2. Objectives
1. To understand nature of science
and pedagogy
2. To link textbook to classroom
micro-instruction
3. To integrate other instructional
aids like activity –sheets,
worksheets and visuals/ diagrams
to supplement textbook
3. NCF Stand on Primary Science
• Science and social science should be
integrated as ‘Environmental Studies’ with
health as an important component.
• Joyful exploring of the world (natural
environment, artifacts and people) around and
harmonizing with it.
• Hands on activities to acquire the basic
cognitive and psychomotor skills through
observation, classification, inference, design,
fabrication, estimation and non-standard
measurement
4. NCF stand on upper primary
science
Focus:
• Learning concepts and principles through familiar
experiences
• Working with hands to design simple technological units and
working models
• Doing environment and health through activities and surveys
Remarks:
• Scientific concepts are to be arrived at mainly from activities
and experiments.
• Group activity, discussions with peers and teachers, surveys,
organization of data and their display through exhibitions, etc.
in schools and neighbourhood
• There should be continuous as well as periodic assessment
(unit tests, term end tests). The system of ‘direct’ grades
should be adopted. There should be no detention.
6. Training activity: Defining things,
terms
• What is a chair or define chair?
• Establish requirements of : attributes /
properties / qualities + functions / uses +
composition / components / parts (what is it
made of?)
• A definition is a statement that describes
properties, functions and composition of an
object or concept.
7. Defining science
ATTRIBUTES
Objective
Process-based, verifiable
Dynamic
FUNCTIONS
Studying and codifying natural
phenomena
Studying , understanding and
communicating as an academic
discipline
COMPOSITION
Environment
Natural world: general science
Physics, Chemistry, Biology
Specialization within each science area
APPLICATION
Daily-life
Engineering, technology and other
applied areas
Interdisciplinary
Scienc
e
8. Training activity: Use of word-
search puzzle
• A list of the hidden words is provided
• Letters of words placed in a grid box of
rectangular or square shape hidden by other
letters.
• The words may be placed horizontally,
vertically, or diagonally.
• Task is to find and mark all the words hidden
inside the box.
• More challenging puzzles may let the player
figure them out through a category label.
9. Advantages of word puzzles
Word
puzzle
s
Enhance
vocabular
y with an
active
brain
Strengthe
n
cognitive
function
of mind
aid
active
recall
and
memory
Stimulate
strategic
thinking
through
challenge
Improve
focus
and
attention
11. Textbook & Pedagogy Link
Textbook
What to teach
Reference and
reading material
Structure
Language pitching
Assignments
Illustrations
Exemplars
Pedagogy
Supportive learning
environment
Age-grade
appropriateness
Learning principles and
aids
Child-friendly
Learning potential
development
Variety
Learning by doing
Support system
Freedom of style and
pace
of learning
Transition
Adaptation
Daily learning
episodes
Lesson plans
Innovation
Interventions
Action research
~Lalit Kishore
12. Pedagogy as a concept
Process-based
Multisensory
Contextual
Experimental and lab work
Creating conditions for learning
Evidence-based
ATTRIBUTES
FUNCTIONS
Principled learning
Visibility and articulation of instructional
method
Making learning happen
Value-adding to teaching
Establishing teaching as a profession
Science of teaching and
instructional methods based on tested learning
theories with learning principles as central to
teacher’s initiatives and transaction of curriculum
DEFINITION
REMARK
Engaged pedagogy encourages
student-student and student material
interactions with instructor as a
facilitator to develop high-order
thinking skills
Pedagogy: Science of T-L
14. Science activities at primary
grades
Doing
>observing>
describing
~qualitative
inference
~concept
learning
~hypothesis
testing
Doing>
observing>
recording in non-
standard units
~quantitative
inference
~Relationship
between two
variables
Manipulating
material >
Making things
~Describing
uses
~Application
18. Diagrams and visual symbols
A diagram is a two-dimensional geometric line-
drawing in black that is symbolic
representation of reality or information.
Drawing a diagram a semi-concrete
visualization technique to create a visual
symbol of reality.
Sometimes, the technique uses a three-
dimensional visualization which is then
projected onto the two-dimensional surface.
19. Training activity for visual
symbols
Drawing animals: Step by step
modelled drawing
Science diagrams
Completing visual practice
sheet
20. Concept maps: Reading and
restructuring text
• Concept mapping is a technique for
visualizing the relationships among different
concepts.
• A concept map is a diagram showing the
relationships among related concepts or sub-
concepts.
• Concepts are connected with labeled arrows.
• The relationship between concepts is
articulated in linking phrases, e.g., "gives rise
to", "results in", "is required by," or "contributes
to".
21. Suggestions for use of concept
mapping
• Individual Learning Tool - Ask students to construct
their own concept maps covering a section of the
course material covered as class-work or the textbook
reading assignment.
• Collaborative Concept Mapping - Especially in large
classes make groups to make concept maps from the
textual material.
~The result is a genuine effort to negotiate the meaning
of scientific concepts, attempting (as scientists do) to
reach consensus, or to stake out different points of
view.
• Fill-in Concept Mapping – Pre-construct a concept
map and then remove all of the concept labels while
keeping the links. Ask the class to replace the labels
in a way that makes structural sense. Best done with
small groups.
