1. The document discusses various approaches and techniques used in science teaching including inductive-deductive, interdisciplinary, multimedia, and constructivist approaches. 2. Specific techniques covered include group discussion, brainstorming, team teaching, peer tutoring, concept mapping, seminars, and debates. 3. Each approach and technique is explained in terms of its definition, advantages, and role of the teacher.

1. APPROACHES
&
TECHNIQUES
ABHINANDA U NAIR
Do not then train youths to learning by force and harshness, but direct them to it by what amuses their minds so that
you may be better able to discover with accuracy the peculiar bent of the genius of each.
— Plato

2. APPROACHES
• An approach may be explained as a comprehensive way of dealing with a particular problem.
• It is a general plan of action, on the basis of which, various methods and models have evolved.
• A method is an orderly and logical arrangement of ideas based on a particular approach. It is a
procedural illustration of systematic and clearly defined steps of accomplishing particular
objectives. An approach, hence can be called as a premise or precursor on which a method is
designed.
• Types of approaches are:
1. Inductive – deductive approach
2. Multimedia approach
3. Interdisciplinary approach
4. Constructivist approach

3. INDUCTIVE – DEDUCTIVE APPROACH
• Induction and deduction are the two techniques of thinking and
reasoning used for arriving generalizations or valid conclusions.
• These could be adopted for developing effective methods in teaching
concepts, principles and processes in science.

4. INDUCTION
• Developed by Francis Bacon
• Here the inferences pass from particular to general.
• It’s a “bottom up” approach
• Observation- measures tentative hypothesis  theory
• This approach is mainly developmental in nature
• All inductive inferences are based on two assumptions:
1. Law of uniformity : It states that nature is uniform in her behaviour
2. Law of causation : States that nothing takes place without any reason

5. Continues
• Merits
a) The child develops independence and self confidence
b) This is a psychological method
c) It is a logical method
d) It gives opportunity for active participation by students
e) As the conclusions are made from concrete examples the generalisation arrived at will be
meaningful to the learner
f) It reduces dependence and memorisation and homework
• Limitations
a) it is laborious and time consuming
b) It is not suitable for all topics
c) Application of the generalisation is not attempted in inductive thinking
d) The insufficient data may sometimes mislead the leaner

6. DEDUCTION
• Aristotle was the father of this method
• The inferences passes from general to particular
• it’s a top down approach
• In this method leaner assumes a rule or generalisation and apply it to interpret a particular
situation or to further verify it’s acceptability
• Theory  hypothesis  observation  confirmation

7. Interdisciplinary approach
• Herbert advocated interdisciplinary approach of teaching.
• The basic education correlation with various branches of knowledge as well as with life.
• This approach will diminish the gap between different pieces of scientific knowledge and enable
the learners to view science as a unified whole
• This approach also emphasize the aspects of the Piagetian theory and its attempts to teach
science in a correlated and integrated manner
• It an be explained under 3 headings
1. Correlation of science subject with one another
2. Correlation of science subjects with other school subjects
3. Correlation of science subjects with social, physical environment
• It develop skill in problem solving social virtues like cooperation patience self reliance etc.
• Pupil get idea that what they learn at school is of much use for them in their day to day life

8. Multimedia approach
• Multimedia approach uses a number of media, devices and techniques in teaching process
• It provide the opportunity to gain mastery of competencies and skills
• When we integrate more than one medium into our teaching , we call it multimedia
• Advantages
• It able the students to represent information using several different media
• Can arose curiosity among students
• Multimedia can take into account different learning areas
• Role of teacher in multimedia
• Teacher’s role is that of a facilitator or manager of activities
• Teacher has to adopt a number of methods and techniques
• Teacher should be skilful

9. Constructivist approach
• Constructivism is basically a theory based on observation and scientific theory about how people
learn
• It means encouraging students to use active technique to create more knowledge and then to
reflect on and talk about what they are doing and how their understanding is changing
• Constructivist teacher provides tools such as problem solving and inquiry based learning activities
• Constructivism transforms the students from a passive recipient of information to an active
participant in the learning process
• In this approach knowledge is constructed by the students. They form small groups and they work
with materials provided by the teacher.
• Teaching and learning are interactive and students answers based on their observation
• Scaffolding is provided to them and they follow the rules of collaborative and cooperative learning

