Science Module 1 PDF.pdf

MODULE I
Understanding Curriculum
and Aims of Science and
Technology
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1

Objectives-
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1. Explain the nature and structure of science
2. Understand the aims of Science education
3. Plan for imbibing values through Science teaching
4. write instructional objectives of teaching of a topic
5. Analyze features of existing curriculum of Science
and Technology in the light of NCF 2005 and
principles of curriculum development
6. establish correlation of Science with other subjects

1.1Nature and Structure of Science:
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 Characteristics and functions of Science and
Technology, Branches of Science; Facts, concepts,
principles, laws and theories in context of science
(3)

1.2 Aims of teaching Science and
Technology-
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 Developing scientific attitude and scientific temper
 Nurturing the natural curiosity, aesthetic senses and
creativity in Science
 Acquiring the skills to understand the method and
process of science that lead to exploration,
generation and validation of knowledge in science
 Relating Science education to the environment
(natural environment, artifacts and people)
 Solving problems of everyday life

1.3 Values and Learning Science
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 Imbibing the values of honesty, integrity,
cooperation, concern for life and preservation of
environment, health, peace, equity.

1.4 Objectives as given by State -
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 Objectives at upper primary and secondary school
level as given by State curriculum (1)

1.5 Objectives of Teaching-
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 Determining acceptable evidences that show
learners’ understanding with the help of Bloom and
Anderson’s hierarchy of objectives of teaching

1.6 NCF 2005
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 Expectations about constructivist science teaching in
NCF 2005
 General principles of curriculum development and
Trends in Science curriculum
 Consideration in developing learner centered
curriculum in science
 Analysis of Features of existing curriculum of science
and technology at upper primary and secondary
school level and textbooks

1.7 Correlation of Science-
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 Establishing correlation of Science with other school
subjects and life

1.1Nature and Structure of Science
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Characteristics of Science and
Technology
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Functions of Science and Technology
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 Industry
 Education
 Research
 Health Care
 National Security
 Environment Protection

Meaning Of Science As A Subject
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 The word science is coined from the Latin word scientia
which means knowledge. Science is the knowledge of
all that is knowable and understandable. Therefore
all agree that science means special knowledge.

Definitions of Science
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 Science is the method of acquiring knowledge.
 Science is the study of the living, incidents and
characteristics of substances.
 Science is an attempt to make the chaotic diversity of
our sense experiences correspond to logically uniform
system of thought.
- Einstein
 Science in the purest form is the simple extension of
human curiosity.
-Arthur Clarke

Nature/Characteristics of Science as a
Subject-
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 Science is dynamic.
 Science is flexible.
 It is always independent of time and individuals.
 Its principles and theories are applicable to all the places.
 There are no changes in science, no matter whom the researcher is.
 Science is a particular way of looking at nature
 Science is a rapidly expanding body of knowledge
 Science is an interdisciplinary area of learning
 Science is a truly international enterprise
 Science is always tentative
 Science promotes scepticism; scientists are highly sceptic people
 Science demands perseverance from its practitioners
 Science as an approach to investigation and as a process of constructing
knowledge

Importance of Science
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 Personal Development
 Physical Development
 Psychological Development
 Intellectual Development
 Moral Development
 Social Development
 National Development

Structure of the Subject
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 The arrangement or the organization that clarifies
the interrelationships among the different aspects of
a subject is its structure.

Characteristics of Structure
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 Displays the interrelationships among the
disciplines , branches, sub-branches, units, sub-
units.
 Contains properly structured arrangement of
units and sub-units.
 Compact and meaningful.
 Place of each content chapter can be
ascertained with the help of structure.

Uses
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 Gives info about various branches and sub
branches of subject.
 Place of each unit becomes clear.
 Total study matter can be understood at a
glance.
 Helps in correlation.
 Makes teaching effective.

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Science
Living
Bot
any
Zool
ogy
Heal
th
Scien
ce
Envir
onme
ntal
Scien
ce
Non Living
Physi
cs
Che
mistr
y
Cosm
olog
y
Geol
ogy

Content Analysis-
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 Content analysis consist of identifying the Constituent units of
contents and their interrelationships.
 Its consists in isolating various units of contents, and in
sequencing them properly. It helps teachers in understanding
the specific nature of learning experiences that are
necessary for teacher’s activities moreover, it reveals the
objectives, Core elements and values that will be achieved
through the teaching of a specific unit.
 It is the proper and systematic planning of a unit where in
the unit is analysed into subunits, teaching points, sub points,
terms, factual statements, new and old concepts, formula,
definitions, attributes, core elements and values.

