TEACHING SCIENCE

IN
ELEMENTARY
(PHYSICS, EARTH
AND SPACE
SCIENCE)
After completing this unit. the trainees will be able to:

• describe and use the various approaches methods of teaching Science,

• elaborate the advantages and disadvantages of each approach/method,
• identify when to use a certain with reasons,
• differentiate various approaches/methods from one another.

1.0 ENQUIRY APPROACH

If you want 10 develop in the child the spirit of enquiry, use •Enquiry Approach' while
teaching science. Enquiry Approach begins with a puzzling event like 'blowing out ofan
electric bulb in the class'. Children enquire when there are explanations to be given/
obtained. A fter the puzzling event (problem) is presented to the children. they may
ask the teacher (you) some questions. You should not give the children the
readymade answers. Let them enquire. You may answer the children's question with a
•yes' or •no'. Each question may be in the form ofa small hypotheses. Such teacher-
student interaction may continue till the children begin to formulate hypotheses about
what happened in the puzzling event. Then, the children ve rify these hypotheses after
searching through reference material, and doing little experiments:

1.1 How to Use this Approach? Select a topic, say •construction of an electric bulb'.
Think of some event regarding the topic, which may puzzle the children. Like 'blowing
up the electric bulb'. Children will enquire when they get puzzled, and will ask you
some question. Answer the children’s' question in 'Yes' or 'No'. Continue this
interaction between you and the children till the children begin to formulate
hypotheses about what happened when the electric bulb blew up. Encourage and
motivate children to verify their hypotheses. Let them search through some reference
material and let them do little experiments.

1.2 Some Examples One day an electric bulb blew out in the class. "What
happened?" Asked the children. The teacher took out the bulb from the bulb holder
and showed it to the children. Children gathered around the teacher. The teacher
passed the bulb around the children, and said, "Look at it any try to develop a
hypotheses about what happened?" , "What is inside the bulb?", asked one Of the
child. "l do not know". Said the teacher. "Is there air inside the bulb? Asked another
child "No", said the teacher. "Is there any other gas inside the bulb?", asked another
child. •No', said the teacher. The children were puzzled, and they started looking at
one another finally one child asked, "Is it a vacuum inside the bulb". "Yes", said the
teacher. "Is it complete vacuum?", one child enquired. "Almost", replied the teacher.
"Is that little wire make of some metal?' asked one child "Yes", the teacher said. Such
interaction of" Yes", "No" continued between teacher and child, (teacher learner
interaction), till the Children identified the materials inside the electric bulb (vacuum,
metallic filament) and the event (blowing of bulb burns/breaks the filament). Finally,
children begin to formulate hypotheses about what had happened. After the children
come up with some hypotheses, they start searching through 'reference books', 'doing
' 'OiWi1 g interpreting data (observation) from experiments', in order to verify these
hypotheses.

1.3 When to Use this Approach and Why?

If you want to develop spirit of enquiry in children. Use enquiry approach of teaching
Science, as children will find out themselves by enquiry instead Of getting readymade
information from the teacher
1.4 Advantages and Disadvantages
Advantages
 Children are proactive and work under the guidance of their teacher.
 They learn to formulate hypotheses, and also to verify the hypotheses.
 They are trained to learn on own.
Disadvantages
  This method is slow and time consuming. Not suitable for the children of all age
groups.
 Require practice for teachers to teach science by this approach.

1.5 Notes:
a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the unit.

1) Write two components of Science Curriculum.

2) Name any five effective transactional ways of Science at elementary stage.

3) Write four advantages of teaching of Science by enquiry approach.

4) Enlist three disadvantages of enquiry approach.

1.6 PROBLEM SOLVING APPROACH
Problem Solving Approach for teaching science is a technique which provides children
an opportunity to solve scientific problems quite independently or through guided
approach by following systematic Steps. When you want use this approach to teach a
science topic, you will have start your lesson with a problem. The children then, will
think have some possible solutions of the problem (hypotheses) based on their
previous knowledge, TO test this hypotheses. Children are engaged in self-study,
mutual discussion (learner- leaner integration. and teacher-learner interaction), and
practical work. They test their hypotheses one by one, and finally they are able to find
out the best solution for problem i e. conclusion.

Steps in Problem Solving Approach

I. Problem
a.) Identification of the problem.
b.) Statement of the problem — clear description.
c.) Explanation of the problem — by discussing it with fellow students (learner- learner
interaction), so that they co understand the nature of problem.
d.) Delimitation of the problem- concentrating on only those parts of the problem which
are within the reach of students.

2. Hypotheses: Formulating hypotheses for investigation.

3. Experiment: Testing the hypotheses.
4. Conclusion.• Inferring which hypothesis is the trst solution of the problem.
1.7 How to Use this Approach?

Select a topic, say •condensation’. Do not tell the children, what condensation is?
Take a glass tumbler. Wipe outer and inner surfaces with a dry and clean piece of
cloth. Now, fill the glass tumbler with ice cubes. Wait for some time, till some water
droplets are visible on the outer surface of the glass. Ask the children, from where
does these water droplets have come. This is the problem. The children will come out
with different hypotheses like: -
1. A glass tumbler may have small pores as in some earthen vessels like surahi or
gharha. The water has come out through these pores.
2. Water has spilt out from the top of glass tumbler,
3. Air has water vapour. When this vapour touches the cold glass surface, it becomes
cool and changes into water droplets.
Then, children may do experiments to test which hypotheses is right. For Eg. Heat
water in a kettle. till it boils, and steam starts coming out. Bring the glass tumbler close
to the steam. When the steam strikes the outer cold surface of the glass tumbler,
Becomes cool and changes into water
With the help of this children will find hypotheses is correct, and will conclude that
water vapours on cooling, condense, and change into water drops.

