Teaching of Science - Kopykitab
16
-
Upload
khangminh22 -
Category
Documents
-
view
5 -
download
0
Transcript of Teaching of Science - Kopykitab
New Delhi-1100012012
Teaching of Science
MONIKA DAVARAssistant Professor
Maharaja Surajmal InstituteDelhi
TEACHING OF SCIENCEMonika Davar
© 2012 by PHI Learning Private Limited, New Delhi. All rights reserved. No partof this book may be reproduced in any form, by mimeograph or any othermeans, without permission in writing from the publisher.
ISBN-978-81-203-4624-6
The export rights of this book are vested solely with the publisher.
Published by Asoke K. Ghosh, PHI Learning Private Limited, M-97, ConnaughtCircus, New Delhi-110001 and Printed by Raj Press, New Delhi-110012.
iii
Contents
List of Figures xiii
List of Tables xv
Preface xvii
Unit IConcept and Objectives of Science
Chapter 1 SCIENCE: THE BASICS 3–11
1.1 SCIENCE—MEANING AND CONCEPT 31.2 SCIENCE AND ITS IMPORTANCE IN
SCHOOL CURRICULUM 31.3 AIMS AND OBJECTIVES OF SCIENCE TEACHING 6
1.3.1 Educational Objectives 71.3.2 Instructional Objectives 7
1.4 OBJECTIVES OF SCIENCE TEACHING 81.5 NATIONAL CURRICULUM FRAMEWORK, 2005 9
1.5.1 Objectives at Primary Stage (Class I to V) 91.5.2 Objectives at Upper Primary Stage
(Class VI to VIII) 101.5.3 Objectives at Secondary Stage (Class IX and X) 101.5.4 Objectives at Senior Secondary Stage
(Class XI and XII) 10
Review Questions 11
Chapter 2 OBJECTIVES 12–21
2.1 BLOOM’S TAXONOMY OF EDUCATIONALOBJECTIVES 12
2.1.1 Cognitive Domain 122.1.2 Affective Domain 142.1.3 Psychomotor Domain 15
iv ◆ Contents
2.2 SPECIFIC OBJECTIVES IN BEHAVIOURAL TERMS 15
2.2.1 Need for Writing Objectives in Behavioural Terms 162.2.2 Approaches to Writing Behavioural Objectives 16
2.3 MAGER’S APPROACH 172.4 ROBERT MILLER’S APPROACH 192.5 RCEM APPROACH 19
Review Questions 20
Unit IIPedagogical Analysis
Chapter 3 PEDAGOGICAL ANALYSIS 25–48
3.1 PEDAGOGY: MEANING 25
3.1.1 Steps in Pedagogical Analysis 25
3.2 PEDAGOGICAL ANALYSIS OF SOMESCIENCE TOPICS 27
3.2.1 Topic 1: Energy 273.2.2 Topic 2: Transmission of Heat 313.2.3 Topic 3: Atomic Structure 343.2.4 Topic 4: Friction 383.2.5 Topic 5: Water as a Universal Solvent 413.2.6 Topic 6: Magnetism 44
Review Questions 47
Unit IIIPlanning for Transaction of Curricular and
Co-curricular Activities
Chapter 4 UNIT PLANNING 51–58
4.1 MEANING OF A UNIT 514.2 TYPES OF UNITS 524.3 UNIT PLAN 52
4.3.1 Contents of a Unit Plan 534.3.2 Steps in Unit Planning 534.3.3 Format of a Unit Plan 544.3.4 Specimen Unit Plan 55
Review Questions 58
Chapter 5 LESSON PLANNING 59–74
5.1 MEANING OF A LESSON PLAN 595.2 SIGNIFICANCE OF LESSON PLANNING 59
Contents ◆ v
5.3 APPROACHES TO LESSON PLANNING 60
5.3.1 Herbartian Approach 605.3.2 Herbart’s Lesson Plan Format 62
5.4 SPECIMEN LESSON PLANS 64
5.4.1 Lesson Plan 1 645.4.2 Lesson Plan 2 69
Review Questions 74
Chapter 6 TEACHING AIDS 75–86
6.1 MEANING OF TEACHING AIDS 75
6.1.1 Importance of Teaching Aids 75
6.2 TYPES OF TEACHING AIDS 76
