TEACHING SCIENCE

IN
THE ELEMENTARY GRADES
(BIOLOGY and CHEMISTRY)
UNIT-1

INSTRUCTOR: EDDIE M. AWIT

Gmail: eddieawit03@gmailcom
Office: MPCI-Educ Dept.

MODULE OVERVIEW

This course will develop the knowledge and skills teachers need to implement inquiry based biology
instruction: rich, conceptual knowledge of biology and mastery of inquiry instructional methods.
Students will participate in, design, and implement inquiry based biology lessons while examining the
support for inquiry in cognitive science and learning theory. Students’ biology learning and teaching
experiences will prompt them to reconstruct their knowledge of biology in ways that make it more
conceptually and contextually focused while developing their mastery of project-based and inquiry-
based instruction. This course is intended for biology students interested in learning about innovative
teaching methods, developing their conceptual knowledge of biology and exploring science teaching
as a potential career.

1.0 OBJECITVES
The Education Department of Mati Polytechnic College sets some of the objectives of teaching
Science in Elementary Grades as follows:

A. Pupils should acquire knowledge the importance of biology in everyday life.

B. They should develop the ability to apply the knowledge in everyday life.
C. They should acquire experimental skills such as
1. Handing apparatus & Instruments
2. Arranging apparatus for an experiment.
3. Preserving apparatus, chemicals, specimens, models etc.

1.1 Specific Instrumental Objectives

Specific objectives are related to a particular topic in a particular period of time. These objectives can
be further divided into the following categories:-

1. Knowledge

2. Understanding

3. Application

4. Skills

1. Knowledge:- The pupil acquires knowledge of terms, concepts, symbols, definitions, principles,
processes & formula of science.

2. Understanding:- The pupil develops understanding of terms, concepts, symbols, definitions,

principles, process, formula, reactions, mechanisms etc.

3. Application:- The pupil applies his knowledge & understanding of science to unfamiliar situations
(or new problem).

4. Skills:- The pupil acquire skill in experimentation, construction, observation, drawing & problem
solving.

1.2 Organization of Science Curriculum

The main purpose of every school is – “To make the child a complete and perfect man.”
This will help the child to be able to lead his life in a better way than he is today. Therefore
 schooling is an important human activity. In formal school education curriculum is the major
means to impart knowledge and skills. Different scholars have defined it in different ways.
According to Cunningham, “The curriculum is a tool in the hands of artist (teacher) to
mould his material (pupils) according to his ideals (objectives) in his studio (school).
According to P. Samuel, “The curriculum is the sum total of the experiences of the pupil
that he receives through the manifold activities that go on in the school, in the classroom,
in the laboratory, in the library, on the playground, in the workshops & seminars, & in the
numerous informal contacts between teacher & pupils.” The major issue in the field of
education today is organizing science curriculum in an effective manner. Therefore are two
major approaches regarding organization of science curriculum viz. Disciplinary Approach
& Integrated Approach? These two approaches are explained below.

1.3 Disciplinary Approach

This approach is also known as the subject approach or the traditional approach. as each
subject is separately taught by the teacher in the area of the particular subject in question.
For example science was traditionally taught as a subject with different compartments such
as physics, biology, and chemistry as separate components of the science subject.
Similarly language was taught as a separate subject from other subjects. English was
taught as being different from Hindi, Oriya, History, Geography etc. Thus each subject has
a well defined boundary from which there is no connection to the other. Thus the approach
in which every subject is taught as a separate discipline is called as disciplinary approach.
This approach is based on the premise that, the subject is a store house of facts, methods,
theories, concepts & generalizations. In disciplinary approach the focus is more on the
subject & its content rather than the process. In India the disciplinary approach is very
popular in the higher secondary level. It shall be the responsibility of teacher to show the
connection between different disciplines (subjects).

1.4 Characteristics of disciplinary approach

a. In-depth Conceptual Knowledge Every subject has detailed and in-depth conceptual knowledge

b. Disciplinary based teaching Each subject is taught as a separate discipline.

c. Content based teaching The teaching of disciplinary based curriculum largely based on content.

d. Source of knowledge/information In disciplinary approach the teacher is the main source of

knowledge / information. e. Main purpose The main purpose of disciplinary approach is to prepare
specialist, scientists etc.

f. Mastery of the subject The learner is expected to master the subject matter.

g. Chalk & talk based teaching This approach mostly leads to chalk & talk based teaching.

h. Text book is main authority

This approach restrains student observations, values or conclusions different from the text book
which is the main authority in disciplinary approach.

