ATS REPORT.pptx nature and scope of teaching science
- 1. Exploring the world of SCIENCE… The TEACHING of SCIENCE
- 2. The TEACHING of SCIENCE 1 Science as a Subject 2 method of teaching science 3 Aims and objective in Science Teaching 2 Teaching is an art of Science learning
- 3. “What is the most interesting subject in the school curriculum?”
- 4. According to them, it is… SCIENCE
- 5. SCIENCE as a SUBJECT SCIENCE is a required subject for basic education and as a specialization in higher education (DepEd) 1
- 7. 1. Science is defined as organized knowledge, sometimes referred to as empirical knowledge. 2. Science is a field of systematic inquiry.
- 8. 3. It is in itself a method, a technique and a system. 4. It is about nature and natural phenomena. Interest and appreciation for the “beautiful and the wonderful” are genuinely felt.
- 9. 5. It deals with real objects and events. Authentic experiences are gained and learning is achieved through life-like learning exposures. 6. It demands perseverance, diligence and sacrifice.
- 11. Science as a subject, deals with almost everything in the environment. The topics leave the students and even adults wonderstruck, stunned and awed.
- 12. The instructional materials that can be used in teaching are abundant, rich and easily available. They are within reach.
- 14. TEACHING IS AN ART OF SCIENCE LEARNING
- 15. Teaching Is An Art Or Science Teaching contains two major concepts of learning, •The Art and •The Science.
- 16. What is Art? In teaching, Art is defined as “the product of creating human activity in which material is shaped or selected to convey an idea, emotion or in a visually interesting form”. This describes exactly what a teacher does
- 17. What is Science? While in teaching, science is defined as, “a study of anything that can be tested, examined or verified”. The teacher is always studying the situation and examining what they can do. Teaching is hence both, an Art and Science.
- 18. Teaching as an Art Teaching as an Art exhibits ways in which the teacher uses creative ways to teach the students and so the students find it to be fun and interesting to learn. It is alleged that even though when using the artistic methodology to teach the students, the teachers must know the subject themselves and research the material well before they begin to teach.
- 19. Teaching is a Science Teaching is a Science that demonstrates ways in which the teacher may employ a more logical approach to deliver the material to the students. It is a sort of traditional way of teaching in which teachers teach their class.
- 20. Teaching as an art and science For effective teaching, a teacher must integrate both Art and Science while teaching in the classroom. The teacher who doesn’t apply scientific knowledge to teach the students runs the risk of using the methods and principles of ineffective teaching. If a teacher is able to balance both Art and Science, it will make it easier for the students to learn and assimilate the information while keeping their attention.
- 21. IS TEACHING AN ART OR SCIENCE? Is teaching an art or science or both? Teaching is art with science. Well, this is the ultimate diplomatic answer I could find. To lay a one-sided answer wouldn't have been wise. For centuries, the art of teaching has been comprehended to be divine. This wouldn't have been possible without the effort of teacher. Don't confuse teaching with being an inherited faculty.
- 22. HOW TO LEARN TEACHING? Follow the instructions mentioned below to teach profoundly. 1. START WITH THE BASICS 2. BE IN A JOLLY MOOD 3. ASK QUESTIONS OFTEN 4. SET PERFECT EXAMPLES 5. ALLOW THEM TO TEACH 6. YOU SHOULD HAVE KNOWLEDGE 7. BE INTERACTIVE
- 23. START WITH THE BASICS Doubts are the biggest enemy of a student. A profound teacher saves every student from doubt. So, to be their savior, you must be clear and concise. Without clarity, you won't be able to reach your student. I recommend you to start with the basics.
- 24. ASK QUESTIONS OFTEN A student and a teacher, both ask questions. I never see any difference in that concept. Asking questions will keep your students engaged for a long period. Besides, it will quench their thirst for knowledge. Being learners, they might be going off-track. To stop being distracted, ask some genuine questions. Asking questions will keep your students engaged for a long period. Besides, it will quench their thirst for knowledge.