1.7 When to Use this Approach and Why?

When you want to develop problem solving skill in your children, use this while
teaching science. This will enable the children to find out themselves what you could
give them as readymade information. This is helps to develop independent thinking
among the children.
Caution: Be careful while giving a problem. A problem is not if a child can it by his
previous knowledge.

1.8 Advantages and Disadvantages

Advantages
1. Students do their own learning under the guidance of their teacher.
2. They learn to propose and structure problems.
3. They to collect varied pieces of information relevant to the problem from different
sources.
4. They learn to formulate hypotheses.
5. They learn to test the hypotheses, and collect the evidence to prove or disprove the
identified syntheses.
6. They learn to solve problems of their everyday life.
7. They are very closely familiar with various objects and phenomena around them,
their applications and relationships instead of having mere knowledge.
8. They establish a healthy and favorable relationship with their teachers and
9. They develop scientific attitude and scientific temper.

Disadvantages
l. This approach is very slow, long and time consuming. Therefore, if we always use
this approach. We cannot complete the syllabus.
2. There is much emphasis on practical work which may give a wrong concept of the
nature and philosophy of science in general. Learning science is a joyful process but
too much practical work make it dull and routine type of affair.
3. Most of the teachers are perhaps not able to teach by this approach, as they have
not experienced practical teaching of science by this approach.
4. Not suitable for learning for all age groups.
1.9 How it Differs from the Enquiry Approach?
In both the approaches, the lesson begins with a But both differs in terms of who
poses the problem. In Problem Solving Approach, the teacher poses a problem to the
children, while in Enquiry Approach. Children pose question, which takes form of a
problem. Secondly, in Problem Solving approach. Children formulate their hypotheses
on their own but in problem Solving approach, the answers from the teachers form a
hypothesis. Thirdly, in enquiry Approach children verify these hypotheses after
searching through reference material, and doing little

Experiments. While in Problem Solving Approach, children test these hypotheses

experimentally and draw some conclusions.

2.0 NOTES:
a. write your answer in the space given below.
b. Compare your answers with those given at the end of the unit.

1. What is problem solving approach?

2. What are the steps of the problem solving method?

3. What caution should be taken while using this method? Any two.

4. Write two advantages and disadvantages of this method

 2.1Teacher Centred Approach and Child Centred Approach

Teacher Centred Approach (TCA)

Studies on classroom dynamics revealed that on an average 95% of the time, the
teacher speaks and 5% of the time, the children are given a chance to speak. Where
the children either are given no opportunity to speak or have a very little opportunity to
ask questions or interact. This is Teacher Centred Approach of teaching. Lecture
Method and Lecture- Demonstration Methods are the examples of Teacher Centred
Approaches to Teaching. This is a very effective approach for teaching skills, such as
reading a Thermometer, reading a spring balance, preparing gases like hydrogen and
carbon-dioxide, salt analysis, volumetric and graviometric exercise, setting up a
microscope, making a slide and seeing it through a microscope, setting the experiment
for photo synthesis etc.AII these skills can be developed through teacher centered
approach. Teachers tell children '.'what to do" and "how to do". Until they learn.
Cooking, sewing, driving a scooter, motor cycle, car, repairing things; playing musical
instruments; dancing etc. are some other examples of skills of daily life. For them, we
need Teacher Centered Approach.
EXAMPLE
Reading a thermometer is a skill. According to a study, children and even teachers
have not been taught this skill by Teacher Centred Approach, generally read the
thermometer wrong. If the reading is 3 "C, they read 30.5•C. Then, comes the teacher
to teach this skill. Ile points at 30 and asks "What is the reading?" The child says
030•C" Then he points it 40 and asks "What is the reading?" The Child "40.C". Then
the teacher asks "How many marks are there between 300C and 40eC?" When the
child fails to answer, the teacher himself counts l. 2, 3, 4. 5, 6. 7. 8, 9. 10. The teacher
asks "How much is one marks"? Now the child replies "l (This is actually the least
count of the thermometer which the child does not know, and therefore he reads
30.50C instead of 35• C).
Now the teacher asks "How many marks is the mercury above 30.50?" And the child
counts "l, 2, 3, 4, 5". Then the teacher asks "Now tell, what is the reading of
thermometer?" and the child counts again "31.32, 33 , 34, 35. and they say
"Thermometer reads wand not 30.50 C'. Now, as you must have understood how a
teacher can use this technique to learn a fundamental skills to the child.

2.2 centered Approach (CCA)

Some innovative teacher’s themselves speak less in the class, and give opportunity to
their children to speak and do more. Here Child is a center of all activities in
classroom. So, this approach is called the Child Centred Approach. While teaching
science by Lecture Method or Lecture-Demonstration-Method, These innovative
teachers involve their children in interaction through question-answer sessions that
even their lecture and Lecture- Demonstration, becomes child centred. Enquiry
approach, Problems solving approach, Laboratory method. Scientific method and
Project nethod are the examples of Child Centred Approaches.
Example
If a teacher is teaching the concept "Air has weight" by Scientific method. It involves
weighing by a spring balance, which is a skill. The teacher has taught this skill to the
children, one day before by Teacher Centred Approach.

Then he starts lesson with,

l. problem: Does air have weight? (This is TCA). Then children formulate their own
answers to the question.
2. Hypotheses: Yes, no (This is CCA). Then children (who already know the skill of
weighing or reading a spring balance) test their hypotheses themselves with an
experiment.
3. Experiment they weigh an empty football bladder and the same football bladder full
of air (this is CCA). Then they themselves observe that an empty football bladder
weigh less than a bladder full of air. After making this observation, they draw
conclusion (CCA).
4. Conclusion: Air has weight. The hypotheses •yes' is right and the hypotheses •no'
wrong.