10. TECHNIQUES IN SCIENCE TEACHING
1. Group discussion
2. Brain storming
3. Team teaching
4. Peer tutoring
5. Concept mapping
6. Seminar
7. Debate

11. Group discussion
• Discussion is the exchange of ideas between several people
• In this one person speaks at a time all others listen.
• It involves presentation of new information, sharing ideas and solving problems etc.
• There are two forms of discussion can be used in classroom,. Formal and informal
• In formal discussion whole group or small group of people are involved. It is not governed by
predetermined rules
• In informal discussion it is governed by predetermined set of rules
• The role of teacher in a discussion is to be a moderator
• Merits : it teaches interpersonal skills such as understanding and communication
• Encourage pupil to learn from each other and team work
• Help to develop leadership, speaking and temptation, skills dev, self reflection and re- inaction

12. Brain storming
• Brain storming was founded in 1953 and was popularised by Alex Faxkney Osborn
• It is an instructional procedure similar to exploratory discussion
• This methods is used to generate a wide variety of ideas concerning a problem in a short period
of time
• The main purpose is to stimulate creative thinking and cooperation among students
• Brainstorming is a technique in which divergent views are involved for logical discussion and
selection of the best possible ideas to a problem
• Alex Osborn group technique teacher find solution for the problem by expressing ideas freely
without any hesitation, criticismevaluator.

13. Team teaching
• It is a way of bringing new ideas and people into the classroom
• It is used when two or more facilitators can effectively combine their interests and area of
expertise and share the class time and work
• The facilitators decide who covers a each topic and when the session will be conducted
• Requires a coordinated efforts by the team members or it may be very disjoined

14. Peer tutoring
• Peer tutoring is an intervention in which students work in pairs to masters academic skills
• Peer tutoring involve partners . Who are same age or different age.
1. Cross age peer tutoring: it involves older students serving as tutors for younger, low functioning students.
2. same age tutoring : in which student of same age tutor each other, more skilled student may be paired with less
skilled students
3. Reciprocal peer tutoring: The teacher may decide to peer students of similar ability and have those alternative
tutoring roles, which are referred to as reciprocal peer tutoring. Peer tutoring is a peer mediate strategy that,
involves students serving as academic tutors.

15. Concept mapping
• concept mapping is developed by Joseph Novak
• A concept map is a way of representing relationship between ideas, images, or works.
• In concept map each word or phrase connects to one another and links back to the original idea
word or phrase
• Concept maps are a way to develop logical thinking and study skills by revealing connection
• Concept maps were developed to enhance meaningful learning in science
• A well-made concept map grows within a context frame defined by an explicit "focus question",
while a mind map often has only branches radiating out from a central picture. Some research
evidence suggests that the brain stores knowledge as productions (situation-response
conditionals) that act on declarative memory content, which is also referred to as chunks or
propositions. Because concept maps are constructed to reflect organization of the declarative
memory system, they facilitate sense-making and meaningful learning on the part of individuals
who make concept maps and those who use them.

16. Seminar
• The seminar method is the most modern and advanced method of teaching
• Seminar is an advanced group techniques which is usually used in higher education
• The higher learning process requires the interactive and integrated methodologies based on the
psychological principles
• Merits:
 Spontaneous learning can be achieved effectively in this method
 Seminar is usually learner cantered
 Develop cognitive , effective domains based and learning.
• Demerits
 This method is fit for the higher learning only
 Time management is somewhat difficult

17. Debate
• Debate can be defined a an old teaching learning strategy.
• It promotes the critical thinking skills and awareness of thought and facilitates critical reasoning
• Ability to share view points with others while learning specific content
• It provide an opportunities for demonstrating their ideas values and attitudes etc..

18. Thank you