science piratical work at hs

1. Presented By
Zohar Biag

2. Topic:
Science Practical work at HS School
Presented to:
Rashid Mahmood Khan

3. INTRODUCTION
 The biggest challenge before a teacher is how to teach Science lessons.
 If this teaching – learning activities are effective, students can reach the
goals of life by acquisition of knowledge, skills and values in Science.
Knowledge, Process Skills and Attitudes.
 Knowledge is sometimes labeled as the products of science. It generally refers
to facts, concepts, principles, laws, and theories.
 Process skills are the empirical and analytic procedures used by scientists in
solving problems.
 Scientific attitudes refer to the general predispositions that characterize the
work of scientists.

4. practical work in science:
 Practical work in science includes the core activities and the directly related
activities. The complementary activities are important in supporting the
development of conceptual understanding in science through practical
work. Practical work in science.
why we used piratical work in science:
To help students to:
 1 identify objects and phenomena and become familiar with them
 2 learn a fact (or facts)
 3 learn a concept
 4 learn a relationship
 5 learn a theory/model

6. Classroom Management
 • Classroom management is one of the greatest concerns of teachers and
administrators when addressing the safety and well-being of students
 Effective classroom management involved clear behavioral communication,
academic expectations and supportive physical learning environment.
Student Engagement
 If teachers use the scientific model to describe, explain, predict control
physical phenomena, they engage students actively in understanding the
physical world
 • Students’ engagement is an important factor to motivate students in
learning experiences willingness to endeavor continuous effort.

7. Laboratory Practice
 • The hands-on experiment format and the computer simulation format
provide the highest cumulative scores for the examinations. The use of
computer simulations as part of post laboratory activities reinforce learning
and support the learning process
 The laboratory experience, both real and simulated, provides opportunity for
the student to experience science through investigation.
Critical Thinking
 A combination of effective teaching and strategic instructional processes in
combination with computer simulations increase factual and higher order
thinking skill of students.
 Critical thinking skills and life experiences extend far beyond the classroom
habits attitudes related to critical thinking, move to business, medical, legal,
aviation and general choices

8. Cooperative Learning
 Problem solutions can be done in group work rather than individuals working
alone.
 • In group, students can share their ideas and make better understanding of
scientific concepts.
 • Cooperative learning can reduce lecture time with approaches structured to
get students actively participating during the class period.

9. SCIENCE LABORATORY
 The laboratory is central to science instruction. It is in the laboratory that the
students learn to handle apparatus, think independently and to draw
conclusions on the basis of experiments and observation.
HIGH SCHOOL Practical Work
Equipment's
 (1) Tables along the walls having glass paned windows and drawers and water
fittings
 (2) A demonstration tables
 (3) Sinks
 (4) Wall blackboard
 (5) Almirahs
 (6) Space for aquarium- viuraium
 (7) Shelves for keeping chemicals

10. Continue
 8) Stools
 (9) Ventilation
 (10) Adequate natural light
 (11) Display board
 (12) Preparation and store room

11. ADMINISTRATION OF Practical WORK
 In order to make the practical work most effective, the science teacher should
always keep in mind the different aspects of Paractical work.
Organising and conducting practical work.
Students should be made to form appropriate group.
Preparation is required for individual and group working.
Laboratory rules and discipline should be laid down
Instruction to pupils are to be specific and clear. In order to give proper guidance
to pupils for doing practicals the following should be made use of
(a) laboratory manuals
(b) (b) Instruction cards
(c) (c) laboratory directions
(d) Pupils records and observation book are to be properly maintained.

12. Practical work
 All the methods of teaching science can be classified into two types:-
 Teacher-Centred and
 Student-Centred
TEACHER-CENTRED METHODS:
 This type of teaching methods focus on telling, memorizing, recalling
information. The students participation is very limited where in they only ask
questions or answers questions.
STUDENT -CENTRED METHODS:
 This process emphasizes on need, requirement, interest and capability of
students. The students are active participants where in their skills and
abilities are developed.

13. PARATICAL METHOD:
 This method in commonly thought of as a hands on and minds on approach to
teach science where in students have the opportunity to gain some
experience with phenomena associated with their course of study.
PRINCIPLES OF LABORATORY METHOD:
 It follows the principle of learning by doing.
 It follows psychological principle, where students age and interest is taken
into consideration.
 The work should be Pre-organized and Pre-selected
 . Teacher must see that, students are allowed to work independently
without much interference

14. ROLE OF TEACHER:
 Teacher must be a facilitator of the process of doing experiments by students.
 Teacher must check the apparatus previously, so that it goes on smoothly.
 The practical work must be Pre-organized and Preselected.

15. MERITS OF LABORATORY METHOD:
 This method follows child-centered approach.
 It makes students active and alert.
 It gives scope for learning by doing and students do a lot of thinking
themselves.
 Different skills are developed.
DE-MERITS OF LABORATORY METHOD:
 It is expensive and uneconomical.
 It is time consuming as it takes much time in some experiments to come to
conclusion.
 It expects a lot from students and teacher.