Here. step-I is Teacher Centred as teacher asks the question or poses a problem'.
Steps.2. 3, 4 are child centred. This is an example of Scientific method which is 25%
teacher centred and 75% child centred. Thus, we can say the whole, scientific method
is Child Centred approach.

Note. that •weight' is and •weighing' is skill. When skill of ‘weighing• has already taught
by the teacher using Teacher Centred Approach. the concept of 'weight is to
developed by Child Centred Approach. (Do not tell •air has weight', Let the children
find out themselves whether or not •air has weight' by scientific method.)
2.3 DEMONSTRATION METHOD
Demonstration means •to show'. In lecture method, the teacher just talks but in
demonstration method, he shows or illustrate certain phenomena, concept, or
principles. Demonstration provide concrete experiences to students. Thus, it helps to
understand abstract ideas to students.
Using demonstration method the teacher (you) can:
1. Illustrate abstract ideas in concrete form.
2. Coordinate theory with practicals.
3. Do those demonstrations which are dangerous for students to perform themselves.
4. Teach how to solve a problem.

A problem can be solved by using demonstration using the following steps:

a) Pose a problem to students.
b) Invite their hypotheses.
c) Provide concrete experiences (demonstration of experiments) for the solution Of the
d) Enable students to reach on some right conclusion.

.2.4 How to Use this Method?

When using this method, the teacher (you) should keep in mind the following
characteristics of a good Demonstration:
1. Should be clearly visible to all students, even to the back benchers.
2. Students should be fully involved.
3. If there are more than one demonstration in a lesson, they should be done in proper
logical sequence.
4. In a demonstration only one idea should be taken at a time. Too many ideas in one
demonstration may confuse the students.
5. As far as possible results of the experimental demonstration should not be known to
students.

2.5 Advantages and Disadvantages

Advantages

I. there’s a possibility of using which generally students cannot handle in laboratory.

2. More difficult experiments may be undertaken.
3. If there are more experiments may be attempted.
4. Expenses may be minimized compared to laboratory method.
5. There is a possibility of demonstrating manipulative and allied practical allied
practical skills.
6. There is a possibility to draw attention of all the students of the class
simultaneously.
7. It takes less time compared to laboratory and other innovative methods like inquiry
approach, problem solving approach, scientific method and project method.
8. This method is more efficient in way compared to Laboratory as a teacher is more
competent than students to handle apparatus.
9. All students can see the same operation and techniques simultaneously.
10. Teacher is in a position to explain each and every step and to ensure that all
students see and interpret all the work in the same manner.

 Disadvantages
1. All students do not do the experiment with their own hands. It is a substitute for y
wok.
2. When the demonstration is complex or there are too many demonstrations in one
lesson, students feel difficulty in understanding the basic concepts, principles and
skills
3. Various details of the apparatus, significant reactions and other essential steps
undertaken by the teacher in drawing conclusions are necessarily visible to all the
students of the class equally well.
4. It deprives students of many of the advantages of laboratory method such as
handling of the apparatus and other materials as well as making their own
interpretations.

2.6 LECTURE-CUM-DEMONSTRATION METHOD

In essence, a lecture consists of one talking to many about a topic or theme. The talk
may be augmented by the use of demonstration being performed by the teacher, then
we call it a lecture-curl-demonstration. The main purpose of a lecture-cum-
demonstration are:
a) To convey information
b) To generate understanding
c) To stimulate interest.

2.7 How Use this Method?

When using this method, the following factors have to kept in mind:
a) A Lecture-cum-Demonstration should have clarity. The use of explicit language
(devoid of gaps or fumbling), repetition of main statements delineating the beginning
and end of subtopics, adequate examples and introduction of the demonstration at
appropriate juncture tying clarity.
b) It is essential that the Lecture-cum-demonstration should monotonous. It can be
interesting by using appropriate stimulus variation techniques (voice tone. questioning.
facial expressions etc.) are important. Also, the structure of the lesson can be made
problem centered.
c) Too many or demonstrations should not be taken up in one go. A 35 minute lecture
can interspersed with about 2 demonstrations taking up about 15 minutes.
2.8 Advantages and Disadvantages Advantages
a) A lot of knowledge can imparted in less time.
b) Theory and practical aspects can take up side—by-side.
C.) Examples can be illustrated verbally as well as in front of the eyes of the students.

In small group, Lecture-cum•Demonstration method can be used for developing

p•obiem solving skills and scientific attitude. )

Disadvantages
a) Student involvement is quite less. This method is essentially teacher centred.
b) It is not always possible to hold students attention while using this method.
c) The teacher cannot receive imrnediate feedback as to the effectiveness of the
lesson.

2.6 How is it Different from Enquiry Approach and Problem Solving Approach?

Both Enquiry Approach' and Problem Solving Approach' start with the problems which
lead 10 the hypotheses and then their testing. In lecture-demonstration-method,
starting with the problem is not necessary, although the innovative teacher may pose
the problem indirectly inviting children’s hypotheses, but for testing the hypotheses,
but testing the hypotheses. the teacher will demonstrate the experiments instead of
students doing the experiments themselves. This method is mostly teacher centred,
while • Enquiry Approach' and •Problem Solving Approach' are child centred.
2.7 How to Use this Method and Why?
There is a very popular talisman in science education which state, "l listen, I forgot; I
saw and remernk*red•. I did and I lfyou will use just lectures for teaching science,
children Will forget after sometime. It you Will teach by lecture-cum-demonstration
meth(Xf, children will for years to come. Then, if children are also fully involved during
lecture demonstration it will hel p them to understand quickly, and they will real ly
enjoy the lesson.
Notes:2.8

a) Write your answers in the space given below.

b) Compare your answers with those given at the end of the unit.

