don't regularly play
games is in their classrooms.
GAMES
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GAMES
Although some teachers use
games as a part of their
instructional repertoire, most
teachers do not, and those who do
include them may not be using
them to their potential.
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Making learning fun motivates students and helps
them pay attention and stay focused on the subject.
 One reason to promote educational games is to
encourage students to learn outside of class.
 Classrooms can address even the most difficult
content in a light-hearted, engaging way.
Games are a powerful and useful tool to this end.
Teacher-conducted research indicates that games can
have a significant effect on student achievement
when teachers use them purposefully and
thoughtfully.
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QUIZ
 A test of knowledge, specially as a
competition between individuals or teams as a
form of entertainment.
You'll get the most information from students
if you don't bombard them with too many
questions.
Quizzes should include three to five questions
and take no longer then ten minutes to
complete.
The ideal is to ask students two questions
about the concept currently being taught.
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Prof. S. S. Chepe

•Remember, the most important goal in assessing your
teaching with a quiz is to think about how students are
learning and associate that with an evaluation of your
instruction. When you do that, you help your students and
improve your pedagogy simultaneously.
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ROLE OF TEACHER
•Teacher must be a good planner
•The teacher should act as Innovator
•The teacher should give more and more
opportunity to the child while performing co-
curricular activities
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Prof. S. S. Chepe

• Using learning resources for teaching
Science
• Science laboratory
• Audio and Visual aids
• Community resources such as botanical
garden, museum, aquarium, zoo,
exhibitions
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Science Laboratory
• A laboratory (informally, lab) is a facility
that provides controlled conditions in
which scientific or technological research,
experiments, and measurement may be
performed.
• Laboratories used for scientific research
take many forms because of the differing
requirements of specialists in the various
fields of science and engineering.
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LAB

Significance of Science Lab
• To explain scientific concepts
• To provide explanation to scientific laws and
principles.
• To make student active
• To provide real knowledge
• To develop their ex.skills
• To develop the ability to solve daily problems
• To develop observation skills
• T-L becomes effective

Considerations to develop a good lab
• As far as possible 3 labs separately provided
• 40-45 ft. in length and 25 ft. in width
• Windows on both sides
• Adequate fresh air and light
• Exhaust fans
• One blackboard
• Walls in white colour
• Storage facility for storing chemicals, reagents,
apparatus

Considerations contd..
• Proper height tables
• Stools
• Lab should be preferably on ground floor or first
floor.
• Photos of scientists
• Chart of instructions
• Time table
• Safety instructions chart
• Free space for student movement
• A-V aids as per the experiments should be
placed.

Teaching Aids

Audio and Visual aids
• “We remember 20% of what we HEAR We
remember 30% of what we SEE We
remember 50% of what we SEE & HEAR
We remember 90% of what we SAY & DO”
“I hear, I forget I see, I remember I do, I
understand
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Definition
• Teaching aids are the tools that teachers
use them in the classroom such as flash
cards, maps, cassette and blackboard.
• A teaching aid is a tool used by teachers
to help learners improve reading and other
skills, illustrate or reinforce a skill, fact, or
idea, and relieve anxiety, fears, or
boredom, since many teaching aids are
like games.

Categories of Teaching Aids
• 3 categories
• 1) Audio Aids
• 2) Visual Aid
• 3) Audio – Visual Aid
A-V aid imply, “anything by means of
which learning process may be
encouraged or carried on through the
sense of hearing or the sense of sight.”

Examples
Audio Aids Visual Aid Audio – Visual Aid
Radio Charts Compute
Tape Recorder Models Television
Head Phone Pictures Museum
Projector Exhibitions
OHP Movies
Film Strip Video
Screen Demonstrations
Puppets Drama

Need & Importance
• Clarity
• Attention & interest
• Best motivators
• Use of maximum senses
• Saving time & effort
• Fixing and recalling the knowledge
• Meeting the individual differences
• Encouraging activities
• Introductory variety
• Development of scientific attitude
• Direct experiences
• Promotion of international understanding

Community Resources

Botanical Garden -
• The botanical garden of the school is very useful
for teaching science.
• Students acquire direct kn. of vegetation. And
insects in their natural condition.
• Medicinal herbs, useful plants, and rare plants
can be planted.
• Students can be assigned work to plant tees,
conserve them, and prepare compost etc.
• Learning becomes purposeful and effective.

