572
Pedagogy
CHAPTER 1
NATURE AND
SCOPE OF
SCIENTIFIC
CURRICULUM
After analysing previous year question paper of CTET
Examination, it can be observed that in year 2011, 1
question, in 2012, 1 question, in 2014-3 quesions, in 2015,
1 questions and in 2016, 2 questions have been asked.
1.1 Science
The word ‘Science’ has been derived from the Latin word
‘Scientia’ which stands for knowledge. Science has been
defined differently by different persons. In general
˜ The knowledge gained in systematic way is a science.
˜ The integration of General knowledge is a science.
˜ Science is a collection of true facts.
Some of the great thinkers and philosophers have defined
science, which are as follows
˜ According to B.F Skinner, ‘‘Science is first of all a set of
attitudes. It is a disposition to deal with facts rather than
what some one has said about.’’
˜ According to J.H. Poincare, ‘‘Science is built up with facts
as a house with stone. But collection of facts is no more a
science than heap of stones in a house.’’
˜ According to Albert Einstein, ‘‘Science searches for
relations which are thought to exist independently of the
searching individual.’’
˜ Defining science in modern way is ‘‘science is a cumulative
and endless series of empirical observation, which results
in the formation of concept and theories with both
concepts and theories being subject to modification in the
light of further empirical observations. So, science is both a
body of knowledge and the process of acquiring and
refining the knowledge.’’
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
1.1.1 Nature of Science
The human beings have always been curious to know
mysteries existing around them. It is the ability of man to
understand nature and gain supremacy over it. It is
because of intelligency of man that we have been able to
know so many facts related to certain events, processes,
things, etc.
˜ The science is always based on the factual things (facts).
Various methodology have been adapted to know about
the facts and its various parameters. This is called scientific
methods.
˜ In scientific studies, facts are always analysed to know the
actual truth behind any phenomenon, processes, etc.
˜ To test this hypothesis we plan certain experiments and
collect data. So, science reveals the facts based on data
obtained from the planned experiments which are
analysed scientifically.
˜ All apparatus, means and ways used in science are
generally scientific in nature. This approach of revealing
helps mankind to see various concepts from scientific
angle only and shed off the myths.
˜ A scientist or any student studying science always exhibit
the scientific aptitude and reflects the scientific mindset
from his/her personality.
1.1.2 Some basic Characteristic
Features of Science
Science always relies on logic as well as imaginations. All
theories and hypothesis start with imaginations. The
validity of these hypothesis is tested by scientific methods
which finally gives us some facts based on logical thinking.
˜ Science is dynamic because it is an ongoing process which
seeks new information and refines the older one.
˜ Mysteries can be unravelled with the scientific methods.
˜ Science believes on the things which are based on facts
supported by some evidence.
˜ Science avoid biases and conclude with only logical
reasoning. Science has become a social enterprise. It is
because, it may be a boon or bane to the human kind. It
depends on the person in power in what way they are
using the scientific knowledge.
˜ Scientific knowledge is incredible and durable. It is because
it’s accumulating and increasing day by day as new
discoveries are made now and then.
˜ There has to be some ethical norms when it comes to usage
of scientific knowledge.
˜ Science is useful for human kind, since an earlier time. It has
been used in generation of power, managing information,
communicating system, controlling epidemics and natural
disasters.
CHAPTER 1 : NATURE AND SCOPE OF SCIENTIFIC CURRICULUM 573

Plasma physics and Plasma diagnostic techniques

1.1.3 Important Components of ˜

˜ Holography and optical information processing

Science ˜ Applied optics
Science deal with unravelling the facts. It is achieved ˜ Fusion reactors
through knowing the following components of science ˜ Thermo nuclear energy production
1. Facts These are the things that really exist around us ˜ The fibre optics communication technology
and are very true. ˜ Laser engineering
2. Hypothesis These are educated guesses based on ˜ Material science-development of non-load bearing and load
certain observations which are tested by experiments. bearing material
3. Data It is the numerical form of the facts collected by ˜ Middle atmosphere studies
designing an experiment based on some hypothesis ˜ Photonics and its application
revolving around the fact. ˜ Molecular structure and dynamics
4. Natural laws These are phenomenal theories discovered ˜ Solids surfaces and catalysis
by empirical generalisation of data. These are confirmed ˜ Coordination Chemistry and organo-metallic Chemistry
and verified by arguments and factual statements of what ˜ Polymers
always happens in certain circumstances. ˜ Textile industry
5. Theory A well-substantiated explanation/mechanism ˜ Packing and processing industry
of some aspect of the natural world that can incorporate ˜ Petroleum processing
facts, laws, inference, and tested hypotheses (NRC, ˜ Production of synthetic detergents, adhesives, chemicals &
1998). Theories explain how the law works (McComas, fertilisers
2003). Scientific theories are explanations that are based ˜ Photo chemistry
on lines of evidence, enable valid predications, and have
been scientifically tested in many ways.
˜ Water treatment and purification
˜ Coordination of drugs, EDTA therapy, etc
Scientific Law Vs. Theory ˜ Development of super computers
˜ Sonleitner, (1989) makes the point that theory and law, are qualitatively ˜ Development of cryogenic rockets
different in what they are and what they do. ˜ Space science technology
˜ He states that laws are generalisations about phenomena while theories
are explanations of phenomena.
˜ Erosion and pollution control
˜ Theory and law are not distinguished by their degree of verification. ˜ Electro-plating
˜ The Natural History Museum of Los Angeles can provide the
opportunity for sudents to understand the roles and discrete
contributions of laws and theories while providing opportunities for
them to question their preconceived notions about these and other 1.2 Science Curriculum
related issues in the nature of science.
According to National Curriculum Framework (NCF)
2005, good science education is-
1.1.4 Various Branches of Science 1. True to Children It means that content of science we
Science as a subject, includes various branches. The science teach to them should be understandable meaningful and
which is based on natural facts is termed as Natural enjoyable. It should be related to problems of their
Science. The science that is related to social activities is day-to-day life.
called as Social Science. The basic science has two main 2. True to Life The science we teach should relate to their
branches Physical Science and Life Science. In physical environment, prepare them for the world of work. It
sciences, we study about the non living material of the should address them about their worries about life and
nature. It includes branches like physics and chemistry. concerns regarding sustainable development and
Life science includes the study of living matter i.e. biology conserving the environment.
(animal, plants and microbes). 3. True to Science The content of science we teach to the
Some recent well known branches of science are as follows children should project important aspect of its content at
˜ Alternate sources of energy suitable level. It should be understandable. It should
˜ Water source management
engage the child in the learning, the process of acquiring
˜ Super conductivity, super fluidity and low temperature
and validating scientific knowledge and information. For
example assigning a child to make a project on sound.
phenomenon
574 CTET SUCCESS MASTER SCIENCE AND PEDAGOGY

Curriculum Designing Process Validity

The ideal science curriculum should have the following
validities as per the criteria of NCF-2005
Cognitive Validity
˜ The science which we teach to children should be
understandable to them and it should provide them
meaningful and joyful learning.
