The heuristic method is a teaching approach where students learn through their own discovery rather than being taught directly. Some key points of the heuristic method are: - Students are presented with a problem and must find the solution themselves through investigation and experimentation rather than being given the answer. - The role of the teacher is to guide students and ask questions to encourage thinking, but not provide direct instruction. - Proponents argue it develops skills like observation, critical thinking, confidence and independence since students take an active role in their own learning. - However, it requires significant resources like laboratories, may be too difficult for younger students, and relies on highly trained and skilled teachers to implement effectively.

1. Heuristic Method
By
Dr. I. Uma Maheswari
iuma_maheswari@yahoo.co.in

2. Heuristic Method
Introduction:
Science is a subject, which cannot
be taught by lecturer method alone.
Even when experiments are
demonstrated the pupils do not get
much opportunity to do the
experiments and to handle the
apparatus.

3. As early as 1790, priestly suggested
that Chemistry should be introduced
as educational subjects and that
teaching methods should be based
on investigation so that pupils
themselves discover the facts.
According to Herbert Spencer,
Children should be led to make their
own investigation and to draw their
own inferences.

4. They should be told as little as possible
and induced to discover much as
possible.
The term ‘ heuristic’ has its origin from
the Greek word ‘ heurisco’ which means
to find out.
As the very name indicates the method
lays stress upon children gaining
knowledge and skills by way of their own
discovery.

5. He wanted Science to be taught by
original investigation and discovery.
In the heuristic method the main
idea is that the pupils should be
kept in the place of the discoverer.

6. Principles of Heuristic method
Science lesson should be in the form of
enquiry.
Students are asked to solve graded
problems according to their age, and
ability.
This alone can develop the power of
reasoning and imagination, which in their
turn lead to devising and setting up
apparatus, conducting experiments etc.

7. The pupils independently discover facts
hypotheses and laws experimentally.
Here accurate measurements and keen
observation are essential.
As the pupils observe and experiment
themselves so there is a chance of
committing mistakes, or going wrong.

8. But there is facility for discussion
among the classmates or even with
the teacher.
Busy trail and error method when
pupils learn facts become
meaningful experiences for them.
The pupils feel that they have
discovered a Principal or a law.

9. Techniques to adopt heuristic
method
A problem is set in the class and each
child is made responsible for finding
out the solution for himself.
The child can acquire information
from different sources.
The student gets some guidance and
some instructions from the teacher.

10. The most important thing is the pupil is
not spoon-fed and he is made to think
act and investigate for himself.
An eminent educationist has pointed out
that the heuristic method helps “to make
pupils more exact, more truthful,
observant thoughtful, to lay the solid
foundation for future self-education and
to encourage the growth of a spirit of
enquiry and research”.

11. Role of the teacher
The teacher should be a man of
knowledge.
He himself should have curiosity, interest
and a spirit of scientific investigation
because he has to develop these in his
students.
Unless the teacher is a discoverer, we
cannot expect the children under his
guidance to form an attitude of
discoverer.

12. Also he should be very good in the
art of questioning and he should
encourage the students to ask
questions.
He should be a very good guide, a
working partner and a friend to his.
He should never lose patience
which pupils go wrong.

13. Similarly he should not guide them,
too much which may minimise their
thinking and inquisitiveness.
An atmosphere of freedom should
prevail in the class.

14. Merit:
The following are the merits of this method.
1. It develops the power of observation
and pupils gain confidence
2. It also develops scientific and a critical
attitude among the pupils so that they
may learn how to arrive at truth.

15. 3. Pupils become self-dependent, self-
reliant and self-confidant since they
learn through self-activity.
4. Individual attention is possible and
hence there will be better
understanding between the teacher
and the pupils.
5. Habits of industry and hard work are
encouraged.

16. 6. Since the pupils learn out of there own
efforts whatever learns is retained for a
longer time.
7. This method gives the children training
in scientific method and this helps him
to solve any problem in his life.
8. This method gives scope for the pupils
needs, interest etc and hence
psychological.

17. Limitations:
1. It is too much to expect children to
discover everything themselves.
With immature children this
method may not work effectively.
2. Textbooks, guidebook and
teacher’s guides written on these
lines are not available.

18. 3. It requires a well-equipped
laboratory and library.
4. Very slow progress only can be
made in the class and the present
syllabus cannot be discussed fully
in time.
5. Only trained and intelligent
teachers will be able to apply this
method.

19. 6. Week students may feel depressed
and copy the results.
7. Problems should be graded
according to the maturity level of
the students. It also requires
much skill on the part of the
teacher.

20. Suggestions
At lower primary classes this method
may not be suitable.
Once the pupils have acquired the
fundaments then this method may be
followed.
But its success depends upon a very
resourceful alert, intelligent and expert
teacher.

21. This method also requires a well-equipped
laboratory.
Even in the best of situations placing the child in
the position of a discoverer and make him
rediscover principles will be waste of time.
But, in the present set up when we have over-
crowded class rooms, poorly equipped
laboratories etc it is remarkable if we could
maintain the spirit of heurism by putting proper
questioning as we do experiments.

22. Questions of the nature what do you infer
from these experiments?
What is the conclusion or generalisation got
from the experiment makes the pupils feel
that they have derived the principle.
To this extent we can follow this method.
Anyhow the main idea is the pupils should
be made to think and work independently.

23. Conclusion
Though not practicable in the Indian
context we have to maintain heurism
during science teaching.
Whenever possible pupils must be
allowed to discover things for
themselves.
When we do demonstrating it should be
conducted along heuristic lines.