Teaching of Science: Lecture Notes On Methodology

L
LLe
eec
cct
tt u
uur
rr e
ee n
nno
oot
tt e
ees
ss o
oon
nn T
TTe
eea
aac
cch
hhi
ii n
nng
gg o
oof
ff S
SSc
cci
ii e
een
nnc
cce
ee

f
ff o
oor
rr D
DD.
.. T
TT.
.. E
EEd
dd.
.. ,
,, S
SSe
eec
cco
oon
nnd
dd y
yye
eea
aar
rr.
..

D
DDi
ii s
sst
tt r
rr i
ii c
cct
tt I
II n
nns
sst
tt i
ii t
tt u
uut
tt e
ee o
oof
ff E
EEd
ddu
uuc
cca
aat
tt i
ii o
oon
nn a
aan
nnd
dd T
TTr
rr a
aai
ii n
nni
ii n
nng
gg,
,, L
LLa
aaw
wws
ssp
ppe
eet
tt ,
,, P
PPu
uud
ddu
uuc
cch
hhe
eer
rr r
rr y
yy.
.. 6
660
005
550
000
008
88.
..

First edition: 2010
Revised edition: 2011

Lecture notes on
TEACHING OF SCIENCE

DIPLOMA IN TEACHER EDUCATION
SECOND YEAR

by

T. MADHAVAN, M.Sc., M.Ed., M.L.I.S., M.Phil.,P.G.D.C.A.,
Lecturer in Science, DIET, Lawspet, Puducherry-8.

District Institute of Education and Training
Lawspet, Puducherry. 605008.

Preface

`Teaching of Science: Lectur Teaching of Science: Lectur Teaching of Science: Lectur Teaching of Science: Lecture notes on e notes on e notes on e notes on Methodology Methodology Methodology Methodology` `` ` is the reprint of my earlier work titled
`Teaching of Science: Lecture notes and translation excerpts` for the second year students of
Diploma in Education in English medium. .. . The units in Methodology part are explained with
necessary illustrations selected passages are translated with much care and attention without much
deviation from the original version.
This Lecture notes facilitate and enhance the readings in the methodology part of Teaching
of Science. In order to acquire the actual sense of course content of the curriculum, additional
illustrations are included. The notes on the On-line method in Teaching of Social Science also
annexed for further clarification.
I hope this academic stuff can cater the requirements of Teacher trainees and the teachers in
search of study materials and information in the subject Teaching of Science.
Comments and suggestions for improvement regarding this work will be gratefully received
and attended to.

T. MADHAVAN,
Lecturer in Science,
DIET, Puducherry-8.

Acknowledgement

This study material titled `Teaching of Science: Lecture notes on Methodology` is
exclusively done in the interest of the teacher trainees of District Institute of Education and Training,
Puducherry. This work would not have been successfully materialized without the assistance of the
beloved Director, Mr. G. P Mr. G. P Mr. G. P Mr. G. Panneer Selvam anneer Selvam anneer Selvam anneer Selvam, Director of Director of Director of Director of School School School School Education, Puducherry Education, Puducherry Education, Puducherry Education, Puducherry to whom I owe my
sincere gratefulness.

This maiden attempt would not have been successfully accomplished without the blessings and moral
support of the beloved Director Dr. S. Sundaravadivelu, D Director Dr. S. Sundaravadivelu, D Director Dr. S. Sundaravadivelu, D Director Dr. S. Sundaravadivelu, Directorate of Education, Puducherry irectorate of Education, Puducherry irectorate of Education, Puducherry irectorate of Education, Puducherry to whom I
owe to record my sincere thanks and gratefulness at this juncture.

I am extremely thankful to the Joint Director , Secondary Education, Joint Director , Secondary Education, Joint Director , Secondary Education, Joint Director , Secondary Education, Mr. J. Krishnaraj, r. J. Krishnaraj, r. J. Krishnaraj, r. J. Krishnaraj,
Directorate of School Education, Puducherry Directorate of School Education, Puducherry Directorate of School Education, Puducherry Directorate of School Education, Puducherry for his guidance, support and encouragement.

I deliver my thanks to Mr. R. Valavan, Principal, District Institute of Education and Training, Mr. R. Valavan, Principal, District Institute of Education and Training, Mr. R. Valavan, Principal, District Institute of Education and Training, Mr. R. Valavan, Principal, District Institute of Education and Training,
Puducherry Puducherry Puducherry Puducherry who provided an opportunity to prepare the Lecture notes and translate the essential parts of
the source book.

I am thankful to Mr. R. Parthasarathy, R. Parthasarathy, R. Parthasarathy, R. Parthasarathy, State Project Director, SSA, Directorate of School
Education, Puducherry for his valuable motivation and suggestions in my professional excellence.

I would like to forward my due thanks to Mr. V. V. V. V. Krishnan, Of Krishnan, Of Krishnan, Of Krishnan, Officer o ficer o ficer o ficer on Special Duty, State Training n Special Duty, State Training n Special Duty, State Training n Special Duty, State Training
Centre, Puducherry Centre, Puducherry Centre, Puducherry Centre, Puducherry for his benevolent support.

This meticulous work compiled by Mr. N. Sambat coumar, Mr. N. Sambat coumar, Mr. N. Sambat coumar, Mr. N. Sambat coumar, my colleague and Lecturer in E Lecturer in E Lecturer in E Lecturer in Englsih, nglsih, nglsih, nglsih,
District Institute of Education and Training, Puducherry. District Institute of Education and Training, Puducherry. District Institute of Education and Training, Puducherry. District Institute of Education and Training, Puducherry. His editing skills deserves much to be
appreciated
Finally, I thank my students and friends and all those who have extend their assistance
and guidance directly and indirectly in all endeavour. Comments and suggestions for improvement
regarding this work will be gratefully received and attended to.

T. MADHAVAN.

Dedicated to
My Parents and Teachers

Lecture Notes on Teaching of Science Lecture Notes on Teaching of Science Lecture Notes on Teaching of Science Lecture Notes on Teaching of Science

Index

Contents Page
Part A: Methodology

Unit 1 Heuristic Method 1
Unit 2 Co-curricular Activities 20
Unit 3 Project Method 42
Unit 4 Inductive and deductive method 54
Unit 5 Multi Media Package (MMP) 66
Unit 6 Active Learning Method (ALM) 87
Teaching of Science II. Syllabus.
106
Sample Questions in Methodology
108

Teaching of Social Science II
Unit Methodology Page No
1 On-line method 113

You cannot teach a man anything;
You can only help him find it within himself.
.
Galileo Galilei (1564-1642)
Italian physicist and astronomer

Unit -1: Heuristic Method.
Teaching of ScienceII. Part B: Methodlology. { 1 }

The name of this method is derived from Greek letter 'Heurico' which means 'I
discover' or 'I find'. It is a fact that as Investigations compared to acquiring knowledge or
information from others it is more efficacious to acquire the same through personal effort
at probing or discovering. On this fact rests the value of Heuristic Method in which one
learns by placing oneself in the position of an original discoverer or even inventor.
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 principle in the teacher's approach to his programme of
science.

In Heuristic method {The word `Heuristic` means to discover}, the student be
put in the place of an independent discoverer. Thus no help or guidance is
provided by the teacher in this method. In this method the teacher sets a problem for
the students and then stands aside while they discover the answer.
In words of Professor Armstrong, "Heuristic methods of teaching are methods
which involve our placing students as far as possible in the altitude of the discoverer -
methods which involve their finding out instead of being merely told about things".

Prof. Armstrong advocated Heuristic method, half a century ago, by which the pupil was
to find the answer to his problems by his own unaided efforts. When science first became
a school subject, it was often taught without the laboratory practice which provides first
hand experience to contact with concrete things. In consequence, it became a list of facts
and technical terms to be memorized; discovery and experiment played little part.
U Un ni it t I I : : H He eu ur ri is st ti ic c M Me et th ho od d: : A Ai im ms s a an nd d o ob bj je ec ct ti iv ve es s - - M Mo od de el l - - S St te ep ps s i in nv vo ol lv ve ed d L Le ea ar rn ni in ng g
o ou ut tc co om me es s - -E Ex xp pl la ai in ni in ng g t th he e m me et th ho od d w wi it th h a an n a ap pp pr ro op pr ri ia at te e e ex xa am mp pl le e f fr ro om m t th he e c co on nt te en nt t - -
E Ed du uc ca at ti io on na al l i im mp pl li ic ca at ti io on ns s o of f t th he e m me et th ho od d, , M Me er ri it ts s a an nd d D De em me er ri it ts s. .

Objectives:
By this heuristic method a student
- can solve a problem by using his scientific attitude
- explains his activities to be done
- demonstrates the experiments
- illustrates the results of the experiments
- acquires the knowledge about the new concepts
- thinks independently
- collects and analyses the data for information.

Principles:
The main aim of teaching by the Heuristic method is not so much to teach facts of
science, mathematics, grammar or history but to teach how the knowledge of those may
be obtained, systematized and used. In short, process is considered more important than
the product. On closer study the method appears to be a second form of the "Inductive
method." DumviIIa defines this method as Heurison is nothing other than Herbert
Spencer's inductive method of teaching."
The underlying principles
1. The principle of activity.
2. The principle of logical thinking.
3. The principle of mental development.
4. The principle of purposeful experience.
5. The principle of proceeding from the known to the unknown.
This method is based on self-thinking and self study.
The method requires the student to solve a number of problems experimentally. To almost
every one especially children experiments and science are synonymous. Once an idea occurs
to a scientist he immediately thinks in terms of ways of trying out his ideas to see if he is
correct. Trying to confirm or disprove some thing, or simply to test an idea, is the backbone of the
experiment. Experiments start with questions in order to find answers, solve problems and clarify the
ideas or just to see what happens. Experimenting should be part of the elementary school science
programme as an aid to helping children find solutions to science problems as well as for helping
them to develop appreciation for one of the basic tools of science.

Procedure / Method:
As mentioned above, the pupils are led to discover the facts
for themselves with the help of experiments, apparatus or books.
Naturally the procedure adopted will be that of activity method and
the actual way will be inductive. The child invents or discovers the
fact. The child struggles to know the, in fact, is a research scholar. For execution, all
children in a class may be set to work at the same problem simultaneously, and each child
may be made to feel responsible for finding out something for himself.

Each child is free to move, discuss, question. The pupil is induced to ask many
questions, and to answer such questions as far as possible, himself. A burning desire is
created in the pupils to seek, find and not yield. Self-observation and experimentation are
the procedures pupils use.
Pupils are guided to observe facts correctly, to systematize the knowledge learn
and to arrive at generalizations all through their own efforts. The teacher may also ask
questions to keep the pupils on the track and to make them active mentally and arouse
their curiosity. Once the desire to learn is created, the pupils will surely learn.

Teacher should give the work sheets (Information Sheets) to each student to solve
the problems written or depicted in it.
Students themselves solve the problems given in the work sheet through the
appropriate experiments.
The experiments can be done with the help of hints given in the work sheet or with
the guide lines provided by the teachers.
In this method, it is not mandatory that the student must carry out the experiments
instantly. Teachers should give appropriate help or guidelines to the students
whenever felt necessary.
The students have to do the experiments as detailed in the work sheet and record
the events or effects occurred during the experimentation.
The recorded information during and at the end of experiments must be analyzed
for final results. This the final stage of this method. In this method the child
behaves like a research scholar and discovers the truth.

Hence, the heuristic method is a method which can give adequate training for discovery
and experimentation. This method prefers the discovery and practice than knowing the
concepts.

Procedure of the Method

The method requires the students to solve a number of problems experimentally. Each student 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 child
behaves like a research scholar.
In the stage managed heuristic method, a problem sheet with minimum instructions 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 note book 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 reason from observation. Essentially therefore, the heuristic method is
intended to provide a training in method. Knowledge is a secondary consideration altogether.
The method is formative rather than informational.
The procedures and skills in science problem solving can only be developed in class rooms
where searching is encouraged, creative thinking is respected, and where it is safe to investigate,
try out ideas.
Teachers Attitudes & Responsibility in Heuristic Method

Teachers must develop sensitiveness to children and to the meanings of their
behaviour. Teachers should be ready to accept any suggestion for the solution of problems
regardless of how irrelevant it may seem to him, for this is really the true spirit of
scientific problem solving. By testing various ideas it can be 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 as much closer to the correct solution by
eliminating one possibility from many offered by the problem.

Teacher's role is all the new and progressive methods of teaching is not an easy
one. The role and responsibility is high in the Heuristic method. The teacher must be a
treasure-house of knowledge and information, and yet give minimum possible help to the
pupils-only that much help which will develop the spirit of Heuristic method. He should be
a good guide, giving that amount of guidance in right time in a right way to the right pupil.
He must be an adept in the art of questioning. He should be sympathetic and courteous to
be able to put the children at ease. The teacher should be capable enough to; plan and
devise problems for investigation by pupils, according to their age, interest and ability. He
should be capable of intelligent supervision and to train the pupils in a way that he himself
becomes dispensable in pupils learning.

In this method teacher should avoid the temptation to tell the right answer to
save time.
The teacher should be convinced that road to scientific thinking takes time.
Children should never be exposed to ridicule for their suggestions of possible
answers otherwise they will show a strong tendency to stop suggestions.
As an adjective, heuristic (pronounced hyu-RIS-tik and from the Greek
"heuriskein" meaning "to discover") pertains to the process of gaining knowledge or
some desired result by intelligent guesswork rather than by following some pre-
established formula. (Heuristic can be contrasted with algorithmic )
As a noun, a heuristic is a specific rule-of-thumb or argument derived from
experience. The application of heuristic knowledge to a problem is sometimes known
as heuristics.
For success of this method a teacher should act like a guide and should provide
only that much guidance as is rightly needed by the student.
He should be sympathetic and courteous and should be capable enough to
plan and devise problems for investigation by pupils.
He should be capable of good supervision and be able to train the pupils in a way
that he himself becomes dispensable.

Steps in Heuristic Method
The following steps are followed in the heuristic method:
Planning
Creating of Objectives
Identification of Problem
Arriving for appropriate solutions for the problem
Execution -
Perceiving and observing for accurate results
Recording of the results observed
Conclusion -
Formulation of hypothesis

Identification / Arriving the accurate solution.
Example -1: Using this Heuristic method the student-teacher can teach the lesson Àcids,
Bases and Salts ` as illustrated below:

Phase 1: Role of Teacher Preparation of Information Sheets:
The above mentioned unit can be taught and the students can understand the unit
by this heuristic method. Preparation of the Information sheet (Work sheet) should be
done by the Teacher. For the above mentioned topic the problems should be depicted as
follows:
Information Sheet:

Phase 2: Students Role Experimentation
The students who select the Information sheet (work sheet of above mentioned
topic) should do the experiments described in it for the answers / results / solution.

Experimenting:
The sour tasted compounds and food components are known as Acidic in nature.
Students can know the acidity of the compounds through taste (the non toxic, non-
Recording the Changes / events:
The blue litmus turns red in color when it is exposed in to the sample (tamarind or
vinegar) solution.
The Acids change the color of the Blue litmus in to red
This change must be noted by the student.
Acids, Bases and Salts
Sources - properties and types of acids;
Sources - properties and types of bases;
Sources - types and properties of salts;
What are the acidic foods / compounds ?
Mention the name of the acid present in the Milk ?
Which fruit bears Maleic acid ?
Is there acids available in inorganic compounds ?
Name the acid present in lemon.
corrosive, weak solutions of the compound or food samples must be used). The
substances such as vinegar, Lemonade, tamarind solution, are acidic in nature.

The acidity of substances can be affirmed through the litmus test. In order to
conduct the litmus test the following are kept ready: Sample substances (ex. Tamarind,
etc.), water, Glass beakers or test tubes and Blue litmus paper.

By following the instructions and guidelines of the teacher the students acquire the
solution for the problem depicted in the Information sheet (work sheet). Like wise, the
students can solve the other problems in the information sheet (with the help or guidelines
fro the teacher whenever necessary).

Example -2: Germination of Seeds.
The lesson germination can be taught effectively with this
approach. The factors, period of germination can be easily known
by the students themselves through the experimentation. The
seeds and other equipments for this experimentation are widely
available. The environment and equipments can easily procured
by the students themselves. Students also show their interests in experiments and results.
The following steps and method can be used to conduct the experiment which can
motivate the students in their learning experiences.
Aim: To affirm the acidity of the given substance through litmus test.
Apparatus and Reagents required: Sample substances (ex. Tamarind, etc.), water, Glass
beakers or test tubes and Blue litmus paper.
Procedure: In a beaker or test tube, the sample substances must be soaked and dissolved
with sufficient amount of water. Then a blue litmus paper is inserted in the solution at the
beaker or test tube for a few seconds.
Observation: Observe the color change in the litmus paper.
Result: If the blue litmus turns red the solution is affirmed as acidic other wise non-acidic in
nature.

Conclusion: From the observation and findings the students can derive the inference; the
substance (Tamarind solution) is acidic in nature.
Phase 1: Role of Teacher Preparation of Information Sheets

Phase 2: Students Role Experimentation
The student who proposed to solve the problem given in the information sheet on
seed germination has to collect the information or guide lines from the teacher and gather
the seeds and other necessary tools and equipments. He should conduct the experiments
as follows.

Experimenting:
Aim: To identify the factors of seed germination.

Apparatus and Reagents required: Bean seeds of good quality, a defective seed,
Glass beakers, red soil.

Procedure: Take five glass beakers (100 m.l.) and label them as 1,2,3,4 and 5. Fill the
red soil upto level of each beaker except the last one. Leave the fifth beaker
without red soil. Plant the bean seeds of good quality in the first three beakers.
Plant a defective bean seed in the fourth beaker. Place a good seed in the beaker
without soil.
Keep the beakers numbered 1 and 4 in the place where the sun light is available out
side.
Keep the beakers numbered 2 and 3 within the shelf or almirah where there is no
light.
Keep the beaker number 5 out side where the sunlight is available.
Problem: How do the seeds germinate ?
What are the factors of seed germination ?

Note: The germination of the seed requires good seed, red
soil, water, sunlight, air.


Observation and maintenance:
Students have to look out the seed growth with proper care and observe the
changes happening with the seeds. This can be done with the help of guidelines /
instruction from the teacher also.
Students has to water the seeds at the beakers numbered 1,3,4 and 5 for five to six
days regularly during morning time. No watering to the beaker 2.
After five or six days students has to observe the change in the seeds placed in the
beakers. If necessary, information given about the seed germination at the text books can
be compared and arrive the final conclusion.

