Downloaded 968 times
Uploaded byVijayalakshmi Murugesan
Methods of teaching biological science
The document outlines various methods of teaching biological sciences, emphasizing the criteria for selecting methods based on class level, size, and subject matter. It categorizes teaching approaches into teacher-centered and pupil-centered methods, detailing techniques such as lectures, demonstrations, heuristics, and project-based learning. It highlights the importance of instructional technology and collaborative teaching strategies, advocating for methods that foster independent learning and problem-solving skills.
In this document
Powered by AI
Introduction to various teaching methods and criteria for selecting them in Biological Science.
Definition and introduction to teaching methods, highlighting their importance in education.
Criteria for selecting teaching methods including class size, availability of time, and nature of topics. Categorization of teaching methods into teacher-centered, pupil-centered, and instructional technology.
Contrasting the roles of teacher-centered and pupil-centered approaches in fostering learning.
Details about the lecture method, its merits, and demerits in the teaching process.
Overview of the lecture cum demonstration method, including its requisites, merits, and limitations.
Explanation of biographical and historical methods in teaching biology and their associated merits.
In-depth analysis of the heuristic method, its principles, strengths, and weaknesses in teaching.
Introduction and characteristics of team teaching, including its advantages and organization.
Definition and steps involved in the scientific method and its significance in problem-solving.
Explaining inductive and deductive methods with examples and discussing their merits and limitations.
Explanation and advantages of the project method in education, along with its demerits and challenges.
Brief overview of the assignment method in teaching, covering home and school assignments.
More Related Content
Similar to Methods of teaching biological science
More from Vijayalakshmi Murugesan
Methods of teaching biological science
- 1.
- 2. UNIT V :Methods of Teaching Biological Science Criteria for Selecting a Method of Teaching Biological Science: Levels of the Class-Size of the Class-Time Availability and Subject Matter- General Methods of Teaching Biological Science - Lecture Method - Demonstration Method - Scientific Method - Project Method - Heuristic Method - Biographical and Assignment Method - Programmed Instruction - Computer Assisted Instruction - Team Teaching - Teaching Machines - Panel Discussion - Seminar – Symposium - Work
- 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. GOGE defined, “Teaching methodsare patterns of teacher behaviour that are recurrent, applicable to various subject matters, characteristic of more than one teacher and relevant to learning”
- 5. DEFINITIONS Science Education programmeswill 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)
- 6. TEACHING METHODS TEACHING METHODS TEACHER- CENTERED 1.LECTURE 2.DEMONSTRATION 3.BIOGRAPHICAL 4.HISTORICAL 5.TEAM-TEACHING PUPIL-CENTERED (INSIDE THECLASS) 1.1. LABORATOTY 2.HEURISTIC 3.PROJECT 4.ASSIGNMENT 5.DISCUSSION PUPIL-CENTERED (SOCIALISED CLASSROOM TECHNIQUES) 1.SEMINAR 2.SYMPOSIUM 3.WORKSHOP 4.PENAL DISCUSSION USE OF INSTRUCTIONAL TECHNOLOGY 1.PROGRAMMED INSTRUCTION 2.CIA 3.USE OF TEACHING MACHINES 4.PERSONALISED INSTRUCTION
- 7. CRITERIA FOR SELECTINGA 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
- 8.
- 9. TEACHER-CENTERED TEACHING Focus on Telling Memorization Recalling information Passiverecipients of knowledge Restricted to only asking and answering questions Teaching environment is formalized Teacher occupies a central position
- 10. PUPIL-CENTERED TEACHING • Accordingto 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
- 11.
- 12.