Importance /Merits of the disciplinary approach

a. Expert in the subject

This approach develops expertise in particular subject

b. Subject Growth The disciplinary approach foster the growth of the subject.

c. Time Saving Disciplinary approach is very time saving in terms of course completion.

d. Detailed Conceptual Understanding

The disciplinary approach of organizing science curriculum provides detailed conceptual

understanding of the subject.

e. Theory building

The disciplinary approach is very useful in building theory in particular subject/discipline.

f. Higher level thinking

As in disciplinary approach the subject is store house of theories, concepts, generalizations etc. This
lead to higher level thinking.

Limitations

1. Less opportunity for creativity The disciplinary approach does not provide much opportunities for
students creativity. 2. Dropout Disinterest in particular subject / discipline may lead to dropout.
3. Require expert teachers The disciplinary approach requires highly knowledgeable & expert
teachers.

4. Less Scope of socialization & social skills Isolated teaching reduces the scope of socialization and
social skills.

1.5 Integrated Approach

An integrated approach allows learners to explore, gather, process, refine and present information
about the topics they want to investigate without the constraints imposed by traditional subject
barriers. “(Pigdon & Woolley, 1992) Integrated approach encourages student to see the
interconnectedness and interrelationships between the different curriculum areas. Instead of focusing
on learning in isolated curriculum areas, an integrated approach is based on skill development around
a particular theme that is relevant to students of a particular class.

Example:- 1. The curriculum set up of science at primary level i.e. general science is an example of
integrated approach. Following are the ways of integration

a. Cross disciplinary approach:- This approach examine an issue typically relevant to one
discipline through the lens of another discipline.

b. Multi disciplinary approach:- This approach examines an issue from multiple perspectives,
without making a concerted effort to systematically integrate various disciplines.

c. Inter-disciplinary approach:- This approach examines an issue from multiple perspectives,

leading to a systematic effort to integrate the alternative perspectives into a unified or coherent
framework of analysis. The integrated curriculum approach is successful in making students more
aware of content area connections, providing a learning environment supporting academic and social
needs, dissolving the boundaries among the disciplines, and fostering stronger student/teacher
relationships. Students participating in an integrated curriculum have demonstrated a more positive
attitude about themselves & school. Similarly teachers are provided with a new opportunity to work
together, increasing collegiality.

1.6 Characteristics of Integrated approach:-

1. Wide conceptual knowledge Integrated approach provides an opportunity for broader & wider
conceptual knowledge.
2. Child-centered teaching Integrated approach promotes child centered teaching

3. Integration of skills with contents Integrated approach of curriculum organization promote

integration of skills with contents.

4. Teacher as a mediator

The role of a teacher is mediator between knowledge and child.

5. Use of modern method

The integrated approach requires use of modern methods of teaching such as inquiry based
teaching.

6. Flexibility:-

No rigid disciplines exist. Integrated approach is flexible.

7. Preparation of future citizens:-

The main purpose of integrated approach is to prepare the future citizens of a society. 8. Openness:-
The approach is open to new ideas and procedures.

9. Multi learning Environment:-

The approach requires multi learning environment such as classroom, lab, outdoor, computer,
internet etc.

1.7 / Merits of integrated approach

1. Detailed conceptual understanding

This approach help the learner to get detailed conceptual understanding of the content.

2. Choice based selection of discipline / subject Integrated approach help the students to select
discipline / subject according to their own interest.

3. Creativity This approach foster creativity among learner.

4. Promotion of modern methods

This approach promotes modern methods of teaching such as collaborative learning, cooperative
learning etc.

5. Development of self concept & socialization Integrated approach helps in developing self concept
& socialization

6. Realistic Application This approach has realistic applications.

Limitations of integrated approach

1. Time Consuming Integrated approach is time consuming as a single theme analysis is done with
different discipline point of view.