Recording the changes:
Each and every seed is observed for the changes happened.
The changes need be recorded:

Result: The factors of seed germination are healthy seed, red soil or garden soil (soil
with essential nutrients), air, sunlight and water

With the experiments and the results of observation, the students learnt that the
seeds require healthy and the sufficient air, water, sunlight and soil with essential nutrients.
The experiments can be done by the students themselves give ample curiosity and
scientific attitude for them.
Beaker
No.
Changes on the seed
effected on 5
th
day
Reason
1
Seed germinates shows
full growth.
This good quality seed in this beaker has sufficient amount
air ,soil, water and sunlight
2
Seed had dried. Not
germinated
This good quality seed needs water to grow hence it dried.
3
Seed had grown and not
germinated.
This good quality seed needs shows a little growth but no
germination is effected. Because it need sunlight.
4
Seed had not grown and
germinated.
This seed is a defective one. So it has no germination.
5
Seed is perished and not
germinated.
This good quality seed needs soil to cater itself. so that it
perished. It loses its germination capability.

Example -2: Reflection of Light.

From the lesson Light, the unit comprising the Light reflection and Laws of
reflection of light and proof for the laws can be illustrated through this method. The
experiments on plane mirror can be conducted by the students and the laws can be
understood practically by them.

Phase 1: Role of Teacher Preparation of Information Sheets

Phase 2: Students Role Selection of Information sheet
The students who opts this information sheet will be given the guidelines. The laws
of reflection are stated as follows:
The incident ray, the reflected ray and the normal to the reflection surface at the
point of the incidence lie in the same plane.
The angle which the incident ray makes with the normal is equal to the angle which
the reflected ray makes to the same normal. (i.e. the angle of reflection is equal to
the angle of incidence)
In order to define and prove the reflection and laws of reflection the experiment need be
conducted by the student with the following tools or equipments: Drawing board, Plane
mirror, Pins and white paper etc.,

Experimenting:
Aim: To explain the phenomenon reflection and prove the Laws of reflection using plane
mirror.
Problem: What is reflection?
What are the laws of reflection?

Note: Plane mirror reflects almost all of light which falls on it through the
same medium it has traveled.

Apparatus and equipment or tools required: Drawing board, Plane mirror of size 12 cm
x 3 cm, Pins and white paper
Procedure: To view an image of a pencil or pin in a mirror, you must sight along a line at
the image location. As you sight at the image, light travels to your eye along the path
shown in the diagram. This shows that the light reflects off the mirror in such a
manner that the angle of incidence is equal to the angle of reflection. It just so
happens that the light which travels along the line of sight to your eye follows the law
of reflection.
Place a sheet of white cardboard perpendicular to the reflecting surface of plain mirror,
and we send a pencil of light to the surface of the mirror so that it just skims along
the surface of cardboard. Pencil which strikes the surface of the mirror is called the
incident pencil and the pencil which is reflected by the surface is called the reflected
pencil. Results of the experiment are shown in the following diagram.

This experiment leads us to the conclusion that when light is reflected from a plane
specular surface, the incident ray, the normal (the perpendicular to the surface at the point
of contact), and the reflected ray all lie in the same plane. This statement is called the first
law of reflection.
Now we can measure the angles between the normal and two rays by placing a
white plastic protractor instead of the cardboard. We can repeat measurements for
different angles of incidence but conclusion will be always the same:

the angle of reflection (r) is equal to the angle of incidence (i).
This statement is called the second law of reflection.

In the diagram, the ray of light approaching the mirror is known as the incident ray
(labeled I in the diagram). The ray of light which leaves the mirror is known as the
reflected ray (labeled R in the diagram). At the point of incidence where the ray strikes the
mirror, a line can be drawn perpendicular to the surface of the mirror. This line is known as
a normal line (labeled N in the diagram). The normal line divides the angle between the
incident ray and the reflected ray into two equal angles.
The angle between the incident ray and the normal is known as the angle
of incidence. The angle between the reflected ray and the normal is known as the angle
of reflection. (These two angles are labeled with the Greek letter "theta" accompanied by
a subscript; read as "theta-i" for angle of incidence and "theta-r" for angle of reflection.)
The law of reflection states that when a ray of light reflects off a surface, the angle of
incidence is equal to the angle of reflection.
Recording the Changes:
The experiments will be conducted as per the instruction of the teacher and the result
are recorded as in the following table.
Sl. No. Angle of
Incidence
Angle of Reflection
1 25
2 35
3 45
4 55
5 60

Conclusion:
By the results obtained the students understand the laws of reflection.

Merits of Heuristic Method

The Heuristic method is not only useful in the teaching of Science, but can be used
with effect in all other subjects like mathematics, physics, chemistry and nature study. As
the method is ultimately reduced to a Heuristic attitude or scientific attitude, there can be
no difficulty of applying this very attitude in almost all subjects of the school curriculum.
For instance
In language-pupils may collect a number of examples of a rule in grammar and then
state the rule for themselves.
In science-the pupils will perform the experiment and find out the results for
themselves
In history the student may execute the time line the sources and then compile an
account of a historical event.
In geography-the students may observe the phenomena of days and nights their
duration at different times in the season and formulate general principles
In all other subjects where rules have to be established,they have to be further applied
or where inductive deductive approach has to be followed -the method can be
used.

This method of teaching science has the following merits:
It develops the habit of inquiry 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 student 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 establishing cordial
relations between the teacher and the taught.

Limitations of Heuristic Method
Main limitations of this method are as follows:
o It pre-supposes a very small class and a gifted teacher and the method is too
technical and scientific to be handled by an average teacher.
o It is a long and time consuming method and so it becomes difficult to cover
the prescribed syllabus in time.
o The method expects of the teacher a great efficiency and hard, experience and
training.
o There is a tendency on the part of the teacher to emphasize those branches and
parts of the subject which lend brandies of the subject which do not involve
measurement and quantitative work and are therefore not so suitable.
o It is not suitable for beginners. In the early stages, the students need enough
guidance which if not given, may greatly disappoint them and it is possible that
the child may develop distaste for studies.
o In this method too much stress is placed on practical work which may lead a student
to form a wrong idea of the nature of science as a whole.
o They grow up in the belief that science is some thing to be done in the
laboratory, forgetting that laboratories were made for science and not
science for laboratories.
o The gradation of problems is a difficult task which requires sufficient skill and training.
o The succession of exercises is rarely planned to fit into a general scheme for building
up the subject completely.
o Some times experiments are performed merely for sake of doing them. Learning by
this method, pupils leave school with little or no scientific appreciation of
their physical environment.
o The romance of modern scientific discovery and invention remains out of picture for
them and the humanizing influence of the subject have been kept away from
them.
o Evaluation of learning through heuristic method can be quite tedious.
o Presently enough teachers are not available for implementing learning by heuristic
method.

Limitations:
Heuristic method, like other methods, is impracticable for constant use. it is highly
uneconomical in time, and allows mistakes of method, of argument and of
verification to continue too long unchecked and uncorrected.
The method is unsuitable for beginners: In the early stages, students stand in need of
enough guidance which, if not given, may greatly disappoint them and thus the
child may develop a distaste for studies. With children who cannot read
independently, the method is unworkable.
The method is time-consuming: A single period of 40 minutes duration is too short a
time to discover a fact in true Heuristic way. Thus, the method can be adopted well
only if there are no restrictions of time-table, periods, syllabus and examinations.
The method is too technical and scientific to be handled by an average teacher: The
method expects of the teacher great efficiency and hard work, experience and
training.
To guide the pupils and to enable them to find facts forthemselves is not an easy task.
In the hands of an unskilled teacher, the method is in danger of being reduced to a
mere questioning-answering technique.
In this method, it is the process of investigation and thinking which is important and
many activities.and trials have to be undertaken to reach a conclusion.
It requires great skill and ingenuity to perpare interestsgraduated problems and
exercises.

This method cannot be successfully applied in primary classes but this method
can be given a trial in secondary classes particularly in higher secondary classes.
However, in the absence of gifted teachers, well equipped laboratories and libraries
and other limitations this method has not been given a trial in our schools. Even if
these limitations are removed this method may not prove much useful under the
existing circumstances and prevailing rules and regulations. Though not recommending
the use of heuristic method for teaching of science, it may be suggested that at
The method has so many merits to commend it:
1. The method helps in developing a scientific attitude of mind and spirit of investigation and
experiment.
2. With the result, that whatever the child learns, is more lasting and permanent.
3. Habits of industry and hard work are instilled both in the teachers as well as the pupils.
4. Both are accustomed to read extra books to obtain more information.
5. The method helps in solving the problem of homework also. The pupils have to think and work
seriously in the class. Facts learnt, thus, are remembered by the pupils without any difficulty. The
child is not required to memorize a great many facts at home.
6. The process of self-education encourages self-reliance, self confidence and self-activity in the pupils.
When the pupils discover facts themselves, they feel a lot of pleasure. This gives to the pupils ,a
great incentive for further work.
7. Knowledge is gained through experience in its proper context. Such knowledge does not tax memory.
Dullness and boredom which often characterize a classroom situation is no more here.
8.. Lastly, the method provides scope for individual attention to be paid by the teacher and for closer
contacts. These contacts help in establishing cordial relations between the teacher and the taught.
9. The pupils develop confidence; they do not hesitate to express themselves. Thus, they gain in ways
more than one.
10. Teachers gain because they understand their words better and thus can help cause learning.
least a heuristic approach prevails for teaching of science in our schools. By heuristic
approach we mean that students be not spoon fed or be given a dictation rather they be
given opportunities to investigate, to think and work independently along with traditional
way of teaching.

Summary
Like other methods, it is impracticable for constant use; it is uneconomical in time,
and it allows mistakes of method, of argument and of verification to continue too long
unchecked and uncorrected. The method is, not at all suitable for beginners. It is time-
consuming. The aim of this method is to promote creativeness and "learning by discovery."
This method helps in the expression of personal interests and especially useful in science
projects. The teacher retreats in the background and, thereby, forces the student to judge
and plan for himself. The Originality and individual differences can blossom as never
before.

~ ~ ~

end.
Unit -1: Co-curricular activities

Co Co Co Co- -- -curricular activities curricular activities curricular activities curricular activities

C Co o- -c cu ur rr ri ic cu ul la ar r a ac ct ti iv vi it ti ie es s, previously known as extracurricular activities which are
intended to complement and broaden the curriculum students receive in regular classes, as
well as bringing the better learning experience putting them into practice. These activities are
a means to instill active social interaction. They serve to promote a variety of activities which
all school students must attend alongside the standard study curriculum. The original initiative
was subsequently expanded to include important qualities, such as leadership, healthy
recreation, self-discipline and self-confidence. At higher levels of education, Co-curricular
activities participation may even translate into precious academic points.

During school / college / university time, you can afford to make mistakes and learn
from it. So, the co-curricular activities that you get involved would be good training ground for
you to learn and practice. Practice does make one to be more perfect in doing things. You
would also learn the service culture, especially if you are involved in those groups that would
do community service and helping out the needy through activities, projects, fund raising etc.
This unit provides the description about the co-
curricular activities related with teaching of science. The
objectives, various components and activities of each
component are described in following pages.

Objectives:
Student-teacher acquires the following from this unit;
Understands and explains the importance of co-curricular activities related to science
and its teaching.
Describes the necessity and importance of science club
Classifies the science club
list out the activities of science club
describes the necessity and importance of science field trips
list out the pre-cautionary measures and arrangements for field trip.
U Un ni it t V VI II II I: : C Co o- -c cu ur rr ri ic cu ul la ar r A Ac ct ti iv vi it ti ie es s: : N Ne ee ed d a an nd d i im mp po or rt ta an nc ce e - - P Pl la an nn ni in ng g, , E Ex xe ec cu ut ti io on n a an nd d
r re ev vi ie ew w - - P Pr re ec ca au ut ti io on na ar ry y m me ea as su ur re es s - - F Fi ie el ld d T Tr ri ip p / / N Na at tu ur re e W Wa al lk k - - S Sc ci ie en nc ce e c cl lu ub b, , E Ec co o- -c cl lu ub b, ,
S Sc ci ie en nc ce e q qu ui iz z, , S Sc ci ie en nc ce e E Ex xh hi ib bi it ti io on n - - R R o ol le e o of f t te ea ac ch he er r. .

discuss the merits and demerit of field trips
Identifies the topics related with the field trips and trains in such way.
Understands and describes the importance of science quiz programmes.
Explain about the requirements, rules and regulations for science quiz.
Define the science exhibition and its importance in teaching of science.
Explain the importance and requirements for a science exhibition.
Describe the methods and procedure of organizing a science exhibition.
~ ~ ~ ~ ~ ~

The science teacher plays a significant role in developing, various abilities of
students, through his teaching. The activities dependent on the lesson taught by the teacher
in the classroom cannot fully be used to release the latent potentials of students. When
students get involved in scientific events such as Science exhibitions, science corners and
science club activities, there is no doubt that it will help them add better learning experiences,
multi dimensional personality, observation skills, problem solving skills and creativity.

Importance of Science Club in Schools
Classroom is a place where students are kept in a controlled way and made to
perform as planned and have the learning experiences. In a science club the students get an
opportunity to present experiments of their own. Some interested students who will not be
benefited from the regular classroom activities find helpful and interesting in science and its
experiments. That is why science clubs should be organized in schools to provide opportunity
to those students who would willingly create and present new experiments and devices. In a
science club, they involve in activities of their own desire, joy and fun for the benefit of the
club. They control themselves in a classroom but in a science club they organize according to
their own convenience. Usually science club is a place for liberal action and also where they
can exhibit their potential and innovations.

Science club: types
Science clubs can be classified into two types according to their objectives. i.e.
General Science club { Example: Biology club, Physics club, Chemistry club }

Specialized Science club { Example: Eco club, Nature club, Radio club }

General objectives of Science club:
promotes the scientific attitude among the students
acquires the skills of problems solving through the scientific approach
develops the skills in creativity and research
creates the interests in recent developments in science and technology
formulates the use of scientific principles in every day life.
shares the resources and information with the science clubs in other schools.

Organizational Structure of Science Club:

Both the specialized and general science club may function with the following
organizational structure. Science club should be organized well. It should be started with
those students who have real interest. Without any exertion, first meeting could be held and
temporarily office bearers could be appointed. Next meeting, it could be discussed and
changes could be made for all the members to accept and function.

Patron: generally Head master of the school is the patron of the Science club. He supports
and co-operates the activities of the science club. The persons related with the science
club have to abide his rules and regulations pertaining to the club functions and
activities.

Sponsorer: He / She is the key person of the club. He/She has to guide the students and
club members in the activities of science club. A science teacher who is enthusiastic
and creative should function as sponsor. The science club effective functioning will
Science Clubs
General Science
Club
Specialized Science
Club
Biology club
Physics club
Chemistry club
Eco club
Radio club
Nature club

depend upon this sponsor only. He should supervise, guide and streamline his students;
but he should not control the students.

Executive Committee: The members elected / selected from the general body meeting of the
club. This executive committee functions for one academic year. Committee should be
formed selecting president, secretary, assistant secretary, treasurer, librarian, store
keeper, publicity officer and class representatives from the members of the science
club. The duties and responsibilities of the members of the executive committee are
given in the tabular column below

Members: It is better to register lesser number of the students in science cub. Minimum 25
members are sufficient for a science club. The enrolling from the science discipline is
effective. If they are involving themselves with full interest club's activities will be good. If
more students with interest want to join, second science club can be started with another
science teacher as sponsor. If not, the interests of those enthusiastic members will
subside as days go by.



Responsibilities of the members of the executive committee
Committee members Duties & Responsibilities
Chair Person Supports the science club and its activities, Presiding all the
club meetings and functions
Secretary Maintaining all the records of club activities. Contact with the
subject experts and club for the activities, functions proposed.
Making arrangements to conduct the functions and events in
science club.
Assistant Secretary Assists the activities of secretary. In the absence of secretary
he or she should carry out all the functions headed by the
secretary
Treasurer Maintaining the accounts of the club
Librarian Procuring the books, magazines and circulating to the students
especially members of the club.
Store keeper Purchasing and maintaining the tools and equipments for the
club activities. Maintaining the records and accounts regarding
the materials in the club.
Publicity officer Advertising the activities of club in newspapers, print media
and electronic media.
Class representatives Communicate the information between the executive members
and class students

Procedures for Science club:
Planning of various activities of the science club is essential to perform the club
activities and functions effectively. A suitable name for science club may be
proposed by the sponsor after having discussion about it with the club members.
Sponsor should always remember that science club is for the students and so
organize meetings and various activities.
The activities of the science club must be defined.
The role and responsibilities of club and its member must be pre determined and well
explained.
The objectives of the club must be clearly stated.
The pupil who want to be a member in science club must apply in written form with its
fee to the secretary
After the enrollment of sufficient members, a general body meeting to be held.

In this general body meeting the executive committee will be elected democratically.
The sponsor should make the arrangements for the selection of the executive
members.
The role and responsibilities of the elected committee members should be instructed
by the sponsor.
The amount collected from the members as enrollment fee and other fees must be
deposited in bank or post office as per the guidelines issued by the Patron of the
Science club.
Likewise, the functions and activities of the club to be performed in a year should be
framed by the executive committee. The approval for the projects and functions or
activities for the year must be approved in the general body meeting.
The projects, activities or functions proposed must be conducted by the sponsor with
the help of executive committee.
The feed back for every project or function completed is essential.
The executive members can discuss about the functions completed and make a
report about it.
The inactive members and the members who failed to attend the meetings
continuously for three times may be terminated from the club. The advice of
executive committee should be considered before the termination of such inactive
and non-interested members.
The Teacher who performs the role of sponsor must be a better guide and counselor
for the members and the students. The success of the club activities and function
depends on the service of sponsor.

Activities of Science Club
The activities that could be executed by science club must
be coping with the resources of the science club, interest of the
members, time and duration of the even or activity proposed. The
selected or proposed activities for the science club must facilitate the
participation of the members and other students. Some of the
important activities are (suggested) given below:

Conducting the Seminars, group discussions to make awareness of the
contemporary problems such as Global warming, Swine flu, etc.,

Visiting zoo, aquarium, botanical gardens, industries and all those places related to
the science lessons.
Students should be motivated to involve in individual projects and also organize
separate workshops to exhibit their creative abilities.
Experts from different fields could be invited to give special lectures and
opportunities for discussion may be allowed.
Every month scientists' day may be celebrated with the videos relating their
inventions or other Science related videos. Annually, an arrangement should be
made to conduct science exhibition.
Herbarium could be maintained by identifying the important medicinal plants or rare
plants in the locality.
A box could be kept at a general place and the students may be asked to put their
doubts in writing in that box; weekly only the box could be opened and the
questions could be answered.
Students can observe how their environment is polluted and find ways of reducing
the same.
Rare objects or specimens, photographs, diagrams, tools or equipments may be
collected and displayed.
Participation in Pulse Polio Immunization programmes, eye donation camps etc.,
are encouraged.
Conducting the field trips related to bio-diversity and other scientific oriented
places.
Students could be asked to make articles in workshops to be placed in science
exhibitions. Instruments could be repaired, charts could be prepared and
presented in the next coming science club meeting and it may be appreciated.
Science related essays may be prepared by students and it may be published as
monthly magazine. Bulletin board may be maintained and science news and
pictures could be displayed.