1) Is lecture-cum-demonstration method better than lecture method? Why?

2) Write any two differences between Lecture-Cum.Demonstration and Enquiry

method?
2.9 LABORATORY METHOD
In laboratory method, Students perform laboratory experiments by their own hands
individually or small groups, under the supervision and guidance of their science
(physics, and earth science.
To Lecture-Demonstration method, where teacher was performing experiments and
most of the students in the class were just passive observers. The role of the teacher
when using this method is that of a facilitator. The teacher goes to different individuals
or small groups, observes them what they are doing, corrects them if they are doing
something wrong, and he is always available to students when they really need him for
any guidance. Unless, students perform experiments themselves, they will never get to
know what science really is. In this method, they get an opportunity to do experiments
individually in small groups.
Generally, lab experiments are of five kinds:
1. Experiments to illustrate scientific principles.
2. Experiments to find numerical results.
3. Experiments to produce something such as preparation of gases or biological
slides.
4. Experiments to verify experiments carried out by other scientists like verification of
Ohm's law. 5. Original work like investigatory science projects or open ended
experiments.

In our science course, there are usually the first four types of experiments. Presently,
little importance has also been given by CBSE to the type-investigatory science
project at school level.
When teaching science by laboratory method, the following 0bjectives should be kept
in mind:
1. To develop manipulative skills,
2. To arouse and maintain interest in science,
3. To encourage accurate observations and careful recording,
4. To make biological, chemical and physical phenomena more real through actual
experience,
5. To train students in science processes,
6. To give training in problem solving to
7. Verify facts and principles already taught in theory,
8. To give training in method and investigatory science subject

3.0 How to Use this Method?

In our schools at secondary (ix-x) and Senior secondary (xi•xii) stage, students go to
science laboratories to-do practical work. Usually, in every school there are three
science laboratories — Physics, Chemistry and Biology. For laboratory Work, two
continuous periods (Of about 30 minutes each) are given. At secondary Stage,
students go to laboratory work once a week. At senior secondary stage students go to
laboratory work twice a Week in every subject. Generally. Students work in groups of
about 20. So the

First Step to, is to divide the students into groups. And make the laboratory time
table in such a Way that each group get equal number to periods for practical work.
Whether you have facility or poor, you will have to make adaptations to make your
laboratory really fit for teaching science by method. so. The

Second step to use laboratory method in teaching science, is to follow some

guidelines to make this method feasible and successful, like.
1. Equipment must be accessible to the students when needed.
 Waiting time should be minimum
 Material should be placed in such a manner that they can be easily found by
students.
2. There should never be shortage of equipment of material needed for practical work.
4.0 Advantages and disadvantages

Advantages
 Promotes learning by doing
 Provide opportunity to handle material by their own hands
 Learn to follow directions carefully
 Help to learn skills to perform experiment, recording observations and results,
summarizing data and drawing conclusions.
Disadvantages
 More expensive as separate equipment is to be provided to each student.
 Difficult to schedule in the school time table as double periods are to be
provided in groups.
 More time consuming compared to lecture-cum-demonstration method as
students are unskilled workers and are not as competent to handle apparatus
as their teachers.
4.1 How is it Different from enquiry approach, Problem solving approach and
Lecture-Cum-Demonstration method.
 Enquiry approach and problem solving approach start with the problem, and
students find the solutions themselves under the guidance of their teacher. But
in laboratory method it is not necessary, through this method has a lot of scope
of hypotheses formulation and drawing conclusions on part of students. That all
depends how innovative you are as a teacher. All the three methods are child
centred.
4.2 When to use this method and why?
If our objective is to help the children to by learn doing, should handle apparatus
and material by their own hands, and should learn science processes, we should
use laboratory method. Remember, the science teaching talisman. If your objective
is that should remember for some time, use lecture method. If your objective is that
children should understand and thus, retain forever, use laboratory method.
 NOTE: 4.3 answer the following questions below.

1. What are the essential requirements to adopt laboratory method in science?

2. Write any two advantages and two disadvantages of laboratory method.

 4.5 PROJECT METHOD
A project is a any purposeful activity. It may be preparation of a model static or
working, a chart or performing an experiments. Here are examples of some good
science projects- improved bullock cart, solar cooker-cum-solar power generator,
computer controlled car, a simple device to prove Newton's third law of motion,
working model of the solar system, determination of the time of a fal ling body, a
device for conversion of waste mechanical energy to electrical energy, sewage
treatment and re-use of water, extraction of Oil from rice bran, very cheap symbiotic
bacteria rhizobium substantial for expensive nitrogenous fertilizers, cheap record
player, digital clock, kitchen flask, milk plant, multipurpose Cherkah, food feeding
machine for physically handicapped, low cost tricycle for handicapped children and so
on.

When your students make or work on a project they explore and use lot of scientific
knowledge. They do their own learning. You, as a teacher are there to facilitate and
guide them whenever they need you.

Investigatory Project
A project which involves investigation, discovery and finding out something which was
not known to the students before, is called an investigatory project. An investigation is
much more than the repetitions ofa standard experiment. Here, the student is to
decide what experiments are necessary and how he is going to carry them out. He
may have to design his own apparatus, if that is not available in the laboratory. He has
to search for the appropriate principles, laws, formulae, apparatus and data, and
originate a solution to a problem. Here, the student works like a scientist.