- 25. BE IN A JOLLY MOOD Most students don't like over-strict teachers. If you are such a teacher, you must change. For them, your absence will be a blessing. I didn't insist you not to be strict. But, it has a limit. Be in a jolly mood where they can be comfortable to ask questions. Be in a jolly mood where students can be comfortable to ask questions.
- 26. SET PERFECT EXAMPLES An example is much better than advice. Being a teacher, you'll have to fulfill both aspects. Setting an example eases the efforts of both parties. It makes the topic more graspable for your students. Also, it will reduce your teaching efforts. Setting an example eases the efforts of both parties. It makes the topic more graspable for your students. Also, it will reduce your teaching efforts.
- 27. ALLOW THEM TO TEACH Teaching is a great way to learn. It may sound contradictory, but that's the truth. Allow your students to be in your place. Doing this will boost the confidence of your pupils. It is a type of problem-solving assessment where you'll learn to adapt.
- 28. YOU SHOULD HAVE KNOWLEDGE As a teacher, your responsibility is so huge. You are creating the future of tomorrow. So, you need to know about the subject and a particular topic you are teaching. It would help if you researched the topic. Collect in-depth knowledge about it. Only then can you teach effectively.
- 29. BE INTERACTIVE • Those teachers who interact in the classroom while teaching is most favorable to the students. • When you interact in your class while teaching, students see a friend in you, they open up with you and start sharing their issues with you without fear. • Fear is the major issue that is being the major problem between the student and a teacher for a long time. • If you are a teacher, you have a very great opportunity to change.
- 30. TEACHING SKILLS • You also must have such a teacher in your life, whom you did hate because they were strict. But, their teaching was commendable. No one can beat that skill in any manner. • Yes, it is true. Teaching is an art. And all the teachers are artists. Otherwise, think about a situation where there are many things which you can not understand without help. • If your teachers would not make you understand the things, whether it was geography or history, or science, and you would not learn it so simply. • Recognize each one of their way of teaching. We used to say; the teacher teaches so well. Their way of teaching is so good. But, the fact was, they were blessed with the art of teaching. • But, have you ever thought, is teaching an art or science?
- 31. CONCLUSION • Now, when you know how teaching is associated with art and science. For effective teaching, it is essential for teachers to use art and science techniques in their teaching. • However, the teacher can not be an efficient tutor until they are incorporated with Art and Science in their teaching. • But only including the modern methods in the teaching will not work. Teaching should be associated with the traditional way of teaching too. • Based on every calculation, it is proved that teaching is both art and science.
- 32. The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask which he finds it hard to answer. ― Alice Wellington Rollins
- 34. “SCIENCE DOES NOT SIMPLY SIT DOWN & PRAY FOR THINGS TO HAPPEN, BUT SEEKS TO FIND OUT WHY THINGS HAPPEN. IT EXPERIMENTS AND TRIES AGAIN AND AGAIN AND SOMETIMES FAILS AND SOMETIMES SUCCEEDS & SO BIT BY BIT IT ADDS TO HUMAN KNOWLEDGE. THIS MODERN WORLD OF OURS IS VERY DIFFERENT FROM ANCIENT WORLD OR THE MIDDLE AGES. THIS GREAT DIFFERENCE IS LARGELY DUE TO SCIENCE.”
- 35. All the methods of teaching science can be classified into two types:- Teacher-Centred and Student-Centred
- 36. TEACHER-CENTRED METHODS: This type of teaching methods focus on telling, memorizing, recalling information. The students participation is very limited where in they only ask questions or answers questions. Most of the time the students are passive listeners and receive the knowledge. The teacher is centre of process that goes on in the classroom.
- 37. PUPIL-CENTRED 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.
- 38. 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. 1. LECTURE-DISCUSSION METHOD:
- 39. PRINCIPLES OF LECTURE-DISCUSSION METHOD: ROLE OF TEACHER Encourage students to participate in discussion. Ensure, student’s attention span is maintained. Pre plan and prepare properly for discussion and support ideas with factual evidence and examples. Encourage student talking than teacher talking. If possible give time before hand so that, the discussion becomes productive. Do not dominate rather get the discussion started set goals, summarize, mediate and clarify.