The purpose of the field trip is usually observation for education, non-experimental
research or to provide students with experiences outside their everyday activities. The aim of
this field trip is to observe the subject in its natural state and possibly collect samples. In
western culture people first come across this method during school years when classes are
taken on excursions to visit a geological or geographical feature of the landscape, for
example. Much of the early research into the natural sciences was of this form. Charles
Darwin is an important example of someone who has contributed to science through the use
of field trips.

Field Trip: definition
A trip or visit away from the school to permit the gathering of data at first hand to
understand and observe the animate and inanimate subjects related with the learning
experiences of the lesson taught in classrooms is known as field trip.

Field Trip: importance
In teaching of Science the direct observation and experiences is provided in learning
by doing, experimentation, projects and in field trip. Among this Field trip ensures the
observation and manipulative skills to the learners. This field trip method is highly appreciated
by the learners because of its interesting and informative trend. The scientific approach of the
problem solving is acquired by the learners when following this method through;
direct observation objects/ subjects
handling / manipulation of objects
data collection and processing (with environment)
classification of data and information collected
finalization of ideas or findings from processed data


Field trips expand children's learning through active hands-on experience with the rich
resources of the local community. Field trips increase student knowledge and understanding
of a subject and add realism to the topic of study.

Trip Selection
The field trip has the following rationale to be followed by the organizer preferably by the
teacher who arranges the trip.
The teacher should:
Identify the rationale, objectives and plan of evaluation for the field trip.
Select the site to be visited.
Contact the educational coordinator for the site and arrange the date and time.
Obtain the pre-trip information package if one is available.
Record addresses, directions, contact persons, phone numbers, email addresses, etc.
Conduct a pre-visit to familiarize with the major features of the field trip. Purchase
postcards and posters.
Take digital photographs to share with students prior to the visit.
Explore the exhibition(s) planned to visit to get ideas for pre-field trip activities.

Field trips: Steps to be followed :

Good planning must precede field trips. Careful attention should be given to trip
selection, pre-visit and preparation, the trip itself, appropriate follow up and evaluation. When
considering a field trip, teachers are advised to first consult with their administrator regarding
existing school board policies and follow those recommended procedures.
In order to achieve the required learning experiences for the learners from the
teaching through the field trip teacher should ensure the educational objectives and the
things to do in the field trip. The following steps to be carried by the teacher for a successful
field trip.
Planning
Preparation
Execution
Evaluation


Planning
1. Apply for administrative approval from departmental chairperson, curriculum
administrator, or building principal
2. File requisition for bus transportation reservation
3. Make arrangements for meal or sack lunch if needed
4. Develop schedule for the day
5. Arrange for special equipment -supplies, film, video camera, digital camera
6. Prepare name tags for students and chaperones
7. Collect money for admission fees
8. Compose parent permission letter including
Date and location of field trip and transportation arrangements
Educational purpose of field trip
Provision for special needs students
Cost
Clothing for the trip
Lunch arrangements
Money needed
Trip schedule
Whether a child will need prescribed medication administered
Parent signature
9. Send a letter to parents or include in the class newsletter a request for help as
chaperones, communicate assigned duties/responsibilities, review field trip
objectives, and list activities and schedule.
10. Provide alternative arrangements for pupils who will not be going on the trip.
11. Inform the cafeteria staff if students will be away during the lunch hour.
12. Submit a list of students who will be attending the field trip to other teachers if their
schedules will be affected.
13. Collect the money for the trip and deposit it in your school's account. If required,
send the advanced fee to the field trip site.
14. Create a list of all student names and home phone numbers for use in an
emergency.


Preparation [Before the Trip]
Discuss the purpose of the field trip and how it relates to the current unit of study.
Introduce visual observation skills.
Let students describe in detail ordinary objects, like a paper clip, paintbrush, clothespin,
or comb to their classmates.
Introduce vocabulary words that will be used by docents during the tour.
Show photographs or posters of the field trip site or related to exhibits that will be
viewed.
Assign students "specialists" roles in one aspect of the topic that they will be studying
during the field trip.
Students could be grouped in different subject areas related to the field trip topic to
research (e.g., history, art, religion, science, environment, etc).
Explore the Website of the location you will be visiting.
As a class brainstorm a set of standards of conduct for the trip and discuss suggested
spending money, lunch plans, appropriate clothing to wear for the trip including gear
for rainy weather.
Discuss with students how to ask good questions
Brainstorm a list of open-ended observation questions to gather information during the
visit.
Record questions on chart paper or in student field trip journals.
Overview the field trip schedule.
Check all permission slips the day before the field trip.

On the day of the trip:
Pass out name tags
Divide class into small groups and assign chaperones to groups
Assign each student a partner
Place a class list and student emergency forms in a folder
Secure a cell phone if possible
Take along an emergency kit
Take inventory of food, specific equipment, and other supplies
pertinent to the particular field trip


Execution
The teacher should plan activities that allow students to work alone, in pairs or small groups
during the trip. The activities might include:
Sketch pages with partial drawings of objects found in the exhibits for students to
complete the drawings based on their observations
Field notebooks for recording answers to prepared questions based on clues
Hand drawn postcards to write near the end of the tour that will summarize the field trip
visit
Teacher should provide time for students to observe, ask questions, and record key
words, ideas and phrases as journal entries in their Field book after viewing each
exhibit during the field trip.
Teacher can ask follow-up questions as students make observations and listen to
presentations.
Schedule a particular segment of the field trip for particular objects and record them in
their Field book or on an observation sheet.
Provide time for students to use the audio video equipments (tape recorder,
camcorder, digital camera) for recording important resources viewed / heard.
After careful observation of an exhibit teacher may ask the students to discuss about the
trip and exhibits seen.

Post-Field Trip Activities
Just as quality pre-planning is essential to the success of a field trip, planning for
appropriate follow-up activities will facilitate student learning and multiply the value of hands-
on experiences outside the classroom. The following activities provide a general guide when
planning for post-field trip classroom experiences.

Provide time for students to share general observations and reactions to field trip
experiences
Share specific assignments students completed while on the field trip.
Create a classroom bulletin board displaying materials developed or collected while
on the field trip.
Develop a classroom museum that replicates and extends displays students observed
on the field trip.

For example, if the field trip involved an art museum, develop a classroom art
museum containing student artwork.
Share and evaluate student assignments/activities from the Field Book.
Have the class compose and send thank-you letters to the field trip site host, school
administrators and other persons that supported the field trip.
Include favorite objects or special information learned during the field trip. Create a
short news report about what happened on the field trip.
Publicize the trip via an article in your local newspaper, school bulletin board, trip
presentation for parent's night, or a blog.

Evaluation
Complete the field trip session by evaluation. The evaluation can be done based on the
following questions.
This will provide a good reference for future field trips.
o What was of unique educational value in this field trip?
o Did the students meet the objectives/expectations?
o Was there adequate time?
o Was there adequate staff and adult supervision?
o What might be done differently to make this an even better experience in the
future?
o What special points should be emphasized next time?
o What special problems should be addressed in the future?
o What would improve a visit to this site in the future?
Share the evaluation with the students, volunteers, hosts from the field trip site and
school administrators.

Activities for the learners
Submission of a write up about the field trip
Explain the information about the objects collected during the field trip.
Making models of the objects observed.
Drawing of the exhibits or important events of the field trip
Preparation of field trip album
Delivering a speech about the field trip.



Places of Field trip
The places of the field trip should comprise the learning experiences described in the
text or lesson to be taught. A field trip can cover various disciplines also. Usually the
following places are recommended for the field trip / visits.
Places of biodiversity such as Gardens, Farms, Poultry, Aviary, Zoo, Aquariums,
Sanctuary etc.,
Sites of apiculture, fish culture, prawn culture, sericulture, mush room culture, vermi
culture etc.,
Industries of Food production and preservation ( Dairy, Bakery, Fruit pulp or squash etc.,)
Factories or Manufacturing units of Soap, Textiles, electronic gadgets etc.,
Natural landscapes such as Lakes, Ponds, Springs, Rivers, Hill stations etc.,

Advantages
Provides interest in learning
Students get acquainted with different things which is difficult to teach through books
Free expression of what they learnt
Can contribute in influencing students emotions
Select life work
Understand community life
Direct experiences and observation gives better learning experiences
Observation skills, team working are developed
have the merits of learner centered method
increases the interests in learning science
Affinity with the teacher and student increases
Creativity, social awareness also increases.

Limitations
Time consuming activity
It requires lot of planning
Some time it becomes more like picnic
Free expression after the field trip comes only when the goal is fulfilled
It is a costly activity
Some times teachers lack the knowledge about the places of visit
Teachers responsibility and work burden is high.
Social and economical constraints can be seen
Consumes other teachers time and period.

~ ~ ~ ~ ~ ~ ~~ ~ ~ ~ ~ ~ ~~ ~ ~ ~ ~ ~ ~~ ~ ~ ~ ~ ~ ~
Nature walk

Natural environment is the trees, plants, climbers, birds, different animals, hills,
rivers, beaches etc., are around us. In this natural environment, if students go along with their
teacher in nature walk, it will be useful for their learning in biology, geography and physics. By
nature students at the primary stage observe their environment and get to know their
properties. Roussaen has emphasized the concept that education starts when the child
becomes one with nature and admires the beauty and structure. Teacher could make his
students get benefited by 'Nature walk' taking them places of natural beauty making them
observe plants, animals, insects, hills and sand types.

Organising the Nature Walk
Teacher should previously inform the students what they should observe during
nature walk. The students should be organized and supervised by the teacher. Teacher
should give explanation whenever needed. Teacher should bear in mind the following steps
while organizing nature walk programme.
1, Planning for trips. 2, Organizing the trips. 3, Follow up activity at the end of the trip

Note: Assignment:-
Field trips in teaching science write a comprehensive report with appropriate example.

Planning for Nature Walk:
Planning is essential for proper results from Nature walk. Benefits of nature walk must
be borne in mind while planning for nature walk. Teacher should previously visit the place and
find out the relevance with the subject matter. Teacher should define the objective of nature
walk while planning for the same.

Follow up activity at the end of nature walk
Teacher should help the students to summarize what they have observed in nature
walk and realize the benefits of nature walk. As the students are from lower classes, they
could be asked to summarize verbally what they have seen.

Important matters to be borne in mind by the teacher while organizing nature walk:
As the students are taken by walk, care should be taken to prevent students from
activities leading to accidents.
In the interest of collecting objects, students should not be allowed to climb trees,
getting down into deep ponds, trying to catch poisonous insects and snakes and
disturbing honey combs with out thinking.
Teacher should tell about these dangers before hand.
Teacher should take a small first and box without fail.
Teacher should get prior permission for those places which demand permission.
While visiting botanical gardens, teacher should see that the students should not
pluck the plants and flowers.
~ ~ ~


Science Quiz Science Quiz Science Quiz Science Quiz

Science Quiz: When science teaching, the quiz will be helpful in developing
and promoting the interests and attitude in science. The quiz in science gives better
knowledge and vision in scientific approach. The quiz programmes can be conducted as
per the following stages.
Class room Quiz programme
School Quiz programme
> Intra - School Quiz programme
> Inter - School Quiz programme

Science Quiz: General Objectives:
Motivates the learning in science
Enhances the interests in reading habits
develops the challenging attitude
acquires the quality of appreciating the winners
develops the societal consciousness
develops the participation.
Inter School Quiz
Quiz Programme
Classroom Quiz
Intra School Quiz
School Quiz
Regional Level Quiz District level Quiz
State level Quiz


Important things to be concentrated during Quiz sessions:
the objectives of quiz must be well defined
the lessons selected should be based on the objectives
the number of participants, venue, time and date of quiz should be predetermined.
Participants' individual or group participation in quiz should be decided in advance.
The questions, type of questions, range of the questions and answers and the
number of cycles etc., should be planned.
The marker and conductor of quiz should cooperate with each other and with the
participants to make the session successful.
Award of prizes can stimulate the curiosity and interests among the participants.
Simple lessons can be selected for quiz session.

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~ ~ ~ ~ ~ ~ ~~ ~ ~ ~ ~ ~ ~~ ~ ~ ~ ~ ~ ~~ ~ ~ ~ ~ ~ ~

Science exhibition Science exhibition Science exhibition Science exhibition

The Science exhibition conducted in school, strengthen the teacher parent
relationship and school, community relationship. The parents and other public see the
objects constructed as a result of the consequences of scientific development and also the
other devices in the exhibition, they feel delighted to know that their children are getting
useful education therefore they encourage their children to continue learning and offer all
possible help for the growth of the school. The public will come forward to appreciate the
achievements of teacher and students and school.

Objectives of the Science Exhibition:
The science exhibition has to give a better exposition in scientific principles and
knowledge to the students as well as the public. In order to achieve the goal determined the
Teacher should -

Motivate the students to make new, innovative things using the learning experiences
obtained in the class room.
Involve with the students activity to promote projects and project based activities.
Develops the skills of observation and problem solving.
Bring out the skills of gifted children.
Identifies the young scientists and appreciate them.
Develops the public relations with other schools.

Significance of the Science Exhibition in a school. (Role of Science Exhibition)
The students who are having interests in their topics make the exhibits. A proper
care and precautions must be taken when handling the exhibits prone to electric and fire
accidents. Along with the models, displays etc., Charts and Posters should be prepared to be
kept in the science exhibition. The selected items, charts etc., need to be displayed in the
location assigned in the science exhibition. The day before the exhibition, the participating
students arrange their items brought. Charts and posters displayed on walks for the visitors
provide a clear picture about the exhibits.
Students from other classes, other school Students and public were invited for the
science exhibition. Students explained the exhibits displayed must give the adequate
knowledge or understanding about the scientific concepts or appliances.

Science Exhibition is a place where students are kept in free mind with a inquisitive
way and made to perform a planned strategies in Science Learning and teaching. Here the
students have the opportunity to observe and understand the experiments of their own as
there is no time in class room. Such interested students will be benefited from the
interactions with the exhibition volunteers. That is why science exhibitions should be
organized in schools to provide opportunity to those students who would willingly create the
scientific inquiry and awareness among the fellow students as well as from the society.
The experiments and devices exposed in the exhibitions give a totality or clarifications
about the applications of scientific concepts. Science exhibition has brought the notable
difference between a ordinary commercial exposition with academic orientations.
Science exhibition is fully application oriented, it need to go for all levels. A good
Science exhibition fulfills the needs of participant from the lower to higher academic level and
the laymen to Scholarly people. Science exhibition encourages the participative approach
and develop optimistic aptitude among the students.

The leadership quality and scientific approach are developed among the students
with less effort by the teacher in the Science exhibition. The students had the theoretical
explanations from the teacher about to make their academic concepts into application
oriented. But in a science exhibition, they involve in activities of their own desire, joy and fun.
The Public participation and interactions create and promote better social
personality with the students. They control themselves in a classroom but in a science
exhibition, they organize according to their own convenience.
Shortly telling, the classroom is place of control and restriction whereas science
exhibition is an avenue for liberal action and interactions with fellow students and participants
and public. Also the students can exhibit their potentiality in a right manner.

Organization of Science Exhibition:

Generally the Science exhibition can be organized in every year at school, inter-school,
Regional, district, state level and National level. An organizing committee has to be set up to
arrange the necessary formalities and functionalities to organize the Science exhibition. The
committee executes the organization of the exhibition in the following stages such as:
Planning
Distribution of responsibilities (works to be done)
Execution
Validation and Judgement

1. Planning
The following points to be considered necessarily during the planning stage.
Aim and Objectives of the Science Exhibition
Activities to be done.
Venue, dates and time. {Must Consider the easy accessibility of venue, duration and period }
Limitations - {Participating Schools, Theme of the Science Exhibition, Duration of the Science
exhibition, Quality and Quantity of the Science exhibits, Venue and other resources et., are to be
discussed and finalized }
Events to be executed { Plan and arrange the Programme schedule for the first day to final day
function etc., }
Judges for Exhibition (who selects the best exhibits among the participants) and the Prizes
to be awarded for the best participation and exhibits.
Other requirements {Water, Rest rooms, Dining facilities, Security facilities, Toilets, etc., }


2. Distribution of responsibilities: (works to be done)
The following committees to be set up to execute and manage the activities of the
Science exhibition as planned.
Organizing committee
Advisory committee
Documentation committee
Reception committee
Transport committee
Stalls committee
Advertising committee
Auxiliary Committees
The number of members in a committee and their duties and responsibilities must be
clearly fixed. The works or responsibilities assigned for the right pupil with right capability to
ensure the success of the exhibition.

3. Execution
The teacher who is holding the key responsibility of the Science exhibition should integrate
and manage the activities of each committee.
Each participant need to be encouraged to demonstrate their exhibits boldly with no
ambiguity.
Invitation and facilitation should be arranged for the Participating, pupils, Schools, Public
and Judges and chief guests.
The events of first day and valediction are to be carried out carefully with the eminent
personalities of Science and technology.

4. Validation and Judgment
Each and every exhibit displayed in the science exhibition should be evaluated. The
Judgment about the validity of the Exhibits can be arrived using the following measures /
rating scales. : * Scientific approach = 30%
* Individuality = 20%
* Technical skills = 20%
* Completeness = 10%
* Demonstration = 10%
* Interview with creator = 10%

The pupils and the public are allowed only after the validation / judgement of each and
every exhibit. The judgement must be correlated with the aim and objectives of the exhibition.
The feedback of the exhibition events must be recorded in the Register of Science exhibition.

Points to remember in organizing science exhibition
i. The headmaster of schools or the secretaries of science clubs are organizers of
science club a particular locality can join and to conduct science exhibition.
ii. The science concepts were displayed in an attractive manner, in ways in which they
could be easily understood, using relevant pictures, charts, specimens, models,
working models etc.,
iii. The demonstration of the simple experiments in science in the exhibition will be very
useful for the students who have a little exposure in science experiments.
iv. Even at the beginning of the academic year the students should be well informed about
the science exhibition and their interest should be stimulated in such a way.
v. It is the duty of the teacher to cater their knowledge and give them their due training.
vi. Provision must be made to the students, to select according to their tastes by providing
a list of objects and experiments which are going to be kept in the science exhibition,
well in advance.
vii. If students want to bring objects and devices which are not in the list, teacher can give
them permission.
viii. Teachers must make arrangements to give training to the students in explaining the
selected items within a short time. This is important because if they explain far a long
time, visitors might lose patience and also there is the possibility of a crowd being
accumulated in that particular place.
ix. Identity cards should be given to the students who explain the objects and experiments
taking part in the exhibition must be arranged.
x. The exhibits must be arranged lesson wise. Complex experiments must be kept
between pictures which explain simple concepts and experiments for demonstration.
xi. Objects as exhibits should not be kept in one room very close to each other.
xii. Directions for visitors should be given with arrow marks drawn in papers pasted on
appropriate places.
xiii. Transit arrangement for visitors should be made as one way.
~ ~ ~ ~ ~ End.
Unit -1: Project method


The main objective of education is to bring about desirable changes in the behavior
of pupils. This is possible when teaching is done in an excellent manner. The student-
teachers need to be aware of different teaching methods in Science in a detailed way. If the
teacher selects and, uses a teaching method according to his attitude and environment, in
accordance with the age and ability of the pupils, teaching-learning process in Science will
be an excellent one. Among the various methods of teaching science the project method is
an important and inevitable method in teaching science. This project method is practiced
widely in higher learning and teaching institutions.