Working on an investigatory project is the way a student can learn science by project
method. It involves four as found in scientific method or problem solving approach.
 Identification of Problem
 Hypotheses Experiment
  Conclusion 

 4.6 How to Use this Method?

n this method, a group of students select a problem in consultation which their
teacher and formulate their hypotheses. Then, through discussion and reading, they
develop the plan of action and design their type Of equipment to carry out the
experiments for testing the hypotheses, in order to reach the right conclusion.

Teacher's Role
As a teacher you should clearly know your role when your students learn science
through investigations.

I. When a group of students come to the teacher with their problem. he encourages
them by suggesting various books and sources relating to their problem. It is possible
that the group of students may not find the solution of their problem through the
readings, however they will be able to find at least some important information relating
to their problem. The teacher encourages the students to do further readings so that
they will be familiar with all available information relating to their topic.
2. The teacher also motivates the group of students to consult competent people who
could guide them in their project, like scientists, college and university teachers,
medical technicians, doctors or nurses who may have practical knowledge related to
their problem.
3. At every step of the investigation, the teacher guides and counsels the group of
students and does not give readymade answers to their questions. This is their
investigation and they carry it out themselves. I

3. Investigatory projects are usually selected by the group of students, but

occasionally they might be assigned by the teacher. The teacher helps the students in
selecting an investigatory project. It a group of students is unable to select a problem,
then the teacher assigns them one problem according to their interest and capacity.
Designing an Investigation
After identifying the problem and formulating the hypotheses, the design of the
investigation, (experiment) is most important. The group of students should plan for
each stage of investigation, under the guidance of their teacher, and they should be
quite clear about the following:
a) Dependent and independent variables
b) Direct and indirect controls
c) Control and experimental groups
d) Criteria of experimental designing—validity of the experiments, reliability of the test
and adequacy of the instruments.

Simple Themes for Selecting a Problem

 Technology in rural development
 Man and environment
 Energy and fuels
 Nutrition and health
 Population and food
 Space science
 Communication and transport 
 Man and machine
 Innovations in teaching of science

4.7 Advantages and Disadvantages

Advantages
 It creates interest in science. It develops understanding of various scientific
concepts and generalizations.
 It promotes curiosity and develops scientific temper, interest and appreciation. It
develops abstract and concrete scientific skills.
 It develops scientific hobbies for the right use of leisure time later on in life.
 It develops self-confidence, co-operation, leadership and emotional stability.
Disadvantages
 This is the most difficult method as it requires more planning and effort
for execution for the teacher, if she/ he is not trained, can face problem in
using this method.
 It is very time consuming.
 It needs proper coordination as different groups of students will be
working on different projects.
 It requires more materials and equipment.
 Not suitable for large classes.

4.8 How is it Different from Other Methods?

Project method is a discovery method like Enquiry Approach, Problem Solving
Approach and Scientific Method. All the three are child centred. But this method may
involve more than one experiment and also field work.
Project method may be carried out in the laboratory. May require more apparatus and
materials which may not available in the laboratory.
Project method is different from lecture-cum-demonstration method as project method
is child centred and lecture-curt-demonstration •method is teacher centred.

4.9 When to Use this Method and Why?

If you want to make your students learn through project method, then they have to
Work together in a small group under your supervision and guidance. This method not
only helps them in learning content bt also helps in developing qualities like co-
operation, concentration, and sincerity.
Notes: 5.0
a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the unit.

1) What is a Project? Write any four examples?

2. What are the different steps of project method?

3. What do you mean by a investigatory project?

4. Write two merits and two demerits of the project method.

Notes: 5.1
There are various approaches and methods of teaching science like — Enquiry
approach, problem solving approach, lecture-cum-demonstration method,
laboratory method, scientific method, and project method. Each method has its
own advantages and disadvantages. You should be very careful in selecting a
method for teaching science. You should be very clear in how to use different
approaches and methods, when to use and why to use. All this, will depend
upon your objectives, your resources and classroom conditions and of course,
on the topic you're going to teach. It is advisable to practice each approach and
method as far as possible, in your practice teaching. 
Test 1: 5.2
1. What is science? Why should we teach science?
2. What are the objectives of teaching science?
3. What do you mean by science curriculum?
4. Science Curriculum should be compatible with the nature of science,
objectives as well as with the cognitive level of children and existing classroom
condition'. How far do you agree with this statement? Justify your answer.

Describe the following approaches/methods of teaching science-enquiry

approach, lecture-cum-demonstration method, laboratory method,
scientific method, and project method.

Test- 11
1. How will you use each of the approaches/methods when teaching science?
2. What are the advantages and disadvantages of each approach or method?
3. when will you use each approach/method in science teaching, and why?
Teachers Guide to check your progress

1. Science Curriculum has two important components:

Content — it includes: laws, theories, principles, hypotheses concepts etc.
Process-it includes: observation. classification. estimation. prediction and
generalization.
2. Five effective transactional ways of science at secondary stage are :
1. Lecture-cum-demonstration method
2. Enquiry approach
3. Problem solving method
4. Project method
5. Laboratory method
3. Advantages of Enquiry approach are:
 Children develop ability of learning.

 This approach make learner's mind more experimental.

 It develops the ability of critical thinking and open- mindedness.

 Independent learning skill can be strengthened through this approach.

4. Disadvantages are:
 It is slow and time consuming approach.

 Teachers are not being oriented on this approach.

 Books and learner-based material to this approach are not available.

