THEORETICAL BASIS OF SOCIAL SCIENCE EDUCATION

1. By
Ancy B S
THEORETICAL BASIS OF SOCIAL
SCIENCE EDUCATION
TOPIC : METHODS OF TEANCHING-
LECTURE METHOD& STORY TELLING
METHOD

3. TEACHING METHOD
• The term teaching method refers to the general principles, pedagogy and
management strategies used for classroom instruction
• A teaching method comprises the principles and methods used by
teachers to enable student learning.

4. Characteristics of a good teaching
method
 It should provide a group of related
experiences and activities, arranged on an
individual as well as group basis.
 It should give scope for the
creative expression of the child’s
individuality

5.  It should train the students in the techniques of self-study and the
methods of acquiring knowledge through personal effort or
intuition.
 It should stimulate the desire for further study and It should give
scope for the creative expression of the child’s iindividuality.
 It should awaken an interest in the materials and techniques used
by social scientists.
 It should give scope for the creative expression of the child’s
individuality

6. Factors which determine the selection of a teaching
method
 The nature of the child
 The objectives of instruction
 The nature of the subject matter
 Class room environment
 Expertise of the teacher who adopts a method

7. LECTURE METHOD&
STORY TELLING
METHOD

8. LECTURE METHOD
 Lecture is the most common method of teaching
 It is simple, cost effective and conventional method
 Lecturing delivers concepts
 It is the oldest method of teaching
 It is a good method its cover a wide topic at heights level of college or
secondary schools and higher secondary classes
 It is timesaving because it covers maximum number of people in a short period
of time.

9.  It involves a speech by the instructor with very limited discussions.
 In lecture method only the teacher speaks and the students are passive
listeners
 Since the students do not actively participate in this method of teaching, this is
teacher controlled and information centered method

10.  Wasley, Edgar B, Wronaski, Stanley suggested that the lecture method
serves four purposes:
 To motivate
 To clarify
 To review
 To expand contents

11. PLANNING THE LECTURE
 Before starting to prepare a lecture, the teacher must able to answer four
questions:
 Who is your audience? WHO
 What is the purpose of your lecture? WHY
 How much time is available? HOW LONG
 What is the subject matter? WHAT

12. PURPOSE OF LECTURE
 The objectives of lecture is:
 Give general information on a subject
 Gain acceptance for a new point of view
 Change basic attitude
 Teach a particular skill

13. SITUATIONS WHERE LECTURE METHOD CAN BE
USED
 In the introduction of new subject
 In the introduction of new instruments
 Revising and summarizing lessons
 Covering the syllabus quickly
 Presenting the history

14. A GOOD LECTURER MUST TAKE CARE OF
 Time available
 The audience
 Subject matter
 Posture
 Appearance
 Manner
 Gesture
 Voice
 Vocabulary
 Use of audio visual aids and black board

15. ADVANTAGES
 It is quite economical method because it is possible to handle a large number
of students at a time and no laboratory equipments, aids, materials are
required
 Using this method the knowledge can be imparted to students quickly and
prescribed syllabus can be covered in short time
 It is quite attractive and easy to follow and also by this method teacher can
develop his own style of teaching
 Some good lectures may motivate, instigate and inspire the students for
creative thinking

16. DISADVANTAGES
 In this method the students participation is negligible and students become
passive recipients of information
 In this method we can never be sure if the students are concentrating and
understanding the subject matter being taught by the teacher
 In this method there is no place of learning by doing
 It doesn’t take account of previous knowledge of students and it does not cater
to individual needs and differences of students

17. STORY TELLING METHOD
 Storytelling is the use of stories or narratives as a communication tool to value,
share, and capitalize on the knowledge of individuals.
 History was originally presented in stories and it is felt that students, particularly
at the early school stage, should be taught history through a series of stories.
 Stories can give them immense pleasure, extend their imagination and develop
their creative powers.

18.  Story-telling is an art and this method is a skilful teaching process.
 Success in this method mostly depends on the competence of the teacher.
 Both selection of suitable stories and their presentation in the classrooms
are important.

19.  There are mainly three types of stories: (1) True stories, (2) Myths and (3)
Legends.
 (1) True Stories
Stories based on real facts and figures are included in this category. Such
stories are interesting presentation of the actual events and activities of the
great personalities. These stories are the sources of history and contribute
greatly to the teaching of history.

20.  (2) Myths
 These are purely imaginary stories and have no historical basis. These are
usually fairy tales and deal with supernatural elements. Since these stories
have no truth, these cannot be used for teaching history.

21.  (3) Legends
 These are in between true stories and myths. These stories have certain
elements of truth. The incidents narrated in the myths are not true nor are the
details accurate. Since these stories are generally interesting, these can be
used for teaching history in a lively manner.

22. Advantages
 (1) Story-telling method creates immense interest in the class room.
 (2) It develops the power of imagination.
 (3) It promotes the growth of pupils’ creative talents through story-writing,
designing, drawing pictures, making models etc.
 (4) It inculcates virtues in the young students.
 (5) It helps in understanding and remembering historical facts easily.

23. Limitations
 (1) It usually encourages exaggerations of facts which create
misconception and wrong ideas in the pupils.
 (2) It sometimes minimizes the importance of personalities and shows
even the historical characters as mythical and frivolous.
 (3) The story-telling method is not found suitable for teaching history to the
students of higher classes.