˜ It should prepare children for the world of work
focussing on life skills and should also be concerned
about conserving and sustainable environment.
˜ It should project some important aspects of its content
which are suitable at different level of education.
˜ Cognitive validity of science curriculum at upper
primary stage implies that it should be age
appropriate and within the reach of students
understanding level.
Content Validity
˜ The curriculum designed should be age appropriate
and within the subject reach of the child.
˜ The curriculum must give correct scientific
information in a simple manner. The incorrect
meaningless and misguiding content should be
discarded off.
˜ The teaching methodology must emphasise on
learning to learn science as a subject. For this,
complex content should be simplified so that it
becomes easier to understand.
The process validity means teaching science in classroom should
engage the learner in gaining the knowledge of methods and
procedures that lead to generation and validation of scientific
knowledge and information. This naturally increases the
curiosity and creativity of the child in science.
Historic Validity
˜ The historical aspects of the topic to be taught should also be
included. This gives a student an idea that from where we
started to get to know this fact and how far we have reached.
This way student learn to appreciate the evolution of science
overtime.
˜ It helps to understand how social factors influence the
development of science and to view science as a social activity
of enterprise.
Environment Validity
˜ The learners environment must be kept in mind while
designing the curriculum.
˜ Students should be made able to be aware of the issues related
to science, technology and society. Besides this, they should be
able to connect themselves with this once, they are through the
teaching of text content.
Ethical Validity
The most importantly the content development requires to
nurture the values of honesty, objectivity cooperation and
freedom from fear and prejudice existing in the society.

CHAPTER EXERCISE
1. Which amongst the following
statement is incorrect about
science?
(1) Science is based on formation of
concept and theories
(2) Science is cumulative and endless
series of empirical observations.
(3) Science is the process of acquiring
and defining knowledge
(4) Science is bringing all phenomenon
in happening around
2. Which of the following cannot be
the characteristics of science?
(1) Science is dynamic
(2) Science is holistic approach to
investigate facts
(3) Science believe in mass opinion.
(4) Science avoids biases.
3. A person will be having a scientific
temperament if he has which of the
following characteristics?
A. The person is very objective in
nature
B. The person has critical thinking
C. The person believes in majority
D. The person is free from fear and
prejudice
(1) A and B (2) C and D
(3) B and C (4) A, B and D
4. Which of the following is not related
to development of science?
(1) Humans have demonstrated
scientic potential from very
earlytime
(2) Science has origins and practical
history in all human cultures.
(3) Science provides opportunities to
improve our physical environment.
(4) The cave art of some of the early
man is not related with science.
5. Which one of the following cannot
be the step of scientific
methodology?
(1) Open minded accumulation of data
(2) Development of hypothesis to
explain data
(3) Testing the hypothesis by carrying
out experiments
(4) Making an opinion randomly
6. Science education cannot help to
(1) get rid off the country of blind
beliefs and superstitions
(2) solve the problems of insanitation
and malnutrition
CHAPTER 1 : NATURE AND SCOPE OF SCIENTIFIC CURRICULUM
(3) prove and control supernatural
powers
(4) give boost to country's economy
7. Which one among the following is
the correct sequence of scientific
process?
(1) Observing the fact → making
hypothesis → collecting data →
drawing inference (Laws)
(2) Making hypothesis → observing the
fact → collecting data → drawing
inference (law)
(3) Observing the fact → making
hypothesis → drawing inference
(law) → collecting data.
(4) collecting data → observing the fact
→ making hypothesis → drawing
inference (law)
8. A scientific hypothesis is a
(1) statement based on simple
observation of a fact.
(2) tentative explanation capable of
being tested by observation or
experiments
(3) an assumptions made by some
scientist.
(4) a collection of some data based on
observations.
9. In any scientific experiment, the
experimental errors can be
controlled by
(1) keeping many replications of the
experiment
(2) by keeping experimental conditions
under control
(3) Both (1) and (2)
(4) None of the above
10. The scientific temperament
enhances
(1) observation skills
(2) experimental skills
(3) critical thinking skills
(4) All of the above
11. As per NCF 2005, at the upper
primary stage, the teaching of
science should have maximum
focus on
(1) relating classroom learning and life
outside the school
(2) memorising all scientific terms used
in textbook
(3) providing answers of all questions
given in textbook exercises
(4) improving performance of students
in examination
12. On the basis of recommendations of
National Curriculum Framework
(NCF) 2005, NCERT textbooks in
science lay greater emphasis on
A. giving active learning
experiences to students
B. teaching scientific terms exact
definitions
C. preventing rote learning
D. upholding sharp boundaries
between different domains of
science curriculum
Identify the pair that represents
the combination of correct
statements given above.
(1) A and B (2) A and C
(3) C and D (4) B and C
13. In the chapter on ‘food’, the
students are asked discuss about
people who don’t get sufficient food
to eat and how to avoid wastage of
food. Which type of validity do you
see in this type of content?
(1) Process validity
(2) Environmental validity
(3) Content validity
(4) Ethical validity
14. Which one of the following is most
suited to the development of
scientific skills in students?
(1) Conducting science quiz
(2) Organising a field visit
(3) Conducting science Olympiads
(4) Performing laboratory work
15. Which of the following statements
does not describe the meaning of
‘curriculum?
(1) Sum total of all learning
experiences inside and outside the
classroom
(2) Content, pedagogy and
assessment techniques
(3) All the experiences of a child at
home and at school
(4) Planned learning experiences
guided by the curriculum
framework
16. NCF-2005 states ‘‘Good science
education is true to science’’, what
does it mean?
(1) Science education should teach
only the science content and
should not relate it to other
subjects.
575
(2) Only true science should be taught
and students should take it
seriously and memorise everything
that is being taught
(3) Science education should convey
its content at a suitable level and
engage the child in learning the
procedures of obtaining and
validating scientific knowledge
(4) Science education should be given
properly, using the laboratory
facilities
17. What does cognitive validity mean?
(1) Content of the curriculum must be
significant and scientifically
correct.
(2) Science teaching should enable the
learner to know how science
evolved with reliable theories.
(3) Science content should be age
appropriate so that children can
understand them and the way of
teaching should be according to
the level of the child.
(4) Curriculum of science should
enable the learner to appreciate the
issues related to science,
technology and society.