5. Problem solving is basically child-centred approach which provides children
an opportunity to solve problems systematically and scientifically.
6. The steps are:
 Identification of the problems — sensing

 Statement of the problem — Defining

 Analysing the problem — Explaining

 Collecting relevant information — Gathering

  Making Hypotheses — Stating

 Experimentation — Testing

 Verification — Confirming

 Conclusion — proving inference

7. The two important precautions to be taken are:

I. Whatever problem is being identified must not be based on previous knowledge.
2. Teacher's role only as a facilitator or guide not as a instructor or teacher
8. Advantages
I. Learning by doing and learning by experience: cardinal principles of learning are
fulfilled by this method.
2. It makes the child Open-minded. a keen observer and critical thinker.
Disadvantages
I. Time consuming method. it requires lot of time to finish the content.
2. Ambitious: it expects too much from children and demands devotion of teachers.
9. Yes. Because in lecture method teachers only talks and in Demonstration method
they on ly show or i I lustrates the things. lecture-Cum-Demonstration method removes
the demerits to the two.
10. Lecture Method
1. Lecture method is teacher centred method where teacher role is direct.
2. Concepts are not being developed through by experience.
Enquiry method
1. This method is learner centred where Student role is more direct and dominating.
2. Concepts are deve10Fd through learning by doing and learning by experience.
I I. Essential requirements: Enquiry Method
 Laboratory is required instead of classroom.

 Availability of material for activities.

 Supervisor (for safety purpose)

 No, of students will be less.

12. Advantages
 Opportunity to handle instruments on their own

 Training to learners to fol low directions carefully. •

  Experimental skills are improved and developed.
Disadvantages
• More expensive methd
• More t imc consum and hence no teacher follows this method at secondary stage.
13. A project is purposeful activity which could imparted to fulfil the requirement of the chosen
project. The examples are: are: Developing solar cooker-cum-power generator generator.

Methodology
of
Teaching
Objectives

In this lesson, you will learn to

• List and explain the various methods of teaching.

• Comprehend the various merits and demerits of the different methods of

teaching.

• Choose an appropriate method of teaching for a particular topic.

Keywords

Methodology

a set or system of methods, principles, and rules for regulating a given discipline.

Methodology of teaching science

Science, taught badly, not only degenerates into superstition, but makes a negative
contribution to education. To learn science is to do science. In this context, teaching of
science gain significant importance and it needs an appropriate method. So it is
important to know about the different methods of teaching science and to be able to
choose the appropriate method in a classroom. The methods are namely lecture
method, demonstration method, lecture cum demonstration method, laboratory method,
heuristic method, assignment method, project method, problem solving method,
question and answer method, role playing method, brain storming method and
innovative method. It is up to a teacher's discretion to choose the method which is most
suitable for a certain topic in a certain class and sometimes a teacher should introduce
different methods in a lesson plan to address the learning styles of the students.
Lecture method

Lecture means speech or talk. In a lecture method, the teacher is the speaker most of
the time and the students just passive listeners. The teacher prepares the talk on a topic
and delivers in the class. Students tend to lose concentration after some time of listening
but this can be taken care of by asking questions in between the lecture and often citing
interesting examples during the lecture. This method is very economical because a
single person can give knowledge to a large number of students at the same time. Also
no apparatus or materials is needed. Lecture method is simple, short and fast, thus
saving time. This is a very effective method for fact based knowledge and historical
explanations and also in certain situations such as introduction of a topic, instructions for
some activity, revision of the contentment. This is a method very useful for higher
classes where large amount of knowledge needs to be transferred in a short span of
time. Over to the demerits, lecture method is not a psychologically sound method as
more emphasis is laid on the content. This method does not provide opportunity for
active involvement. It does not give time to the students to grasp the matter as it is
delivered very fast. Also lectures cannot be given by everyone and anyone. Only some
people are effective speakers.

Demonstration method

Demonstration means to show. In this method, the teacher only shows certain
phenomena,concepts or principles to provide concrete experience to the students. It
may include the use of specimen,film slides,chemicals,equipments and experiments,etc
Students remain active during the demonstration. Sophisticated and complicated
apparatus can be used by the teacher which cannot be handled by the students. As only
the teacher is handling the equipment, only less time is consumed. Scientific
facts,principles and theories can be effectively proved through this method.
Demonstration method is a teacher centered method, the principle of learning by doing
is neglected as students do not get a chance to experiment.It is not effective if done in a
large classroom. Also the individual differences of the students cannot be taken care of.
Lecture-cum-demonstration methods

Only the lecture method or only the deonstration method is practically not feasible. If a
lecture is given in a proper sequence with illustrations or concrete experiences, it is
helpful in learning.Any demonstration combined with discussion and questioning is an
effective technique. Lecture-cum-demonstration method is thus, a combination of these
methods. Also this method has the same merits and demerits as that of the
demonstration method.

Laboratory method

There is a talisman in science education which states Ï heard and I forgot; I saw and I
remembered; I did and I understood." Science is a subject which can be best learned by
doing. Laboratory method is one such method which is based on this principle of
learning by doing.The teachers acts as a guide and supervisor and gives instructions
including required materials and equipments.The students perform the experiment,
records observations and draws inferences.The teacher goes to the students, observes
what is being done, corrects them if something is wrong. During the process the
students learn by doing to gain permanent knowledge. The students are active through
out the class and they are learning on their own by doing.The knowledge gained is
permanent. Weakness of each student can be identified and required help can be
provided. This method also facilititates training in scientific method i.e., training in
performing experiments, observing, recording data, interpreting results and drawing
conclusions. The demerits of this method is that it is an expensive method as separate
equipments are needed for each students. For this method to be useful, teacher-student
ratio has to be low, otherwise. the teacher cannot pay attention to each student
individually.This method is suitable for some specific type of topics only. It also needs
more effort on the part of the teacher as she is expected to prepare the instructions and
observe each student.
Project method

Project may be any purposeful activity like the preparation of a working or static
model, a chart or performing an experiment.In this methid, a group of students select
a problem after discussing with the teacher and formulate the hypothesis. They
develop the plan of action, list the needed equipments, and conduct the experiment
for testing the hypotheses. Then they notes down the observaton, collects the data,
interprets it and finally they reach the conclusion.This method basically aims to
provide the students with the opportunity for extended learning. Moving on to the
merits of the project method, this method helps in giving clarity to various concepts
of science.The knowledge gained is permanent. The qualities of self confidence, co-
operation and leadership are also developed in the students. This method is a
psychological method based on learning by doing. Over to the demerits, project
method is a very difficult method for teachers as lot of planning and effort is required.
It is also not economical method as more material and equipments are needed. The
method is very time consuming and the syllabus cannot be completed in a
systematic and sequential manner.