Stages of Content Analysis:
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 Content analysis means to think about the micro-details of the sub-
topics to be taught.
 Decide about the sub-topics of a unit.
 To prepare a list of the basic concepts included in it, according to
each sub-topics.
 To prepare a list of principles, rules and formulae present in it.
 List out the details or topics to be taught in the unit.
 To arrange the sub-unit in proper sequence.
 To predetermine the objectives and specific objectives of a unit and
sub-topic to be taught.
 To think about the students existing knowledge regarding the topic.

Elements of Content Analysis-
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1. Unit
2. Std.
3. Sub Unit
4. Basic Concepts
5. Principles
6. Sequence of Teaching the subunits
7. Specific objectives of unit to be taught
8. Expected Behavioural Changes
9. Necessary Existing Knowledge
10. Teaching Methods
11. Teaching Aids
12. Core Element, Values, Life Skills

Facts in Context of Science
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 What happens or exists around us is always a source of
curiosity and attraction. We gain knowledge through all
available resources. The conclusions that we draw as a
result of such findings is generally termed as Fact. Defn-
Something that is known to exist or happen, the
existence or happening of which is supported through
some source. A fact can be scientific fact only when it
has been arrived at through the use of scientific method.
Scientific facts are considered highly reliable, valid and
objective. The truth in facts is dynamic. Ex- Once it was
believed that earth was round ball but now we know
that it is flattened towards poles.

Concepts in Context of Science
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 Concept plays an important role in the accumulation of,
understanding and application of the knowledge in the
subject. Concepts are the generalized ideas or notions
formed by us towards an object, person or event.
Gradually the concepts develop for various objects help
the child to acquire a vast scientific vocabulary which
may be properly utilised by him for studying and
applying the facts and principles of science. The second
important thing regarding the formation of concept is
the development of faulty concept which should be
avoided. For ex- concept of- Rain, Water-cycle,
photosynthesis.

Principles in Context of Science
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 Many concepts can be combined in a way to convey
meaning which can be tested and verified
universally. They then become a principle. For ex-
Archimedes’s Principle.

Laws in Context of Science
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 Experiences give birth to new thoughts. Repetateion
of the experiences in similar situations help in the
continuation of these thoughts and accepting them
as true ones. This generalized facts or concepts arer
again subjected to further verification through the
assistance of proper experimentation. Close
observation and applications in t6he similar
situation. The final conclusion drawn on the basis of
such attempts is then described as a scientific law in
the scientific terminology. For ex- Law of Solids get
expanded after heating is a Scientific law.

Theories in Context of Science
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 A scientific theory in its formulation makes use of all the
related scientific facts, concepts, generalised rules and
principles. In fact, theory building is the ultimate basic
goal of experimentation and researches conducted in
the field of Science. A theory may thus involve no. of
principles or law. Theories are quite extensive. They
help in understanding and applying the basic facts of
sciences in a quite systematic and useful way. Each
theory has its distinctive form, features and field. For
ex- Darwins Theory of Evolution.


Expectations about constructivist science teaching
in NCF 2005
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Science education as per the NCF
(National curriculum framework)
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 The NCF of 1975 recommended 10+2 system of school education with
general education of 10 years.
 The NCF 1975 also recommended that general science should be a core
compulsory subject upto standard 10th which should be activity based and
integrated (physics, chemistry, biology) .
 The national policy of education 1986 assigned a special role to NCERT to
in2004 decided to receive NCF.
 The process of development of NCF was initiated in November 2004.
 The national steering committee was formed, professor Yashpal was a
chairperson.
 Input from multiple sources shape holders helped in shaping NCF in 2005.
 The NCF was prepared by the steering committee and approved by the
high command in September 2005.


Recommendations of NCF
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 At the primary stage science should be taught as environmental studies(1st to 5th)
 In secondary classes science to be taught as a single discipline(5th to 10th)
 At the senior secondary stage disciplinary approach needs to be given to the study
of science.
 Therefore, studies needs to be chemistry, biology, and physics. 911th and 12th)
 The NCF 2005 recommends science curriculum to be inquiry based.
 NCF 2005 also addresses the issues of curriculum load and rote memorization and
rigid examination system. To resolve these issues NCF 2005 has suggested flexible
examination system, flexible time schedule, reduction of curriculum load, and
integrating theory and practical in regular teaching learning.
 NCF 2005 suggests learner as constructor of knowledge and suggests that learners
need to be provided with learning experiences that enable them to inquire, solve
problems and develop their own concepts.
 The NCF 2005 recommends that teaching of science should focus on methods and
process that will nurture thinking process, curiosity and creativity.