Museum
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Museum
• Museum is an institution that cares for (conserves) a
collection of artefacts and other objects of artistic,
cultural, historical, or scientific importance and makes
them available for public viewing through exhibits that
may be permanent or temporary.
• Most large museums are located in major cities
throughout the world and more local ones exist in
smaller cities, towns and even the countryside.
Museums have varying aims, ranging from serving
researchers and specialists to serving the general public.
The goal of serving researchers is increasingly shifting to
serving the general public.
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Aquarium
• In Science, study of
aquatic plats and
organisms is expected.
• To facilitate such
studies, aquarium is
necessary.
• Study of life cycle of
aquatic plants and
organisms is done.
• It is necessary to
change the aquarium
water periodically.

Zoo
• A zoo (short for
zoological park,
zoological garden, or
animal park) is a facility
in which animals are
confined within
enclosures, displayed to
the public, and in which
they may also be bred.
• For ex.-Mysore Zoo
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Prof. S. S. Chepe

Science Exhibition
• Science exhibition are organized
are various levels such as Taluka,
District, state and National also at
schools.
• In these exhibitions, charts.
Specimen, models are neatly and
attractively arranged.
• Arrangement is done as per
Topics, branches of science, etc.
• Students are made to stand near
their models and explain to the
visitors. This increases their
confidence as well.
• Students can call their parents as
well.

Collaborative
learning
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Introduction
“Collaborative learning is an umbrella term for a variety
of educational approaches involving joint intellectual
effort by students, or students and teachers together.
Usually students are working in groups of two or more,
mutually searching for understanding, solutions or
meanings, or creating a product.
Collaborative learning activities vary widely, but most
center on students’ exploration or application of the
course material, not simply the teacher’s presentation or
explication of it”.
Smith and McGregor (1992)
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Need of collaborative learning.
• To consider the role of collaborative
learning
• To examine some collaborative learning
approaches
• To consider some aspects of educational
debate
• To be aware of changing aspects of
teaching and learning
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Issues regarding curriculum.
Prescriptive Curriculum Experiential Curriculum
Teacher-centered Student-centred
Linear & rational Coherent & relevant
Part to whole organisation Whole to part organisation
Teaching as transmitting Teaching as facilitating
Learning as receiving Learning as constructing
Structured environment Flexible environment
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Problems during Teaching vs
learning
John Amos Comenius, a 16th
Century scholar; summarised the
approach that teaching should
follow, “The main object is to find
a method by which teachers
teach less but learners learn
more”, proving that current
problems have noble pedigrees.
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Educational goals
• Involvement
• Co-operation and
teamwork
• Community
responsibility
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Assumptions about learning
• Learning is an active constructive process
• Learning depends on rich contexts
• Learners are diverse
• Learning is inherently social
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Approaches
Collaborative learning
Co-operative learning
Problem-based learning
Writing groups
Peer teaching
Learning communities
Discussion groups
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Widespread importance.
• Based on theory and validated by
research
• Great applicability-To all Levels and to all
subjects
• Variety of co-operative learning methods
available
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5 Elements of collaborative
learning
1. Positive interdependence
2. Face-to-face interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group processing
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Postive interdependence
• Each group member's efforts
are required and indispensable
for group success
• Each group member has a
unique contribution to make to
the joint effort because of his
or her resources and/or role
and task responsibilities
Sink or swim together!
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Face-to-face interaction
• Orally explaining how
to solve problems
• Teaching one's
knowledge to others
• Checking for
understanding
• Discussing concepts
being learned
• Connecting present
with past learning
Promote each other's success
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Individual and group accountability
• Keeping the size of the group
small.
• Giving an individual test to each
student.
• Randomly examining students
orally.
• Observing each group and
recording the frequency with
which each member-contributes
to the group's work.
• Assigning one student in each
group the role of checker.
• Having students teach what they
learned to someone else. No hitchhiking! No social loafing
No freeloading
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Interpersonal and small
group skills
• Social skills must be taught:
– Leadership
– Decision-making
– Trust-building
– Communication
– Conflict-management skills
Mutual understanding
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Group processing
• Group members discuss
how well they are
achieving their goals and
maintaining effective
working relationships
• Describe what member
actions are helpful and not
helpful
• Make decisions about
what behaviours to
continue or change
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Case
Mr. Sharma first used cooperative learning
technique. He wanted students to turn to their
friends, who were sitting behind them to make
groups of four. After that he only said the subject on
which we were going to study. Also, he said that he
rewarded the most succesful group. He did not do
responsibility disribution. We did not know what we
do. Furthermore, we only had ten minutes. Then he
sat his table and started to read his newspaper.
After two minutes passed, for all hell to break loose.
Everything was so unsystematic. Nobody listened to
each other and everybody wanted to speak. There
was an awfulnoisy in the class so Mr. Sharma got
angry, dispelled the groups and he said that ‘ I put
forth an effort for you uselessly.’
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Problems
1.noisy
2.insufficient time
3.inappropriate classroom setting for the
cooperative learning activity
4.lack of instinct motivation
5.uncertanities of responsibilities
6.lack of communication
7.undetermined, unclearly stated task
8.there is no encouragement and direction from
the teacher
9.competition between the groups
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Possible Solutions
1.Clearly defined task and understood by all the members
of groups.
2.Clearly defined roles and individual assigments.
3. Realistic time schedule can be developed with
appropriate progress.
4.Classroom setting can be arranged according to activity.
5.The teacher can create and maintain a mutual feeling of
resposibility to achieve group goals.
6.Careful encouragement and direction which is needed
constantly can be given to the students.
7.The teacher should observe the group members studies
thoroughly.
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Why We Use Cooperatıve Learning?
Research has shown that cooperative learning
techniques-
1. promote student’s learning and academic achievement
2. increase student’s retention
3. enchance sts satisfaction with learning experience
4. help student’s develop skills in oral communication
5. develop student’s social skills
6. promote student’s self-esteem
7. help to promote positive race relations.
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Classroom Activities That Use Cooperatıve
Learnıng
1.Jigsaw
2.Three-step interview
3.Think-pair-share
4.Round robin brainstorming
5.Three-minute review
6.Numbered heads
7.Team pair solo
8.Circle the sage
9.Partners
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Jigsaw Approach
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Teacher’s Role
• Facilitator
• Guide by side
• Motivator
• Creates and maintains a mutual feeling of
responsibility
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Summary
Cooperative learning is a succesful teaching
strategy in which small teams, each with
students of diffrent levels of ability, use variety
of learning activities to improve their
understanding of a subject.
All group members:
-gain confidence from each other’s effort.
-all group members share a common fate.
-know that one’s performance is mutually caused by
oneself and one’s team members.
-feel proud and jointly celebrate when a group member is
recognised for achievement.
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Brain Storming
• Brainstorming is a group creativity
technique by which efforts are made to
find a conclusion for a specific problem by
gathering a list of ideas spontaneously
contributed by its members.