Problem solving method

Problem solving method provides the students an opportunity to solve problems on their
own by following some scientific steps. The lessons starts with a problem and some
possible solutions are thought by the students on the basis of their previous
knowledge.The problem is first identified, stated and then explained through
discussions, self study, practical work, etc. Next is the delimitation of the problem
concentrating only on those parts of the problem which are within the reach of the
students. Now a hypotheses is formulated for investigation, the hypotheses is tested
through experiments and the conclusion is reached finding out the best hypotheses.
Through this method, the habit of self learning is developed and the students develop
problem solving skills.A sciencific attitude is also inculcated in them each time when
they follow the steps in solving a problem. Also this method have same demerits as that
of the project method.
Question answer method

Since ancient times,educatonalist have realised that teaching is incomplete without

questions. Its a major component in lessons to invoke curiosity among the students. The
questions needs to be framed in a systematic and organised manner and these
questions are placed before the students. Co-relating various answer provided by
students paves way for developing new knowledge.It is widely used for purposes like
introduction, content presentation, revision, etc. Merits of this method includes that the
students remain active through out the class and the response can be used for
evaluation.It arouses curiosity and enhances the power of logical thinking,reasoning and
expression.The question answer method in itself is not complete and it should be
combined with other methods.Also framing and asking proper questions require soecial
skills among teachers.

Brain storming method

In brain storming method, a problem is given to the students. Everybody gives their
views on the problem and discusses it. Points emerging from the discussion are noted
on the black board.Through the discussion and debate, a solution is found. This method
gives a chance to everyone to express their thoughts and contemplate on it. This
method is useful in higher classes and encourages students to express themselves and
to think independently, logically and critically.It also encourages creativity. This method
is suitable for a very few topics. Also it is not suitable for junior classes. The method is
again a time consuming method.
Heuristic method

Let us start by looking at the nineth method.The Heuristic method was given by Prof
H.E.Armstrong,a professor of chemistry in London. In heuristic method, students are
given a problem and all the necessary instructions to solve it. All the aspects off the
problem are discussed with the students and then they are given the freedom to find the
solution. They themselves carry out experiments, make observations and draw
conclusions.This method does not intend for being a separate method but it
incorporated any method which enables the development of scientific enquiry. Some
merits of this method are that the students are actively involved, the spirit of enquiry is
developed and the acquired knowledge is permanent. The habit of self study and hard
work and a scientific attitude are developed in the students with teachers only for
guidance. The students are also bothered with very less home work load. Heuristic
method cannot be used at the primary level. Also the expectations are high from the
students as they are demaned to discover science on their own. It is time consuming
and the syllabus cannot be covered, if only this method is used. Efforts on the teachers
are also high as they have to plan and give proper instructions to the students.

Assignment method

Assignment method can be used for teaching theory as well as practical aspect of the
syllabus. In this method, the whole course is divided into various parts according to the
topics, as assignments. These assignments are given to the students to be completed
within a stipulated time.After completing theory of one topic, the student moves on to
thepractical aspect. After this they move on to the next topic. In assignmant method,
each student works according to his/her capacity. The individual differences are taken
care of. Habits of self study, decision making are inculcated in students. There is ample
freedom of work as duration of assignment is dependent on the student's capability.This
method is also financialy viable. In the case of this method, responsibility of a teacher
increases manifolds as they are required to prepare the assignment, write the
instructions, allot the assignments, provide guidelines, ensure the availability of
equipments and evaluate the assignments too. But students with lower intelligence may
not be able to comprehend the guidelines and the method may not be suitable for all the
students. Also this method is not practical in the existing school conditions asthe text
books in theis format is not available.
Role playing method

Role playing method is based on the imitation of a role. This method is very helpful in
bringing out changes in the personalities of students including developing their social
skills. It can be used for various purposes. It can also be used to teach some simple
topics to younger children, e.g., solar system,balanced diet. No time is given to practice
the role as they are given in the class itself. The topics to be taught are divided into
topics and an outline to the play is prepared by the teacher. The roles are allotted to the
students. After giving a briefing on how to play the roles, the roles are enacted. The
teacher observes the role playing and reviews it. Later on, a discussion is held between
the students and the teacher to summarize the learning. This method gives proper
chance for expression of feelings and is very useful for primary classes. This method is
very interesting and enjoyed a lot by the students. The demerits of this method includes
that it is suitable mainly for junior classes and often creates an artificial atmosphere in
the class. Also this method cannot be used to teach all the topics.