Previous Years’ Questions
18. While selecting a performance task
to help students develop research
oriented skills in a science class, a
teacher may pick up a topic
[CTET June 2011]
(1) which majority of the students in a
class find interesting
(2) which she thinks is important for the
students
(3) related to a problem faced by
students in their day-to-day
functioning and which is a part of
the concepts to be covered for this
class
(4) from the content given in the
syllabus which must be completed
in time
19. Of the following activities in a
Science class the one with least
educational value is [CTET Nov 2012]
(1) discussing a scientific principle
(2) drawing a design
(3) constructing a model
(4) reading about a simple experiment
576 CTET SUCCESS MASTER SCIENCE AND PEDAGOGY

20. Science is considered to be (4) enable the child to view science as (3) The methodology of science and its
questioning, exploring, doing and a social enterprise demarcation from other fields
investigating, which of the following continue to be a matter of
23. Which one of the following
activities, carried out by Dipika in philosophical debate
statements is true about the ‘laws’
teaching of science, is best suited to (4) Even the most established and
and ‘theories’ in science?
universal laws of science are
satisfy these criteria? [CTET Sept 2015]
[CTET Feb 2014]
always regarded as provisional,
(1) Theories are found in biological
subject to modification in the light
(1) A debate on environmental issues sciences only and laws are found in
of new observations, experiments
(2) Project work on nature of sound physical sciences only
and analyses
(3) Unit test on micro-organism (2) Theories and laws are the same
(4) A group discussion on common and perform the same function 25. The criterion of process validity of
diseases except that laws are briefer form of science curriculum requires that :
theories [CTET Sept 2016]
21. Good science education should be (3) Laws are generalised descriptions
‘true to the child’, implies that (1) science should be presented as a
of the relationships among value-free discipline un-influenced
science we teach should observable phenomena and by societal concerns
[CTET Sept 2014] theories are explanations for the (2) science should be taught as a
(1) relate to the environment of the child observable phenomena specialised discipline with its
(2) convey significant aspects of (4) Theories become laws when unique characteristics
science content validated (3) learners should be familiarised with
(3) be understandable to the child various natural processes
24. Identify the incorrect statement
(4) engage the child in learning (4) learners should be engaged in
about the nature of science.
process skills processes that lead to generation
[CTET Feb 2016]
22. ‘Cognitive validity’ of science (1) Speculation and conjecture also of scientific knowledge
curriculum at upper primary stage have a place in science, but
implies that it should ultimately a scientific theory, to be
[CTET Sept 2014; July 2013] acceptable, must be verified by
ANSWERS
(1) convey significant and scientifically relevant observations and/or 1. (4) 2. (2) 3. (4) 4. (4) 5. (4)
correct facts experiments 6. (3) 7. (1) 8. (2) 9. (3) 10. (4)
(2) be age appropriate (2) Science is considered as 11. (1) 12. (2) 13. (4) 14. (4) 15. (3)
(3) use appropriate pedagogical value-neutral and objective and the 16. (3) 17. (3) 18. (3) 19. (4) 20. (2)
processes in teaching laws of science are viewed as fixed 21. (3) 22. (2) 23. (3) 24. (4) 25. (4)
CHAPTER 2 : AIMS OF TEACHING SCIENCE IN SCHOOLS
CHAPTER 2
AIMS OF TEACHING
SCIENCE IN
SCHOOLS
After analysing previous year question papers of CTET
Examination, it can be observed that 2 questions in 2012,
1 question in 2013, 3 questions in 2014, 2 questions in
2015 and 1 question in 2016 has been asked from this
chapter.
2.1 Science Teaching :
Aims and Objectives
A person who has certain aims in his/her life,
comparatively gets more success than the indisciplined
man.
In the same way, if we teach science as a subject with
certain aims, the results will be great and extra-ordinary.
After finalising the aim, teacher plans and puts efforts to
achieve that aim.
Aim gives directions to the activity and help in taking
important decisions regarding syllabus, methods of
teaching and medium of instruction (language).
After giving deep thought, the various aims for teaching
science in our school are as follows :
1. Utilitarian aim Modern age is a age of science, we see
network of scientific gadgets based on latest scientific
inventions happening around us. Science has
revolutionised our way of living. It is now imperative for
all to understand science and master it from all angles.
Herbert Spensor has aptly said, “The knowledge gained
through science is much more useful in guiding our
lifestyle than gained through other resources”.
2. Intellectual aim Science is a organised common sense.
It has taught us new ways of thinking and reasoning.
577
It gives us the insight which enables us to search for truth
and the reality of nature around us. Science does not allow
us to accept anything which we cannot prove by actual
observation, reasoning and experimentation. It trains the
minds of people, creates very good habits and develops
increasing awareness about themselves, about fellow
creatures and about the material universe we live in. All
problems can be solved by a mature scientist with sharp
intelligence and wisdom.
3. Disciplinary aim Science develops our personality as a
whole. It inculcates spirit of enquiry, seriousness and
systematic thinking. Science, makes us think seriously
and logically. It helps us to view the real nature of the
problem.
It also checks one to take a hasty action prompted by
one’s sentiments. It is the only subject which promotes
interest in study, concentration and habit of hardwork
and systematic work. It also inculcates the habit of
viewing a problem impartially with a conscious mind.
4. Cultural aim Science has a cultural value because it
now forms an essential part of our social heritage. A
knowledge imparted by the study of different branches of
science develops in us a logical mind, a critical judgement
and provide us a capacity of scientific organisation.
Science not only develops our culture but also helps in
preserving it. We are constantly adjusting and modifying
our style of living as per the latest scientific inventions
and discoveries.
5. Moral aim Science develops morality by teaching
truthfulness and reasoning. Every scientist is a speaker of
truth, although in the modern materialistic world, truth
may not always succeed.
Science does not permit blind faith, it also does not accept
faith in idol worship nor follows many useless customs
and rituals. Science and its pursuit not only comprises of
all the traits of morality but also develop them amongst
children.
6. Aesthetic aim There is no fundamental difference
between art and science. An artist aims knowingly at
beauty while a scientist ultimately comes to beauty
through reasoning and truthfulness.
7. Psychological aim The whole teaching and learning
progress of science is based on fundamental principles of
psychology. The principles of ‘learning by doing’,
‘activity method’, ‘learning by observing concrete and
living specimen are the primary things in psychology’. In
addition to this, science soothes common instincts which
are creativeness, self-assertion, curiosity etc.
8. Value of Scientific Attitude of Method The methods
applied in solving scientific problems are also helpful in
solving other problems of life. The teaching of science has
peculiar disciplines, known as scientific attitude to
develop among the learners. These attitudes comprise of
578
open-mindedness, keen observation, critical thinking,
suspended judgements, free from bias or superstition.
9. Social aim Science is of great value to society. Science
makes a man a useful citizen. Science provides impetus to
the progress of society by its new thoughts and inventions.
