This document discusses various teaching methods used in chemistry education. It begins by defining teaching methods as approaches used by instructors to help students learn skills, knowledge, attitudes, and values. Some key methods discussed include teacher demonstration, where the teacher performs experiments for students to observe; guided discovery, where students are led to conclusions; and the lecture method, which is teacher-centered with students taking notes. The document also covers question and answer techniques, resource-based projects, and talk and chalk methods. It provides advantages and disadvantages of each approach to help teachers determine the best methods for different lessons and contexts.

1. Teaching- methods in Chemistry
Godfrey Muhwezi
EDU 2205 Friday, September 9, 2022
Friday, September 9,
2022
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2. Definitions
Teaching methods are approaches made
by a teacher or instructor to help learners
acquire skills, knowledge, positive
attitudes, and values to bring a change in
behavior.
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3. .
Teacher Demonstration method
• This is where the teacher shows the learners/students how
the experiment is done.
• What does it involve?
• The teacher collects or prepares specimens/apparatus
specimens may be foods, or mixing chemicals. Apparatus may
be test tubes etc.
The teacher prepares the room e.g.
• Setting the apparatus depending on the size of the class
• Prepares the sitting arrangement i.e. the students/pupils should
be in a position to observe clearly
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4. Teacher demonstration continued
• The teacher shows clearly the learners how the experiment is
done. He demonstrates the experiment as the learners observe.
E.g. the teacher shows learners how oxygen is prepared. Add
hydrogen peroxide to manganese (IV) oxide in a flask and the
learners observe the bubbles in the flask and gas filling gas jar
• The teacher may then ask questions about the experiment
(observation)
• The teacher may again tell learners what has happened
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5. The pupils/learners
• The teacher may ask pupils to collect specimens/apparatus
• If the experiment is not dangerous, the pupils can be asked to
collect and prepare the apparatus e.g. collecting and washing test t
ubes before the experiment is demonstrated.
• The pupils may be asked to demonstrate the experiment as the
other pupils observe the color changes.
• The teacher then tells what happens during the experiment
• After the experiment, the discussion takes place
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6. When to use the demonstration method.
 It is used when the specimens/apparatus are not enough
for the whole class i.e. scarcity.
 It is employed when the time is short (minimize time
wastage)
 It is also used when the experiment is very
dangerous/specimen is dangerous/poisonous e.g.
dangerous chemicals include conc. acids, hydrogen
peroxide, etc.
 It is then employed when the experiment is hard or
tough e.g. dissection.
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7. Advantages of demonstration
 It stimulates or motivates learners hence better underst
anding
 It saves time hence the teacher is able to finish the syll
abus which builds confidence within the learners.
 Delivery of the right material e.g you cant prepare Hyd
rogen gas using the wrong reagents.
 It develops biological or scientific skills like observati
on, recording, and discussion.
 It builds confidence as learners observe the expected c
olor changes and observation of specimens.
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8. Disadvantages of demonstration
 Sometimes it is teacher-centered; learners are
deprived of the chance to touch the apparatus
etc.
 Being teacher-centered does not help the
pupils think.
 It doesn’t stimulate or motivate learners
because learners don’t touch the
specimens/Apparatus.
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9. Guided discovery method
This is a generative method that helps
students arrive at the required answers. It
involves the use of prefixes and
incomplete situations which can be
accomplished by the students
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10. Advantages
 It helps to develop most of the scientific skills i.e.
observation, fact-finding, analyzing, identifying,
conclusion, recommendation, etc.
 Helps students to participate actively i.e. to think
which yields better understanding and hard to forget
 It is student-centered
 It creates a sense of confidence in the pupil
 Develops a sense of speech or communication.
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11. Disadvantages
 It is time-consuming
 It requires a lot of materials to be effective
i.e. it is inefficient in schools without
materials.
 With the vast expanse of knowledge ever
growing, it is not possible for the student to
discover all laws and principles by himself.
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12. RESOURCE BASED METHOD/PROJECT METH
OD
This is a way of finding out information
 It is a method whereby learners or students find out info
rmation from various sources i.e. libraries, books, maga
zines, newspapers, charts, diagrams
 Collection of specimens from the local environment e.g.
flowers, leaves, ink, etc.
 Information can be got through discussions
 Audio visuals –radios, TVs, videos (programs)
 Information can be got from museums and zoos.
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13. ASSIGNMENT METHOD
• This is where students are given a task, q
uiz, or question and they look for the pos
sible answers. Students are encouraged to
make research on their own. This can be
done individually or in groups. Each grou
p may then report the findings for criticis
ms, approvals, and additions.
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14. QUESTION AND ANSWER TECHNIQUE
• This is the best method of teaching. It is
through questions. The teacher teaches by
questioning pupils who in turn answer the
questions.
• This is the teaching through question and
answer technique by giving pupils questions to
answer. It stimulates the thinking of pupils i.e.
encourages pupils to think for better
understanding. As you teach, there are different
types of questions.
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15. Types of questions
Factual/memory questions. These call for recalling
of facts e.g. what is effervescence?
High-order questions. These call for thinking,
stimulating thought. These include why, what, how
e.g. how are acids different from bases? Why is ice
less dense than water?
Probing questions. These are questions that you ask
as you teach. You think about them as you teach.
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16. Questions to avoid while teaching
a) Do you understand?
b) Avoid questions that give chorus
answers e.g. is it clear? Better ask; who
doesn’t understand?
c)Don’t ask questions that have obvious
answers e.g. yes/no.
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17. LECTURE METHOD.
• It is a teacher-centered method. Learners
only listen, they have no chance to talk, or
passively participate, and notes are given by
dictating. He may demonstrate experiments
as learners observe and take notes. The
teacher may only pass handouts, notes can
be sent to a member of the class for
dictating, and films can be seen on certain
topics. 17