AIMS-
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 ‘Oh! Why should I study science?’
 ‘Why teach science?’

vision of true science education-
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 There are three factors involved here –
 the learner (child),
 the environment (physical, natural and social) around the learner and
 the object of learning (i.e., science).
We can regard good science education as one that is true to the child, true to
life and true to science. In the context of NCF-2005, ‘true to child’ means
that the teaching-learning of science should be understandable to the child
and be able to engage the child in meaningful and joyful learning. ‘True to
life’ means that the science teaching-learning should relate to the
environment of the child, prepare her for the world of work and promote
the concerns for life and preservation of environment. ‘True to science’
means the science teaching-learning should convey significant
aspects of science content at appropriate level and engage
the child in learning the process of acquiring and validating scientific
knowledge.

Aims of teaching Science and Technology-
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1. Developing scientific attitude and scientific temper
2. Nurturing the natural curiosity, aesthetic senses and
creativity in Science
3. Acquiring the skills to understand the method and
process of science that lead to exploration,
generation and validation of knowledge in science
4. Relating Science education to the environment (natural
environment, artifacts and people)
5. Solving problems of everyday life

General Principles Of Curriculum Development
and Trends In Science Curriculum
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Origin Of Curriculum
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 from Latin, running, course
 First Known Use: 1824
 “ The curriculum is the tool (means) in the hands of
the artist teacher) to mould his material (the
pupil)according to his ideals (objectives) in his studio
(the school).”
- Cunningham

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 In education, a curriculum is broadly defined as
the totality of student experiences that occur in the
educational process. The term often refers
specifically to a planned sequence of instruction, or
to a view of the student's experiences in terms of
the educator's or school's instructional goals.

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 The Ministry of Education sets the education standards
for students in grades K to 12 through the provincial
curriculum. These standards are called Prescribed
Learning Outcomes (PLOs). PLOs outline the
expectations for what students should know and be
able to do at each grade and within each subject
area.
 In addition to provincial curriculum, Boards of Education,
and Education Authorities have the authority to develop
local curriculum in areas where a provincial curriculum
does not exist.

Principles of Curriculum Construction
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1. The principle of integration
2. The principle of child-centredness
3. The principle of activity-centredness
4. The principle of elasticity and variety
5. Forward looking principle
6. The principle of development of scientific attitude
7. The principle of totality of experiences
8. The principle of environment centeredness
9. Helpful in providing inspiration
10. Correlation with other subjects

Trends in Science curriculum-
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 the facts and concepts of science (content);
 the nature and processes of science (conduct or
process);
 the applications of science in society (context).

Trends in Science curriculum-
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 the facts and concepts of science (content);
 the nature and processes of science (conduct or
process);
 the applications of science in society (context).

1.4 Objectives as given by State -
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Introduction
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 Educational objective clarify the desirable
change in the student behaviour through
the teacher learning process.
 The teacher provide proper learning
experience according to objectives that are
ascertained .
 The evaluation procedure can also be
decided according to objectives.
 Objectives make classroom teaching
purposeful

Objectives at Upper Primary
Level:
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1. To help the student to get familiar with the
impact of science over the environment
surrounding them and to develop their
interest in the study of science.
2. To introduce the students to the primary
physical, biological and chemical principles.
3. To develop the skill and habit of accurate
measurement.

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4. To reinforce the skill of observations
classifications and performing simple
experiments.
5. To help the student to understand the cause-
effect relationship in natural incident.
6. To develop scientific attitude among the children.
7. To create awareness about the necessity of
balance in nature.
8. To develop the habit systematic and logical
thinking.
9. To help the discipline their mental faculties.
10. To provide essential base for the further studies in
the higher classes.

At Secondary Level:
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1. To attain desirable proficiency in the
specialized areas or branches of science.
2. To get them prepared for the study and work
related to some specialized vocation like
engineering, medicine, etc.
3. To acquaint them with the latest concept
and advancement in their respective
specialized branches or fields.

4. To encourage the student to get enagaged in the
independent deep study their specialized areas of
branches.
5. To provide opportunities and inspiration through
relevant references material and specialies
magazines to the students for the understanding
as well as creations of something new in the felid
of the science.
6. At the secondary stage, science should be taught
as a discipline of the mind a preparation for
higher education.
7. The pupil should develop the ability to apply the
knowledge in everyday life .
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7. They should acquire experimental skill such as,
handling appratus & instrument, arranging the
apparatus for experiment, preserving
apparatus,chemicals & specimen models.
8. They should develop the power of minute
observation of their surroundings.
9. To enable the student to collect & interpret data
for the solution of problem.
10. They should develop the power of oral expression
in science to discus, describe & raise question using
scientific terminology.
11. They should be able to locate reliable & recent
information from appropriate sources
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Bloom and Anderson’s
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Bloom’s and Anderson’s Hierarchy of Objectives of
Teaching
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WHAT IS AN……………?
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BLOOM’S TAXONOMY
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What is it???
 Bloom’s Taxonomy is a chart of ideas
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Named after the
creator, Benjamin
Bloom
A Taxonomy is an
arrangement of
ideas
or a way to
group things
together

