Teaching of Science- Methodologies and Models of Teaching Science.

The presentation is suggested for the B.Ed. students of S.N.D.T. Women's University, Science Method study material. It provides complete syllabus based ppt for student reference.

1. Module 3 Facilitating Learning of Science and Technology Prof. S. S. Chepe 23-Sep-21 1 Prof. S. S. Chepe

2. 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. 23-Sep-21 2 Prof. S. S. Chepe

3. Facilitating learners for self-study through use of computers, Internet resources-Websites, You Tubes, online learning, using activity sheets, assigning homework/assignments (2) 23-Sep-21 3 Prof. S. S. Chepe

4. 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) 23-Sep-21 4 Prof. S. S. Chepe

5. Using learning resources for teaching Science(3) Science laboratory Audio and Visual aids Community resources such as botanical garden, museum, aquarium, zoo, exhibitions 23-Sep-21 5 Prof. S. S. Chepe

6. Narration/Explanation Method of Teaching 23-Sep-21 Prof. S. S. Chepe 6

7. 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”. 23-Sep-21 Prof. S. S. Chepe 7

8. Uses 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. 23-Sep-21 Prof. S. S. Chepe 8

9. 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. 23-Sep-21 Prof. S. S. Chepe 9

10. Limitations 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. 23-Sep-21 Prof. S. S. Chepe 10

11. Demonstration Method Of Teaching Science 23-Sep-21 Prof. S. S. Chepe 11

12. Nature of Method 23-Sep-21 Prof. S. S. Chepe 12 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

13. Criteria of Good Demonstration 23-Sep-21 Prof. S. S. Chepe 13 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

14. Precautionary Measures 23-Sep-21 Prof. S. S. Chepe 14 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

15. Merits 23-Sep-21 Prof. S. S. Chepe 15 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-operation, ability to draw conclusions, etc.

16. Limitations- 23-Sep-21 Prof. S. S. Chepe 16 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

17. Models of Teaching 23-Sep-21 17 Prof. S. S. Chepe

18. 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. 23-Sep-21 18 Prof. S. S. Chepe

19. 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. 23-Sep-21 19 Prof. S. S. Chepe

20. 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 23-Sep-21 20 Prof. S. S. Chepe

21. Families of Models Information Processing Family Social interaction Family Personal Family Behaviour Modification Family 23-Sep-21 21 Prof. S. S. Chepe

22. The Aspects of a Model Objectives- Give the purpose of the Application of particular model. Syntax-Describes the model in action. It describes sequences of activities called phases. 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 . 23-Sep-21 22 Prof. S. S. Chepe

23. Principles Of Reaction-tell the teacher how to regard the learner and how to respond to what the learner does. Support System-Describes the additional requirements of model beyond the usual human skills and capacities and technical facilities. 23-Sep-21 23 Prof. S. S. Chepe

24. 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. 23-Sep-21 24 Prof. S. S. Chepe

25. Jerome Bruner 23-Sep-21 25 Prof. S. S. Chepe

26. 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. 23-Sep-21 26 Prof. S. S. Chepe

27. 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. 23-Sep-21 27 Prof. S. S. Chepe

28. Steps In CAM- While asking various Yes, No type questions the student compares the concept in Yes or No form and a hypothesis is put forth. From this the student gives and identifies similar examples and decides the concept by identifying various properties. Finally discussion is made on how problem is solved i.e. a general discussion is done on concept formation and attainment. 23-Sep-21 28 Prof. S. S. Chepe

29. 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. 23-Sep-21 29 Prof. S. S. Chepe

30. Syntax Structure of the model has following 3 phases- Presentation of data and Identification of Concept Testing Attainment of the concept Analysis of the Thinking Strategies. 23-Sep-21 30 Prof. S. S. Chepe

31. 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. 23-Sep-21 31 Prof. S. S. Chepe