Innovative method

The last and final method is namely innovative methods. This methods include taking
the students for field trip, organising science exhibitions whichprovides concrete
experiences as well as enhances the creativity of the students and also using two or
more methods clubbed together to cater the different learning styles of the studetns in a
class.For example, project-cum-laboratory method can be used to develop different
process skills and science skills in the students. This method is useful in a diverse class
with different learning styles. It helps to develop process skills and creativity. This
method can be customised to classrooms and lessons, making it very effective.
1. Geeta is preparing a lesson-plan' for teaching the topic on 'Human eye' to Class VIII
students.Inclusion of which of the following activities in the lesson-plan is likely to be most
effective in helping the *students understand related concepts better?

a. Preparing a good home assignment

b. Dictating notes to students in the classroom
c. Using student activities and interactive classroom questioning
d. Demonstration using model of human eye

1. Practical work in Science may be given due emphasis in order to :

a. improve the percentage of marks obtained by the students

b.help the students develop the habit of maintaining written records
C. keep proper check on punctuality and regularity of students
d. help the students verify the theoretical concepts

1. Hands-on activities and projects form an integral part of learning of Science. These
learning experiences primarily aim at

a. the students on practical skills

b.keeping the students engaged all the time
c. maintaining discipline in the laboratory
d. providing opportunity to students for extended learn
2. The following steps (not in the proper sequence) are generally recommended to be
followed in scientific method:

(A) Testing of hypothesis (B) Formulation of hypothesis (C) Identification of problem (D)
Collection of data (E) Drawing of conclusion Which one of the following is the correct
sequence of, the above steps to be followed for this purpose?

a. (C), (A), (D), (B), (E)

b. (C), (B), (D) (A), (E)
c. (D), (C), (B), (A), (E)
d. (B), (C), (A), (D), (E)
3. Science is considered to be questioning, exploring, doing and investigating.
Which of the following activities, carried out Sy Dipika in teaching of Science, is,
beat suited to satisfy these criteria?

a.Unit test on microorganisms

b. A group diicasion on Common diseases.
c. A "debate on environmental issues
d. Project work on nature of sound

4. Which of the following strategies are most appropriate for a teacher to teach the
topic 'Save Energy?

a. Ask students to write slogans on saving energy

b. Write at least five ways to save energy
c. a model/project to depict energy saving
d. Encourage students to save energy in various ways in their lives
A, C and D
B, C and D
A, B and C
A, B and D

1. One of the main limitations of the Project method of teaching Science is that
a. the students have to perform excessive mental and physical work
b. it is a psychological method
c. knowledge is not acquired in a sequential manner
d. integration of concepts in various subjects can be achieved

1. Project method in teaching of science is suited most to

a. promote understanding of basic concepts in Science
b. enhance numerical abilities of students
c. strengthen reasoning skill of students
d. promote scientific method of working

1. Somia usually takes her Class VII students on a field trip. Which of the following could
be the objective(s)? A. It provides concrete experiences to students. B. She can give them
assignments and projects for formative assessment. C. It enhances process skills of
students. D. It saves her teaching time.

a. Only D
b.B and C
c. A,B and C
d. Only A
2. Which one of the following is most suited to the development of scientific skills in
students?
A. Conducting Science quiz
B. Organizing a field visit
C. Conducting Science Olympiads
D. Performing laboratory work

3. Science Exhibitions is to
a. grade students on practical skills.

1. provide opportunity to students to compete with others.

2. provide opportunity to students to showcase their creative ideas
3. provide opportunity to students to enhance their academic performance.

1. Vandana is interested to focus more on acquisition of process skills of science by

students of Class
Which of the following combination of methods should she prefer to teach the topic on
'Micro-organisms' ?

A. Assignment-cum-questioning method
B. Project-cum-laboratory method
C. Home assignment-cum-science quiz method
D. Home assignment-cum-questioning method

1. A Science teacher is interested to focus more on acquisition of proceSs skills by the

learners. Which of the folloseving combination of methods of teaching should be preferred
by her to achieve the objectives ?

A. Assignment-cum-questioning method
B. Lecture-cum-discussion method
C. Project-cum-laboratory method
D. Lecture-cum-demonstration method

1. The technique of role-play is considered to be an effective strategy in 'teaching of

Science because

A. it ensures better understanding of one's role in real life

B. it ensures active participation of students in the process of learning
C.it is likely to promote social skills of students
D. it ensures breaking of monotony in the process of learning
Fill in the blanks questions
1. Science, taught badly, degenerates into ---------------
2 method is a very effective method for fact based knowledge and historical
explanations.
3. In ------------- method, sophisticated and complicated apparatus which cannot be
handled by the students can be used by the teacher.
4. The demerits of ------------- method is that it is an expensive method as separate
equipment are needed for each students.
5. In a ------------- method, the teacher is the speaker most of the time and the students just
passive listeners.

True or False questions

The project method is very time consuming and the syllabus cannot be completed in a
systematic and sequential manner.
Problem solving method provides the students an opportunity to solve problems on their
own by following some scientific steps.
The assignment method is suitable for all the students.
The role play method very helpful in bringing out changes in the personalities of students
including developing their social skills.
Innovative method helps to develop process skills and creativity
Previous Questions

1.
b. supervise students and provide guidance wherever required.
2.
d. demonstration using model of human eye.
3.
d. help the students verify the theoretical concepts.
4.
d. providing opportunity to students for extended learning
5.
b. (C), (B), (D) (A), (E)
6.
d. Project work on nature of sound
7.
B, C and D
8.
knowledge is not acquired in a sequential manner
9.
promote scientific method of working
10.
c. A,B and C
11.
b. Organizing a field visit

12.
c. provide opportunity to students to showcase their creative ideas
13.
b. Project-cum-laboratory method
14.
c. Project-cum-laboratory method
15.
c. it is likely to promote social skills of students
Previous Year Additional Questions
b
c
Check For Understanding

Fill in the blanks.

Superstitions
Lecture
Demonstration
Laboratory 5.lecture
Write True or False.
True
True
False
True
True