What is Project ?
It is the act the students to going together as group and with the help of the teacher,
executing the problem which they have selected with the help of the data they have
collected and finishing (solving the problem defined) it to complete and report it in an unique
manner. The project has the basis of learning by doing method as well as heuristic in
approach.

Project Method
The Project Method is the outcome of the pragmatic educational philosophy of John
Dewey, the well known American philosopher-cum-educationist. It was developed and
perfected by Dr. William Head Kilpatrick of the University of Columbia.
{ to the traditionalist, education is preparation for life;
to Dewey education is a part of living and not a preparation for further living; }
The project method functions on the basis of following methods such as
Learning by observation
Learning by doing
Learning by trial and errors
Learning by living (real time activity)

Unit III - Project Method: Introduction -Definition - Objectives
Outcomes -Types of projects -Steps involved -Need Role of Teacher -
Educational in implications -Merits and Limitations.


Definition:
W.W. Charters: In the topical organization principle are learned first while in the projects
the problem are proposed which demands in the solution the development of
principles by the learner as needed.
Kilpatrick: A project is a whole hearted purposeful activity proceeding in a social
environment.
J. A. Stevenson: A project is a problematic act carried to the completion in its Natural
setting.
Ballard: A project is a bit of real life that has been imported into the School.

The following points have been stressed in the project method from the above
mentioned definitions.
A project is
a problematic act.
a purposeful activity.
a whole-hearted activity.
an activity in natural setting.
an activity is a social setting.
a bit of real life introduced in school.
a positive and concrete achievement.
a problem solving of a practical nature.
an activity through which solution of various problems are found out.

Objectives of Project method
By this project method a student should
Understands the scientific principles / concepts in the physical environment and
biological environments.
Develops his / her creativity and scientific knowledge.
Develops the skills of tools and equipments manipulation
Develops the skills for execution of experiments etc.
Coordinates and cooperates with the group he / she have attached in group
activities.
Motivates the scientific attitude of self and others.
Acquire the skills of report writing and presentation.


Characteristics of the Project method:
The Project method is the 'embodiment of a new way of looking.
The method aims at teaching the child to get the best out of life, not in the future, not
when he is grown up, but here and now.
It is an attempt to use experience- the trust. ` This make lessons are unforgettable`
The Project method aims at bringing out what is in the child and at allowing him to
develop himself.
It gives an opportunity for self-expression;
it gives an opportunity for relating the self to the community.
It tries to make the school the best place the child knows.
The experiments of the Project method want to reset the whole curriculum and
break all barriers of subject matter.
The Project method proposes not merely the abstract solving of a problem but the
whole sequence of activities involved in a complete undertaking.
It is just a problem. The situation has not only to be resolved but the activity involved
is actually carried to completion.
The idea underlying the method was that children should develop their knowledge
through trying out theories in the practical solution of problems in the course of
which they would come to appreciate the principles involved.
Fresh knowledge is to be acquired only as a result, of the felt needs of the pupils.
A project can be a large unit of appreciation in learning or of attitude development.
The method seeks; to have individuals see and understand life in its unity.
We look for unifying elements in units of learning.
Facts and experiences are integrated.
Materials, tool processes and design, play parts that are interrelated rather than
independent.
"The method," in the words of F. Theodore Struck, "aims to bring unity out of
what might otherwise be bewilderment."

Main Principles of the Project method:
As stated above, projects may be of an individual or a social character but the superior
value of the latter, usually called 'socialized activities' b is generally recognized. The
principles underlying in this method for academic purview is listed below.


The Principle of Purpose:
Knowledge of purpose is a great stimulus which motivates the child to realize his goal.
The child must have an ideal. Why is he doing certain things? Purpose motivates learning.
Interest cannot be aroused by aimless and meaningless activities.

The Principle of Activity:
Opportunities should be provided to students that make them active and learn things by
doing. Physical as well as mental activities are to be provided to them. They are to be
allowed to do and to live through doing.

The Principle of Experience:
Experience is the best teacher. What is learnt must be experienced? The children learn
new facts and information through experience.

The Principle of Social Experience:
The child is a social being and we have to prepare the student for social life. Training for
a corporate life must be given to him. In this project method, the student works in groups.

The Principle of Reality:
Life is real and education to be meaningful must be real. The Project method is a
method of education the child and therefore, it must also be real. Real life situations should
be presented in the life of the school.

The Principle of Freedom:
The desire for an activity must be spontaneous and not forced by the teacher. The
student should be free from imposition, restrictions or obstructions so that he may express
himself fully and freely. He must be given the freedom to choose an activity, to do an activity
according to his interests, needs and capacities.

The Principle of Utility:
Knowledge will be worthwhile only when it is useful and practical. This method develops
various attitudes and values which are of great significance from the practical point of view.

Types of Projects in Schools:
Problem solving type: Learner solves the problems already defined or the scientific
principles through the projects. Ex. Organizing a Science exhibition in Schools.


Special report type: Learner collects the data from library, laboratory and other sources
and process the information to report the findings in a unique way. In this type learner can
perform his work individually. These projects are bibliographical in nature.
Ex. Swine flu: A trend report. Solar Powered equipments and tools.

Investigatory type: The learner identifies the problem and defines it as per instructions of
the higher authority or by self interest. Also he works individually or in groups to arrive the
finding of the problem proposed. The findings are presented as an article or report.
Example: Identification of Conductors and insulators- using an electric circuit.

Various Steps in a project
1. Providing a situation
2. Choosing and Purposing
3. Planning
4. Executing the Plan
5. Evaluating or Judging
6. Recording

Providing the situation:
Forcing the unwilling students to do the project has become futile. The students
themselves should define state and choose their problems. Through mutual conversation
the teacher helps in the making of a proposal by the students. The teacher would discover
the taste, needs of the students and would provide situation wherein the students feel a
spontaneous urge to carry out the projects according to their felt needs.

Selecting a project
Before selecting a project for the students, teacher should check the following
components and requirements;
the learning objectives must be fulfilled by the project
Problem selected must conform to the knowledge and level of the learners.
Learner should be allowed to choose their project of their own interest.
Example: Solar powered equipments, Dairy farm, Poultry, Apiculture, Simple
machines, Medicinal Plants, Pests and Insects control, Hydel projects


Necessary requirements must be kept ready before the announcement of the
project.
Time limit must be clear and definite.
Project must give better learning experiences and environment.

Planning a project

In order to execute the selected project the planning should be done. The required
equipments or resources, procedure, data collection and processing should be planned
well. In group projects the individual responsibility must be ascertained with the interest
and capability of the group members. Planning can be done with the guidelines from
subject experts. Teachers assistance and guideline is an important part in planning a
project.
Example: Project on Solar powered equipments selected by a group
Recording a project
Planning a project
Evaluation of a project
Selecting a project
Providing the situation for
a project
Execution of a
project
Project Method - Flow Chart.


Execution of a Project
Learners have to undertake the project with the required tools and resources also
with the guidance of teacher.
Autonomy must be ensured for the learner or members of project team to execute
the works in project.
Learner themselves clarify the problems during the project.
Each member must be engaged in the project.
Experimenting, observation, collecting the information etc., are to be executed by
the project members.
The progress of the project must be reported to the Project guide and the teacher.

Likewise, each and every member of the project team has to collect the data and
implement the project by analysis and compilation of the information processed. By this
step each every learner had the skills of data collection and processing, observation skills,
team spirit with individual responsibility and creativity.

Example: Learners have a discussion with the Physics faculty about the solar
equipments and its types. The responsibility of work is allocated for the
individual in the group.
The learners begins their job assigned and list out the Solar powered equipments and tools
available and propose a plan to collect further data from library and from other resources.
Solar water heater, solar calculator, solar cooker, solar watch, solar signal, solar lamp, etc.,
Example: Student has to visit the places where the solar cooker has used or
manufactured and collect the details regarding the structure, functions, installation, uses,
limitations, etc. and the differences with ordinary cooker and its installation and maintenance
procedure with its price.


Solar
equipments
Structure Mechanism Maintenance Price Availability Merits Limitations
Solar water
heater

Solar
cooker

Solar
calculator

Solar clock
Solar lamp
Solar signal

Evaluation of a project
o The project has to be evaluated on the basis of the fulfillment of learning experiences
and its effectiveness.
o Evaluation must be done in terms of quality.
o Creativity and its motivation are prime factors to be considered in an evaluation.
o Evaluation can also be done with the objects or resources used for the project.
o Evaluation of a project develops confidence and motivation among the learners.
o This evaluation can be done by the external examiner or teacher assigned the project.

Recording a project
From the moment the project has started, each and every event and the references,
(References can be had from, websites, Compact discs, reference books, encyclopedias)
data or information collected and its sources must be recorded from time to time. A
comprehensive report must be submitted by the student or learner.
The above mentioned example is illustrating the Special Report Type.

Example:
Mention the solar equipments.
Explain the solar lamp with diagrams.
Define the mechanism used in solar cooker.
What are the advantages of solar water heater?
Explain the uses of solar equipments.



The final compilation of project report must follow the format given below.

Essential features of a Good project:
The following criteria will be seen in a good project.
Interesting : The subject or theme of project must be interesting one. The long term
projects, complex projects should be avoided.
I. Title

II. Abstract
a, objectives
b, methods
c, conclusions

III. Introduction
a, information
b, need and scope

IV. Materials and Methods
a, Objects, & equipments used
b, Procedure adapted

V. Data

VI. Findings
a, Interpretation
b, Comparison

VII. Annexure

VIII. Bibliography

Assignment to be done: Student teacher need to illustrate the Investigatory report
type project as illustrated in the source book.



Timely : A project must have time conscious. Update with the current trend. Time
consuming and out dated titles must be avoided in the School projects. A good
project should avoid the waste of time and energy of the learners. Also the
introduction and reporting of project should be done appropriate time or season.
Usefulness :The projects proposed must be helpful to develop better learning
experiences and inculcate the scientific attitude. The project should be useful for the
students as well as society.
Challenging :The titles proposed for the project should give the challenging and
creative attitude.
Economical : The project must be economical. The low cost materials may be used for
the project.
Rich in experiences : A good project should provide a variety of learning experiences
which adapts the objectives of teaching and learning. Innovations and interests will
be developed by the projects.

Role of the Teacher
Most of the educators are of the view that the projects
should be selected by the students themselves. They think that this
will stimulate pupil purposing and that they will be more interested in
their work if they have a share in determining what they are to
make. Others who think that teachers should select the projects
argue that this method will ensure that the students undertake only
those projects which are within their reach. Students are immature
and they require adequate guidance to select their projects.

The teacher must be on the lookout of discovering their interests, tastes, aptitudes,
needs and situations.
There are different methods of providing situations.
As far as possible, problems or situations which are provided to the students should
be social ones.
These provide better social training and give more satisfaction.
The teacher may converse with the class on different topics of interest to them,
pictures of different scenes may be shown to them.


Surveys of the local condition may be undertaken.
The teacher is to tap all resources to provide worthwhile situations.
The Project to be successful must be based on a definite procedure.
The first and the main responsibility of the teacher are to provide those situations to
the students wherein they should feel a spontaneous urge to solve some of their
practical problems.
Teacher should assist the students during the course of project in data collection and
processing.
A clear instruction should be given to the students about the final compilation of the
project and its report submission.
Project must be evaluated by the teacher and subject experts.
Project report should get approval of the teacher or the Project guide proposed by the
teacher or faculty.

Merits of Project method
Based on the law of learning
the law of readiness,
the law of exercise and
the law of effect the project
These gives better learning experiences to each and every student as well as teacher
concerned. The following key factors are achieved by the project method.
Related with life
Correlation with all the subjects
Training for a democratic way of life
Training in citizenship
Upholding dignity of labour
Stressing problem-solving
A source of happiness for the backward
Providing freedom
Solving the problem of indiscipline
Develops the social interaction and cooperation
Team spirit with individual development assured.
Can be applied in life situations also.


Limitations of Project method
Neglecting intellectual work
Haphazard and unconnected teaching
Upsetting of the time-table
Neglect of drill work
Difficulty in getting suitable text-books
Artificial correlation
Unsuitable for the shirkers and shy
Too much reliance on young children
Lack of competent teachers
Unsuitable for transfers
Larger teacher student ratio reduces effectiveness.

* * * * * * *

End.

Unit -1V: Inductive and Deductive method


Students have different intellectual capacities and learning styles that favour or
hinder knowledge accumulation. As a result, teachers are interested in ways to effectively
cause students to understand better and learn. Teachers want to bring about better
understanding of the material he/she wants to communicate. It is the responsibility of the
educational institutions and teachers to seek more effective ways of teaching in order to
meet individuals and societys expectations from education. Improving teaching methods
may help an institution meet its goal of achieving improved learning outcomes. Teaching
methods can either be inductive or deductive or some combination of the two.

The inductive method, also referred to as the scientific principle, is a process of using
observations to develop general principles about a specific subject. In this method, the truth
of the premises merely makes it probable that the conclusion is true.
In a deductive method, the truth of the premises is supposed to guarantee the truth of
the conclusion. Deductive method works from the "general" to the "specific". This is also
called a "top-down" approach. The deductive reasoning works as follows: think of a theory
about topic and then narrow it down to specific hypothesis (hypothesis that we test or can test).
Narrow down further if we would like to collect observations for hypothesis.

Inductive Method: The inductive method, also referred to as the scientific principle,
is a process of using observations to develop general principles about a specific subject. A
group of similar specimens, events, or subjects are first observed and studied; finding from
Unit X : Inductive and deductive method : Introduction -Definition - Objectives -
Outcomes Steps - Differences -inductive, deductive approach - Explanation of the
methods with a suitable content matter -Role of the Teacher - Merits and Limitations


the observations are then used to make broad statements about the subjects that were
examined. These statements may then become laws of nature or theories.

Objectives:
By this inductive method a student
can develop his scientific attitude
motivates himself in the activities to be done
develops the skills in observation, data collection.
collects and analyses the data for information.
illustrates the results of the experiments
acquires the knowledge about the new concepts
applies the scientific concepts in real world

Steps in Inductive Method:
Realizing the problem.
Analyzing the situation (problem environment)
Collecting and organizing information
Framing possible solutions
Verifying the solutions
Generalizing the solutions

Realizing the problem:
Learner should understand the problem and realize the components of the problem
defined. (The subject content to be taught) This step develops the attitude of scientific approach
in identifying the problem and its environment.

An Example of the Inductive Method:
Extensive observations of many species of land-dwelling turtles reveals
that the observed turtles have shells, lay eggs, and eat a diet of plants as well as
insects. From this, it could be induced that all land turtles have shells, lay eggs
and eat plants and insects. The data gathered from observing some examples of
land turtles is applied as a general rule about all land turtles.


Analyzing the situation (problem environment)
The analysis of the problem and its environment is an important step. By this step
alone one can reach the appropriate methods of problem solving. The analysis of the
situation can give the details of the problem and its components.

Necessary requirements such as laboratory resources or equipments etc., can be
known and arranged. Alternate sources or equipments can also be arranged. The teacher
can induce the students to analyze the situation of the problem and its objectives. By this
step the learner can know the problem background and its requirements with or without the
help of the teacher.

Collecting and organizing information
After the analysis of the situation, the details of the problem defined can be collected
from the library, laboratory or form resource persons. The classification of the collected
information in an organized way can give a suitable solution for the problem.
Example:
Learner: What are the objects used to identify the acids and bases?
Teacher: Litmus papers (blue litmus and red litmus)


The classification and organizing of the information derived can be tabulated to
derive the possible solutions for the problem defined. The following table can reveal the
problem solving or classificatory approach for the problem given in the example.
Framing possible solutions
From the collected information, possible solution can be arrived. To arrive the
possible solutions teacher should provide the laboratory resources, requirements for
experiments. The laboratory skills can be developed through the experimentation of
scientific hypotheses.

Verifying the Solutions
After the framing hypothesis or possible solutions, the hypotheses or possible
solutions should be verified with the collected and organized information. For this teacher
has to provide necessary assistance to the students. This step helps the student to
approach the problem solving with scientific method.
Acids Bases
1. Properties
a) Color
b) Chemical reaction
2. Differences
a)
b)
3. foods comprises
a)
b)
Example:
The hydrochloric acid turns blue litmus into red.
The (base) Sodium hydroxide solution shows no change of color of blue litmus.
This shows acids turn blue litmus into red.
This type of experiments can made better understanding of the concepts
Example:
What are the acids and bases?
Differentiate the acids with bases.
Mention the properties of acids and bases.
Mention the food items comprising the acids and bases.

Teacher: Litmus papers (blue litmus and red litmus)


Generalizing the Solutions
The inductive method comes to an end only after the generalization of the solutions
from the verification of solutions derived.

Likewise the students can conduct experiments and derive hypotheses or generalization
from the collected information.

Role of the Teacher
Make the learner to understand the problem
Provide the necessary requirements for solving the problem defined.
Motivate the students to do the experiments, projects etc.,
Teacher should provide the necessary objects, laboratory materials and assistance to
the students.
Teacher must be ready with alternate equipments, requirements also.
Teacher should be a guide and resource.
Students achievement in their work must be appreciated by the teacher.

Merits of the Inductive method
Motivate the learner in research activities
The enthusiasm of students develops and increases when they find the unknown
phenomenon from the known one.
Self confidence and laboratory skills were developed among the students.
Develops the scientific and research attitude.
Kindly Note: Student Teacher should submit an assignment How the topic`
Germination of seeds Germination of seeds Germination of seeds Germination of seeds` can be taught through the Inductive Method Inductive Method Inductive Method Inductive Method.
Example:
After the confirmation of acidity using the Blue litmus paper, the red
litmus is used to verify the concepts.
The red litmus turns blue in alkali solutions.
The red litmus has no color change in the acidic solutions.
Example:
The Generalized hypothesis of the above said problem is
The acids change the color of Blue litmus into red.
The Alkalis turns the red litmus into blue.


