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- 1. THEORETICAL BASIS OF PHYSICAL SCIENCE EDUCATION-II ASSIGNMENT 1 SUBMITTED BY, TITTY THANKACHAN SUBMITTED TO, B.Ed STUDENT SMITHA MISS PHYSICAL SCIENCE LECTURER IN PHYSICAL SCIENCE F.M.T.C, MYLAPUR
- 2. CORRELATION OF PHYSICAL SCIENCE WITH OTHER SUBJECTS-MATHEMATICS, 2 BIOLOGY AND LANGUAGES
- 3. INDEX Sl.no TOPICS PAGE.NO 1 INTRODUCTION 4 2 SCIENCE AND LANGUAGES 3 5 3 SCIENCE AND MATHEMATICS 6 4 SCIENCE AND BIOLOGY 7 5 CONCLUSION 9 6 REFERENCES 10
- 4. 4 INTRODUCTION When one speaks of correlation in education, it is ordinarily second type that is in mind, that is, the interrelation of subjects in the curriculum. Such correlation may be of two sorts, who may be called incidental and systematic. Incidental correlation is that which arises as a result of the broad presentation of a topic to a class. Systematic correlation involves such arrangement of the curriculum as makes them constantly bear upon each other. Science is quite a complex and vast kind of subject, because of which the task of correlation it with other subjects of curriculum seems to be quite an easy task. Deliberate effort should be done by the science teacher to bring about correlation in between the science and other subjects of the curriculum, which are being imparted to the students
- 5. SCIENCE AND LANGUAGES Although science is a practical subject, but it is very important for its learners to be able to express their views and ideas in clear and attractive form. For this purpose, it is necessary that they should have thorough knowledge of language which they use. Student who does not have good control over the languages cannot express his views and various scientific laws and principles in front of others and especially in front of teachers. Today, as a result of adoption of uniform technical terms and symbols, vocabulary of different languages have been enriched to considerable extent .In making students able to give answers of various specific queries, in effective manner, either in written form or orally, science teacher and language teacher should take up a joint responsibility on their shoulders. To, as a result of adaption of uniform technical terms and symbols, vocabulary of different languages has been enriched to considerable extent. In making students able to give answers of various specific queries, in effective manner, either in written form or orally, science takes up a joint responsibility on their shoulders. To correlate science with language subjects, students can be asked to write essays on some scientific topic. If students make any kind of grammatical mistake, then the teacher can ask him to make correction in his language. Likewise, language teacher can give the task of writing about some scientific happening in the assignment designed for them. In this manner, we can correlate science with the language. 5
- 6. SCIENCE AND MATHEMATICS A large number of scientific principles and rules are represented in the form of mathematical expressions, for which it is very necessary for the student or person intending to get advanced study of science subjects to have sound mathematical basis without making use of mathematical expressions and rules, it is not possible for any teacher to conduct science teaching in effective manner. The significance of mathematics in the science can be proved by the views of the experts that mathematics has given sound footing to the scientific laws and principles. Before beginning any topic in the science, it is essential for the teacher to make sure that mathematical basis of all the students is strong and vast. Probably, mathematics is considered to be sole language of science because of which real understanding of science is considered to be impossible without adequate knowledge of mathematics tools which are generally used in the science teaching are algebraic equation, geometrical formulas, graphs etc. Thus it can be said that science teacher should make all efforts by which he can establish correlation in between the subjects of these subjects as complementary to each other, which can be studied simultaneously or at the same time. For this reason it can be said that without making use of examples from mathematics, it is not possible for science teacher to explain various scientific principle and concepts properly to the students. To make it possible, sincere and deliberate efforts should be made by science as well as mathematics teacher to correlate both the subjects in accordance with the syllabus. 6
- 7. E.g.:-Quantitative work in gas laws and calculations of chemical equations should come after proportion has been studied in mathematics Simple ideas of statistics is essential before dealing with 7 genetics Knowledge of trigonometrical ratios is very helpful in mechanics and light Kinetic theory of gases needs the knowledge of coordinate geometry SCIENCE AND BIOLOGY Keeping in view the school education based on latest education document the emphasis has been given on “Generating knowledge” rather than “providing information” to the students. Any stream of science cannot be studied as an isolated subject. Therefore it is essential to give an environment to the students where he/she can generate knowledge and for this, all branches of science should be correlated. The study of natural sciences such as Botany, and Physiology owe to physics and Chemistry to explain some phenomena .This will generate an interest in the study of sciences and also ensure joyful learning to the students. Every discipline of science focuses on the well being of human kind as we can see the theme of international year of chemistry- 2011-Chemistry our life, our future. So the teachers can develop some activities where they can develop some activities where they can develop some activities science with biology.
- 8. 8 E.g.:- Respiration in plants, photo synthesis is explained by chemistry. Absorption and evaporation of water, assimilation of food taken from the soil and atmosphere are explained by physics and chemistry Nature and value of different food materials required by man is explained by chemistry Knowledge relating to posts that destroy plants – presupposes a study of bacteriology
- 9. CONCLUSION By correlation ,the relation between different subjects is better brought about than when the subjects are separately studied .Though this students will find the opportunity to relate the knowledge which they have already gained ,with the knowledge which they are gaining .This kind of relation activity leads to development of interest among the students .While imparting knowledge of one subjects ,teacher gets much help in communicating his ideas of he makes use of examples or references of concepts covered by other subjects. Thus it can be said that if science teacher will relate subject with other subject of the curriculum, then he will get more justifiable and satisfactory results. 9
- 10. REFERENCES Dr.Mathew.T.K & Dr.Mollykutty.T.M ; Science education – Theoretical bases of Teaching and pedagogic Analysis; Revised third edition;Rainbow book publishers,Tvm www.preservearticle.com www.studyplace.org/wiki/correlation www.ncstc.network.org 10 Checked and corrected by Smitha I G Lr. Physical Science F.M.T.C, Mylapore.