6.2.1 According to Sensory Stimulation 766.2.2 According to the Kind of Experience 77
6.3 PREPARATION AND USE OF TEACHING AIDS 77
6.3.1 Charts 776.3.2 Models 796.3.3 Transparencies 806.3.4 Tape Recorder and Audio Tapes 816.3.5 Radio 836.3.6 Slide 836.3.7 Video 85
Review Questions 86
Chapter 7 DEVELOPMENT OF DEMONSTRATIONEXPERIMENTS 87–93
7.1 DEMONSTRATION: MEANING 87
7.1.1 Need for Demonstrations in Science Teaching 87
7.2 DEVELOPMENT OF DEMONSTRATIONEXPERIMENTS 88
7.2.1 Planning and Preparation 887.2.2 Performance of the Demonstration 897.2.3 Follow-up 90
7.3 ILLUSTRATION OF DEMONSTRATIONEXPERIMENT 90
7.3.1 Planning and Preparation 907.3.2 Performance of the Demonstration 917.3.3 Follow-up 92
7.4 MERITS OF SHOWING DEMONSTRATION 92
vi ◆ Contents
7.5 LIMITATIONS OF DEMONSTRATION BYTHE TEACHER 93
Review Questions 93
Chapter 8 CO-CURRICULAR ACTIVITIES 94–112
8.1 CONCEPT OF CO-CURRICULAR ACTIVITIES 948.2 OBJECTIVES OF CO-CURRICULAR ACTIVITIES 94
8.2.1 Individual Outcomes 948.2.2 Social Outcomes 958.2.3 Civil and Ethical Outcomes 95
8.3 IMPORTANCE OF CO-CURRICULAR ACTIVITIES INSCIENCE 95
8.4 PRINCIPLES UNDERLYING ORGANIZATION OFCO-CURRICULAR ACTIVITIES 96
8.5 TYPES OF CO-CURRICULAR ACTIVITIES INSCIENCE 97
8.5.1 Science Clubs 978.5.2 Science Fairs 1028.5.3 Science Museum 1048.5.4 Excursions or Field Trips 1078.5.5 Scientific Hobbies 109
Review Questions 112
Unit IVMethods of Science Teaching
Chapter 9 TEACHING-LEARNING APPROACHES 115–121
9.1 APPROACHES TO SCIENCE TEACHING 115
9.1.1 Teacher-centered Approach 1159.1.2 Student-centred Approach 117
9.2 METHODS OF SCIENCE TEACHING 119
9.2.1 Selection of Appropriate Method 119
Review Questions 121
Chapter 10 LECTURE METHOD 122–126
10.1 LECTURE METHOD: MEANING 12210.2 STEPS OF LECTURE METHOD 12210.3 SUITABILITY OF LECTURE METHOD 12310.4 MERITS AND DEMERITS OF LECTURE METHOD 12410.5 INCREASING THE EFFECTIVENESS OF LECTURE
METHOD 125
Review Questions 126
Contents ◆ vii
Chapter 11 LECTURE-DEMONSTRATION METHOD 127–133
11.1 INTRODUCTION 12711.2 REQUIREMENTS OF A GOOD
DEMONSTRATION 12711.3 STEPS OF A LECTURE-DEMONSTRATION
LESSON 129
11.3.1 Planning and Preparation 12911.3.2 Introduction of the Lesson 12911.3.3 Presentation 12911.3.4 Performance of Experiment 12911.3.5 Blackboard Summary 129
11.4 ILLUSTRATION OF LECTURE-DEMONSTRATIONMETHOD 129
11.4.1 Planning and Preparation 13011.4.2 Introduction 13011.4.3 Presentation 13011.4.4 Performance of Experiment 13011.4.5 Blackboard Summary 131
11.5 MERITS AND DEMERITS OFLECTURE-DEMONSTRATION METHOD 132
Review Questions 133
Chapter 12 INQUIRY APPROACH 134–141
12.1 CONCEPT OF INQUIRY 13412.2 CHARACTERISTICS OF INQUIRY 13512.3 INQUIRY-BASED TEACHING STRATEGIES 135
12.3.1 Pupil-centred Inquiry Model: Free Inquiry 13512.3.2 Schwab Inquiry Model: Structured Laboratory
Inquiry 13612.3.3 Creating Knowledge Model: An Entry Point for
Pupils’ Negotiated Inquiry 13712.3.4 Theme-based Model: Pupil-centred, Multidisplinary
Free Inquiry 138