Science is essential for the progress of our society and
nation. Science makes our social life happy and
comfortable. We can lead a healthy life by the virtue of
Science.
10. Vocational aim Science has opened vast vistas of
vocations. The reason for this is that scientific principles
and inventions have become so universal and pervasive in
our daily life. Scientific inventions have now helped widely
all the traditional vocations now-a-days.
At the time of imparting instruction, i.e. teaching-learning of
a particular lesson unit or sub-unit of the object physical
sciences, a teacher has to place before him some definite and
very specific objectives for being attained within a specified
classroom period and resources in hand. Through these so
specific classroom teaching-learning objectives, known as
instructional objectives, a teacher tries to bring desired
changes in the behaviour of his pupils.
In this way, the term instructional objectives in relation to
the teaching of science may be defined as a group of
statements formulated by the teacher for describing what
the pupils are expected to do or will be able to do once the
process of classroom instruction is over.
In fact, instructional outcomes is the teaching learning
product in the form of behavioural changes in the pupils
that a teacher expects as a result of his instruction related
with a particular lesson/unit or sub-unit of the subjects.
Instructional objectives are thus nothing but descriptions
of the pupils terminal behaviour expected out of the
ongoing classroom instruction.
Relationship of Instructional
Objectives with Objectives of
Teaching Science
In comparison to general aims and objectives of teaching
science, instructional objectives are quite narrow and
specific. They are definite, tangible, precise and functional.
They are pre-determined and are always formulated in such
a way that their attainment becomes quite practicable
through the usual classroom teaching within the stipulated
period of fixed duration.
They are the desired learning or teaching outcomes and are
always stated in terms of desired behavioural changes in
students. They are, therefore, may be termed as
teaching-learning objectives or behavioural objectives. The
main purpose of these objectives is to provide statements of
skills, concepts of the behaviour learners are expected to
demonstrate after going through a particular set of
instructions in classrooms.
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
Objectives of teaching science fall midway between goals of
aims of teaching science and instructional objectives. They
are more specific and definite than the general aims or goals
but less specific and much wider than the classroom
instructional objectives. Their attainment is quite possible
within the educational structure and means.
In fact, classroom instructional objectives, objectives of
teaching science at a particular or entire stage of school
education, and general aims or goals of teaching science
represent a hierarchical order as shown below.
General Aims or
Goals of Teaching
Science
Objectives of Teaching Science
Classrooom Instructional Objectives
The above figure may well illustrate that instructional
objectives are the fundamental and basic targets that could
be easily achieved within the limited period and means
while general aims or goals of teaching science are quite
broadly based, lofty and quite difficult in their attainment.
According to the above view, classroom instructional
objectives may be submerged in the reservoir of general
objectives of teaching science at a particular school stage. It
is in turn are further submerged in the ocean of general
aims and goals of teaching science at grass root level.
Difference between aims and objectives
Aims Objectives
These are broad and general. These are specific and meaningful and
precisely desired.
Aims need long term planning These are short term and achieved by
and some serious efforts on the teacher in a specific time with limited
part of teacher. resources.
Aims are merely ideal and Instructional objective can be achieved
difficult to attain. conveniently.
It’s attainment is beyond the Objectives are specific, immediate and
scope of school because it can attain goals.
comprises all round growth.
2.2 Specific Objectives of
Teaching Science
Aim of science teaching is not the acquisition of
information and few skills but to attain the understanding
the relationship which connects the answer to the
problem. Thus objective of teaching science comes in
between the teaching sciences and the instructional
objectives.
CHAPTER 2 : AIMS OF TEACHING SCIENCE IN SCHOOLS
Dr. Benjamin S. Bloom of University of Chicago was the
editor of the book ‘Taxonomy of Educational Objectives’. It
was known as the classification of Educational goals created by
a committee of college and university examiners. Taxonomy
means a system of classification. In this form, a taxonomy like
Bloom’s taxonomy presents a system of classification of the
objectives. This taxonomy of educational objectives has
classified the educational goals into three main domains
2.2.1 Cognitive Domain
˜ The cognitive domain includes those objectives which are
related to the recall or recognition of knowledge. It is also
linked with the development of intellectual abilities and
skills in the child achieved by hands on practices while doing
project or practical work.
˜ In cognitive domain, the taxonomy of educational objectives
is organised under six major categories
– Knowledge – Comprehension
– Application – Analysis
– Synthesis – Evaluation
˜ The cognitive domain and emotions are related with each
other
2.2.2 Affective Domain
˜ Affective objectives are concerned with the development of
interests, emotions, appreciation, attitudes, mental
tendencies and values in the children.
˜ The teacher should endeavour to develop maximum
affective domain of the student by affective objectives. The
objectives of affective domain include
– Receiving – Responding – Valuing
– Organisation – Characterisation of Values
2.2.3 Psychomotor Domain
˜ Psychomotor objectives are concerned with the training of
the student’s physical activities and the development of the
skills.
˜ The main levels of psychomotor domain are
– Imitation – Manipulation – Precision
– Articulation – Naturalisation
2.3 Objectives of Science
Teaching at Different
Levels
There have been many attempts from time to time in our
country by educationist to think about objectives of
teaching science at different levels of school education. In
the light of such attempts, the following aims can be set at
different levels of teaching.
579
2.3.1 Lower Primary Level (Class I to V)
To make students aware about principles, facts and their
application during their cognitive development.
˜ Teaching at this level should be interesting, simple and
should give the child an opportunity to mix with its
environment and feel free to interact with teacher and
colleagues. To make students understand the importance
of cooperation, honesty, integrity, concern for cultivating
scientific temperament, critical thinking, freedom from
fear and prejudice.
˜ To enable them to look at science as a social enterprise
not.
2.3.2 Upper Primary Level
(Class VI to VIII)
To provide the students deep insight with facts and
principles of science. To develop their ability to perform
scientific experiments in a skillful manner and to enable
them to get better insight into the application of science
and perform better in exams.
˜ To equip the students with all the basic scientific
knowledge and skills helpful in everyday life.
˜ To provide appropriate opportunity for the development
of the inventive and creative faculties excluding process
skills in the students.
˜ To enable the students adopt and learn some useful
scientific activities in the form of hobbies and leisure
hours purposeful activities and inculcate values.
˜ To create appropriate faith in the students concerned with
the values and contributions of science, acquiring
questioning and inquiry skills.
Children should be discouraged to copy from resources
˜
like encyclopedias internet etc while doing research work.
˜ They should be discouraged learning by memorising the
content of science.
2.3.3 Secondary Stage
(Class IX to X)
The teaching science as an integrated course should be
continued till this stage and should be reinforced.
˜ The principles, laws and concepts of science should be
made understandable to the students. The curriculum
should be enjoyable and should not be a burden on the
students. All the events of science are not observable so
these should be taught to them through hypothesising and
explaining them.