Brainstorming
Getting Ideas Before You Write
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Procedure
• Decide on the question or topic that you will
present to the group during brainstorming.
• Give yourself a time limit.
• Choose the participants from five to twelve.
• Plan how you will record the results of
brainstorming session.
• Describe what you will do with the data.
• Go through all the ideas and make sure that the
meaning of idea is clear.
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Technıques of Brain Storming
1. Freewrıtıng
2. Nomınal Group Technıque
3. Group Passıng Technıque
4. Team Idea Mappıng Method
5. Indıvıdual Braınstormıng
6. Questıon Braınstormıng

Definition
Process for generating creative ideas and
solutions through intensive and
freewheeling group discussion. Every
participant is encouraged to think aloud
and suggest as many ideas as possible,
no matter seemingly how outlandish or
bizarre. analysis, discussion, or criticism of
the aired ideas is allowed only when the
brainstorming session is over and
evaluation session begins.
•

• a conference technique of solving specific
problems, amassing information,
stimulating creative thinking, developing
new ideas, etc., by unrestrained and
spontaneous participation in discussion.

Advantages
• Many ideas can be generated in a short
time.
• Requires few material resources.
• The results can be used immediately or for
possible use in other projects.
• Is a “democratic” way of generating ideas.
• The concept of brainstorming is easy to
understand.

Limitations
• Requires an experienced and sensitive
faciliator who understands the social
psychology of small groups.
• Requires a dedication to quantity rather
than quality.
• Shy people can have difficulties in
participating.
• May not be appropriate for some business
or international cultures.
•

• Facilitating learners for self-study through
use of computers, Internet resources-
Websites, You Tubes, online learning,
using activity sheets, assigning
homework/assignments (2)
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Self Study though Computers, Internet
resources-Websites, You Tubes
• The study of something by oneself, as
through books, records, etc., without direct
supervision or attendance in a class.
• A learning system based on formal content
teaching but with the help of electronic
resources is known as E-learning.