12.4 ROLE OF TEACHER IN INQUIRY APPROACH 14012.5 ADVANTAGES OF INQUIRY APPROACH 14012.6 LIMITATIONS OF INQUIRY APPROACH 141
Review Questions 141
Chapter 13 PROJECT METHOD 142–148
13.1 PROJECT: MEANING 14213.2 CHARACTERISTIC FEATURES OF A GOOD
PROJECT 14313.3 PROJECTS AND THEIR TYPES 143
viii ◆ Contents
13.4 PROJECT METHOD: THE STEPS 144
13.4.1 Identifying a Problem 14413.4.2 Providing a Purpose 14413.4.3 Planning 14413.4.4 Executing 14513.4.5 Evaluating 14513.4.6 Recording 145
13.5 PROJECT-BASED LEARNING WITH MULTIMEDIA 145
13.5.1 Illustration of a Project Using Multimedia 146
13.6 MERITS AND DEMERITS OF PROJECT METHOD 14613.7 LIST OF PROJECTS 147
Review Questions 148
Chapter 14 COOPERATIVE LEARNING 149–155
14.1 INTRODUCTION 14914.2 PHILOSOPHICAL PERSPECTIVE 14914.3 CHARACTERISTIC FEATURES OF COOPERATIVE
LEARNING APPROACH 15014.4 COOPERATIVE LEARNING METHODS 150
14.4.1 Student Team Achievement Division (STAD) 15014.4.2 Team Games Tournament (TGT) 15114.4.3 Team Assisted Individualization (TAI) 15114.4.4 Jigsaw Method 15114.4.5 Learning Together 15114.4.6 Group Investigation 151
14.5 PLANNING TO USE COOPERATIVE LEARNING 15214.6 ILLUSTRATION OF COOPERATIVE LEARNING 15314.7 ADVANTAGES OF COOPERATIVE LEARNING 15314.8 LIMITATIONS OF COOPERATIVE LEARNING 154
Review Questions 154
Chapter 15 CONSTRUCTIVISM 156–162
15.1 INTRODUCTION 15615.2 FORMS OF CONSTUCTIVISM 156
15.2.1 Psychological or Individual Constructivism 15615.2.2 Social Constructivism 157
15.3 CONSTRUCTIVIST VIEWS ON LEARNING 15815.4 TEACHING-LEARNING IN A CONSTRUCTIVIST
CLASSROOM 15815.5 TEACHING STRATEGIES 158
15.5.1 Cooperative Learning 15915.5.2 Inquiry Learning 159
Contents ◆ ix
15.5.3 Problem-based Learning 15915.5.4 Dialogue and Instructional Conversations 15915.5.5 Cognitive Apprenticeship 16015.5.6 Instructional Analogies 160
15.6 EVALUATION SYSTEM IN A CONSTRUCTIVISTCLASSROOM 160
15.7 MERITS AND DEMERITS OF CONSTRUCTIVISM 161
Review Questions 162
Chapter 16 HEURISTIC METHOD 163–168
16.1 HEURISTIC METHOD: MEANING 16316.2 PRINCIPLES OF HEURISTIC METHOD 16416.3 USING HEURISTIC OR DISCOVERY METHOD 16416.4 ILLUSTRATION OF DISCOVERY METHOD 16516.5 ROLE OF TEACHER 16616.6 HEURISTIC METHOD: MERITS AND DEMERITS 167
Review Questions 168
Chapter 17 PROBLEM-SOLVING METHOD 169–175
17.1 WHAT IS PROBLEM-SOLVING 16917.2 SCIENTIFIC METHOD OF PROBLEM-SOLVING 169
17.2.1 Characteristic Features of Scientific Method 16917.2.2 Steps in Scientific Method 17017.2.3 Using Scientific Method 172
17.3 PROBLEM-SOLVING METHOD: MERITS ANDDEMERITS 174
Review Questions 175
Chapter 18 LABORATORY METHOD 176–182
18.1 INTRODUCTION 17618.2 OBJECTIVES OF LABORATORY WORK 17618.3 APPROACHES TO LABORATORY TEACHING 177
18.3.1 Expository Instruction 17718.3.2 Inquiry Instruction 17718.3.3 Discovery Instruction 17818.3.4 Problem-based Learning 178
18.4 USING LABORATORY METHOD 17818.5 EVALUATION OF LABORATORY WORK 18018.6 LABORATORY WORK: MERITS AND
DEMERITS 181
Review Questions 182
x ◆ Contents
Chapter 19 COMPUTER-BASED TEACHING 183–189
