Maxims of teaching Science Pedagogy B.Ed. University of Mumbai

1. Asst. Prof. Ketan Kamble
Dnyan Ganga Education Trust’s College of Education (B.Ed.), Thane
Maxims of Teaching by Asst.Prof. Ketan Kamble
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2.  Maxims of teaching are :-
 Universal facts found out by teacher’s on the basis of their experiences.
 Helps to find way of teaching.
 Helps teacher to proceed systematically.
 Supportive in early stage of teaching.
 Universally significant and trustworthy.
Maxims of Teaching by Asst.Prof. Ketan Kamble
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3. 1) Known to Unknown
 Based on assumption that student knows something.
 Old knowledge is hook on which new knowledge can be hung.
 Teacher proceed from known to unknown.
 Eg. Teach known planet Earth first and then about unknown planet Jupiter.
2) Simple to Complex
 Teacher should first teach simple concepts and then proceed to complex concepts.
 Eg. Structure of cell (simple) to functions of cell (complex).
3) Analysis to Synthesis
 Analysis means breaking whole into parts and synthesis mean joining parts into whole.
 Eg. Cell, Tissue, Organ, Organ system (Analysis), Control and coordination body (synthesis).
Maxims of Teaching by Asst.Prof. Ketan Kamble
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4. 4) Particular to General
 Teacher should give some specific examples and then proceed to general principles.
 Eg. Banana, Tulsi, Banayan, Peepal leaves are green (particular)
Generally leaves are green (general)
5) Induction to Deduction
 Teacher should start with general phenomenon and then cite particular examples.
 Eg. Generally leaves are green (induction)
Banana, Tulsi, Banyan, Peepal leaves are green (deduction)
6) Definite to Indefinite
 Definite things should be taught first and then teacher should proceed towards indefinite things.
 Eg. Teach about one star Sun and then about stars in universe.
7) Psychological to Logical
 Teacher should first keep in mind the interest, aptitude, developmental level of children while
selecting subject matter.
 Then teacher should arrange/present subject matter in logical manner.
 Eg. Teaching thermodynamics at upper primary level is not psychological but teaching energy is
psychological. Teach energy first, secondly types of energy and then law of conservation of
energy. It will be logical and meaningful.
Maxims of Teaching by Asst.Prof. Ketan Kamble
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5. 8) Empirical to Rational
 Empirical knowledge is based on observation and first hand experience.
 Rational is based on arguments and explanation.
 Eg. Ask student to observe shape of moon fortnightly (Empirical) then explain why shape of the moon
changes fortnightly (Rational).
9) Whole to Part
 Teacher should first show whole picture and then explain various aspects in parts.
 Eg. Teacher shows whole shoeflower first. Then explain petal, Carpel, stigma which are parts of flower.
10) Concrete to Abstract
 Concrete means one which can be seen, touched or felt. Abstract means it needs imagination.
 Eg. Motion of fan, Car wheels (Concrete)
Kinetic energy (Abstract)
Maxims of Teaching by Asst.Prof. Ketan Kamble
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6. Maxims of Teaching by Asst.Prof. Ketan Kamble
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