Use of scientific approach in lifes problem also developed.
It gives new knowledge
It is a method of discovery.
It is a method of teaching.
Child acquires first hand knowledge and information by actual observation.
It is a slow process.
It trains the mind and gives self confidence and initiative.
It is full of activity.
It is an upward process of thought and leads to principles.

Limitations of Inductive method
Not suitable for every lessons
There are some exceptions in deriving the finalization of solutions.
Time consuming
Useful only for knowing the Principles or laws.

The inductive method is an extremely effective process for obtaining general,
observation-based information about the world. In fact, the inductive method, whether
guided in classrooms or occurring in non-academic settings is one of the most common and
natural forms of making logical assumptions about what we observe. Inductive reasoning
allows us to gather ideas about an infinite number of events or phenomena in real life. Use
of the inductive method as a teaching tool to guide students through critical thinking,
awareness, evaluation of what they observe, and the drawing of logical conclusions and
explanations is almost universally accepted in science education.

~ ~ ~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~



DEDUCTIVE METHOD

Objectives of deductive method:
By this deductive method
The learners acquire the capability of doing the experiments
They can prove or disapprove the facts or concepts scientifically.
Acquire the skills of observation and data collection.
The learner can apply the scientific facts or principles in the real time situations.

Steps in Deductive method:
Understanding the problem
Collecting the Information
Reviewing the General Principle
Drawing inferences
Verifying the Principles in Life situations

Teacher should tell or discuss a scientific principle or concept with the students. This
discussion must be based on scientific principle. The scientific principle must be explained
by the teacher and learner has to understand the problem. By this step learner acquire the
knowledge of the problem and understanding the problem and its components.

Collecting the Information
The learner should collect the information regarding the problem proposed from the
library and laboratory or from the resource persons. Teacher should assist the students in
collecting the data or information. By this step students acquire the skills of data collection.

Deduction is reasoning from general propositions or
hypotheses - to more specific instances or statements.

Deductive method verifies the basic laws with the explanation of certain phenomena.
The deductive method is based on the hypothesis framed, collection of further data
and verification of the same.



Reviewing the General Principle
After the collection of relevant data and information, the collected information must
be reviewed with the general principle proposed. Then the appropriate principle or concept
related with the problem proposed need be reviewed.
Example:
Mention the objects cooled by evaporation.
Name the chemical reaction involved in it.
s.no
Name of the Object Name of the reaction
1 Water Boiling
2
3
4
4

Collecting the information
Drawing inferences
Steps in Deductive Method -
Flow Chart -
Reviewing the General principle
information


By this the learner obtain the concept `water is getting evaporated by heat then
condensed`. Teacher should explain the experiments and assist the learner in arriving the
facts or principle. By this step learner acquire the laboratory skills and skills of observation
and decision making skills.

Drawing inferences
The learner should draw the valid inferences from the general principles reviewed.
In this step the learners are getting acquainted themselves in skill development related to
draw the inferences and developing the research attitude.

The general principle obtained from the reviewing of information collected and the
inferences drawn are correlated. The principles verified need be applied in life situations. If
it can be suitable and applied the principle is well explained.

Like wise teacher can explain many more examples with the experiments. Hence, the
description or explanation of specific principle from the generalized principles or concepts is
known as deductive method.

Examples for DEDUCTIVE METHOD :
In Chemistry:
The experiment of salt analysis is an example of deductive method because here,
we firstly perform the preliminary test also known as dry test (general) to ascertain as to
Example:
From the general principle ` The matter is getting condensed by evaporation`.
The Boiled water is getting evaporated during boiling and then cooled and
condensed in the atmosphere. This has known by the experiment.
Example:
Boil the water in a beaker and perform the experiment of condensation in the atmosphere.
The student or learner should perform this experiment and observe the results.
Example: When using the petrol, the petrol itself evaporates in the atmosphere.
During the evaporation the cooling is effected. The condensation of petrol vapour
occurs at low temperatures.


which group it may probably belong. The group being ascertained, we proceed to perform
specific confirmatory test to identify the particular salt. Thus it proceeds from general to
specific.
In Physics:
By using the properties of semi-conductors (general), we make several instruments
like diodes and transistors which have (specific) uses like the light emitting diode (LED) is
used in remote control instruments; the photo diode is used for counting the exact number
of people present in a stadium at a particular interval of time. As it proceeds from general to
specific thus this is an example of deductive method.
In Biology:
a) This method can best be made use of in the study and understanding of diseases
where the symptoms and precautionary measures of various diseases caused by
bacteria, virus and other organisms can be explained and children are asked to
identify the same on the basis of their understanding.
b) Classification of animals into chordate and Non-Chordate on the basis of their differences. Since, the
differences are general in nature, and the classification as mentioned above is particular in nature, it
proceeds from general to particular. Thus this is an example of deductive method.
The examples cited above are not exhaustive. Many more examples can be given
and from variety of subjects as well.

Deductive reasoning is the process of
1. taking a law or premise as is, as a priori (not depended upon prior experience or experimentation
"not by human interpretation"),
2. accepting it as certain (unquestionable) and applicable in all cases (universal,) known as
a categorical imperative, and
3. applying it to a specific case using valid syllogisms.
{ Examples of valid syllogism or sound logic are; if A=B and C=B then A=C; if A=B and CB then CA }
Deductive reasoning is common in mathematics and logic, where elaborate structures of
irrefutable theorems are built up from a small set of basic axioms and rules.

Note: Submit an assignment explaining the deductive method of
teaching using the example Àir has its own pressure`.


Role of the Teacher:
Teacher should explain the general principles
Teacher should motivate the students to derive the specific principle from the general
principles.
Help the students in data collection and organizing
Provide assistance in verifying the general principles derived.

Merits of the deductive method:
Consume lesser time than inductive method.
Develop and nurture the memorization
With the inductive method the problem solving can be achieved easily.

Limitations of Deductive method:
Highly depends on rote memorization
It is an assertive method not explanatory.
Observation, Reasoning etc., have a little share in this method.

Demerits Of Deductive Method:
Knowledge is not self acquired and therefore, not assimilated properly.
The child is deprived of the pleasure of self-activity and self-effort as ready-made
formulae, principles and rules are given to him.
It encourages memorization of facts which are soon forgotten and therefore,
knowledge is rendered useless.
This method is unnatural and unpsychological for the students who do not possess
ability to appreciate ideas in the absence of concrete examples.
It fails to develop motivation and interest in learning.
It fails to develop self-confidence and initiative in the students.

Summary of features of Deductive method:
It is the method of instruction and verification.
It does not give any new knowledge.
Child gets ready made information and makes use of it.
It encourages dependence on other sources.
There is less scope of activity in it.
It is a downward process of thought and leads to useful results.


To conclude, we can say that inductive method is a predecessor of deductive
method. Any loss of time due to slowness of this method is made up through the quick and
time saving process of deduction. Deduction is a process particularly suitable for a final
statement and induction is most suitable for exploration of new fields. Probability in
induction is raised to certainty in deduction. The happy combination of the two is most
appropriate and desirable.

There are two major parts of the process of learning of a topic: establishment of
formula or principles and application of that formula or those principles. The former is the
work of induction and the latter is the work of deduction. Therefore, student-teachers,
Always understand inductively and apply deductively and a good and effective teacher is
he who understands this delicate balance between the two. Thus: The teaching should
begin with induction and end in deduction.
~ ~ ~ ~ ~ ~

End.
Unit -V: Multi media


The information communication is very much necessary for a person to express his
thoughts, ideas, needs and opportunities with others and to inquire the same from the
fellow men. In order to have the information communication many tools and media were
used by him. The newly developed and discovered tools are effectively used for information
communication. Now-a-days, the typewriter, Radio, Television, Computers etc. are
effectively used for the better information communication.

The tool used to express or broadcast the Audio and Visual information is referred
as Media. In general, "media" refers to various means of communication. For example,
printouts, diagrams, photos, real specimens, television, radio, computers and the
newspaper are different types of media. The term can also be used as a collective noun for
the press or news reporting agencies. In the computer world, "media" is also used as a
collective noun, but refers to different types of data storage options. A media which helps
to broadcast the Information or data to many persons at a time is called as mass media.
Mass media is any medium used to transmit mass communication.

In olden days, the mass communication is achieved through the Public Meetings,
Conferences etc., Later the same is transited through the books and news papers,
magazines. Now-a-days, the information communication and mass communication
revolution has been seen with the use of latest electronic gadgets like Radio, Television and
computers etc, Until recently mass media was clearly defined and was comprised of the
eight mass media industries; Books, Newspapers, Magazines, and Recordings, Radio,
Movies, Television and The Internet.

Unit V: Multi Media Package (MMP) Media -Mass media -Meaning -
Significance -Merits - Limitations-Multimedia-Meaning-Definition-
Multimedia package Meaning - Significance of Multimedia Package
- Development of Multimedia package (MMP) various steps involved
in the development of MMP-Merits-Limitations.


Objectives: The following objectives can be achieved by the trainee teacher.
The student teacher
explains the meaning for media
describes the influence of Information Communication
Technology in education
defines the meaning for Information Communication
Technology
list outs the merits and limitations of media
defines the Multi media
describes the internal components of multimedia
learns the steps in developing a multi media package
list outs the merits and limitations of multi media package
develops a multi media package with the use of computer

Impact of ICT in Education

In earlier days, the teaching and learning is entirely based on the oral
communication between the student and teacher. Due to the advent of Print media, the
information are transformed as text books and the newspapers were also formed as a
communication media for learning and teaching processes. Contemporarily, in this scientific
era the diagrams, pictures, radio, recordings, television and other mass communication
media are utilized in the activities of learning and teaching.

An educational institution can not achieve the objectives of education without the
help of recent teaching media.(Nelson Henry) The Information and Communication
Technology not only provide the news snippets but also rejuvenates the sensory organs
through the information. Hence, the ICT in education is felt necessary in the class room
teaching and learning process. By this ICT, students learn through the sensory organs.
McLuhan proposes that media itself, not the content it carries, should be the focus of study.
He said that a medium affects the society in which it plays a role not only by the content
delivered over the medium, but also by the characteristics of the medium itself. Hence, this
media reinforces the learning and teaching process.
The National educational Policy (1986) and the Programme formulated in 1992
based on the policy insists the following: The Information and communication tools make a


deep impact in the minds of students. The information communication is having the
academic barrier and administrative barrier in distance mode. The recent advances in ICT
and Education technology should made available to everybody in all parts at a time.
ICT in Education should primarily be a curricular concern. It is appeared to be the
importance of teacher is reduced by ICT in education. Also it can create a mirage that the
ICT tools appeared as alternative to the teachers. But, in a keen sense, the teacher alone
assists in the role and responsibilities of ICT in education. A teacher has the key role in
broadcasting of information to their students. His presence is indispensable in ICT. The
importance of teacher has not diminished in developed countries too. So, the ICT teaching
media cannot be an alternative to the teachers.

Merits:
The following advantages can be accessed through the ICT in education.
The target of Elementary education for all can be reached.
Adult education can be obtained completely
Informal education and its accessibility is made possible.
School activities are promoted
Leisure time can be utilized in a productive manner
The ICT being latest, it can be used both at school and
higher education levels in the following areas:
Teaching
Diagnostic Testing
Remedial Teaching
Evaluation
Psychological Testing
Development of Virtual Laboratory
Online Tutoring
Development of Reasoning & Thinking
Instructional Material Development


Students can also be participated in learning activities
Alternate schooling also made possible for dropouts.
Logical thinking can be achieved
Promote the professional skills.
The effective in-service training can be possible.
Promote the National integration with emotional stability.
Develops the scientific attitude and arouse interests in science.
The information related to Energy conservation, population education, bio
diversity can be provided.
Upto date information and news can be accessed
Distance education can be obtained.
Effective teaching can be possible even at the classes where higher ratio of
Teacher students is prevailed.
Attention deficiency in class room can be avoided.
Time lapse is avoided.
Learning experiences come with an immediate effect.
Limitations: The interaction between the mass communication media
such as radio and television are impossible because they are one way communication.
o The usage of these media highly depends on the interests of learner.
o Only a small amount of interaction is possible in the Computer Assisted Instruction
too.
o The educational broadcasts scheduled at the inappropriate time produces less
productivity.
o Integration of mass media tools with the class room teaching is a difficult task.
o Most of the educational institutions lacks sufficient mass communication and ICT
tools.
o Monotonous teaching through this tools makes students tired and dislike in learning.
o Higher expenditure is involved in lesson preparation and broadcasting.
o There will be no place for attending the slow learners.
o Student centred learning concepts are rare in this media.


MULTI MEDIA
Generally the Multimedia is referred
as the media and content that uses a combination of different media or content forms. The
term can be used as a noun (a medium with multiple content forms) or as an adjective
describing a medium as having multiple content forms. The term is used in contrast to
media which only use traditional forms of printed or hand-produced material. Multimedia
includes a combination of text, audio, still images, graphics, animation, video, and
interactivity content forms.

Content forms or Internal components
Text : Either in computer monitor or in Television screen the text
alone can play a significant role . The text form is the
important one in which we disseminate the information
to the students. Through the multi media communication
various multi dimensional effects can be given for the
text itself in our lessons.

Picture : A picture or image is worth of thousand words. The word image is also used in the
broader sense of any two-dimensional figure such as a map, a
graph, a pie chart, or an abstract painting. In this wider sense,
images can also be rendered manually, such as by drawing,
painting, carving, rendered automatically by printing or computer
graphics technology, or developed by a combination of methods.

Images may be two-dimensional, such as a photograph, screen display, and as well as a
three-dimensional, such as a statue. They may be captured by optical devices


such as cameras, mirrors, lenses, telescopes, microscopes, etc. and natural objects
and phenomena, such as the human eye or water surfaces. A multi media computer
can display a picture or photograph in a good quality. Multi media packages are
used to beautify or arrange the pictures in a desired order.

Animation is the rapid display of a sequence of images of 2-D or 3-D artwork or model
positions in order to create an illusion of movement. It is an optical illusion of motion
due to the phenomenon of persistence of vision, and can be created and
demonstrated in a number of ways. The most common
method of presenting animation is as a motion picture or
video program, although several other forms of presenting
animation also exist. In order to make the teaching lively
the animating the picture arouses the interests of the
students. Animated pictures and cartoons can be used in
multi media package for teaching.

Sound: Sound recording and reproduction is an electrical or mechanical inscription and
re-creation of sound waves, such as spoken voice, singing, instrumental music, or
sound effects. The two main classes of sound
recording technology are analog recording and digital
recording. Analog sound reproduction is the reverse
process, with a bigger loudspeaker diaphragm causing
changes to atmospheric pressure to form acoustic
sound waves.
In a multi media package the desired sound or music or speech can be
added and edited to enhance the learning aptitude. Various softwares are available


to add, delete, edit, mix and handle the audio files in a multi media package.
Appropriate software can be used with the application required.

Graphics : Real life like pictures, designs etc., created through the computer are termed as
graphics. There are readymade graphic files are available. A lot of pictures related
to air, water, plants,etc., as graphic files are available.

Movies / Videos : In film and video, footage is the raw, unedited material as it had been
originally filmed by movie camera or recorded by a video camera which usually must
be edited to create a motion picture, video clip, television
show or similar completed work. More loosely, footage can
also refer to all sequences used in film and video editing,
such as special effects and archive material.
Generally the movies screened in theaters have all the features
of mass communication content forms with lively animation, sound effects etc., But it
is a one way communication linear in nature. Such linearity can be avoided in multi
media package. The carefully designed interactive multi media package makes the
learning process lively and effectively.

Preparation of Multimedia Software
The following steps to be followed by the teacher or student who aspires developing
a multi media software or package:
step 1: Viewing Sample Multimedia Software.
step 2: Planning the Content.
step 3: Creating Story Board.
step 4: Creating an Outline.
step 5: Enhancing the quality of the Software


Adding Background Design
Adding Graphics from Clip Art
Adding Animations
Adding Sounds (Sound recording)
Adding Music
Inserting Movie
Inserting Chart
Adding Hyperlinks
step 6: Taking Printouts or Printing on Transparency Sheets
step 7: Saving Multimedia Presentation in Different Formats

1: Viewing Sample Multimedia Softwares.
~ Observe and clarify the procedures adopted for the multi media softwares and
packages already available in the market or firms or institutions.
~ Necessary clarifications and help can be sought from the internet also.
2: Planning the Content.
~ Before the preparation of multi media software or packages the following aspects need
be primarily considered;
~ The class and the level of the students,
~ The subject content or unit to be explained,
~ Objectives of the teaching,
~ Validity and flexibility of the package,
3: Creating Story Board.
~ The subject content for the multi media package should be converted in to simple
modules or story board forms.
~ The learning objectives predefined must not be deviated while developing the modules
or story board structure.
~ The modules or forms can be built as slides.
~ The slides should be displayed at the desired order or sequence predefined.
~ The display and animations can be built up with the aid of computers.


4: Creating an Outline.
~ Appropriate outline for the unit to be discussed to be created in the slides.
~ These outlines retain the interests and arrest the attention of the learners.
~ The outlines may have the separate titles and can be saved in its appropriate places.

5: Enhancing the quality of the Software
~ In order to enhance the quality and utility of the software the background designs,
animations, pictures, sounds, music, video files can be added in its appropriate
places.
~ On no reasons the additional add on will not deviate the objectives of the learninn and
package.
~ The addition of backgrounds in color or pictures related to the content of the package
indirectly influences the students to understand the topic to be dealt in the package.
~ The addition of Pictures, Photos, Clipart graphics and animations give vivid explanation
for the topic also keeps the session lively.
~ The clip arts and animations enhance the quality and utility of the package.
~ The sounds added during the transition of slides and the necessary sounds recorded
for explanation retains and reinforces the learning experiences.
~ The clear recording is necessary. Also desired sounds can be downloaded from the
Internet.
~ Like the sounds, the music also be added either by recording or downloading from the
valid sources.
~ Insertion of Movies, Charts give nice explanation to the students.
~ Adding the Hyperlinks is the important aspect in developing a multi media package;
~ The hyperlinks facilitates both the user and developer by reducing the time and work.

6: Taking Printouts or Printing on Transparency Sheets
~ Printouts or Printing on Transparency Sheets from the multi media package should be
made possible.
~ This enhances the utility and quality.
~ These can be used as handouts by the students.


7: Saving Multimedia Presentation in Different Formats
~ The Developed or prepared multi media package must be save in appropriate formats
such as Power point show, Web pages, Flash, etc., or combination of above.
~ The quality and utility of the developed software or package can be evaluated with the
help of small group of students.
~ The trial run and the feed back of the software or package helps to validate and
enhance the quality.

The following table shows how different types of media can support different purposes.