Three Domains of Learning
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 Cognitive Domain
“Thinking”
 Affective Domain
“Feeling”
 Psychomotor Domain
“Doing”

Who is Dr. Benjamin Bloom??
 He was a teacher,
thinker, & inventor
 He worked at a college
 He created a list about
how we think about
thinking… you may want
to read that again!
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1913-1999

Bloom (1956) proposed that knowing is composed of six
successive levels arranged in a hierarchy-
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60
1. Knowledge
2. Comprehension
3. Application
4.Analysis
5. Synthesis
6. Evaluation

The levels of thinking
 There are six levels of
learning according to Dr.
Bloom
 The levels build on one
another. The six levels all
have to do with thinking.
 Level one is the lowest level
of thinking of thinking
 Level six is the highest level
of thinking
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

New names??
 Some people have
renamed these levels to
make them easier to
remember
 Some people even
switch the last two levels
around
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Knowledge- Remembering
Comprehension- Understanding
Application- Applying
Analysis- Analyzing
Synthesis- Creating
Evaluation- Evaluation

Knowledge or Remembering
 observation and recall of
information
 knowledge of dates, events,
places
 knowledge of major ideas
 mastery of subject matter
 Key words:
list, define, tell, describe,
identify, show, label, collect,
examine, tabulate, quote,
name, who, when, where, etc.
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Knowledge/Remembering- Do it…
 Write a list of
vegetables.
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Comprehension or Understanding
 understanding information
 grasp meaning
 translate knowledge into new
context
 interpret facts, compare, contrast
 order, group, infer causes
 predict consequences
 Key words:
summarize, describe, interpret,
contrast, predict, associate,
distinguish, estimate, differentiate,
discuss, extend
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Comprehension/ Understanding- Do it…
 Retell the story of the
“Three Little Pigs” in
your own words.
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Application or Applying
 use information
 use methods, concepts,
theories in new situations
 solve problems using
required skills or knowledge
 Key words:
apply, demonstrate,
calculate, complete, illustrate,
show, solve, examine, modify,
relate, change, classify,
experiment, discover
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Application/Applying- Do it…
 Make a model of a
swing set with paper
and explain how it
works.
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Analysis or Analyzing
 seeing patterns
 organization of parts
 recognition of hidden
meanings
 identification of components
 Key words:
analyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer
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Analysis/ Analyzing- Do it…
 Make a family tree
showing relationships.
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Synthesis or Creating
 use old ideas to create new ones
 generalize from given facts
 relate knowledge from several
areas
 predict, draw conclusions
 Key words:
combine, integrate, modify,
rearrange, substitute, plan, create,
design, invent, what if?, compose,
formulate, prepare, generalize,
rewrite
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Synthesis/Creating- Do it…
 Design a magazine
cover that would appeal
to kids in your class.
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Evaluation or Evaluating
 compare and discriminate
between ideas
 assess value of theories,
presentations
 make choices based on reasoned
argument
 verify value of evidence
 recognize subjectivity
 Key words
assess, decide, rank, grade, test,
measure, recommend, convince,
select, judge, explain, discriminate,
support, conclude, compare,
summarize
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Evaluation/Evaluating- Do it…
 Make a booklet about 5
rules you see as
important. Convince
others.
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Creating
Generating new ideas, products, or ways of
viewing things
Evaluating
Justifying a decision or course of action
Analysing
Breaking information into parts to explore
understandings and relationships
Applying
Using information in another familiar situation
Understanding
Explaining ideas or concepts
Remembering
Recalling information
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2. Affective domain
 An individual’s
emotions,
attitudes,
appreciations,
interests, and/or
values about
“something” or
someone
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(feelings, emotions and behavior, i.e.., attitude, or 'feel')

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Internalize
Conceptualize
Value
Respond
Receive

Psychomotor domain
Physical activities
involving gross
and/or fine motor
skills, such as
coordination,
dexterity, strength,
manipulation, and
speed
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Psychomotor: manual or physical
skills (Skills)
(manual and physical skills, ie., skills, or 'do')

Psychomotor Domain
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 Imitation
 Manipulation
 Perfection
 Articulation
 Naturalization