18. .
Advantages of lecture method:
 It is a quick method /time saving
 Students pay attention
 Major points are emphasized
 It gives the teacher confidence
 There is a wider coverage of the syllabus
 Students learn summary note writing
 It may help to stimulate interest/enthusiasm to the
learner by using sweet words, simple words that make
the lecture lively.
 Encourages students to read on their own 18

19. Disadvantages
 It is teacher-centered
 There is lack of feedback from students
 Only above-average students grasp something
 It can be boring if no sweet language is used and there is
communication skills and use of hard words
 It is not applicable to beginners
 Creates a big gap between the teacher and pupils
 It overworks the teacher
• It is discouraged because learners are not involved in scientif
skills i.e. observing, discussing, analyzing, fact finding, and
identifying
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20. How to improve lecture method
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 Use of language-simple, suitable, level to the class and
vocabulary
 Communication should be improved i.e. be straight
forward
 Duration should not be long to avoid monotony
 Use illustrative aids-audio visual aids to supplement
lecture.
 Emphasize or reinforce main ideas
 Use stimulating voice and speed: don’t bark

21. Talk and Chalk
• This is the practice of talking and jotting down impo
rtant points systematically on the board.
• The teacher talks by explaining, discussing, describi
ng, relating, questioning, criticizing, and disagreeing.
• The teacher writes by sketching, drawing, giving exe
rcises, pie charts, etc. learners listen, write notes, draw
diagrams, etc.
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22. Talk and chalk cont’d
Advantages:
 A good number of senses are use
d e.g. hearing and seeing.
 It is guided teaching therefore cor
rect information is written e.g. cor
rect spelling
 It is good for slow learners.
 Helps students with impaired hear
ing senses
 Material can be copied later.
Disadvantages
 It is teacher-centered since the teacher
talks and writes.
 Language may be hard for the pupils h
ence low understanding
 Hand writing may be the worst hence
wrong information may be written.
 It is time-consuming hence the syllabu
ses may not be completed. Learners m
ay lose passing confidence
 Scientific skills may not be developed.
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23. How to improve Talk and chalk
 Emphasis should be put on question asking
 Use valid illustrative teaching materials and
good aids
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24. Breakout sessions (8 min discussions,5
minutes presentation)
• Group1; Discuss the resources you would use to
teach the Periodic table and the methods you
would use.
• Group2: Discuss the resources you would use to
teach the Preparation of hydrogen and the methods
you would use.
• Group3: Discuss the resources you would use to
teach covalent bonding and the methods you would
use.
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25. Thank you.
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mber 9, 2022
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