Advantages / Mertis:
Utilizes all the skills of learning such as hearing, seeing, perceiving, reading, learning
by doing etc.,
Within a stipulated time a large number of learners can use the package.
The Multi media package developed once can be utilized for many years.
The Multi media package developed with better quality can be used widely among
the schools.
Also it can be shared through the Internet using the web pages.
Teacher can provide the guidance but the participation is restricted.
Work load of the teacher is minimized.
Slow learners too use the package with interest in learning.
No need of problem solving in learning, repeated learning with the package
reinforces the learning experiences.
Nearly all senses are utilized in learning.
The learning and teaching process become attractive.
Also the dropout ratio is minimized.

Limitations:
Preparation of multimedia package or software is a time consuming, tedious and
costlier.
Provision of computers for all students is a difficult task and costlier.
Preparation of multimedia package or software for all subjects is not always possible.
Using the same method for all levels of students is more difficult.
Some amount of knowledge in computer operations is mandatory for teachers as well
as students.
Training must be given for all teachers to handle computers and its related works.
Sometimes the self learning opportunity skips the essential learning experiences.
Computer literacy is mandatory for the teachers.
Computers with latest configuration are essential for every school.
Copyright, Licensing of the application software is another problem.

~ ~ ~ ~ ~ ~



Activity 1: To give simple exercises for the students in computers.

Activity 2: Lesson / Unit: Magnetic separation

If one of the components of a mixture has the property
of being attracted by the magnet, then it can be removed by
using a magnet. This method is called magnetic separation.
The iron particles mixed with sand or sooji can be separated
easily by a magnet. When the magnet is passed through the
mixture, fine particles of iron get attracted by the magnet and
stick to it. This can be removed later.(Fig.4.5).

Insert a bar magnet through a heap of sand. Take it out. Again insert. Repeat it
several times. You can see small particles of iron sticking to the magnet near the poles.

Activity 3: All the learning experiences are made to built in the multi media package.
Teacher can evaluate the learning experiences by questions in the computer screen. The
achievement level can be obtained or assessed through the answers given by the students.

Qn.1: The best method used to separate iron dust from the cereal grains is
a) Manual separation b) Sieving c) Magentic separation d) All the above

Activity 4: Final feed back and inference about the unit is discussed by the teacher.



Computer Assisted / Aided Instruction
Now-a-days, the computers, not only familiarizing the students for recent technology
but also prepare the students to learn scientifically. Computer-assisted instruction (CAI)
refers to instruction or remediation presented on a computer (Leib-1982) than the lecture
method.
Computer assisted instruction (CAI) is a term most often refers to of educational
instruction performed almost entirely by computer. Such systems typically incorporate
functions such as assessing student capabilities, presenting educational materials, drill and
practice, tutorial, or simulation activities offered either by themselves or as supplements to
traditional teacher directed instruction.

Computers are used in Teaching in the following work areas:
Teaching and Preparation of syllabus, time tables, work schedules
Educational management and administration
Planning academic activities
Maintaining the Academic records
Preparation of question papers
faster Manipulation and release of results of examination data
Inspection of academic routine
Census and data collection regarding the academic activities etc.,

Teaching at School as well as Higher Education, mostly, concentrates on giving information which
is not the sole objective of Teaching. Along with giving information, the other objectives are:
developing understanding and application of the concepts
developing expression power
developing reasoning and thinking power
development of judgment and decision making ability
improving comprehension, speed and vocabulary
developing self-concept and value clarification
developing proper study habits
developing tolerance and ambiguity, risk taking capacity, scientific temper, etc.


Computer Assisted / Aided Learning - Instruction : Applications
Computers play a key role in the functions of a teacher in the following important work
areas;
1, preparation of question papers, evaluates the answers and analyzes the results of
examination
2, to make a summative evaluation of the students performance and record their
achievements in the whole year
3, to know the related information with the academic subjects
4, to report the individual students achievements and performances to the parents,
teachers and school administration etc.,

In this Computer aided / assisted Instruction teacher has to prepare the instructional
materials and provide necessary help modules in the package itself. The students can use
the same in their own computers for learning. The Computer assisted instruction motivates
the students to learn further and achieve the desired learning experiences.

Application of computers in repeated (reinforced) learning:
In this Computer assisted learning, there are varieties of software available. The
students can utilize the information in it. The students can drill and practice the exercises
for reinforce the learning experiences. The soft wares are made as user friendly, emoticons,
smileys, etc for encouragement while using the package. Repeated usage never makes the
computer tired.

Most of the teachers use Lecture Method which does not have potentiality of achieving
majority of above mentioned objectives. The objectives of teaching with multi media are multi-
dimensional in nature, so for their achievement multiple methods should be used in an integrated
fashion. At present Computer Assisted Instruction may be of some use.
It is a well known fact that not a single teacher is capable of giving up to date and complete
information in his own subject. The CAI can fill this gap because it can provide access to different
sources of information. It will provide correct information as simple as possible in different formats with
different examples. It helps learners to broaden the information base. Computer aided instruction
provides flexibility to learners which is denied by the traditional process and method. Flexibility is a
must for mastery learning and quality learning.


Application of computers in new learning experiences:
The instruction material used for the programmed instruction can be used or
converted into software packages for learning. While using the software the essential
requirement for each and every student is the computer literacy, skills of installation and
working in software.

Example: Computer aided instruction is the modified form of programmed instruction. The
same type of procedure has adopted in the programmed instruction is carried out for
developing the computer assisted learning software. The following methods are
adopted to develop software for Computer assisted instruction.
Linear or sequential programming
Parallel processing and
Object oriented programming

At present there is a shortage of qualified and competent teachers in all most all
subjects at all levels. Not only this, even the instructional material available in the print form
is not of quality. This is because many authors have written on those topics that they have
never read and / or done research. Sometime the information given in the books is also
wrong. The book reading is not very enjoyable and does not help students in understanding
the concepts and retaining the information.
There are many teachers who are well known for the specific subject. Their lectures
should be digitalized and made available to all the users. It will enhance the quality of
instruction in the classrooms. The teacher can use them in the classrooms and can organize
discussion after it wherein the new points can be added both by the teacher as well as
students. It will make the teaching effective, participatory and enjoyable.


The following example gives the outlines for developing linear type multi media
software. For instance the lesson Atomic structure is taken as example.
a) Convert the unit as smaller data modules or units of information.
b) Only one concept must be expressed by the each information unit.
c) There must be a small question at the end of each information unit.
d) Correct answer must be expressed immediately after answering the question.
e) If the answer given was wrong, the same information must be expressed in simple
words.
f) The students are allowed to take their own time to read and understand the
information in it.

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
REAL-WORLD REQUIREMENTS:
Types of the basic and necessary requirements that should drive the selection and
preparation of a specific instructional medium or package include the following factors:
Numbers:
Size of Classroom / audience.
Age group of the audience
Number of total presentations over time.
Number of simultaneous presentations.
Time:
Time constraints for each Instruction / presentation session (20-minute brief training
session, half-hour television time slot, a class period, etc.).
The period of time: Long term, Short term, vacation sessions.

Customization and revision:
Updates due to changing instruction base (Addition or deletion of curriculum, syllabus
and course contents etc.,)
Updates due to changing information base (Changes in software and hardware releases,
copyright, license policies, )
User orientation (Specific / generic outlook or focus of the Students and Instructor,
Knowledge level and Skills of the `developer`.)
Complexity and Scope of educational information (Language of instruction, Inter
disciplinary Approach of the information)

The above mentioned principles need be used as fundamental base for the multi
media software preparation


Info.1.
Atom is constituted by three particles named as electron, proton and neutron

Question: How many atomic particles will you find in an atom? Ans: 3

Info.2.
The three particles in the atom has its own symbols.
electrons are noted as the symbol e
-

protons are noted as the symbol p
and neutron has the symbol n

Question: The symbol for the neutrons is
a] p b] n c] e d] r
Answer: n

Info.3.
The nucleus of Atom is located in its centre.
There are elliptical paths present around the nucleus.
These elliptical paths are called as Orbital or energy levels.

Question: Where will you find the nucleus in an atom?
Answer: At the centre



Info.4
The nucleus contains positively charged protons and neutral neutrons.
The Electrons are negatively charged present in the outer orbital around the nucleus.

Question: The neutrons are present in the nucleus. Say True or False.
Answer: True

Info.5
The nucleus contains positively charged protons and the neutrons have no charges.
Question: The Protons are present in the nucleus are _________ charged.
Answer: Positive

Info.5
The nucleus contains positively charged protons and the neutrons have no charges.
Question: The Protons are present in the nucleus are _________ charged.
Answer: Positive

Info.6
The Electrons are negatively charged and their number matches the number of protons.
Therefore atoms are normally electrically neutral (1+=1-).
Question: The nucleus of atom is negatively charged. Say True or False ?
Answer : False

Info.7
The atomic nucleus contains positively charged protons and the neutrons have no charges.
Therefore the atomic nucleus is positively charged).


Question: What will be the electrical charge of the Atomic nucleus?
Answer: Positive.

Info. 8.
The neutrons and protons in the atomic nucleus cannot escape outside.
But the electrons in the outer shell can be easily removed or added.
The ion is formed during the addition or deletion of an electron or group of electrons.
ex. Hydrogen Atom:

The Atomic hydrogen has only one orbital with an electron.
If the electron has removed from the orbital,
it formed as ion which is positively charged.
Ionic structure of Hydrogen

Hence, generally the atoms are neutral in nature.
If the atom losses are accepts an electron ti becomes as Ion.
Question: Ions are neutral in nature. Say true or false.
Answer: False.



Info. 9.
For example the nitrogen atom has 7 protons and 7 neutrons in its nucleus.
7 electrons are present in the orbital around the nucleus.

Question: How many electrons present in the Atom of Nitrogen ?
Answer: 7

Info. 10.
The number of orbital is based on the number of electrons in the atom. First orbital
is known as `K`
The second orbital is `L`, Third orbital is `M` and the Fourth orbital is `N` and so on.
The capacity of the electrons present in the each orbital is as follows:
Orbital K L M N
No. of
electrons
2
8
1
8
3
2

Example; Oxygen atom;-
This Oxygen atom has 2 electrons in the first orbital `K` and
Remaining 6 electrons present in the second orbital` L`.
2 more electrons are required to complet the capacity of the shell`L`.
It is termed as valency of oxygen is 2.

Question: Identify the Oxygen atom with its electrons ?
Answer: Oxygen atom has 8 electrons. ( 2 in the K orbit 6 six in the Orbit L).



Likewise, the subject content is split in to micro units and modules with diagrams
and questions with answers. The computer assisted instruction can be developed using the
appropriate application software or programming language.
~ ~ ~ ~ ~
End.
There are some limitations in developing Computer Assisted Instruction modules or
software. These are as follows:
The learner might find it uninteresting or monotonous as compared to paper pencil test.
The teacher might find Computer Assisted Instruction module difficult to administer if he / she is
not a computer savvy.
It faces certain constraints, like, power cut, when it is being administered.
The learner might not take it seriously as he / she is used to the traditional paper and pencil
tests.
The development of Computer Assisted Instruction module is costly and tedious as compared
to traditional methods.
The use of Computer Assisted Instruction module requires many computers which may not be
available in all the schools.
The learners who are not computer friendly might not feel at ease while giving the instruction
and tests on Computer.
Certain technical problems might crop up which can distract the learner while giving the
Computer Assisted Instruction.
All teachers may not be competent to develop Computer Assisted Instruction module. It is
because of Teacher may not know computer languages that may be used for developing.
Unit -VI: Active Learning Method.

The crux of Rabindranath Tagore's educational philosophy was learning from nature
and life. Tagore was critical of the way in which education designed to be clerical. The
Tagore's visionary in solved the problem of today as far back as fifty years. The problems of
modern education are attendance, copying or use of other unfair means and discipline.
Freedom in the class solved the problem of attendance, absence of invigilator solved the
copying or use of unfair means. Thus Tagore's educational system is a great feat. It is
regretted that we did not try to apply the formulas suggested by him. In order to achieve the
Tagore's educational objectives the Active Learning Method can be implemented.

The recommendations of NCF 2000 and 2005 also suggests students has to
achieve the objectives of learning activities such as understanding the learning objectives
and concepts, formulation of objectives, feedback and evaluation through learning by doing
and experimentation etc., Such objectives also considered and effectively acquired in the
methods of active learning strategies.

What is Active Learning ?
The term "active learning" has been more understood intuitively than defined in
commonly accepted terms. As a result many educators say that all learning is active.
Further, students must be engaged in such higher-order thinking tasks as analysis,
synthesis, and evaluation, to be actively involved. Thus strategies promoting activities that
involve students in doing things and thinking about what they are doing may be called
active learning. Active Learning suggests that students must do more than just listen and
they must read, write, discuss, or be engaged in solving problems.

Active learning refers to techniques where students do more than simply listen to a
lecture. Students are doing something including discovering, processing, and applying
information. Active learning "derives from two basic assumptions:
(1) that learning is by nature an active endeavour and
(2) that different people learn in different ways" (Meyers and Jones, 1993).

Are you creating that strange atmosphere where actual learning takes place?
J.Krishnamurti, Letters to schools

Difference between Traditional Learning & Active Learning
1. Active learning is, student centric learning, Its not teacher centric
2. No comparison
3. No grading
4. Its learning and sharing
5. Its only analysis
6. developing the creativity

Why do we need Active Learning Method in Schools?
We have many problem areas in our present education system. We respect learning
issues. Unfortunately, there is . . .
+ too much emphasis on examination,
+ ranking system, on theory
+ and less emphasis on understanding
+ Project work and demonstrations.
This method suggests and encourages children to
understand and develop motivation and interest in the subject
rather than just learning like a parrot. In Active Learning method all the issues related to
passive learning in traditional teaching are avoided.

Traditional teaching method and Behavior Problems of a Child
Sometimes the child develops behavior problems because he is embarrassed and
humiliated due to his learning difficulties. When a student commits a mistake, the teacher
punishes him or her. Actually its the job of the teacher to help the child to clear the mistake.
This can be avoided in Active Learning Method. Even a behavior problem can be a sign of
learning problem.
Concept : Active Learning Methodology is primarily based on SQ4R concept, which lays
importance on aspects such as
survey,
question,
read,
recite,
review and
reflect.

Students would be encouraged to undertake self-learning and peer-group learning
methods. In addition to this, the child would be motivated to use the mind power mapping
technique to draw the lesson in pictorial form, The method will help children become more
creative. While teaching a lesson, the teacher will adopt the role of facilitator. Each student
will be asked to prepare a mind power map of the content based on their understanding.
The teacher will review the maps, identify the areas where students lack understanding and
help them learn better.

Objectives of Active Learning:
By this Active Learning method student should acquire
acquire the skills in capability in learning
acquire the interests naturally
to formulate the learning methods
motivate himself / herself for learning
have the attitude of analyzing
understand the concepts
develops the experimentation skills
have the problem solving skills
Consolidate and summing up the results
understands through learning by doing
acquire the skills in data collection and learning material collection
have the imaginative skills
develops questioning skills
learn by experiences
Utilizes the new environment
make self evaluation

Active Learning Method
This method does not require more space as such traditional class rooms. Even
this can be performed in small as well as large class rooms.
It does not depend with the number of students.
This method can be applied to any class rooms of the strength of 20 to 60.

It is not subject centred. The aim of ALM is empowerment of the learner in such a
way that he or she is confident and able to function in many contexts.
The student learning depends primarily on what he does rather than what the
teacher does.
The ALM can be administered any where in the school premises. Either within the
class room or outside of the class room it can be done in the ground and the
places where minimum amenities available.
Allow the child to check her/his work against the teacher's and thus save the
teacher endless corrections while ensuring accuracy in childs learning.
The teacher can devote some time to children who need special help
The child is not subjected to endless passivity.

The Active Learning Methodology for academic text based learning is built on abilities that
every child has. These abilities have been accessed to lesser or greater extent by each
child in the primary classes. By the time the child reaches the upper primary, grade 6, the
child is already using reading and writing to an extent. In Tamil Nadu, the Activity Based
Learning is followed in Primary classes. In the upper primary classes this Active Learning
Method is under use.

The student acquires the following when he completes the VIII std.
1. to write
2. to read
3. to classify the information
4. to convert the information into learning experiences
5. to draw various mind maps using the learning experiences
6. to compile or consolidate the facts or information using various techniques
7. to act independently and in groups either smaller or bigger in nature.
8. to teach fellow students the topics learned
9. to understand the various complex information.

Activities / methods adopted in the Active Learning Method
+ Mind mapping
+ Summarizing
+ Discussion

+ Participation
+ Observation
+ Delivery of subject contents
+ Undertake training
+ Undertake projects
+ Retention activities
+ Performing the individual, small group and large group activities

Salient features of ALM
The importance of students efforts and skills in learning are emphasized.
The learning among the students occurs with proper understanding.
The students learn in a proper way effectively to learn.
The students individuality is ensured within the class room environment itself.
Students learn with their own learning styles.
The learning becomes enriched.
Various skills are expressed by the students during mind mapping, group
discussion and experimentation activities.
Revision and feed back are made possible for the learned concepts also.
The complete learning is possible and reinforced through the multiple senses.

Skills in Active Learning Method
The brain basically functions through association. Billions of neurons and circuits of
association form in different parts of the brain. These are complex. In the growing years,
the associations form for the basic processes of life- feeding, language (associating the object
tree with the word tree), walking, performing coordinated movements etc.
In the later growing years, the associations include that of abstraction, complex
problem solving etc.
The five basic skills that the student needs to use are:
e Reading
e Drawing a mind map
e Discussion
e Summarizing and
e Writing


These can be expanded to include
- Browsing
- Reading
- Questioning
- Drawing a Mind Map of the key perspectives
e Identifying key perspectives (main ideas/themes) in a unit of learning
e Summarizing in various ways the key facts
Participating in and Anchoring Discussions
Writing
Making Presentations
Memorising
Self Assessment
Summarizing and writing textual answers can follow, if required
Reading:
Reading Comprehension, Understanding; In the stage of the learning process, the new
information is processed in the light of prior knowledge and experience. Domains of
association in the brain are expanded, modified, new associations and circuits are formed.
The primary requirement in this process is adequate comprehension of the language or
medium of transaction. If the medium of transaction is the written word, then the reading
comprehension is basic to the understanding. This is why the students engagement with
the reading material is very important.
Underlining key words, finding out the meaning of new words using a dictionary are
mandatory. It is important at this stage that the teacher facilitates such a movement by
holding fast to the process. An engaged student, using his / her resources, gains
confidence. For students to read instructions and exercise their capacities for
comprehension is an excellent way of teaching comprehension. A set of guided questions
such as those used above accomplish this objective most admirably.