˜ The students be made enabled to understand the practical
application of scientific knowledge by doing hand’s on
activities.
580
2.3.4 Senior Secondary Stage
(Class XI to XII)
˜ To attain desirable proficiency in the specialised areas or
branches of science.
˜ To provide opportunities and inspiration through relevant
reference materials and specialised magazines to students
for the sake of understanding as well as creation of
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CHAPTER EXERCISE
1. Which one of the following is the
aim of teaching science?
A. To develop interest in the child
for the world of science.
B. To unable the child to
understand term, facts, concepts
related to science.
C. To unable the child to
appreciate the contribution of
science for human welfare.
(1) Only A
(2) Only B
(3) Only C
(4) A, B and C
2. If science teaching unables the
students to repair home electrical
appliances, what kind of aim of
science teaching is achieved?
(1) Knowledge
(2) Application of knowledge
(3) Interest
(4) Scientific view
3. The aim of science teaching at
primary level are
(1) Knowledge — Comprehension —
Application
(2) Skills — Interests — Articulation
(3) Abilities — Praises — use of leisure
time
(4) None of the above
4. The meaning of instructional
objective in teaching science is/are
(1) to achieve a specified learning
objective in a particular classroom
period.
(2) to achieve a desired behavioural
changes in the students taught
(3) a learning outcome achieved in the
form of change in behaviour of
students
(4) All of the above
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
something new in the field of science. To make them
acquainted with latest concepts and advancement in their
respective specialised branches or fields.
˜ To get them ready for the work related to some specialised
vocational course like medicine, paramedical science,
engineering etc. To encourage students, to get enganged in
the independent deep study of their specialised areas or
branches.
àíZ
5. The characteristics of instructional 10. Which of the following is not the
objective are aim of science teaching at
(1) these are quite narrow and specific pre-primary school level?
(2) these are predetermined (1) Disciplinary value
(3) these are definite, precise tangible (2) Cultural value
and functional (3) Moral value
(4) All of the above (4) Value of scientific attitude
6. The taxonomy of educational 11. The meaning of instructional
objective is written by objective is
(1) Benjamin S. Bloom (1) instructions given by teachers in the
classroom
(2) B.F. Skinner
(2) instructions taken by the students in
(3) Piaget (4) Kohlberg
class from a teacher
7. Which of the following statements (3) expected terminal behaviour of
does not describe the meaning of students on completion of ongoing
curriculum? classroom instructions
(1) Sum total of all learning (4) None of the above
experiences inside and outside the
classroom
(2) Content, pedagogy and
Previous Years’ Questions
assessment techniques 12. When upper-grade children do
(3) All the experiences of a child at research work, the major problem
home and at school is the teacher has to content with is
(4) Planned learning experiences [CTET Nov 2012]
guided by the curriculum
(1) gaining the co-operation of the
farmework public library
8. Which of the following is not the (2) discouraging children from copying
characteristic feature of cognitive verbatim from books and
domain? encyclopedias and guiding them
(1) It includes those objectives which effectively
are related recognition of (3) finding appropriate materials
knowledge (4) scheduling time in school library on
(2) It is linked with the intellectual skills internet
(3) It is related with interest, emotions, 13. In a mixed ability class with
attitudes and values of the pupil students in different stages of
(4) None of the above cognitive development,which one of
9. The different levels of psychomotor the following strategies will be
domain are most suitable? [CTET Nov 2012]
(1) Manipulation skills (1) Planning individual instruction for
(2) Articulation gifted student
(3) Imitation (2) Taking an average of the IQ scores
(4) All of the above of students and planning teaching
accordingly
CHAPTER 2 : AIMS OF TEACHING SCIENCE IN SCHOOLS 581

(3) Using hands-on activities involving (2) To create literary literacy (4) To imbibe the values of honesty,
concrete objects for simplification (3) To appreciate the inter-relationship integrity and cooperation
of abstract concepts between science and art
19. Which one of the following should
(4) Re-grouping the class into four (4) To acquire academic excellence for
not be an aim of science education
groups as per the four stages of competitive examinations
at upper primary level?
cognitive development proposed
17. National Curriculum Framework, [CTET Sept 2015]
by Piaget
2005 recommends that science (1) Inculcating values
14. Which one of the following is not education at upper primary stage (2) Presenting facts of science to the
the objective of teaching of Science should focus on [CTET Sept 2014] learners
at upper primary stage? (1) helping students to connect (3) Relating science education to
[CTET July 2013] classroom learning to life outside everyday experiences of learners
(1) Developing questioning and the school (4) Nurturing the curiosity and
enquiring skills (2) helping students to acquire cultivation of scientific temper
(2) Acquiring technological skills international standards in learning 20. Which of the following statements
(3) Acquiring process skills of science about cognition and emotions is
(4) Acquiring scientific literacy (3) minimising social disparities in the correct? [CTET Sept 2016]
students
(1) Cognition and emotions are
15. Which one of the following is not a (4) promoting human values and
processes independent of each
desired objective of learning of knowledge base for peaceful
other
science at upper primary stage? society
(2) Cognition and emotions are
[CTET Feb 2014]
18. Which one among the following is intertwined and affect each other
(1) To acquire essential process skills (3) Cognition affects emotions but
not a desirable aim of Science
(2) To perform better in competitive emotions do not affect cognition
education at upper primary level?
examinations (4) Emotions affect cognition but
[CTET Feb 2015]
(3) To acquire scientific literacy cognition does not affect emotions
(1) To know the facts and principles of
(4) To develop rational thinking
science and its applications
16. Which one of the following is the (2) To nurture the natural curiosity, ANSWERS
key expectation from teaching and aesthetic sense and creativity in
science and technology 1. (4) 2. (3) 3. (1) 4. (4) 5. (4)
learning of science at upper 6. (1) 7. (3) 8. (3) 9. (4) 10. (4)
primary stage? [CTET Sept 2014]
(3) To gain the knowledge available
through memorising the content 11. (3) 12. (2) 13. (3) 14. (3) 15. (2)
(1) To acquire questioning and 16. (1) 17. (1) 18. (3) 19. (1) 20. (2)
and process of science
inquiring skills
582
CHAPTER 3
UNDERSTANDING
AND APPRECIATING
SCIENCE
This chapter carries good importance in the syllabus of
CTET. As we know, there is no question asked uptil now
directly in CTET but, in future, questions may be asked
from this topic.
In the modern era, the life of human beings revolve around
the science. We live in techno savvy world. Across the
development of human history, many linked and proven
ideas about physical, biological, psychological and social
world have been developed by people from time to time.
Science plays an important role in the evolution of modern
human beings. We can understand the importance of
science in our daily life by the following ways :
˜ Science provides cures for many fatal diseases of human
beings.