32. Testing Attainment of the concept Students identify unlabelled examples Teacher confirms hypotheses , names , concepts, and restates definition. Students generate examples. 23-Sep-21 32 Prof. S. S. Chepe

33. Analysis of the Thinking Strategies Students describe thoughts. Students discuss role of hypothesis and attributes. Students discuss type and number of hypothesis. 23-Sep-21 33 Prof. S. S. Chepe

34. 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. 23-Sep-21 34 Prof. S. S. Chepe

35. 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. 23-Sep-21 35 Prof. S. S. Chepe

36. Support System The lesson requires material which can be arranged so that the concept may be drawn from it. 23-Sep-21 36 Prof. S. S. Chepe

37. 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. 23-Sep-21 37 Prof. S. S. Chepe

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39. 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. 23-Sep-21 39 Prof. S. S. Chepe

40. 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. 23-Sep-21 40 Prof. S. S. Chepe

41. Steps of Inductive Thinking 23-Sep-21 Prof. S. S. Chepe 41

42. 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. 23-Sep-21 Prof. S. S. Chepe 42

43. 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. 23-Sep-21 Prof. S. S. Chepe 43

44. 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 23-Sep-21 Prof. S. S. Chepe 44

45. 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. 23-Sep-21 Prof. S. S. Chepe 45

46. 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. 23-Sep-21 Prof. S. S. Chepe 46

47. 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 . 23-Sep-21 Prof. S. S. Chepe 47

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49. 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. 23-Sep-21 Prof. S. S. Chepe 49

50. 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. 23-Sep-21 Prof. S. S. Chepe 50

51. Guided Discovery 23-Sep-21 Prof. S. S. Chepe 51

52. 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 . 23-Sep-21 52 Prof. S. S. Chepe

53. 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. 23-Sep-21 53 Prof. S. S. Chepe

54. 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? 23-Sep-21 54 Prof. S. S. Chepe

55. 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. 23-Sep-21 Prof. S. S. Chepe 55

56. Steps in Guided Discovery Present a problem, question, or situation that is interesting or exciting, and provoke student questions. Ask students to define or explain terms, working toward a precise definition of the problem, question, or situation to be studied. Aid students in the formation of specific questions to focus the enquiry and facilitate the collection of data. Guide students toward a variety of sources, including yourself and your students, to provide necessary data. Assist students in checking the data by clarifying statements or judgments about the problem or situation. Support the development of a number of solutions from which choices can be made. Provide opportunity for feedback and revision. Assist in testing the effectiveness of solutions. 23-Sep-21 Prof. S. S. Chepe 56

57. To Teach the concept – “the sum of angles of a triangle always equal to 180 degree”, five different approaches are given: 23-Sep-21 57 Prof. S. S. Chepe

58. Teacher provides triangles and instruments like rulers, compasses, and protractors, and simply allows learners to play with materials giving no specific direction . 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 ”. 23-Sep-21 58 Prof. S. S. Chepe

59. 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”. 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. Teacher gives generalization and then have various children to confirm it with examples drawn on the board. 23-Sep-21 59 Prof. S. S. Chepe

60. Which of the above approach are Discovery Learning, Guided Discovery Learning, and Receptive Learning. 23-Sep-21 60 Prof. S. S. Chepe

61. Problem Solving 23-Sep-21 Prof. S. S. Chepe 61

62. Objectives This method helps students to gain the ability of scientific problem solving and using it in the every area of life. W ith this method,teachers aim is to raise a youth which can solve problems in scientific way not just creating problems. 23-Sep-21 Prof. S. S. Chepe 62

63. Case 1 Sonali is a Science Teacher for Standard 8 th . 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. 23-Sep-21 Prof. S. S. Chepe 63

64. Case 2 A particular class, 7 th 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. 23-Sep-21 Prof. S. S. Chepe 64