Features of You Tube
1. Trigger interesting and unique discussion.
2. Use videos to inspire themed reflections in form time.
3. Access high quality educational instruction videos for free.
4. Play videos of poets reading their own works.
5. Use short clips from documentaries to provide context to a topic.
6. Take advantage of YouTube Edu.
7. Find clips to use as an archive resource.
8. Create playlists to help with future lesson planning and share amongst your department.
9. Engage visual learners with your lesson content.
10. Extension opportunities.
11. Set an assignment that requires students to research and make their own videos to be later
played in class.
12. Use video info graphics as a compelling way to introduce a lot of information in a short amount
of time.
13. Demonstrate experiments.
14. Set a ‘video watch’ homework to prepare students for new material in the classroom.
15. A step-by-step explanation of problematic equations.
16. Use videos as a writing prompt.
17. Honing listening skills.
18. Deconstruct adverts.
19. Use YouTube as a reward.
20. Set a research assignment.

Assessment
• With all types of learning, including web based learning, it is useful for
students to receive constructive, timely, and relevant feedback on their
progress. Online assessment is sometimes constrained by the medium in
which it is operating. Computer marked assessments alone are not
appropriate for marking or giving feedback on assignments such as essays
or projects that require more than the mere reproduction of knowledge.
• Advantages
• Students can receive quick feedback on their performance
• Useful for self assessments—for example, multiple choice questions
• A convenient way for students to submit assessment from remote sites
• Computer marking is an efficient use of staff time
• Disadvantages
• Most online assessment is limited to objective questions
• Security can be an issue
• Difficult to authenticate students' work
• Computer marked assessments tend to be knowledge based and measure
surface learning

Online Learning
• Web based learning is often called online learning or e-
learning because it includes online course content.
• Discussion forums via email, videoconferencing, and live
lectures (video streaming) are all possible through the
web.
• Also sharing of Notes, pre recorded videos, images, etc.
• Online activity conduction
• Online assembly
• Online Yoga/meditation
• Online practicals
• Online evaluation

Pros of Computer Assisted
Instruction
• One-on-one interaction
• Freedom to experiment with learning options
• Immediate Feedback
• Self-pacing
• Privacy for shy/slow learners
• Learners have been found to learn more and more rapidly
• Multimedia provides a variety of formats to present difficult material
• Self-directed learning allows learners to decide when, where and
what to learn

Cons of Computer Assisted
Instruction
• Learner may feel overwhelmed at the volume of
material presented
• Overuse of multimedia can detract from intended
learning objectives
• Inability to ask a “person” a question when
material is not understood
• Equipment can malfunction
• Lack of good infrastructure

Challenges in integrating ICT in
Schools
• Economy
Structure
• Maintenance
• Electricity
• Infrastructure
• Funds
• Trained Teachers
• Language
• Remote Area
• Advanced
Technology
• Wastage in Schools

Using Activity Sheets
• The activity sheets cover a range of learning
goals including language and literacy to
number and counting skills and can be used
to support independent learning.
• As an assessment tool, worksheets can be used
by teachers to understand students' previous
knowledge, outcome of learning, and the
process of learning; at the same time, they can
be used to enable students to monitor the
progress of their own learning.

Homework & Assignment
• Schoolwork that a pupil is required to do at home.
• Homework, or an assignment, is a set of tasks assigned to
students by their teachers to be completed outside the class.
• Common homework assignments may include a quantity or
period of reading to be performed, writing to be completed,
problems to be solved, a school project to be built ,or other
skills to be practiced.
• The basic objectives of assigning homework to students are -
to increase the knowledge and improve the abilities and skills
of the students.

Assigning Homework/Assignments
Benefits of HW-
• Discipline of Practice
• 2. Time Management Skills
• 3. Communication Network
• 4. Comfortable Work Environment
• 5. Using Learning Materials
• 6. Revision Discipline
• 7. Additional Time to Learn
Here are some of the ways kids can be helped with HW-
• 1. Homework-friendly Area
• 2. Routine Study Time
• 3. Make Sure They’re Learning
• 4. Praise Work and Effort
• 5. Make a Plan

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