Review
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Cognitiv
e
Affectiv
e
Psychom
otor
Thinking Feeling Doing
Head Heart Hands

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Cognitive
Domain
Affective
Domain
Psychomotor Domain
Knowledge Internalize Imitation
Comprehension Conceptualize Manipulation
Application Value Perfection
Analysis Respond Articulation
Synthesis Receive Naturalization
Evaluation

ANDERSON’S
TAXONOMY
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 In 1956, Benjamin S. Bloom classified domains of human learning into three parts —
cognitive (knowing; related to head), affective (feeling; related to heart), and psychomotor
(doing; related to hand) as the educational objectives. Bloom’s taxonomy is a model of
classification of thinking into multi levels in increasing order of complexities.
 As a result of this classification, a series of taxonomies was obtained in each domain that
provided a means of expressing qualitatively different levels of thinking of learners.
 However, over a period of time new ideas and insight emerged about teaching-learning
processes. In order to reflect the changed insight and yield of researches and to meet the
needs of the teaching- learning scenario of the twenty-first century learners, Lorin W.
Anderson, a former student of Bloom and David R. Krathwohl, one of the co-authors of
Bloom’s book, led a team of experts in revising Bloom’s taxonomy.
 The result was published in 2001 in the form of a book — A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (New York:
Allyn and Bacon). The revised taxonomy appears similar, yet significant changes are there. Let
us now discuss it.
 Bloom’s taxonomy has six tiers of learning arranged in a hierarchical way. For example, if a
learner applies her knowledge, she has already crossed the previous two stages of learning
(see Fig. 4.3). With a little change in the hierarchy, revised taxonomy has also six tiers of
learning that are more explicit.
 One of the other significant changes is that revised Bloom’s taxonomy has two dimensions
identified as the knowledge dimension (kind of knowledge to be learnt) and the cognitive
process dimension whereas Bloom’s taxonomy has only one dimension.

Correlation- Concept
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 The knowledge, skills and approaches acquired
through the study of one subject helps learning the
other subject. This is the law of Knowledge. It is
hence necessary to teach through correlation.
 Correlation is the reciprocal relationship among the
various subjects of the curriculum. Correlation of
various subjects is very essential for checking
artificiality of treatment and for integration of
knowledge.
-K. L. Arora

Correlation- Importance
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1. Helps integration of knowledge
2. Prevents a narrow thinking delimited to a subject alone
3. It promotes natural learning by the students
4. It facilitates comprehension of knowledge
5. It brings homogeneity in curriculum
6. It broadens the teacher’s approach and outlook.
7. It brings all round development in students
8. Teachers can also develop their knowledge
9. Promotes meaningful and effective learning
10. It helps memory.

2 Ways of Correlating-
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Planned Incidental

Correlation of Science with Daily Life
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Applicable in our-
 Housing
 Food
 Vocation
 Health
 Travel
 Entertainment
 Literally everywhere......

Correlation Types-
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With
Daily Life
Within the
Subject
With other
Subjects

Teacher can correlate in following
way-
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 While discussing the generation of electricity, a visit
must be paid to the local power station or a hydro
electric generator.
 In a lesson on levers reference must be made to
their use in our body and agriculture implements.

Correlation of science within the
Subject-
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Chemistry
•Physics
Biology
•Environment Science

Some interdisciplinary streams-
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 Physical Chemistry
 Biochemistry
 Bio-Physics
 Soil Chemistry
 Electro Chemistry
 Geo Physics
 General Science

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 To keep the spirit of general science alive
a lesson in any branch of science must be
correlated and illustrated with examples
form as many other branches of science
as possible.

Few Examples....
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 Topic on Eye in Biology- Concept of lens in
Physics .
 Digestive system in Biology- Chemistry of food.
 Photosynthesis in plants in Biology- Release of ATP
in Chemistry.

Correlation of Science with other
school subjects-
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 Mathematics
 Geography
 Language
 History
 Craft
 Art
 Music

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 Experimental data obtained from various
experiments can be analysed with the help of
Mathematics.
 Distribution of plant and animal life on planet Earth,
modification in these can be explained with the help
of Geography.
 Science books on nature, various biographies are
valuable contribution to literature.

2-Apr-20
98
 Certain important discoveries and inventions took
place in the reign of certain famous kings who
patronized the Scientists.
 Making of working model of science needs the
improvisations from craft.
 All the concepts in science need to explain with the
help of figures and drawings.
 Knowledge of resonance, vibration system in strings,
gramophone, phonetic instruments is very helpful for
the students of music.

Science Module 1 PDF.pdf

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Science Module 1 PDF.pdf