65. Few more cases Water problem in particular area of Nashik-9 th standard. Some plants are not surviving in some garden patch in school-6 th standard. Certain experiments of Chemistry are not possible in Monsoon-8 th Standard. 23-Sep-21 Prof. S. S. Chepe 65

66. What Is Problem Solv i ng 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. 23-Sep-21 66 Prof. S. S. Chepe

67. Steps Of Problem Solvıng Process Identify problem. Delimitation of the problem. Planning the application. Providing the sources. Examining the problem. Getting a conclusion. 23-Sep-21 67 Prof. S. S. Chepe

68. 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 t o 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. 23-Sep-21 68 Prof. S. S. Chepe

69. 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. 23-Sep-21 69 Prof. S. S. Chepe

70. Project Based Learning 23-Sep-21 70 Prof. S. S. Chepe

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72. 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. 23-Sep-21 72 Prof. S. S. Chepe

73. 23-Sep-21 Prof. S. S. Chepe 73 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.

74. 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?). 23-Sep-21 Prof. S. S. Chepe 74

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76. 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 23-Sep-21 Prof. S. S. Chepe 76

77. Merits Constructivist Interesting Discovery attitude Knowledge retains in the memory for longer time. 23-Sep-21 Prof. S. S. Chepe 77

78. Limitations Time consuming Not suitable for slow learners Not suitable for all topics 23-Sep-21 Prof. S. S. Chepe 78

79. Organizing experiments 23-Sep-21 79 Prof. S. S. Chepe

80. 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 23-Sep-21 80 Prof. S. S. Chepe

81. 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 23-Sep-21 81 Prof. S. S. Chepe

82. Pick a topic and define variable Make a hypothesis Organize data collection beforehand Conduct the experiment Analyze the data Make your conclusion Steps for organizing experiments 23-Sep-21 82 Prof. S. S. Chepe

83. The method is based on the following principles- Learning by doing Interest of students Active participation of students Pupil centered principles 23-Sep-21 83 Prof. S. S. Chepe

84. The main points for experimentation are as summarized below : 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. 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 23-Sep-21 84 Prof. S. S. Chepe

85. 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. 23-Sep-21 85 Prof. S. S. Chepe

86. 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 23-Sep-21 86 Prof. S. S. Chepe

87. 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 23-Sep-21 87 Prof. S. S. Chepe

88. 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. 23-Sep-21 88 Prof. S. S. Chepe

89. 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 23-Sep-21 89 Prof. S. S. Chepe

90. 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 23-Sep-21 90 Prof. S. S. Chepe

91. ROLE PLAY DRAMATAZATION, GROUP DISCUSSION , SIMULATION AND GAMES/QUIZ. 23-Sep-21 91 Prof. S. S. Chepe

92. ROLE – PLAYING AS A CREATIVE METHOD IN SCIENCE EDUCATION 23-Sep-21 92 Prof. S. S. Chepe

93. 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. 23-Sep-21 93 Prof. S. S. Chepe

94. 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??? 23-Sep-21 94 Prof. S. S. Chepe

95. 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. 23-Sep-21 95 Prof. S. S. Chepe

96. There are many advantages for learning science through role play. Role-play 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. 23-Sep-21 96 Prof. S. S. Chepe

97. DRAMATIZATION AS A CREATIVE METHOD IN SCIENCE EDUCATION 23-Sep-21 97 Prof. S. S. Chepe

98. D ramat ı zat ı on 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. 23-Sep-21 98 Prof. S. S. Chepe

99. 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 23-Sep-21 99 Prof. S. S. Chepe

100. 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. 23-Sep-21 100 Prof. S. S. Chepe

101. 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. 23-Sep-21 101 Prof. S. S. Chepe

102. ADVANTAGES; I t is fun Provides direct involvement in learning on the part of all students I mproves language using Communicating/speaking and listening skills are improved Allows for exploration on solutions 23-Sep-21 102 Prof. S. S. Chepe