- 13. LECTURE METHOD • Commonlyused 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
- 14. Merits • Economical • Knowledgeimparted – 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
- 15. Demerits • Students participationis 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
- 16. 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
- 17. Essential steps • Planningand Preparation • Introduction of the lesson • Presentation • Performance of Experiments • Blackboard Summary • Supervision
- 18. Criteria of aGood 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
- 19. Requisites for aGood Demonstration • Room and table • Apparatus • Spare apparatus • Blackboard • Well-versed in the handling the apparatus • Time for recording • Reflective type question
- 20. Merits • Economical intime and money • Psychologically based • Specially for: -apparatus is costly -danger -difficult and complex -special technique -quick revision -several experiments
- 21. Demerits • No scopefor 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
- 22. BIOGRAPHICAL METHOD • Associates thefacts 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
- 23. HISTORICAL METHOD • INVENTION •DISCOVERY • ADVENTURES • LIFE HISTORIES OF SCIENTISTS • EXAMPLE : • ARCHIMEDES AND HIS BATH • PRINCIPLES OF ARCHIMEDES – “EUREKA, EUREKA” • NEWTON AND THE APPLE • NEWTONS – GRAVITATIONAL FORCE
- 24. Merits and Demerits •Arouse interest • Particularly suited for primary classes • Cannot be adopted as a method of teaching • Made wherever it is possible
- 25. HEURISTIC METHOD • ‘Heuristic’- Greek word – ‘to discover’ • Pure discovery method of learning • Professor Armstrong - “Heuristic methods of teaching are methods which involve our placing students as far as possible in the attitude of the discover- methods which involve their finding out instead of being merely told about things”
- 26. PSYCHOLOGICAL BASIS OR PRINCIPLESOF HEURISTIC METHOD PRINCIPLE OF FREEDOM PRINCIPLES OF EXPERIENCE PRINCIPLE OF ACTIVITY OR LEARNING BY DOING PRINCIPLE OF PURPOSEFULNESS PRINCIPLE OF Logical Thinking Principle of Play-way Principle of Individual work
- 27. Role of theteacher • 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
- 28. Procedure • Students tosolve a number of problems experimentally • Required to discover for himself and is to be told nothing • Discover facts – experiments, apparatus and books • Behaves like a research scholar
- 29. • 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
- 30. Merits • Habit ofenquiry and investigation • Habit of self learning and self direction • Develop scientific attitudes • Psychological maximum – Learning by doing • Scope for individual attention • Develops in the students a habit of diligency
- 31. Demerits • Long andtime consuming method • Expects great efficiency and hard work, experience and training • Not suitable for beginners • Formational rather than informational • Too much stress • Merely for sake of doing • Evaluation is tedious • Presently enough teachers are not available
- 32. Team Teaching • Arosein 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 • Professor J. Lloyd Trump, Associate Secretary of the National Association of Secondary School Principals
- 33. Meaning • J. LloydTrump • “An arrangement whereby two or more teachers with assistants plan, instruct and evaluate co-operatively two or more classes in order to take advantage of their respective special competencies as teachers”
- 34. 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”
- 35. Purpose of TeamTeaching • 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
- 36. Characteristics of TeamTeaching • 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
- 37. Types of Teams SingleSubject Team Interdisciplinary Teams Hierarchical Teams Synergetic Teams
- 38.
- 39. SCIENTIFIC METHOD • Itis 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”
- 40. Steps in ScientificMethod 1. Problem a. Sensing the problem b. Defining the problem c. Analysing the problem 2. Collection of data 3. Hypothesis formation 4. Experimentation 5. Principle formation Synthesis or Induction or Inductive Method Analysis or Deduction or Deductive method
- 41.
- 42. INDUCTIVE METHOD • SYNTHETICMETHOD • Method of establishing general rules and principles • Requires the study and careful examination of particular facts and examples to enable one to deduce a general principle or rule or a definition
- 43. • Examples • Epithelial’stissue cell is in the shape of a pillar • The red cell of human blood is round in shape • The cell of amoeba is irregular • Paramecial cell is in the shape of a shoe • From the above four facts, we infer that cells are of different shape
- 44.
- 45. DEDUCTIVE METHOD • ANALYTICMETHOD OR RULEG METHOD • Opposite to the inductive method • Calles for the verification or validation of general principles, rules and definitions already learnt
- 46. • Examples • Animalsare incapable of producing themselves the food they need (General Rule) • Man gets his food from other sources only (Examples) • Therefore man is an organism belonging to the animal kingdom • Here the general rule is applied to a particular case to validate the truth of the rule or principle through an appropriate illustration
- 47.
- 48. PROJECT METHOD • Devisedby 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
- 49. • Definitions • “Aproject is a wholehearted purposeful activity proceeding in a social environment” • Kilpatrick • “A project is a problematic act carried to completion in its natural setting” • Stevenson • “A project is a bit of real life that has imparted into the school” • Ballard
- 50. Based on theprinciples • Students learn better through association, co-operation and activity • Learning by doing • Learning by living
- 51. Steps in aproject • Providing a situation • Choosing and Proposing • Planning • Executing • Evaluating • Recording
- 52. Criteria of aGood Project
- 53. Role of theTeacher in Project Method
- 54. Different kinds ofSchool 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
- 55. Illustration for aSchool Project – Organizing an Aquarium Aim Planning Execution Evaluation
- 56. MERITS • Laws oflearning 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
- 57. • Opportunity tosolve a problem • Stimulates constructive and creative thinking • Helps to widen the mental horizons of students • Students learn the matter very easily – associated with activities
- 58. Demerits • Absorbs alot 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
- 59. • Presumes thatthe teacher is the master of all subjects and has an all round knowledge of everything to impart correction • Books written on these lines are not available • More expensive • Not well organized , regularized and continuous • Timetable is almost upset
- 60.
- 61.