This document discusses various methods of teaching biology, including teacher-centered and student-centered approaches. It provides details on lecture-based methods like lectures and lecture-demonstrations, as well as student-centered methods like the scientific method, project method, heuristic method, and assignment method. Criteria for selecting teaching methods include class level and size, availability of time and materials, and the nature of topics. The roles of teachers and students differ between teacher-centered and student-centered approaches.

1. METHODS OF TEACHING
Biology

2. Content
Criteria for Selecting a Method of
Teaching Biological Science:
Levels of the Class-Size of the Class-
Time Availability and Subject Matter-
Lecture Method
Demonstration Method –
Scientific Method - Project Method -
Heuristic Method
- Biographical and Assignment Method
- Programmed Instruction
- Computer Assisted Instruction

3. INTRODUCTION
‘Method’ – Latin – ‘Mode’
or ‘Way’
• In education it means the
mode by which the
material is communicated
from the teacher to the
pupil.

4. DEFINITIONS
Science Education programmes will be
designed to enable the learner to acquire
problem solving and decision making skills
-National Policy on Education (1986)
If science is poorly taught and badly learnt,
it is little more than burdening the mind
with dead information, and it could
degenerate even into a new superstition
- Kothari Commission Report (1964-66)

5. CRITERIA FOR SELECTING A
METHOD OF TEACHING
BIOLOGICAL SCIENCE
 LEVEL OF THE CLASS
 SIZE OF THE CLASS
 AVAILABILITY OF TIME
 AVAILABILITY OF MATERIALS AND
FACILITIES
 NATURE OF THE TOPICS TO BE TAUGHT

6. TEACHER-CENTERED
STUDENT-
CENTERED

7. TEACHER-CENTERED
TEACHING
Focus on
Telling
Memorization
Recalling information
Passive recipients of knowledge
Restricted to only asking and answering
questions
Teaching environment is formalized
Teacher occupies a central position

8. STUDENT-CENTERED
TEACHING
• According to the needs, requirements,
capabilities and interests of the pupils
• Develop in learners skills and abilities in
independent learning and problem solving
• Classroom climate is flexible and
psychologically open
• Teachers and students jointly explore
• Teachers’ role is to assist pupil
• Pupil occupies a central position

9. TEACHER-CENTERED METHODS
LECTURE
LECTURE CUM
DEMONSTRATION
BIOGRAPHICAL

10. PUPIL-CENTERED METHODS
HEURISTIC
ASSIGNMENT
PROJECT
DISCUSSION
INDUCTIVEAND
DEDUCTIVE
ROLE PLAYING

11. LECTURE METHOD
• Commonly used method
• In colleges and big classes
• Teacher talks – Students listen passively
• Teacher controlled and information centred
• Own speed
• May make use of black board at times
• Dictate notes
• Does not expect any question or response
from the students

12. Merits
• Economical
• Knowledge imparted – quickly
• Syllabus covered – short time
• Quite attractive and easy to follow
• Impart factual information and historical
anecdoctes
• Teacher – own style
• Teacher dominates 70-85%
• Logical sequence of the subject
• Minimises – gaps or overlappings

13. Demerits
• Students participation is negligible
• Passive recipients
• Never sure – concentrating or understanding
• Knowledge imparted rapidly; weak students
develop a for learning
• No place for learning by doing
• Does not provide for corrective feedback and
remedial help to slow learners
• Undemocratic and authoritarian method

14. LECTURE CUM
DEMONSTRATION METHOD
• Includes lecture and demonstrate method
• From concrete to abstract
• Superior method of learning
• Combines instructional strategy of
information imparting and showing how
• Teacher performs experiment and explains
what he is doing
• Asks relevant questions

15. Essential steps
• Planning and Preparation
• Introduction of the lesson
• Presentation
• Performance of Experiments
• Blackboard Summary
• Supervision

16. Criteria of a Good Demonstration
• Planned and rehearsed
• Clear of the purpose
• Active participation of the
pupils and the teacher
• Apparatus arranged in order
• Visible to all
• Simple and speedy
• Fit in the sequence of experiments
• Impress the students to write what they observe
• Act as showman or actor
• Supplemented with other teaching aids

17. Requisites for a Good
Demonstration
• Room and table
• Apparatus
• Spare apparatus
• Blackboard
• Well-versed in the handling the apparatus
• Time for recording
• Reflective type question

18. Merits
• Economical in time and money
• Psychologically based
• Specially for:
-apparatus is costly
-danger
-difficult and complex
-special technique
-quick revision
-several experiments