19.1 INTRODUCTION 18319.2 USING COMPUTER FOR TEACHING–LEARNING 184
19.2.1 Drill and Practice 18419.2.2 Tutorial Mode 18419.2.3 Simulation Mode 18519.2.4 Gaming Mode 185
19.3 STEPS FOR INTEGRATING COMPUTERS INTOTHE INSTRUCTIONAL PROCESS 186
19.4 INTERNET-BASED LEARNING 18619.5 COMPUTER-BASED TEACHING: MERITS AND
DEMERITS 187
Review Questions 189
Unit VTeaching Skills and Improvisation of Apparatus
Chapter 20 TEACHING SKILLS 193–211
20.1 MEANING OF TEACHING SKILLS 19320.2 TYPES OF TEACHING SKILLS 193
20.2.1 Skill of Introduction 19720.2.2 Skill of Demonstration 19820.2.3 Skill of Questioning 20020.2.4 Skill of Illustration 20320.2.5 Skill of Explaining 20520.2.6 Skill of Stimulus Variation 20720.2.7 Skill of Blackboard Writing 209
Review Questions 211
Chapter 21 IMPROVISATION OF APPARATUS 212–217
21.1 INTRODUCTION 21221.2 CHARACTERISTICS OF IMPROVISED APPARTUS 21221.3 PROCESS OF DEVELOPING IMPROVISED
APPARATUS 21321.4 CONSTRUCTION OF SOME IMPROVISED
APPARATUS 214
21.4.1 Beam Balance 21421.4.2 Simple Pulley 215
21.5 SIGNIFICANCE OF IMPROVISATION 21521.6 LIMITATIONS OF USING IMPROVISED
APPARATUS 217
Review Questions 217
Contents ◆ xi
Unit VIEvaluation
Chapter 22 CONCEPT OF EVALUATION 221–231
22.1 CONCEPT AND SIGNIFICANCE OF EVALUATION 22122.2 MEASUREMENT 22222.3 TYPES OF EVALUTION 223
22.3.1 Formative Evaluation 22322.3.2 Summative Evaluation 22322.3.3 Diagnostic Evaluation 223
22.4 GRADATION: A MEANS OF EVALUATION 224
22.4.1 Percentage System of Evaluation 22522.4.2 Grading System 227
22.5 SUGGESTIONS TO IMPROVE THE EVALUATIONSYSTEM 230
Review Questions 231
Chapter 23 TOOLS AND TECHNIQUES OF EVALUATION 232–250
23.1 TOOLS AND TECHNIQUES 23223.2 SCIENCE THEORY TEST 23223.3 CHARACTERISTICS OF A GOOD TEST 23323.4 CONSTRUCTION AND ADMINISTRATION OF
SCIENCE THEORY TEST 234
23.4.1 Planning the Test 23523.4.2 Preparing the Blueprint 23623.4.3 Constructing the Test Items 23723.4.4 Preparing the Instructions 23923.4.5 Preparing the Marking Scheme 24023.4.6 Administering the Test 242
23.5 SCORING THE TEST 242
23.5.1 Analysis and Interpretation of Scores 242
23.6 EVALUATION OF THE TEST 24423.7 SCIENCE PRACTICAL TEST 244
23.7.1 Construction of Science Practical Test Paper 245
Sample Test Paper (Science Practical) 245
Review Questions 250
References 251–252
Index 253–254
xiii
List of Figures
Figure 1.1 Hierarchy of objectives.
Figure 7.1 Action of acids on metal carbonates.
Figure 9.1 Teacher-centred approach.Figure 9.2 Student-centred approach.
Figure 12.1 Concept map of the theme ‘Celestial objects’.Figure 12.2 Concept map of the sub-theme ‘Planets’.
Figure 17.1 Light travels in a straight line.
Figure 20.1 Arrangement of particles in solids, liquids and gases.Figure 20.2 Transfer of heat in a solid rod.Figure 20.3 Water cycle.
Figure 21.1 Beam balance.Figure 21.2 Simple pulley.
Teaching Of Science
Publisher : PHI Learning ISBN : 9788120346246 Author : Monika Davar
Type the URL : http://www.kopykitab.com/product/16517
Get this eBook
25%OFF