2. Need of well equipped & expert teacher Integrated approach needs well equipped & expert
teachers who are capable of using modern methods of teaching.

3. Create confusion

If this approach is not handled carefully then child may get confuse in various disciplines.

4. Proper selection & organization of various disciplines

integrated approach needs expertise to select theme and organization of various disciplines.

1.8 Let’s check your understanding

1. Write two approaches of organizing science curriculum

2. (Topic )The importance of Science in our daily lives

Based on this topic write at least 3 objectives that contain (Cognitive, affective,
psychomotor)
METHODS
OF
TEACHING SCIENCE IN
ELEMENTARY
UNIT-11
2.0 Objectives

After going through this unit, you will be able to:

 Develop an understanding of different methods of teaching science.

 Develop an understanding of lecture-cum-discussion method.

 Develop an understanding of laboratory method and its utilization in

teaching of mathematics.

 Develop an understanding of importance of observation method in science

teaching.  Develop an understanding of project method.

 Develop an understanding of problem solving method.

2.1 INTRODUCTION:

I think teaching is an art and there are born teachers. But there are majority of teachers, who can
improve upon by experience of practice and utilization of various methods of teaching science. The
basic aim of teaching any subject is to bring about desired change in behavior. The change in
behavior of child will be indicated through children’s capacity to learn effectively. This is only possible
by adopting various methods of teaching. The teacher cannot utilize any method to any type of
students in any type of environment. He / She has to choose and adopt the right method of teaching
keeping in mind the capability of the students and the curriculum. Thus, method in a way of
presentation of the content in the classroom. But, it in however very important to keep in mind that a
method is not an end in itself but is used to achieve the set aims of teaching. You should also keep in
mind that, same method should not be used at all times but there should be flexibility in using it as for
as situations circumstances, and condition in a particular case. You should use various methods
depending upon demand of the situation. The method which in a particular class under a particular
circumstance, may be a total failure for other teacher. However, some set criteria for selection of a
method of teaching will be discussed further in the following paragraphs.

2.2 Principles for selecting methods

There are some guiding principles for determining teaching methods.

They are as follows:-

1. Principle of sense of achievement through interest and purpose.

2. Principle of active cooperation.

3. Principle of capability of students of particular class.

4. Principle of realization of meaning of education i.e., “I bring up”, “I nourish”, “Drawing art”.

5. Psychological principle i.e., need, interest, of students.

6. Principle of individual difference i.e., different potentialities of students.

2.3 METHODS OF TEACHING GENERAL SCIENCE

All the methods of teaching science can be classified into two types
(i) Teacher-Centered and (ii) Pupil-Centered
(i) Teacher-Centered Methods:- This type of teaching methods focus on telling,
memorizing, recalling information. The student’s participation is very limited wherein they
only ask questions or answers questions. Most of the time the students are passive
listeners and receive the knowledge. The teacher is center of process that goes on in the
classroom.

(ii) Pupil-Centered Methods:- This process emphasizes on need, requirement, interest

and capability of students. The students are active participants where in their skills and
abilities are developed. The climate in the classroom is conducive where in flexibility in
there. Teacher and students jointly explore the different aspects of problem. The role of
the teacher in to create a problematic situation, have materials and resources available
to the students, and help them identify issues, state hypotheses, clarify and test
hypotheses and draw conclusions.
2.4 LECTURE-CUM-DISCUSSION METHOD

This method is a combination of lecture method and discussion method. This is very helpful in
building an active verbal interaction between the teachers and students. The teacher delivers the
lecture and provides some time (10 minutes) after the lecture for discussion among the students and
teacher in the classroom. The student’s views, comments experiences, problems, difficulties in
understanding any point or portion of the lecture come to teacher’s knowledge and teacher replies,
and clarifies the doubts. It is an important strategy in stimulating the student’s interests and assess
their understanding of the concept. It is a process in which interaction goes on in between teacher
and students, where in question and answer are asked and given by both the teacher and students
making the process interactive, and effective. The basic purpose of this method is to disseminate
information and attain educational objectives by learning. The discussion in the class is intended to
be a give and take between teacher and students. This method helps students to apply critical
thinking power in various situations. Higher learning skills like analyzing, synthesizing, generalizing
are given front seat.