103. D I SADVANTAGES: Needs too much time Costumes,decors and preparation of physical environment may create difficulties I f students be limited, it may be boring Students may be too self-conscious Not appropriate for large groups Students may feel threatened 23-Sep-21 103 Prof. S. S. Chepe

104. GROUP DISCUSSION -AS A CREATIVE METHOD IN SCIENCE EDUCATION 23-Sep-21 104 Prof. S. S. Chepe

105. 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. 23-Sep-21 105 Prof. S. S. Chepe

106. 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. 23-Sep-21 106 Prof. S. S. Chepe

107. SIMULATION AS A CREATIVE METHOD IN SCIENCE EDUCATION 23-Sep-21 107 Prof. S. S. Chepe

108. 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) 108 23-Sep-21 Prof. S. S. Chepe

109. 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’ . 109 23-Sep-21 Prof. S. S. Chepe

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. 110 23-Sep-21 Prof. S. S. Chepe

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. 23-Sep-21 111 Prof. S. S. Chepe

112. GAMES/ QUIZ AS A CREATIVE METHOD IN SCIENCE EDUCATION 23-Sep-21 112 Prof. S. S. Chepe

113. 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 23-Sep-21 113 Prof. S. S. Chepe

114. 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. 23-Sep-21 114 Prof. S. S. Chepe

115. 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. 23-Sep-21 115 Prof. S. S. Chepe

116. 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. 23-Sep-21 116 Prof. S. S. Chepe

117. 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. 23-Sep-21 117 Prof. S. S. Chepe

118. 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 23-Sep-21 118 Prof. S. S. Chepe

119. Using learning resources for teaching Science Science laboratory Audio and Visual aids Community resources such as botanical garden, museum, aquarium, zoo, exhibitions 23-Sep-21 119 Prof. S. S. Chepe

120. 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. 23-Sep-21 120 Prof. S. S. Chepe

121. LAB 23-Sep-21 Prof. S. S. Chepe 121

122. 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 23-Sep-21 Prof. S. S. Chepe 122

123. 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 23-Sep-21 Prof. S. S. Chepe 123

124. 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. 23-Sep-21 Prof. S. S. Chepe 124

125. Teaching Aids 23-Sep-21 Prof. S. S. Chepe 125

126. 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 23-Sep-21 126 Prof. S. S. Chepe

127. 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. 23-Sep-21 Prof. S. S. Chepe 127

128. 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.” 23-Sep-21 Prof. S. S. Chepe 128

129. 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 23-Sep-21 Prof. S. S. Chepe 129

130. 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 23-Sep-21 Prof. S. S. Chepe 130

131. 23-Sep-21 Prof. S. S. Chepe 131

132. Community Resources 23-Sep-21 Prof. S. S. Chepe 132

133. Botanical Garden - 23-Sep-21 Prof. S. S. Chepe 133 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.

134. Museum 23-Sep-21 134 Prof. S. S. Chepe

135. 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. 23-Sep-21 135 Prof. S. S. Chepe

136. Aquarium 23-Sep-21 Prof. S. S. Chepe 136 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.

137. 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 23-Sep-21 137 Prof. S. S. Chepe

138. Science Exhibition 23-Sep-21 Prof. S. S. Chepe 138 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.

139. Collaborative learning 23-Sep-21 139 Prof. S. S. Chepe

140. 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) 23-Sep-21 140 Prof. S. S. Chepe

141. 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 23-Sep-21 141 Prof. S. S. Chepe

142. 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 23-Sep-21 142 Prof. S. S. Chepe

143. 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. 23-Sep-21 143 Prof. S. S. Chepe

144. Educational goals Involvement Co-operation and teamwork Community responsibility 23-Sep-21 144 Prof. S. S. Chepe

145. Assumptions about learning Learning is an active constructive process Learning depends on rich contexts Learners are diverse Learning is inherently social 23-Sep-21 145 Prof. S. S. Chepe