19. Demerits
• No scope for learning by doing
• Not child centred – no individual differences
• Fails to develop laboratory skills
• Fails to impart training in scientific attitude
• Fail to observe many finer details

20. BIOGRAPHICAL
METHOD
• Associates the facts and principles of
biology with the life of the scientists
• Helps the students to learn the facts and
principles along with hardships undergone
by the scientists, their experiments,
apparatus and improvisations
• Students will realize the importance for hard
work, perseverance, success and happiness
• Develop the attitude of science and
scientists

21. HISTORICAL METHOD
• INVENTION
• DISCOVERY
• ADVENTURES
• LIFE HISTORIES OF SCIENTISTS
• EXAMPLE :
• ARCHIMEDES AND HIS BATH
• PRINCIPLES OF ARCHIMEDES–
“EUREKA, EUREKA”
• NEWTON AND THEAPPLE
• NEWTONS – GRAVITATIONALFORCE

22. Merits and Demerits
• Arouse interest
• Particularly suited for primary classes
• Cannot be adopted as a method of teaching
• Made wherever it is possible

23. Role of the teacher
• Knowledge
• Possess curiosity, interest and a spirit of
scientific investigation
• Art of asking questioning
• Guide, a working partner and a friend
• Provide free atmosphere
• Plan according to the age, ability and
interest of the pupils

24. • Problem sheet – minimum instructions
• Enter in his notebook – work done, results,
conclusion
• Provide a training in method
• Searching is encouraged
• Creative thinking is respected
• Safe to investigate
• Try out ideas
• Even make mistakes

25. Team Teaching
• Arose in 1957
• Noall –
• “A combination of two or more teachers
who work with variable size groups of
students during an adjustable period
which covers two or more regular
section”
• Best-known and commonly used plan is
Trump plan of team teaching

26. Definition
• Chaplin defined
• “Team teaching is a type of instructional
organization involving teaching teams and
the students assigned to them, in which two
or more teachers are given responsibility,
working together, for all or a significant part
of instruction of the same group of
students”

27. Purpose of Team
Teaching
• Improvement of teaching through a better
utilization of a group of teachers
• Utilizes specialized expertise, interests,
instruction skills, time and energy
• Ensures preparation of lessons, materials and other
aids to create motivation among the students and
better learning situations
• Increases the possibility of variety of
instruction based on pooled talent to the
teachers

28. Characteristics of Team
Teaching
• Role differentiation of team members
• Regrouping of students
• Rescheduling of time
• Redesign of teaching space
• Common time for planning
• Integration of learning in a meaningful
way, and
• Development of resource centres

29. Types of Teams
Single Subject Team
Interdisciplinary
Teams Hierarchical
Teams Synergetic
Teams

30. SCIENTIFIC METHOD
• It is a problem solving method
• Involves reflective thinking, reasoning
and results from the achievement of
certain abilities, skills and attitudes
• Any method of solving a problem
systematically and scientifically may be
called scientific method
• Also known as “the method of science”
or “the method of the scientist”

31. PROJECT METHOD
• Devised by Kilpatrick
• Given a project shape by Stevenson
• Based on the philosophy of
pragmatism
• John Dewey – education should be for life
and through life
• School – miniature society

32. • Definitions
• “A project is a wholehearted purposeful
activity proceeding in a social
environment”

33. Based on the
principles
• Students learn better
through association,co-
operation and activity
• Learning by doing
• Learning by living

34. Steps in a project
• Providing a situation
• Choosing and
Proposing
• Planning
• Executing
• Evaluating
• Recording

35. Role of the
Teacher in
Project Method

36. Different kinds of School Projects
• Collection of Live-Specimens
• Classification and Identification of
projects
• Projects involving Organization
and Maintenance
• Projects involving Field Trips
• Survey Projects
• Project of Organizing a Science Fair
• Action Research Project

37. MERITS
• Laws of learning
Law of readiness
Law of exercise
Law of effect
• Promotes co-operation and group
interaction
• Democratic way of learning
• Teaches dignity of labour
• Correlation of subject

38. • Opportunity to solve a problem
• Stimulates constructive and
creative thinking
• Helps to widen the mental
horizons of students
• Students learn the matter very
easily – associated with
activities

39. Demerits
• Absorbs a lot of time
• Gives the students superficial
knowledge of so many things but
leaves an insufficient basis of
sound fundamental principles
• Requires much work on the part
of the teacher for planning and
carrying out projects

40. ASSIGNMENT
METHOD
HOME
ASSIGNMENTS
SCHOOL
ASSIGNMENTS

41. Thank
you