Mind Mapping
Mind mapping - attempting to make connections pictorially, externalizing connections that
may be happening in the brain
Mind mapping a technique researcher and author Tony Buzan offers the learning
process, has some unique advantages.

Research studies show that the impact on learning is positive. Visual images,
interconnected with lines, as an alternative to note taking is a salient feature of this
technique.
Drawing the visuals allows the student an opportunity of an interesting activity all the
while chewing on the content.
They help them arrange the content in a hierarchy- the main themes and sub themes.
They allow the student an opportunity to add their responses as an important
component of the learning.
They can make links and associations and their own thinking is visible to them.
It provides an easy platform of sharing with other students and the teacher.
It provides an overview and an organization of information.
It is felt that a mind map is an important tool in the learning process for the
following reasons:
it is visual and stirs the non linear faculties we all possess
allows each individual to organize according to their understanding
colours can be part of each mind map as also line drawings, line connections that
are straight or arcs
it reveals the interconnectedness visually and not only through verbal expression.
It can form a good starting point for organizing the information, for writing an
answer, for preparing an oral presentation etc.

Discussion : Discussion - an exchange of views formed, an opportunity to examine why,
an exercise in listening, thinking, speaking. Discussion is seen as an essential part
of the process of approaching information in a social context. It has been said that
knowledge is socially constructed.
The discussion space of the classroom can be the hearth of such a process. It is the
space of sharing and dialogue where the basic norms of talking together are
learnt and where feelings and ideas are shared.
Discussion helps clarify, it builds an ability to listen and appreciate different points of
view, an ability to speak boldly, to appreciate nuances.
Placing discussion as one of the core processes in the classroom also ensures that the
flavour of peer relationships includes listening to each other carefully and
respectfully, raising questions, speaking to each other.

Summarising, Presentations, Written Work
Once the mind map is drawn, the main themes or the key organizing ideas of any essay
are visible. These can then be fleshed out with supporting facts, they can be
summarized in various ways presentations can be made and different kinds of
written exercises can be set as well.

The student tool kit for ALM comprises
Browsing
Questioning
Reading
Identifying key perspectives (main ideas/themes) in a unit of learning
Drawing a Mind Map of the key perspectives

Summarizing in various ways of the facts
Participating in and Anchoring Discussions
Writing
Making Presentations
Memorising
Self Assessment

Writing: Writing is the last but not least activity. It involves each and every stage of
learning process and portfolios. One of the best ways of assessment is the portfolio
method. Gathering together all the various materials and writings produced by the student
during the term or year would create a portfolio.
All work including mind maps, drawings, projects etc must be included. This will give
an adult or another student a good sense of the work the student has done. Not only it
shows the width of the experience of the student, but also reveals the areas of excellence
and the area of struggle.

Steps / stages in Active Learning Method : There are four types learning methods
followed in this active learning method.
1. Self study
2. Pair study
3. SQ4R method
4. Explaining with diagram / demonstrating an experiment.

Steps / stages in Active Learning Method
1. Self study
Activity 1 : Introduction
Activity 2 : Group Reading
Activity 3 : Drawing mind maps
Activity 4: Summarising students consolidates the mind maps
Activity 5: Students achievement is assessed through the small questions
Activity 6 : Discussion in small groups
Activity 7 : Discussion with teacher as large groups
Activity 8 : Answering for the questions in the textbooks

Activity 9 : Assessment / Evaluation
Activity 10: Remedial learning.
From the above mentioned activities, Examples are illustrated below for the activity-3
drawing mind maps and the activity-4 summarizing.


Mind map : Example -1.


Mindmap - Example-2:
The facts and features of the virus are summarized below:
Summary:
1. The Phylum Monera includes the virus and bacteria
2. The term virus means `Poison`
3. Discoveries related to virus.
4. Edward Jenner discovered vaccine for Small pox in 1796
The initial discovery of tobacco mosaic virus by Martinus Beijerinck in 1892
The tobacco mosaic virus identified by Dmitry Ivanovsky in 1892
In 1935 W. M. Stanley crystallizes the TMV.
Robert Calo discovered the AIDS (HIV).
5. Virus structure:
The term virion is also used to refer to a single infective viral particle.
A complete virus particle, known as a virion, consists of nucleic acid surrounded by a
protective coat of protein called a capsid
The geneic material is known as nucleoid.
The RNA formed as genetic material in Plant viruses
The DNA is the genetic material in Animal viruses
6. Size
The size of virus is measured in units as Micron or Nanometer
(1 micron = 0.0001mm)
7. Shape
Spherical shaped Ex. HIV virus, Influenza virus
Rod shaped Ex. Tobacco Mosaic Virus
Tadpole shaped T4 bacteriophage
Brick shaped Pox virus
7. Classification
1. Plant virus : The viruses that infect the plants are known as plant viruses: ex.
TMV. Potato Leaf blot, etc.,
2. Animal viruses : The viruses that infect the Animals are known as Animal
viruses: Ex. Polio, Smal pox. Polio. Rabies, Jaundice, Influenza etc.,

R.H. Whittakers classification of organisms:

Monera : Prokaryotes, having no clear nucleus. Ex. Virus and bacteria
Protista : Eukaryotes, having a clear nucleus. Ex. Amoeba, chlamydomanas
Fungi : Lacks Chlorophyll. Ex. Agaricus,
Plantae: Have chlorophyll. Algae to trees
Animalia : Multicellular animals : Sponge to Mammals

3. Pair study
After the introduction of the lesson, teacher instructs a group of two students to
read, draw the mind maps, compile and summarize the concepts. Such learning activities
are termed as Pair study. In this pair study, students summarize the lesson contents and
answer the teachers question and teachers evaluation was taken place.

4. The SQ4R Method of Study
What is SQ4R ?
1. SQ4R is a versatile study strategy because it engages the reader during each phase
of the reading process.
2. Readers preview / Survey (S) the text material to develop predictions and set the
purpose for the reading by generating Questions (Q) about the topic.
3. They Read (1R) actively, searching for answers to those questions.
4. They monitor their comprehension as they summarize wRite (2R) & Recite (3R).
5. They evaluate their comprehension through Review (4R) activities

What is READING?
There are many meanings for reading, but the simplest is to construct meaning from
text.
First and foremost you read for meaning and understanding.
The correct reading speed is the one that gets you that meaning and
understanding.
Reading is an art form and good readers do certain things that get them the
meaning that the process is designed to extract.
Learning anything involves putting yourself in the proper mode that will help insure
that meaning can be gotten from the text.


What you need to know to enhance your comprehension:
1. I begin with what I already know (activating prior knowledge).
2. I always try to make sense of what I am reading (context).
3. I ask myself questions; before, during and after reading.
4. I predict and think about what will happen next in the text, or
5. How my questions will be answered.
6. I read with purpose. I know why I am reading and what I am reading to find out.
7. I know that as a good reader I often reread parts of, or even, the whole text two or
more times in order to make sense of what I am reading.

Two general learning components must be addressed as you begin the reading
process and the SQ4R method will activate them.
i. First, place the reading in context. What is the reading about and do I have any prior
knowledge about this subject to help me extract the meaning that I'm after ?
ii. The survey and systematic reading puts this process into motion. You get an
overview that will "jog your memory" as you search for prior knowledge on the
subject.
iii. Ask questions about what you don't know.
Make the questions simple and general if you don't have much prior knowledge and
more specific if this is an area of study that is familiar to you.
Using these questions will guide your speed and comprehension as you attempt
to answer them.
The student who is engaged in reading is motivated, strategic, knowledgeable, and
socially interactive.
Reading is a process that must include thinking before, during, and after reading.

1. Survey what you are about to read:Systematic Reading
Think about the title: What do you know about this subject?
What do I want to know?
Glance over headings and/skim the first sentences of paragraphs.
Look at illustrations and graphic aids.
Read the first paragraph.
Read the last paragraph or summary.


2. Question
Turn the title into a question. This becomes the major purpose for your reading.
Write down any questions that come to mind during the survey.
Turn headings into questions.
Turn subheadings, illustrations, and graphic aids into questions.
Write down unfamiliar vocabulary and determine the meaning.

3. Read Actively
Read to search for answers to questions.
Respond to questions and use context clues for unfamiliar words.
React to unclear passages, confusing terms, and questionable statements by
generating additional questions.

4. Recite
Look away from the answers and the book to recall what was read.
Recite answers to questions aloud or in writing.
Reread text for unanswered questions.

5. wRite
Make "maps" for yourself.
Reduce the information
Reread or skim to locate and prove your points.
Write down the key terms and ideas in outline form or using the Cornell Note Taking
System.
Always read/question/recite before marking or taking down notes.
Check yourself against the text. Correct and add to your answer.

6. Review
4 Answer the major purpose questions.
4 Look over answers and all parts of the chapter to organize the information.
4 Summarize the information learned by creating a graphic organizer (concept map)
that depicts the main ideas, by drawing a flow chart, by writing a summary, by
participating in a group discussion, or by writing an explanation of how this material
has changed your perceptions or applies to your life.


STUDY STRATEGIES -- SQ4R
1. Survey : Psych yourself up..
1. Intend to remember.
2. Anticipate test questions.
2. Question: Use previous knowledge.
Intend to remember.
Anticipate test questions.
3. Read: Be selective.
Create meaningful organization.
4. Recite: Put ideas in your own words.
5. wRite: Make "maps" for yourself.
_ Reduce the information
6. Review: Further reduce the information.
Find personal applications.

Survey :Systematic Reading Technique
1. First Steps
Read title, topic sentence in each paragraph, and introductory paragraph(s).
Read headings, subheadings, and italicized words.
Read Summary at the end of the chapter.

2. Question: Use previous knowledge.
Intend to remember.
Anticipate test questions.
Turn each heading and subtitle into a question.
Who? What? When? Where? Why? How?
- Restate the questions from headings to help fix them in your mind.

4Rs Techniques
3. Read: Elementary and In-depth-Be selective.
Create meaningful organization.
Read only the material covered under one heading or subheading at a time.
Read ideas, not just words.

Read aggressively, with the intent of getting answers, of noting supporting details,
and of remembering.

4. Recite: Put ideas in your own words.
- Look away from the book and then "recite" (out loud) the major concepts of
the section.
- Check your answers referring to the book.
- Answer the questions that you raised before you began to read.
- Answer fully, and be sure to include the reasons the author believes the
answer is true.
- Recall the answer and do not refer to the book.

5. wRite: Make "maps" for yourself.
4 Reduce the information
4 Reread or skim to locate and prove your points.
4 Write down the key terms and ideas in outline form or using the Cornell System.
4 Always read/question/recite before marking or taking down notes.
4 Check yourself against the text. Correct and add to your answer.

6. Review: Further reduce the information.
- find personal applications.
- look over your notes and headings and subheadings in the text. get an overall
view of the main points.
- recall sub-points under each main point.
- aim to do an immediate review and later review. studies show that with immediate
review you can retain 80% of what you covered.
- go back periodically and test yourself to see how much you remember. don't put
off review until the night before the test.



3. Illustration with diagrams / experiment demonstration.

~ ~ ~ ~ ~
End.
Syllabus
Teaching of ScienceII. { 106 }

Teaching of Science Teaching of Science Teaching of Science Teaching of Science II. Syllabus. II. Syllabus. II. Syllabus. II. Syllabus.
Part A- Content
Unit -1: Light

Laws of refraction, reflection- Dispersion of light- Optical
instruments - compound microscope - Astronomical telescope.
* Demonstrates dispersion of
light.
Unit -2: Electricity & Magnetism

Magnetic effects - electro magnets - Domestic electric circuit -
Safety measures in handling electricity. Conductors - insulators -
non conductors - dynamo.
* Prepares a simple domestic
circuit.
* Minor repairs to electric
gadgets, circuits, etc.
Unit -3: Energy

Different types of energy - Transformation of energy - Solar
energy- Wind energy - Conservation of energy - Safety disposal
of nuclear waste
Discussion on current issues
relating to use of technology
for national development (e.g.
123)
Unit -4: Sound
Different types of waves - instruments
Unit -5: Acids, Bases and Salts

Sources - Properties and types of acids - Sources - properties
and types of bases types and properties of salts - indicators -
Neutralization - Reaction
Collects acids and bases from
the plant kingdom and
differentiates.
Unit -6: Microorganisms

Types of viruses - bacteria - fungus - common & important viral
diseases- -HIV - bacterial disease - vector borne diseases - water
borne diseases - Air borne diseases - Prevention and control.

Unit -7: Immunology

Types of Indian Medicine - Siddha - Naturopathy, Homoeopathy,
Unani and Ayurvedic - Medicenal plants and their uses (Neem,
Vinca rosea Thulasi)- Addictions and deaddictions - social aspects
- role of science teaching in developing values.
Invites experts from the field of
Indian medicine and records
their talk.
Unit-8: Environment

Environmental Factors -Rain Water Harvesting -Role of insects,
Animals and human beings on conserving the nature.

Unit-9 : Application of Science in day to day life
Correlates from life at home, school and Public places.
The current trends of anyone
of 3 Os with the help of
Information and
Communication Technology
Syllabus
Teaching of ScienceII. { 107 }

Teaching of Science Teaching of Science Teaching of Science Teaching of Science II. Syllab II. Syllab II. Syllab II. Syllabus. us. us. us.
Part B Methodology
Unit I : Heuristic Method

Aims and objectives -Model - Steps involved Learning
outcomes -Explaining the method with an appropriate
example from the content -Educational implications of the
method, Merits and Demerits.
Adopts heuristic method of
teaching for the content of
his own choice.
Unit II: Co-curricular Activities

Need and importance -Planning, ( execution and review-
Precautionary measures -Field Trip / Nature Walk -Science
club, eco-club, Science quiz, Science Exhibition -Role of
teacher
Organises a field trip /
nature walk to locally
accessible place of
scientific significance.
Organises science club
activities.
Unit III : Project Method

Introduction -Definition - Objectives Outcomes -Types of
projects -Steps involved -Need Role of Teacher -
Educational in implications -Merits and Limitations
Conducts individual project
under the supervision of
Teacher educator and
submits the report in the
print form
Unit IV : Inductive and deductive method

Introduction -Definition - Objectives - Outcomes -Steps -
Differences -inductive, deductive approach -Explanation of
the methods with a suitable content matter -Role of the
Teacher - Merits and Limitations
Identify topics from the
school syllabus for teaching
through inductive and
deductive methods
Unit V : Multi Media Package (MMP)

Media -Mass media -Meaning - Significance -Merits -
Limitations-Multimedia-Meaning-Definition-Multimedia
package Meaning - Significance of Multimedia Package -
Development of Multimedia package (MMP) various steps
involved in the development of MMP-Merits-Limitations.
Prepares a MMP for any
two topics of his own
interest at the primary /
elementary level.
Unit VI : Active Learning Method (ALM)
Objectives and need of ALM-Principles of ALM-Advantages
Observes and identifies the
uniqueness of ALM

Sample Questions


Teaching of Science-II. Part B: Methodology.
Sample Questions

Unit I : Heuristic method
2 Mark Questions:
o What is meant by Heuristic method ?
o Write the definition given by Armstrong for Heuristic method
o Write the steps in heuristic method.
o Listout the objectives of Heuristic method.
o Mention the procedures in heuristic method.
o Write about the role of experimentation in heuristic method ?
o Mention the role of teacher in heuristic method.
o Listout the merits of heuristic method.
o Mention the limitations of heuristic method.

4 Marks Questions
o Explain the steps in heuristic method with its flow chart.
o Explain the importance of teachers attitude and responsibility in heuristic
method.

10 Marks Questions:
o Explain the heuristic method with an example from the subject Physics.
o Explain the implementation of heuristic method with an example.

Unit II: Co-curricular activities
What are co-curricular activities ?
Why co-curricular activities are felt important ?
What are the objectives of co-curricular activities ?
What will be the role of teacher in co-curricular activities ?
What is called Science club ?
Write the importance of Science club in the school.
Write short notes on types of Science club.
Mention the objectives of Science club.
Give an account of the organizational structure of a Science club.
Sample Questions


Tabulate the duties and responsibilities of committee members in a Science
club.
Explain the Procedures of a Science club.
Summarize the activities of a Science club.
Define: Field trip.
Write the importance of Field trips in a school.
How do you select a Place for a field trip.
How will you evaluate the field trips
What are the activities to be finished after Field trip?
Mention the limitations of field trip
List out the advantages of field trip
Explain about the Field trips and its steps to be followed.
What is called Nature walk ?
Why nature walk is considered important for primary school children.
How will you organize a nature walk in your School.
What are the important things to be concentrated during Quiz sessions
What is called Science Quiz.
Mention the objectives of Science Quiz.
Mention the levels / stages in organization of Quiz.
What is called Science exhibition ?
Mention the Objectives of Science Exhibition
List out the merits of Science Exhibition
Mention the limitations of Science exhibition
Explain the organization of a Science exhibition.

Unit III : Project method
2 Mark Questions:
o What is Project ?
o Listout the functions on the basis of Project method ?.
o Write the definition provided by Kilpatrick for Project method.
o Listout the objectives of Project method.
o Mention the main principles of Project method.
o Write about the principle of Utility in Project method ?
Sample Questions


o Mention the types of Projects can be applied in the schools.
o Listout the various steps uses in the project method.
o What are the essential features of an academic project ?
o Write about the role of teacher in Project method.
o Listout the merits of Project method.
o Mention the limitations of project method.
o Write short notes on Principles of Purpose and activity in Project method.

4 Marks Questions
o Explain the essential features of a good project.
o Give an account of Use of Project method in Schools.

10 Marks Questions:
o Explain the project method with an example
o Explain the steps of Project method with example.

Unit IV : Inductive method and Deductive method
2 Mark Questions:
o Define inductive method ?
o Detective method define.
o What will be the role of teacher in Inductive method.
o Mention the roles of teacher in deductive method.
o Mention the merits of deductive method.
o What are the objectives of Inductive method ?
o List out the merits of Inductive method.
o Mention the objectives of deductive method.

4 Marks Questions
o Listout the steps in Inductive method.
o How a problem is made to be realized in deductive method.
o How will you analyze the situation in inductive method of teaching.
o Write notes on Collection and organization of data or information.
o Give a suitable example for framing possible questions.
Sample Questions


o What is the importance in the step `verifying the solutions` in inductive
method.
o Why the generalizing the solution is felt important ? Give an example.
o List out the merits of Inductive method.
o Mention the limitations of inductive method.
o Mention the objectives of deductive method.
o Listout the steps in deductive method.
o Write about the understanding of the problem in deductive method of
teaching.
o Write notes on collecting information.
o How will you review the general principles in deductive method. Give an
example.
o Write notes on drawing inferences.
o Why the verifying the principles in life situation is important in deductive
method.
o Write about the limitations of deductive method.