146. Approaches Collaborative learning Co-operative learning Problem-based learning Writing groups Peer teaching Learning communities Discussion groups 23-Sep-21 146 Prof. S. S. Chepe

147. 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 23-Sep-21 147 Prof. S. S. Chepe

148. 5 Elements of collaborative learning Positive interdependence Face-to-face interaction Individual and group accountability Interpersonal and small group skills Group processing 23-Sep-21 148 Prof. S. S. Chepe

149. 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! 23-Sep-21 149 Prof. S. S. Chepe

150. 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 23-Sep-21 150 Prof. S. S. Chepe

151. 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 23-Sep-21 151 Prof. S. S. Chepe

152. Interpersonal and small group skills Social skills must be taught: Leadership Decision-making Trust-building Communication Conflict-management skills   Mutual understanding 23-Sep-21 152 Prof. S. S. Chepe

153. 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 23-Sep-21 153 Prof. S. S. Chepe

154. 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.’ 23-Sep-21 154 Prof. S. S. Chepe

155. 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 23-Sep-21 155 Prof. S. S. Chepe

156. Poss i ble Solut i ons 1. C learly defined task and understood by all the members of groups. 2. Clearly defined r oles and individual assigments. 3. Realistic time s chedule 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 . 23-Sep-21 156 Prof. S. S. Chepe

157. Why We Use Cooperatıve Learn i ng? Research has shown that cooperative learning techniques - promote st udent’s learning and academic achievement increase st udent’s retention enchance sts satisfaction with learning experience help st udent’s develop skills in ora l communication develop st udent’s social skills prom o te st udent’s self-esteem help to promote positive race relations. 23-Sep-21 157 Prof. S. S. Chepe

158. Classroom Act i v iti es 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 23-Sep-21 158 Prof. S. S. Chepe

159. Jigsaw Approach 23-Sep-21 159 Prof. S. S. Chepe

160. Teacher ’s Role Facilitator Guide by side Motivator C reates and maintains a mutual feeling of responsibility 23-Sep-21 160 Prof. S. S. Chepe

161. 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. 23-Sep-21 161 Prof. S. S. Chepe

162. 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. 23-Sep-21 Prof. S. S. Chepe 162

163. Brainstorming Getting Ideas Before You Write 23-Sep-21 163 Prof. S. S. Chepe

164. 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. 23-Sep-21 164 Prof. S. S. Chepe

165. Technıque s of Brain Storming Freewrıtıng Nomınal Group Technıque Group Passıng Technıque Team Idea Mappıng Method Indıvıdual Braınstormıng Questıon Braınstormıng 23-Sep-21 Prof. S. S. Chepe 165

166. 23-Sep-21 Prof. S. S. Chepe 166

167. 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. 23-Sep-21 Prof. S. S. Chepe 167

168. a conference technique of solving specific problems, amassing information, stimulating creative thinking, developing new ideas, etc., by unrestrained and spontaneous participation in discussion. 23-Sep-21 Prof. S. S. Chepe 168

169. 23-Sep-21 Prof. S. S. Chepe 169

170. 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. 23-Sep-21 Prof. S. S. Chepe 170

171. 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. 23-Sep-21 Prof. S. S. Chepe 171

172. Facilitating learners for self-study through use of computers, Internet resources-Websites, You Tubes, online learning, using activity sheets, assigning homework/assignments (2) 23-Sep-21 172 Prof. S. S. Chepe

173. 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. 23-Sep-21 Prof. S. S. Chepe 173

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

175. 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 23-Sep-21 Prof. S. S. Chepe 175

176. 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 23-Sep-21 Prof. S. S. Chepe 176

177. 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

178. 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

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

180. 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. 23-Sep-21 Prof. S. S. Chepe 180

181. 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.

182. 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 23-Sep-21 Prof. S. S. Chepe 182

183. 23-Sep-21 Prof. S. S. Chepe 183