- 40. 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. 2. LABORATORY METHOD:
- 41. ROLE OF TEACHER: Teacher must be a facilitator of the process of doing experiments by students. Teacher must check the apparatus previously, so that it goes on smoothly. The practical work must be Pre-organized and Pre- selected. The skills of handling apparatus, drawing, diagrams, careful observations taking necessary precautions, must be developed among students. The teacher must be make sure that the student is doing experiment properly by following proper procedure.
- 42. In this method, the student observes and acquires knowledge. 3. OBSERVATION METHOD:
- 43. PRINCIPLES OF OBSERVATION: Principle of freedom. Principle of experience. Principle of play-way. Principle of individual effort. Principle of activity. Principle of logical thinking. Principle of purpose fullness.
- 44. ROLE OF TEACHER: A lot is expected / demanded of the teacher in this method: He must be man of knowledge and give adequate references for further observation. He should possess curiosity, scientific attitude, interest, sprit of investigation so as to inculcate such qualities among students who in term observe and discover many things. He must provide an atmosphere for freedom in the classroom in order to encourage students to make observations. He must be a guide, a working partner and friend of the students. He should devise and plan different activities according to the age, ability and interests of the students.
- 45. 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. “A project is a problematic act carried to completion in its natural setting”. “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. 4. PROJECT METHOD
- 46. TYPES OF PROJECT: All the project can be divided majorly into two types. Individual Project. Group Project. According to W.H. Kilpatrick projects are of four: Producer projects Consumer projects Problem projects Drill projects.
- 47. In a problem solving method, children learn by working on problems. This enables the students to learn new knowledge by facing the problems to be solved. The students are expected to observe, understand, analyze, interpret find solutions, perform applications that lead to a holistic understanding of the concept. 5. PROBLEM SOLVING METHOD
- 48. ROLE OF TEACHER: Teacher must work as a facilitator. Teacher must keep in mind that it is a child- directed learning not teacher-directed. Teacher must provide situation for all students to come formed and contribute towards the success of the activity. He must be alert and active to arouse interest among students. Teacher must provide democratic atmosphere. He must be initialize, tactful and we experienced.
- 49. “At the end, we can conclude that it is you teachers who have to keep in mind, which method is suitable to which type of students under what circumstance. Every method has its merits and demerits. The choosing of methods depends upon your intelligence, resource fullness.”
- 50. Objectives and aim of Science Teaching
- 51. What is an objective ? • In layman language…“I want to become a good teacher” is a goal, but to become a teacher, ‘what all I should do to become a good teacher?’ are the objectives to become a good teacher. • Objective is a part to aim- a narrower term when compared to aim. • It can be defined as- objective is a point or an end view of possible achievement in terms of what a student is able to do when the educational system is directed towards educational aims.
- 52. • Objective is a statement of actions through which an observable change is sought to be brought. • It indicates the direction of pupil’s growth • It provides link between pupil, teachers, parents by focusing with intended outcomes of leaning.
- 53. The aims of teaching Science: • • to provide the broader objectives of science that is process skill knowledge curiosity etc. • • to encourage and enable students to develop inquiring minds and curiosity about science and nature. • • to acquire knowledge, conceptual understanding, and skills to solve problems and make informed decisions in scientific contexts. • to develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions.
- 54. • • to communicate scientific ideas, arguments, and practical experiences accurately in a variety of ways • • to think analytically, critically and creatively to solve problems, judge arguments and make decisions in scientific and other contexts. • • to appreciate the benefits and limitations of science and its application in technological developments
- 55. • • to understand the nature of science and the interdependence of science, technology, and society including the benefits, limitations, and implications imposed by social,economic, political, environmental, cultural and ethical factors. • • to demonstrate attitudes and develop values of honesty and respect for themselves,others, and their shared environment.
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