˜ Science has enabled man to reach on moon and mars.
˜ Scientific development has enabled man to maintain peace
and harmony all over the world.
˜ It has broken the barriers of communication at all levels
(mainly national and international). One can reach out to
any one living at any corner of the world through Global
Positioning Systems (GPS) and telecommunications.
˜ Many daily life comforts are made available by the science.
eg. AC, television, computer, laptop, phone, fridge and
many more gadgets of daily usage.
3.1 Importance of Science
in the Field of Education
This can be studied in the following headings
1. To develop interest of children in the miracles of
Science The school children can be taught simple
scientific concepts in the play way method. This develops
deep understanding of science in them.
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
2. To enhance thinking process Scientific experiments
help students to develop critical thinking and thought
process.
3. To develop the genuine intellectual development
The science is based on truthful facts. So it eliminates
persisting myths in the society and help students to
develop faith in truth.
4. To develop values for useful thoughts, scientific
facts etc The scientific facts are very useful in our day to
day life. For example, electricity, electric machines,
transport means, means of communications etc. These are
all based on scientific principles.
5. Science has professional face value The science
education provides professional and technical skills.
Many disciplines of science like engineering, agricultures,
para-medical sciences and many other scientific
discoveries provide the basis of modern life.
6. Science develops the positive attitude amongst
children Science teaching helps children develop
healthy psychological aptitude.
7. Science teaching helps in developing inquisitive
skills among the children While conducting
experiments, hands on activities, it encourages the
development of inquisitive skills amongst the child.
3.2 Understanding of
Science Amongst Children
Understanding of a child depends on his experiences and
memory as well. It is the later stage of receiving knowledge
which is based on certain hypothesis, pre-assumptions, the
child see in his day to day life.
The child learns through its natural curiosity about
surroundings. Gradually he/she learns about it through day
to day experiences.
˜ The child watch certain process like soap dissolving in
water, aeroplane flying in the sky, lighting bulb, tubelights
which gives him/her the basic concepts of science.
˜ As soon as they learn through their day to day experiences,
the understanding regarding scientific concepts develops
in them which changes their behaviour.
˜ Their behaviour reflects the development of scientific
angle in their behaviour after developing the
understanding of science.
˜ The teaching of science amongst the younger ones should
promote in the activity based lessons, experiments,
technological modules.
˜ The children should be encouraged to participate at
national and international level competitions like
exhibitions, science fair, science quizes, etc. It helps in
promoting the hidden talents amongst the children.
CHAPTER 3 : UNDERSTANDING AND APPRECIATING SCIENCE 583

˜ Government should take initiative to help scientific organisation
financially so that they can actively engage the children in the
scientific activities.
3.3 Science : Boon or Curse
Misuse of anything in this world gives you a bad result. Same is
true for science if it is used with bad intentions, then it proves to
be a curse.
˜ It has helped humans in developing fatal arms and ammunitions.
These were used in II world war. It has lead to destruction of
humankind.
˜ The devastating effects of nuclear bombing at
Hiroshima Japan can still be seen on plants, animals
and human life.
˜ Many machines were discovered for physical
comforts of human beings. It has changed the life
style of humans. The discovery of automated
machine work in factories and industries has lead to
unemployment specially in developing countries
like India and China.
˜ Man himself is responsible for misusing the
scientific discoveries in such a way that it is
becoming a curse for human race itself in a long
run.

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CHAPTER EXERCISE àíZ
1. Which of the following is the C. To organise scientific 8. Which of the following is not the
outcome of science teaching in experiments and activities importance of science?
young children? (1) Only C (2) A and C (1) It provides cures for many fatal
A. To develop understanding in (3) B and C (4) All of these diseases
them 5. It is important to organise (2) It provides gadgets to line with
B. To develop scientific view point local/town/state level scientific comfort
in them competitive activities because (3) It does not allow communication
C. To develop literature skills in across the geographical barriers
(1) it entertains teachers
them (4) All of the above
(2) it gives financial support to
(1) A and B (2) B and C organisers
(3) A and C (4) Only B
9. Which of the following helps in
(3) it invents/discovers the scientific better understanding of science?
2. The best method for developing talent amongst the children (1) Learning by doing
understanding in children is (4) students make use of their time (2) By simply observing
(1) help them carrying out scientific 6. Which of the following is the basis (3) Both (1) and (2)
experiments (4) None of the above
of science?
(2) stay them away from experiments
A. Factual knowledge
(3) make them busy in social activities 10. Choose the correct pairing amongst
B. Theoretical knowledge the following.
(4) stay them away from social activities
C. Myths (1) Discovery of arms and ammunitions
3. Which of the following is not (1) A only
: Curse
important in science teaching? (2) B only
(2) Discovery of medicinal drugs : Boon
(1) It develops positive aptitude (3) C only
(3) Discovery of automated machines :
(2) It stops mental development (4) None of the above Curse
(3) It develops understanding levels (4) None of the above
7. Which of the following is most
(4) It satisfies the inquisitiveness of
important in science teaching?
child
A. Storage of knowledge
4. Which of the following activity is B. The path of discovery of
ANSWERS
desired to develop the scientific scientific knowledge 1. (1) 2. (1) 3. (2) 4. (4) 5. (3)
understanding among the children? C. Scientific aptitude of teacher 6. (1) 7. (4) 8. (3) 9. (3) 10. (3)
A. To read scientific literature (1) Only A (2) Only B
B. To read biography of scientists (3) Only C (4) All of these
584
CHAPTER 4
APPROACH/UNITARY
APPROACH
CTET Previous years’ questions analysis reveals that in
year 2011, 2 questions; in year 2012, 1 question; in year
2013, 1 question and in year 2014, 5 questions have been
asked. Mainly questions have been asked from various
approaches used in organisation of science curriculum.
It is the method followed by a teacher to impart education
to the students. It deals with the methodology to make
teachers understand the concept, principles of education,
methods of teaching, etc. So, in totality it is the approach of
a teacher to organise the content of scientific knowledge of
a topic in such a way that it can be very well understood by
the pupil. Active and constructive involvement of teacher
and students in the learning process enhances the
understanding the level of the students. Teachers have to
put in an approach to develop proficiency in creating
interesting and challenging learning environment. The
difference efforts have been made in this area which are as
follows
During 1967-70, the NCERT in collaboration with
UNICEF developed science teaching materials for primary
sections. It was based on text books, activity guide books,
directions of teaching for teachers, science kit for various
activities to be carried out in the class, audio visual aids, etc.
Later on the same kind of teaching material was developed
for middle classes (6-8).
In 1975 Prof. D.S. Kothari introduced 10 + 2 + 3 pattern.