2.5 PRINCIPLES OF LECTURE-CUM-DISCUSSION METHOD

The Principles are as follows:-

1. The teacher should be aware of needs of learners.

2. The teacher must arouse interest in the subject and sustain in the mind of students.

3. Teacher must use visual aids and use ICT.

4. The teacher must take enough time to build mental pictures, with new concepts, previous
knowledge, moving from simple to difficult ideas, for better conceptual development.

2.6 ROLE OF TEACHER

The teacher has to perform following roles:-

1. Encourage students to participate in discussion.

2. Ensure, student’s attention span is maintained.

3. Pre plan and prepare properly for discussion and support ideas with factual evidence and
examples.

4. Encourage student taking than teacher talking.

5. If possible give time before hand so that, the discussion becomes productive.

6. Do not dominate rather get the discussion started set goals, summarize, mediate and clarify

2.7 MERIT OF LECTURE-CUM-DISCUSSION METHOD

1. It creates democratic environment in the class.

2. Develops and improves communication skills of students.

3. It brings about attitudinal change among students.

4. It helps in assessing the factual knowledge of the students.

2.7 LIMITATIONS OF LECTURE-CUM-DISCUSSION METHOD

1. It is helpful for mature students.

2. If it is not properly used, then the principle of “learning by participating” is not achieved.

3. If teacher does not handle students effectively then the students may be in disciplined rather than
participation.

4. If not managed properly, it will not help all types of students in the class.

5. Teacher must control his emotions else this may result in wrong output.

2.8SUGGESTION FOR IMPROVEMENT

1. The teacher must maintain good eye contact with students in order to make the process
meaningful.

2. The teacher must actively involve students.

3. The teacher must instruct clearly.

4. Must keep the group focused on the task.

5. Teacher should use good time management techniques and evaluate students as they learn in the
class.

6. Teacher should not read extensively from lecture notes or text books.

7. Teacher must not ignore participant’s comments and feedback.

2.9 LABORATORY METHOD

This method in commonly thought of as a hands on and minds on approach to teach science where in
students have the opportunity to gain some experience with phenomena associated with their course
of study. In this method either student participate alone or in small groups. They produce or
manipulate various variables that are under exploration. The degree to which student has control over
exploration can vary over a wide range. Here the students learn by actual doing rather than my
observing the experiments. As young children do it by themselves, the experience is impressed more
firmly in their minds. Thus this method in psychologically sound as it satisfies the natural urge for
activity. This method broadens interest of the students. They learn many virtues through laboratory
activity. The experience in a laboratory is very rich in personal satisfaction as they gain it firsthand.
The sense of excitement and challenge help them to achieve some tangible him.

3.0 PRINCIPLES OF LABORATORY METHOD

1. It follows the principle of learning by doing.

2. It follows psychological principle, where students age, lord and interest is taken into consideration.

3. The work should be Pre-organized and Pre-selected.

4. Teacher must see that, students are allowed to work independently without much interference.

5. The teacher must ensure that apparatus and equipments should be checked pair hand.

6. Teacher must see that students are able to follow in struction and record their observation properly.

3.1 ROLE OF TEACHER

1. Teacher must be a facilitator of the process of doing experiments by students.

2. Teacher must check the apparatus previously, so that it goes on smoothly.

3. The practical work must be Pre-organized and Pre-selected.

4. The skills of handling apparatus, drawing, diagrams, careful observations taking necessary precautions,
must be developed among students.

