This document outlines innovative strategies for science education, including hands-on activities, think-pair-share exercises, group work, excursions, case studies, mini-conferences, plays, and concept maps. It emphasizes connecting classroom lessons to real-world examples through active learning experiences like gardening and experiments. Developing students' understanding requires knowledge of the subject matter and effective planning of learning objectives and questioning techniques.

1. Innovative
Strategies/Experiments
in Science Education
Vidya Training
Institute
Made By-
Harshita sharma
Deled E1

2. 5
Engage, Explore, Explain, Elaborate,
Evaluate (Five Es)/Oral Presentations
Active learning-Hands on activities/Think-Pair-
Share/Group work
Knowledge of subject matter and planning
Excursions for developing science
understanding
Case studies/Mini-conferences/Plays
1
2
3
4
6 CONCEPT MAPS

3. Knowledge of subject matter,
The importance of subject
knowledge isthat it helps teachers
to empower students and ensure
that the pupils make all the progress
that they are capable of.
Knowledge of subject matter helps
teachers to understand how pupils
learn and assimilate science and
what pupils need to know by the
time they complete Grade 3 to 5.

4. Planning
Planning showsitself
in the clarity of learning
objectives, good lesson
structuresand the effective
questioning of pupils.

5. Here students engaged in full inquiry are learning in an
environment which inducesthem to
• Think of a question, and shape it into something they
can investigate - Hypothesizing
• Planning an investigation
• Collecting data
• Analyzing that data
• Forming a conclusion
• Communicating theirfindings –verbally or in writing.
Engage, Explore, Explain, Elaborate,
Evaluate (Five Es)

6. When students’ are
taught about plants,
roots, leavesand flowers;
they are provided with
live samples and taken
to a garden. Asa result
they are able to exit the
classroom, find familiar
plantsand point out the
name and partsof them.
Here, as a consequence
of Active Learning,
students connect
experiments to real-life
scientific knowledge
which has long-lasting
learning effects.
Whether the hands-on
activities are “naming plants,
planting seeds and watching
them grow over a period of
time” or “making the digestive
system, -science can be fun”
and these activities are
remembered as positive
experiences. Hands-on
science education
experiences can have lasting
and personal effects on
students.
Active learning-Hands on activities/Think-Pair-Share/
Group work

7. • Real-life interactivity with
fauna and/or flora
provides stronger focus for
learning, as students are
genuinely interested in
living things. Facilitating
learning opportunities
where studentsdiscover
for themselves unique
characteristics of living
things isa high-impact
teaching strategy.
• T
hiscan also facilitate life-
changing experiences that
lead to understandings for
sustainable living.
Think-Pair-Share

8. • Any topic can be used to create a play.
The script forthe play can be written by the
studentsthemselves. The play can be
performed by as few as three actors, or
with as many as seven or more actorsusing
costumes.
• The educational goals of the play, some
helpful references, and a few frequently
asked questionsare also included.
• These scientific plays are a dramatic
narrative,often spoken out to the
audience. It isalso often a rhythmic
collage of voices.
A Science Theater Play

9. • A symposium isa meeting where
participants give oral presentations on
subjects revolving around a common
theme.
• Each student selects one subtopic from a
list, research information on it, prepare and
deliver a comprehensive, concise, and
complete oral presentation to the class.
Each presentation must be at least three
minutesand not more than five minutes in
length. A time forquestioning will follow
each presentation.
MINI-CONFERENCES

10. • Write down the most important word or short
phrase
or symbol for the center
.
T
hink about it;circle it.
• Post other important concepts
and theirwords outside the circle
• Edit this first phase
T
hink about the relation of outside items to the
center item
Erase, edit, and/or shorten words to key ideas
Relocate important items closer to each other
for better organization
If possible, use color to organize information
Link concepts with words to clarify their
relationships
CONCEPT MAPS

11. This map is your
personal learning
document
I
t combines what you
knew with what you
are learning
and what you may
need to complete
your "picture"
Concept map –contd.

12. THANK YOU!