New approach of science teaching in schools at National
Level was developed and published under the title “The
Curriculum for the ten year school : A frame work”. It is
comprised of the following features
˜ Make all subject necessary including Maths and Science
upto tenth standard in schools.
˜ Teach Science and Social Science under the common
heading Environmental Science.
˜ Science should be taught in an integrated approach rather
than in disciplinary approach.
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
˜ Science should not be divided into Physics, Chemistry and
Biology till class tenth level.
˜ Environmental science to be taught to the classes 1-5. Their
books should cover the text related to basics of evironment,
so that a student will easily understand the concepts of
environment and related issues in a simple manner.
4.1 Major Approaches
Regarding Organisation
of Science Curriculum
The major issue in the field of education today is
organising science curriculum in an effective manner.
Therefore, there are two major approaches regarding
organisation of science curriculum viz. Disciplinary
Approach & Integrated Approach. These two approaches
are explained as given below in detail.
4.1.1 Disciplinary Approach
This approach is also known as the subject approach or the
traditional approach. As each subject is separately taught
by the teacher in the area of the particular subject in
question. For example science was traditionally taught as a
subject with different compartments such as physics,
biology, and chemistry as separate components of the
science subject.
Similarly language was taught as a separate subject from
other subjects. English was taught as being different from
Hindi, Oriya, History, Geography etc. Thus each subject
has a well defined boundary from which there is no
connection to the other.
Thus the approach in which every subject is taught as a
separate discipline is called as disciplinary approach. This
approach is based on the premise that, the subject is a store
house of facts, methods, theories, concepts and
generalisations. In disciplinary approach the focus is more
on the subject and its content rather than the process. In
India the disciplinary approach is very popular in the
higher secondary level. It shall be the responsibility of
teacher to show the connection between different
disciplines (subjects).
Characteristics of Disciplinary Approach
Various characteristics of disciplinary approach are
˜ In-depth Conceptual knowledge Every subject has
detailed and in-depth conceptual knowledge
˜ Disciplinary based teaching Each subject is taught as a
separate discipline.
˜ Content based teaching The teaching of disciplinary
based curriculum largely based on content.
CHAPTER 4 : APPROACH/UNITARY APPROACH
˜ Source of knowledge/information In disciplinary
approach the teacher is the main source of
knowledge/information.
˜ Main purpose The main purpose of disciplinary approach
is to prepare specialist, scientists etc.
˜ Mastery of the subject The learner is expected to master
the subject matter.
˜ Chalk & talk based teaching This approach mostly leads
to chalk & talk based teaching.
˜ Text book is main authority This approach restrains
student observations, values or conclusions different from
the text book which is the main authority in disciplinary
approach.
4.1.2 Integrated Approach
‘‘An integrated approach allows learners to explore, gather,
process, refine and present information about the topics
they want to investigate without the constraints imposed
by traditional subject barriers. ‘‘(Pigdon & Woolley, 1992)
Integrated approach encourages student to see the
inter-connectedness and inter-relationships between the
different curriculum areas. Instead of focussing on learning
in isolated curriculum areas, an integrated approach is
based on skill development around a particular theme that
is relevant to students of a particular class. e.g. The
curriculum set up of science at primary level i. e. general
science is an example of integrated approach.
Other approaches related to integrated approach are
1. Cross disciplinary Approach This approach examine
an issue typically relevant to one discipline through the
lens of another discipline.
2. Multi disciplinary Approach This approach examines
an issue from multiple perspectives, without making a
concerted effort to systematically integrate various
disciplines.
3. Inter-disciplinary Approach This approach examines
an issue from multiple perspectives, leading to a
systematic effort to integrate the alternative perspectives
into a unified or coherent framework of analysis.
Characteristics of Integrated Approach
Characteristics of integrated approach are
˜ Wide conceptual knowledge Integrated approach
provides an opportunity for broader & wider conceptual
knowledge.
˜ Child-centered teaching Integrated approach promotes
child-centered teaching.
˜ Integration of skills with contents Integrated approach
of curriculum organisation promote integration of skills
with contents.
˜ Teacher as a mediator The role of a teacher is mediator
between knowledge and child.
585
˜ Use of modern method The integrated approach requires
use of modern methods of teaching such as inquiry based
teaching.
˜ Flexibility No rigid disciplines exist. Integrated approach
is flexible.
˜ Preparation of future citizens The main purpose of
integrated approach is to prepare the future citizens of a
society.
˜ Openness The approach is open to new ideas and
procedures. Teacher encourages students ask questions.
˜ Multi-learning Environment The approach requires
multi-learning environment such as classroom, lab,
outdoor, computer, internet etc.
4.2 Other Approaches
Other approaches regarding organisation of Science
curriculum are :
4.2.1 Process Approach
The methods of inquiry, investigation, observation,
experimentation, drawing conclusions, making
generalisation, building principles and theories and utilising
item in further learning or applying them in day-to-day life
and work situations provide us the ways and means for
suggesting processes through which teachers and students
of sciences have to pass through for the realisation of the
stipulated teaching learning objectives.
˜ How do the children learn or acquire the facts of science?
˜ How and when, they do feel the need of studying a topic?
˜ What processes do they generally adopt for the learning in
understanding and applying the knowledge and principles
related to science?
These are some of the basic questions that are closely
related to what is termed as process approach to the
curriculum organisation. Therefore, while adopting process
approach for the curriculum organisation in the subject
science, we must always try to concentrate over their
psychological needs, instincts and emotions, their
curiosity, liking and abilities for discovery, organisation
and experimentation in accordance with their age and grade
level and accordingly plan to provide those topics, contents
or learning experiences that suit the vary nature of the
processes through which the children of varying age and
grades try to learn and apply science.
4.2.2 Constructive Approach
The term constructive, encompasses a variety of theoritical
position and has mainly been applied to learning theories,
focussing on learning as a conceptual change and
curriculum development and teaching mainly in Science. It
also provides some clear pointers towards teaching
586 CTET SUCCESS MASTER SCIENCE AND PEDAGOGY

strategies that might assist students in conceptual
reconstruction by their on experiences. The concept of
learning argues that students do not come to the Science
classroom empty handed but arrive with lots of strongly
formed ideas about how the natural world works.
4.2.3 Hands-On Approach
Hands-on activities are a great way to introduce students to
the world of science. Whether a chemistry teacher has
students mixing chemicals in a lab or a physics teacher asks
students to design and develop a physics experiment, these
are excellent opportunities for learning.
˜ All hands-on activities should be followed by follow-up
work, whether the teacher assigns an essay or asks students
to complete a group project.
˜ Assignment questions should ask students to analyse the
results of the activity and explain why a certain set of
events may have occurred.
˜ These assignments reinforce learning and help students
better understand scientific principles.