5. The teacher must be that, the student is doing experiment properly by following proper procedure.

3. 2 MERITS OF LABORATORY METHOD

The Merits are listed below:-

1. This method follows child-centered approach.

2. It makes students active and alert.

3. It gives scope for learning by doing and students do a lot of thinking themselves.

4. Different skills are developed.

5. It paves way for exploration experimentation and verification of scientific facts and principles.

6. It inculcates good virtues like, honesty, truthfulness, dignity of labour etc.

7. It helps in developing sprit of enquiring.

8. It helps in developing higher order this king capacities like reasoning, analyzing, synthesizing etc.

3.3 LIMITATIONS OF LABORATORY METHOD

The limitations of this method are as follows:-

1. It is expensive and uneconomical.

2. It is time consuming as it takes much time in some experiments to come to conclusion.

3. It expects a lot from students and teacher.

4. It does not guarantee that, students would be equally efficient in solving problems outside
laboratory.

5. All students cannot be expected to be skilled workers.

6. Most of the students are either not ready or lack to ability to undertake original work.

3.4 SUGGESTIONS TO IMPROVE

1. This method should not be considered independently but should form a part of the total science
programme.

2. The practical work must be pre-planned.

3. It is imperative that same individual laboratory work must be done by every student.
4. Instead of performing the experiments started in the book should be little modified for better result.

5. Before experiment in performed the purpose must be clarified to the students.

3.5 OBSERVATION METHOD

In this method, the student observes and acquires knowledge. Through we cannot call this as a
specific method of science teaching but as a matter of fact almost all science begins with observation
the students observe nature, in groups, in lab at school at home or in gardens. The result of this
process information of a concept of nature which in permanent in mind. The training of pupils in
observation is really strong his mind with suitable experiences all thoroughly classified and digested.
Science provides remarkable. A raining in observation and reasoning. The learner’s reasons from the
once established facts and form concepts about further observed phenomena.

3.6 PRINCIPLES OF OBSERVATION

It is based on following principles.

1. Principle of freedom.

2. Principle of experience.

3. Principle of play-way.

4. Principle of individual effort.

5. Principle of activity.

6. Principle of logical thinking.

7. Principle of purpose fullness.

3.7 ROLE OF TEACHER

A lot is expected / demanded of the teacher in this method:-

1.) He must be man of knowledge and give adequate references for further observation.

2.) He should possess curiosity, scientific attitude, and interest, sprit of investigation so as to
inculcate such qualities among students who in term observe and discover many things.

3.) He must provide an atmosphere for freedom in the classroom in order to encourage students to
make observations.

4.) He must be a guide, a working partner and friend of the students.

5.) He should devise and plan different activities according to the age, ability and interests of the
students.

3.8 MERIT OF OBSERVATION METHOD

1. The work of the teacher becomes interesting.

2. The students see think give logic and thoughtful answers.

3. The students learn the similarities and dissimilarities of objects clearly and easily.

4. The knowledge acquired in permanent.

5. Students develop interest in subject.

6. Students become self-dependent, self-reliant and self-confident.

7. The problem of home-work in solved.

8. The relation between teacher and taught becomes intimate and healthy.

3.9 LIMITATIONS OF OBSERVATION METHOD

1. It is too much to expect children observe and retain knowledge. The students are in nature
sometimes and their knowledge and thinking power in limited.

2. It is not suitable for all the topic of science.

3. This method is information. The practical part of it remains underdeveloped.

4. It is not economical from time point of view.

5. This method is also not economical as it requires a lot of preparation and maintenance form school
point of view. Where students can observe many things.

4.0 SUGGESTION TO IMPROVE

1. The students must be given full freedom during observation.

2. Interest and curiosity must be developed in students prior to making observations.

3. The teacher must check and observe things beforehand.

4. The teacher must put questions and pinpoint students observation as and when required.

5. The school must have science corner where in students observation and activity goes on
continuously.
6. A science bulletin board, A museum shelf, Aquaria and terraria must be there in school where in
students develop a constant interest in the subject.

7. A weather station must be setup where in students observe the weather develop interest.

4.1 PROJECT METHOD

This method was propounded by W.H Kilpatrick. This method was perfected by J.A Sternson. The
base of this method lies in the philosophy of pragmatism. This method emphasizes on building a
comprehensive unit around an activity which may be carried out in school or outside. The essence of
this method lies in the fact that a group of students do a purposeful task. This implies the students
undertake the activity in a group or individually over a period of time. It may include a number of
activities and the end product is in the form of written report or a display.

“A project is a whole-hearted purposeful activity proceeding in a social environment”-

Dr. William Kilpatrick. “A project is a problematic act carried to completion in its natural setting”. –
Stevenson.

“A project is a bit of real life that has been imported into school. – Ballard. Thus, project is a
purposeful activity and planned activity which is achieved in social, natural situations created in
schools.