10 Marks Questions:
o Explain any of the subjects (topic) in Science with deductive method.
o Explain the steps of deductive method with an example.
o Explain the inductive method with its steps with an example.

Unit V : Multi-Media
Define: Multimedia
Differentiate the mass media with multi media
What are the objectives of multimedia in education?
Write the importance of ICT in education ?
Mention the advantages of ICT in education.
What are the limitations of ICT in education.
Mention the components of multimedia.
Explain the steps and preparation of a multi media package for Class room
teaching.
Mention the merits and advantages of multimedia
Sample Questions


Listout the limitations of multimedia in Teaching.
Define CAI (Computer Aided Instruction)
Mention the uses of Computer Aided Instruction.
Explain how CAI will be useful in class room teaching.

Unit VI : Active Learning Method
What is an Active learning ?
Differentiate the active learning with traditional learning.
Why do we need Active Learning Method in Schools?
Define: SQ4R
What are the objectives of Active learning method ?
Mention the merits and advantages of active learning method.
List out the activities performed during the active learning method.
Explain the steps of Active learning method with its organization chart.
What is called mind mapping ?
Explain any one of the unit in Science using mind maps.
~ ~ ~

The population of sparrows has been declining, as there is less food and shelter for them, because of fewer gardens.
Earlier, houses had ample space for the sparrow nests in the holes of roof, in garden trees, parapets etc. Now, there is no
space for the nests in concrete houses and there are not many gardens left. Moreover, in urban areas, mobile towers' rays
affect these birds adversely. The seeds on which this small bird feed have pesticides harming them immensely. They are
now on the endangered birds list. Lets save sparrows by providing their natural and pollution free habitat.

"I never teach my pupils; I only attempt to provide the conditions in which they can learn"
- Albert Einstein
Teaching of Social ScienceII. Online Method.
113

114
On On On On- -- -Line method Line method Line method Line method:

Computers are the extraordinary invention of the twentieth century. The internet
is another development achieved from the computers. Now-a-days almost every
institution like business, academic, government etc are using the internet and web
resources in various forms. Now the usage of computers is increasing in the faculties of
education in administration, academic achievement, enhancement of learning and
teaching.
Traditional classroom teaching has given way to e-learning. That is the need of
the day. The concept of a teacher, delivering a lecture in an adult classroom has
changed to a more learner centric education. What primarily began as an experiment
has evolved as a concrete practice. E-learning is nascent in its status yet gaining
grounds fast. This e-learning primarily requires computers and its extensions such as
internet, web resources etc.

The findings of the research on ènhancement of Educational technology for
effective teaching and learning skills` by the California Luthern University expresses
that the usage of internet and online method in teaching gives teachers a vast of new
information and additional academic achievements in their profession.

A Professor collected more than 5000 historical illustrations, maps, pictures from
the internet and prepared a Compact Disc with the Audio and video illustrations to teach
the `South Asian Architecture`. He gained the enhancement of better teaching
experience with and better achievements from his students. A professor of Teacher
Education has also achieved better teaching and learning experience when he has used
the various methods of teaching with the help of audio-visual illustrations and online
resources.
On On On On- -- -Line method Line method Line method Line method: Definition and meaning of this method - Selection
of web resources - Organization of materials - Show discussion
-Recording Topics to be selected for collection of web resources.
115

Likewise many research findings prove that the online method of teaching
enhances the learning experiences and provides a better resources and information for
the students. Also thins internet (online method) approach has its own objectives,
procedure and evaluation methods.

So there will be effective teaching is assured and better learning experiences can
be yielded from the teaching of Social Sciences by online method. The following
paragraphs illustrate how a teacher student can administer their teaching using the
internet approach i.e. online method and web resources in an effective way.

Unit modules
Internet Online method definition
Significance of online method
Internet and Social science
Steps in Online method
Merits of online method
Information from web resources
Conclusion
References

Learning Activities
Sl.
No.
Modules
Practical
exercises
provided
Information required
Venues of Data collection
School Other places
1
Importance
of Internet
approach
discussion
report
Web resources are important for
the education development

Govt.s educational
programmes,
statistics, library,
internet, etc.,
2
Various web
resources
Software
development
Preparation of a compact disk
using internet approach for any
one of skills required for upper
primary level students
Text books
for the std.
6, 7, and 8.
Internet

1.1 Internet Online method - Definition
Internet : The Internet is a global system of interconnected computer networks that
use the standard Internet Protocol Suite (TCP/IP) to serve billions of users worldwide. It
is a network of networks that consists of millions of private and public, academic,
business, and government networks of local to global scope that are linked by a broad
array of electronic and optical networking technologies.
116

Today, the Internet is a public, cooperative, and self-sustaining facility accessible
to hundreds of millions of people worldwide. Physically, the Internet uses a portion of
the total resources of the currently existing public telecommunication networks. We can
avail the required data and information from the internet. The online method provides,
retrieves or disseminates the desired data or information at any point to any point in all
times.

Online method
Acquiring the necessary data and information related to the subjects to be
taught from the internet / web resources is known as online method. This allows
teachers more opportunities to teach and is especially valuable for teaching and
training.
The internet / web resources provide the teacher the ability to conduct classes
with students from across multiple time zones, without having to travel. Because of
this, smaller specialized classes are more likely to have enough students to be feasible.
The computers and the Internet are used as a media and a tool for learning and
teaching. Computer aided instruction is another form of programmed instruction.

117
1.1 Components of Computer
A computer is a machine that can be programmed to accept data (input), and
process it into useful information (output). It also stores data for later reuse
(storage). The processing is performed by the hardware. The computer hardware
responsible for computing are mainly classified as follows:

Input devices
Input devices allow the user to enter the program and data and send it to the
processing unit. The common input devices are keyboard, mouse and scanners. The
Processor, more formally known as the central processing

Output devices
Output devices show the processed data information the result of
processing. The devices are normally a monitor and printers.

Central Processing Unit
Central processing unit (CPU), has the electronic circuitry
that manipulates input data into the information as required.
The central processing unit actually executes computer
instructions. Memory from which the CPU fetches the
instructions and data is called main memory. It is also called
as primary memory and is volatile in nature.

Storage
Storage usually means secondary storage, which stores data and programs.
Here the data and programs are permanently stored for future use. The hardware
devices attached to the computer are called peripheral equipment. Peripheral
equipment includes all input, output and secondary storage devices. Software refers
to a program that makes the computer to do something meaningful. It is the
planned, step-by-step instructions required to turn data into information. Software
can be classified into two categories: System Software and Application Software.
118

System software consists of general programs written for a computer. These
programs provide the environment to run the application programs. System
software comprises programs, which interact with the hardware at a very basic
level. An Application Software consists of programs designed to solve a user
problem. It is used to accomplish specific tasks rather than just managing a
computer system.

1.2 Significance of online method
A larger amount of data and information is available in the World Wide Web.
Almost all essential information has been published in the internet. Generally
teachers had to collect and retrieve data and information from books and libraries.
Such tiresome work has been facilitated through the online method. The knowledge
of internet and its operations is an essential requirement for online teaching.

The Online method
Online teaching emphasizes the meaningful learning
Administers the knowledge than its dissemination
Insists the rigorous learning and the organization of knowledge
Emphasizes the cognition through Analysis, Synthesis and Evaluation
Encourages the active and participative learning among the students
Emphasizes the Collaborative and Cooperative learning among the students
Ensures the multiple level of interaction during the learning process
Faster and accurate information access is possible
Learner receives the required information directly and immediately.
The desired or required information or lesson content are available in various
forms such as text, graphics, animations, audio, video etc.,

1.3 Internet and Social science
From the point of view of the teachers and scholars in social sciences, the
Internet offers access to unimaginably large amounts of information, data, and
interpretative material in a timely, cost-effective, and comfortable manner. Further, the
user can easily become an active contributor to the body of knowledge on offer in the
world with very little additional effort. Contributions can be made through the exchange
of electronic mail with distant colleagues, through postings to the blogs, newsgroups,
and to topic-particular e-mail discussion groups. Integrated with everyday work, the
119
Internet offers an incomparable opportunity to actively participate in the accumulation
and dissemination of a truly global body of professional social science knowledge,
expertise, and opinion. Using the Internet is getting easier all the time, in no small
measure because of the rapid adoption of the World Wide Web as a presentation
standard for all manner of digital materials including text, graphics, programmes, and
even audio and video across the Internet.

Use of 'the Web' is based on a 'point and click ' approach in its full graphics form,
and the use of the keyboard arrow keys in the less attractive text-only mode. Both
methods are easy to master, hard to break, and are forgiving in the extreme for
novices. And, when a resource is located, its location can be saved so that the address
(or Uniform Resource Locator, the URL) need never be written down or committed to
memory. The saved URL, which is stored together with a descriptive title of the user's
choosing, can be easy recalled and used. The Web is a liberated zone of free and, if
necessary, anonymous expression.

In general, the power point slides can be used to illustrate the lesson units to be
taught. The animation and the animated pictures impress the learners effectively to
understand the concept to be taught. Now-a-days, the Cartography is well developed
through the Geographical Information System. With the use of GIS we can draw a
larger number of maps in a very shorter period of time. In Social sciences, the lively
information regarding geographical facts, historical monuments etc., provide better
learning experiences. For example, Google earth, wikimapia, the Bhuvan, etc., are the
web resources pertaining to Geographical Information which gives vast information
about a location in a map.
120

[The Bhuvan is a satellite mapping tool similar to Google Earth and Wikimapia. It
was developed by Indian Space Research Organization (ISRO). It offers resolution up to
10 metres and is considered as a rival to Google Earth and Wikimapia. A prototype
(beta) of this application was launched on 12th August 2009.]

The time line, landscapes, wonderful places, etc., can be accessed from the
websites available in the Internet. Such collected information can be extracted and used
with the power point slides. The two-dimensional and 3-D pictures can also be used for
illustration.

1.4 Steps in Online method
The online method can be executed using the following steps.
Planning
Searching
Selection
Integration
Preparation of lesson plan
Preparation of software
Class room teaching and learning
Evaluation
Follow up work
Dissemination

Planning :
Before starting, one should note that online teaching didnt begin with the
purpose of making teaching easier and quicker but with an aim to reach out to the
maximum number of people with the desired information. It is highly important for a
teacher, planning the teaching session with the appropriate diagrams, animations etc.,
from the web resources.
Example: Make a planning to teach the Sixth standard, Geography lesson Galaxy
in online method.

Preparing to Teach Online
As you plan your online course, it is helpful to remember that in any environment
good teaching is good teaching (Ragan 1998).
121
Experienced online instructors stress that teaching online is less about the
mechanics of distance education and more about what makes for an effective
educational experience, regardless of where or when it is delivered (Ragan
1998).
Provide guidelines to the students that detail the minimum technological
requirements needed for the lesson (both in terms of hardware and technical
expertise).
Describe how to seek help immediately when having trouble
Provide a tutorial on computer basics.

Searching the web resources (online resources)
The planned teaching session can be done only after searching and retrieving the
appropriate information regarding the lessons to be taught through the online
method. The following procedure can be adopted.

You can see the icon of the Internet Service Provider (usually BSNL) in the desktop of the computer. Check the
modem is in switched on and double click the icon provided by the ISP or the Browser icon (usually, the firefox, opera,
safari, Chrome, internet Explorer are widely used). A window will be opened by the browser. In this browsers window
you have to type the address of the website (URL). Example: http://www.wikipedia.com/ . In this address, the http
refers as hyper text transfer protocol, www is the acronym of world wide web. wikipedia is the name of the website.

Selection :
A lot of data and information are available in the internet. Even a particular
website can hold vast of information in it. Just select the information required from the
websites and copy or save it in a place desired in your computer. For example; We
require the information on Galaxy. The search engines like Google, bing, yahoo,
altavista, ask etc., can provide umpteen information regarding our search. We need to
select the appropriate one which suits our lesson and teaching such as solars system,
structure of universe, earth, sun, moon and the relationship with weather and climate
with solar system etc.,

122
Integration (links) Linking of the pictures, animations in the appropriate places with
the concepts is known as integration. Utmost care should be taken for the topics
and the links to be executed. The topics and the links should be relevant to the level
of the learner.

Preparation of lesson plan
Before burning the information collected and integrated for teaching in a disc, a
lesson plan should be prepared with exercises and illustrations. The activities of class
room teaching such as objectives, pre test and post tests etc., must be incorporated
in it. A lot of activities are available and illustrated in the internet also. We should
choose the appropriate ones and incorporate them with the information collected and
burn it into a compact disc.

Preparation of software :
The compact disc can be prepared with the information as software to be used
in Personal computers. The stages and steps of lesson and illustrations should be
embedded with required images and animations, texts, audio and visual
explanations. This compact disc itself is considered as a book. This should be made to
handle in offline mode also. This software must have the stand alone properties and
supports a single students manipulation with computer.

Teaching and Learning :
Class room teaching is an important aspect in online method. Class room
teaching can be made possible using the LCD projector. The prepared software in CD
can be used with computer and LCD projector. Teacher pause the operations and
interact with the students and continue the teaching. This helps to build up a better
learning and teaching atmosphere. Rote mechanization is avoided by this method.

Evaluation :
Once the program is laid down, its the duty of the teacher to ensure that the
class proceeds successfully. This is a very delicate phase. The Teacher should assess
the learn-ability of the students and to quickly respond to student queries, answer to
individual requirements, try to hold the interest of the students and build in enough
communication.
123
The evaluation can be done through the observation, interview,
questionnaires, achievement tests etc., the interaction session and assessment can
be done within the online method itself.

Follow up work
Teacher divides the students in to small groups and provides the exercises
and projects with the necessary guidelines to them. The activities and work done in
group should be observed and validated by the teacher. For example: The lesson
galaxy is split in to various learning modules (planets, stars, earth, moon, etc.) and
each module is assigned as project to the groups.
The group can collect the data and analyse the information and compile it and
produce as course work. Teacher can utilize the information in it and prepare it as
compact discs.

Dissemination
The validate work extracted in the feed back session should be made to
disseminate between the students and teachers. The dissemination of the work alone
expresses the importance of online method.
The dissemination of the work done and software developed can also be done
through the functions, press notes and websites. This dissemination motivates the
learning and teaching process.

Merits of online method
Each and every student learns in own pace and speeds.
Required study material can be provided through the internet.
The differently abled and the students have the learning disabilities can also
utilize the online method effectively.
It gives better motivation and interest in learning.
It helps the students to understand the social science concepts through the 3-D
pictures and animations.
Preparation of Maps is made easier.
Gives direct experiences
Facilitate the class room activities in all subjects too.

124

Information from Web resources
The students as well as teacher can avail the umpteen of information from the
various web resources. The following types of information can be accessed in online
method and from web resources.
Course information
Assignment and assessment
Search Engines : Internet search sites can search enormous databases of Web pages, using titles,
keywords or text. You can maximize the potential of search engines by learning how they work, and how
to use them quickly and effectively. The challenge is to ask your question the right way, so that you don't
end up overwhelmed with too many search results, under whelmed with too few, or simply unable to
locate the material that you need. As with most skills, practice makes perfect!
Getting Started : Before doing a search, it's important to define your topic as completely and succinctly
as possible. Write down exactly what information you're looking for, why you're looking for it, and what
you're not looking for. This will help you to discover the best keywords for your search.
Keywords : With the exception of search engines such as AskJeeves.com, which will take questions in
the form of actual queries, most work best if you provide them with several keywords. So how do you
determine which keywords will work best?
Most users submit 1.5 keywords per search, which is not enough for an effective query - the
recommended maximum is 6 to 8 carefully chosen words, preferably nouns and objects. (Search engines
consider articles and pronouns clutter.) Avoid verbs, and use modifiers only when they help to define your
object more precisely - as in "feta cheese" rather than just "cheese."
Now you have your keywords. How do you enter them into the search engine?
Use of Phrases : Your most powerful keyword combination is the phrase. Phrases are combinations of
two or more words that must be found in the documents you're searching for in the exact order shown.
You enter a phrase - such as "online method" - into a search engine, within quotation marks.
Some searches provide specific options for phrases, while others don't allow them at all; but most will
allow you to enter a phrase in quotation marks. Check the "Help" files of the search engine you're using
to be sure what it accepts.
Punctuation and Capitalization : Most search engines are insensitive to case: you can type your
queries in uppercase, lowercase, or a mix of cases. If you use lowercase, most engines will match on
both upper and lower case; so for general searches, lowercase is the safest form to use.
Not all search engines handle punctuation the same way. When in doubt, consult the "Help" file.
125
Materials covered in the class room
Demonstration, Animation, Audio and video illustration
Bibliographic information
Reference materials
Internet references (some Examples)
http://www.webopedia.com
http://www.97.intel.com/education/teds
http://www.21stcenturyskills.org
http://www.97.intel.com/education/teach/essantialcourse.asp
http://jtmadhavan.wordpress.com/
http://en.wikipdia.org/wiki/digital-library
www.yahoo.com
www.altavista.com
nationalgeographic.com

Meanings of Internet Domain Extensions
.com represents the word "commercial," and is the most widely used extension in
the world. Most businesses prefer a .com domain name because it is a
highly recognized symbol for having a business presence on the Internet.
.net represents the word "network," and is most commonly used by Internet
service providers, Web-hosting companies or other businesses that are
directly involved in the infrastructure of the Internet. Additionally, some
businesses choose domain names with a .net extension for their intranet
Websites.
.org represents the word "organization," and is primarily used by non-profits
groups or trade associations.
.biz is used for small business Web sites.
.info is for credible resource Web sites and signifies a "resource" web site. It's the
most popular extension beyond .com, .net and .org.
.mobi (short for "mobile") is reserved for Web sites built for easy viewing on mobile
devices.
.in is for Indian Web sites and is the newest extension.
.us is for American Web sites and is the newest extension.
.co.in is the country code for India. The .co portion of the extension indicates the
domain name is for commercial purposes (similar to a standard .com extension).
126

Conclusion
Online method in Education is becoming a curricular concern. It is appeared to
be the importance of teacher is reduced by online method in education. Also it can
create a mirage that the web resources appeared as alternative to the teachers. But,
in a keen sense, the teacher alone assists in the role in online method of education. A
teacher has the key role in broadcasting of information to their students. His presence
is indispensable in online method. The importance of teacher has not diminished in
developed countries too. So, the online method teaching media cannot be an
alternative to the teachers.
The online environment aids in some of the more sensitive areas of classroom
administration. Online assignment posting areas provides a secure and time
documented avenue for turning in assignments. Servers that retain chat session and
newsgroup documentation provide indisputable records of class participation for both
volume and quality. This reduces the hassles associated with learning difficulties.

References

End.

Teaching of Science: Lecture Notes On Methodology

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teaching of Science: Lecture Notes On Methodology

Uploaded by

Copyright:

Available Formats

L

You might also like