The document discusses various teaching methods including demonstration method, problem solving method, laboratory method, and heuristic method. The demonstration method involves the teacher demonstrating a process step-by-step while students observe. It follows three steps - introduction, development, and integration/evaluation. The laboratory method provides hands-on experiences for students using equipment and experiments. It aims to develop practical skills. The heuristic method poses a problem for students to solve experimentally without teacher guidance, allowing students to discover answers independently like research scholars.

1. BY:- MR. PRAKASH YADAV
TOPIC- TEACHING METHODS

2. The teacher is called the demonstrator and must possess the technical
know-how
• He is concerned that the learner understands the logical step-by-step
procedures in doing the job, the principles that apply, and the related
information
• The presenter shows how a process is done while the students become
observers
- the best way to teach "how" is to "show how"
In demonstration method,

3. • Set up objectives for teaching – abilities learners should develop
• Proper tools, equipment, and materials
• Prepare the learner
• Teach them the job
• Try them out
• Follow them up
Planning the logical step-by-step points
or activities is the key to a successful
demonstration

4. • The stimulus step (Introduction)
• 2. The assimilative step ( Development)
• 3. The application step ( Integration, rehearsal and evaluation)
An effective demonstration follows the
three steps

5. • Aims of Demonstration Method-
• To teach a skill, concept or principle Aims of Demonstration Method
• To demonstrate delicate work involving careful manipulations
• To achieve psychomotor and cognitive objectives
DEMONSTRATION METHOD

6. • Problemsolvingisaninstructional method or techniquewhere bythe teacherand
• pupilsattempt in aconscious,plannedand purposefuleffort to arrive of some
explanationor solution tosomeeducationallysignificantdifficulty forthe purpose
of finding asolution.
• Problem solving is a teaching strategy that employs the scientific method
in searching for information.
• Problemsolving: arriving at decisions based prior knowledge and reasoning.
PROBLEM SOLVING
METHOD

7. • Asystematic approach to defining the problem and creating avast
number of possible solutions without judgingthese solution.
• “Problem solving is acognitive processing directed at achieving a
goal where no solution method is obvious to theproblem solver”.
• Yoke& Simpsondefine it as“A problem occurs in asituation in which
afeltdifficulty to act is realized. It is adifficult to clearly
DEFINITION

8. • According to Gates“Aproblem exists for an individual when he hasa
definite goal he cannot reach by the behavior pattern which he
already hasavailable”
• According to skinner, Problem solving is a processof overcoming
difficulties that appears to interfere. In aproblem solving the entire
subject matter is organized in suchamanner that it canbe dealt
with through the problems identified duringthe study.
DEFINITION

10. • DEFINITION
• The Laboratory Method is a planned learning activity dealing with
original or raw data in the solution of problem. It is a procedure
involving first hand experiences with materials or facts derived from
investigations or experimentation.
• The Laboratory Method is used to designate a teaching procedure in
the physical sciences that uses experimentation with apparatus.
LABORATORY METHOD

11. • To give first and experience to students.
• To provide Student participation in original research.
• To develop skill in the use of Laboratory equipment and instruments.
• To develop skill in the use of laboratory equipment and instruments.
• To make use of reality to make learning easier and permanent.
• To build scientific attitude in the students.
AIMS OF LABORATORY
METHOD

12. STEPS OF THE
LABORATORY METHOD
• Psychological
Method of
teaching
• Close student
teacher
relationship
• Sense of
achievent
• Build scientific
attitude
Develop
practical skills
Learning
by doing
Retenti
on of
learned
material
Contact
with
reality

13. DEMERITS OF LABORATORY METHODS

14. All knowledge cannot be verified through experiments.
Shortage of resources
Lack of funds
Students may feel heavy burden
Teacher find it difficult to attend to the individual
needs of the students.
Need experienced and well qualified teachers only

15. Heuristic method is a pure discovery method of learning science
independent of teacher. The writings and teaching of H.E .Armstrong
,professor of chemistry at the City and Guilds Institute ,London have
had much influence in promoting science teaching in school .He was a
strong advocate of a special type laboratory training – heuristic
training .In heuristic method the student be put in the place of an
independent discover . Thus no help or guidance is provided by the
teacher in this method. In this the teacher set a problem for the
students and then stands aside while discover the answer .
Heuristic method

16. The method requires the students to solve a number of problems
experimentally . Each students is required to discover everything for
himself and is to be told nothing .The students are led to discover facts
with the help of experiments ,apparatus and books. In this method the
children behaves like a research scholar .In the stage managed heuristic
method ,a problem sheet with minimum instruction is given to the student
and he is required to perform the experiments concerning the problem in
hand .He must follow the instructions ,and enter in his notebook an
account of what he has done and results arrived at .He must also put down
his conclusion as to the bearing which the result has on the problem in
hand .In this way he is led to research from observation.
Procedure of this method

17. One of the most important aspects of the problem- solving approach to children’s
development in scientific thinking is the teachers attitude. His approach should
be teaching science with a question mark instead of with an exclamation point.
The acceptance of and the quest for unique solutions for the problem that the
class is investigating should be a guiding principles in the teacher’s approaches to
his programmed of science. Teachers must develop sensitiveness to children and
to the meaning of their behavior .Teachers should be ready to accept any
suggestion for the solution of problem regardless of how irrelevant it may seem
to him , for this is really the true sprit of scientific problem solving .By testing
various ideas it can shown to the child that perhaps his suggestion was not in
accord with the information available . It can then be shown that this failure gets
us much closer to the correct solution by eliminating one possibility from many
offered by the problem .
Teacher attitude

18. Merits of this method
This method of teaching science has following merits
• It develops the habit of enquiry and investigation among students .
• It develops habit of self- learning and self –direction .
• It develops scientific attitudes among students by making them truthful and honest for they learn
how to arrive at decisions by actual experimentations .
• It is psychologically sound system of learning as it is based on the maximum “ learning by doing”.
• It develops in the students a habit of diligence .
• In this method most of the work is done in school and so the teacher has no worry to assign on check
home task .
• It provides scope for individual attention to be paid by the teacher and for closer contacts .These
contacts helps in establishing cordial relations between the teacher and the taught .

19. Limitations of this method
I. It is a long and time consuming method and so it becomes difficult to cover the prescribed in time .
II. It pre-suppose a very small class and a gifted teacher and the method is too technical and scientific to be
handled by an average teacher . The method expects of the teacher a great efficiency and hard work ,
experience and training .
III. There is a tendency on the part of the teacher to emphasize those branches and parts of the subject which
lend themselves to heuristic treatment and to ignore important branches of the subject which do not involve
measurement and quantitative work and are therefore not so suitable .
IV. It is not suitable for beginners . In the early stages ,the students needs enough guidance which if not given ,
may develop a distaste for students .
V. In this method too much stress is placed on practical work which may lead a student to form a wrong idea
of nature of science as a whole .they grow up in the belief that science is some thing to be done in the
laboratory