1. Providing Hands-On Learning Experiences in
Science This article addresses the importance of
allowing students to participate in hands-on science
activities, which help them better understand basic
scientific principles.
2. Role-Playing Exercises Rebecca Teed explains why
role-playing is useful when teaching students about
science. This site also includes a collection of
role-playing scenarios.
3. Guided Science Experiments Teachers can use
these science experiments to help students better
understand scientific concepts.
4. Strategies for Science Teaching and Assessment
This site offers resources for science teachers
interested in using case studies, science mysteries,
virtual field trips, concept maps, and other techniques
to teach scientific concepts.
5. Exploratorium Activities This site offers hands-on
activities for science and math students. Science
teachers can incorporate these activities into their
lessons.

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CHAPTER EXERCISE àíZ
1. The approach in the science 5. Mr Singh explains about the 8. When planning a lesson, a teacher
teaching should be reversible and irreversible changes can best help ensure that
(1) child centred to the students of class VI. He instruction will be effective and
(2) school centred demonstrates these changes in the appropriate for students from a
(3) curriculum centred class through various activities. wide range of socioeconomic
(4) teacher centred Which approach of teaching is he backgrounds by asking himself or
using? herself which of the following
2. Which type of approach should be
(1) Inductive approach questions?
followed to teach all branches of
(2) Deductive approach (1) Will the lesson include
Science?
(3) Integrated approach opportunities for interaction among
(1) Spiral approach
(4) Process approach students from different
(2) Unitary approach
backgrounds?
(3) Self directed approach 6. In an unitary approach a topic is (2) Will students have opportunities to
(4) None of the above presented by integrating it with ask questions and seek clarification
3. Which of the following statements linked concepts from other at various points in the lesson?
amongst them is not correct? topics/subjects helps in (3) Will the lesson be structured in a
(1) Perfection in language is not (1) saving time and energy on the part way that allows students to spend
necessary for learning science of the teacher time working with self-selected
(2) Process of Science must be well (2) providing a holistic picture to the peers to help process new
defined while teaching science learner and makes learning learning?
instead of their results. effective and long-lasting (4) Will the examples used to illustrate
(3) It is difficult to teach science in the (3) effective use of resources and explore lesson content be
second language. (4) challenging the students’ mind as familiar and relevant to students
(4) None of the above they have to pay attention to many with varied life experiences?
4. Keeping in view the importance of related concepts simultaneously
9. A teacher regularly gives students
teaching by ........ approach, science
7. The unitary approach gives brief quizzes of three to five
lesson are taught as integrated
importance to questions covering material taught
science subject.
(1) Teacher's dominance in the current or preceding lesson.
(1) Spiral approach
(2) Child's supremacy Which of the following is likely to
(2) Unitary approach
(3) Parents anthority be the primary benefit of this
(3) Both (1) and (2)
(4) All of the above practice?
(4) None of the above
CHAPTER 4 : APPROACH/UNITARY APPROACH
(1) helping improve instruction through
ongoing feedback on teaching
effectiveness
(2) minimising the amount of
reteaching required for students to
master curricular content
(3) ensuring that the teacher has
adequate performance data to
assign students a fair grade for the
class
(4) enhancing students’ engagement
in the learning process and
recognition of key learning goals
10. Eighth-grade science, social
studies, and language arts teachers
are planning an integrated unit on
the Industrial Revolution. This
instructional approach can be
expected to enhance student
learning primarily by :
(1) facilitating students’ accelerated
achievement of content standards
in multiple subject areas
(2) presenting students with tasks that
are responsive to their individual
lerning preferences
(3) promoting students’ ability to apply
a wide range of academic
problem-solving strategies
(4) connecting ideas for students in
ways that make content more
authentic and meaningful
11. A tenth-grade history teacher is
introducing a long-term project
with several components. Students
will be required to conduct
research and interviews on a
self-selected topic, write a report,
and make an oral presentation. At
this point in instruction, the
teacher can best promote all
students’ ability to achieve the
goals of the project by using which
of the following strategies?
(1) assigning students partners to
provide support throughout the
project and scheduling regular
times for the partners to meet
(2) reassuring students that they
possess all of the skills and abilities
needed to complete the project
tasks
(3) organising project tasks in a
step-by-step sequence and
providing students with directions
and reminders for completing each
step
(4) explaining to students how the
objectives of the projects fit into a
larger instructional plan
12. Students are most likely to be
intrinsically motivated to learn
and master subject matter when
they
(1) know that they will be tested on
their understanding of the content
in the near future.
(2) believe that the work they are doing
is interesting and relates to their
own lives.
(3) perceive that their performance
compares favorably with that of
peers engaged in the same tasks.
(4) anticipate that they will receive
positive reinforcement for achieving
instructional objectives.
13. A student breaks a classroom
behaviour rule, disrupting the
class and interrupting the day’s
lesson. Which of the following is
the most important guideline for
the teacher to follow when
disciplining the student?
(1) Involve tha class in determining an
appropriate consequence for the
student’s actions.
(2) Document in writing the steps
taken to address the student’s
actions and his or her response to
thosesteps.
(3) Determine consequences for the
student’s actions based on his or
her previous behavior and
achievement.
(4) Address the student’s actions in a
manner that allows the student to
preserve his or her sense of digity.
14. Process approach of teaching
science is also called as
(1) Learner centred approach
(2) Teacher centred approach
(3) Both learner and teacher centred
(4) All of the above
15. Integrated approach of teaching
science involves
(1) Learner centred approach for
concepts
(2) Teacher centred approach for
proccesses
(3) Integration of both the above
approaches
(4) Option 2 and 3
587
16. Integrated science kit was
developed by
(1) DIETs
(2) Quarterly
(3) NCERT
(4) Directorate of Education
Previous Years’ Questions
17. While teaching the concept, ‘‘force
can change the shape of an object’’
to students, a teacher plans the
following activities
A. Explain concepts using
commonly observed examples.
B. Provide a dough on a plate and
ask the students to press it
down with the hand.
C. Show an audio-visual film
explaining the concept with
some examples.
The teacher is using different
approaches to learning because
[CTET June 2011]
(1) she knows she must follow her
lesson plan
(2) she wants to prepare students for a
test
(3) there are different kinds of learners
in the class and she wants to
address multiple intelligences
(4) She wants to prove her knowledge
18. Ms. Patel, Principal of a School
XYZ, is keen about integrated
approach to teaching of Science
rather than teaching different
disciplines separately. The basis of
this is [CTET June 2011]
(1) difficulty to adjust the teachers in
the time-table
(2) difficulty of students to adjust to
different teachers
(3) all the disciplines are inter-linked
and a teacher can draw on
cross-curricular linkages
(4) non-availability of qualified teachers
in her school to teach separate
disciplines
19. Constructivist approach in
teaching of Science refers to
[CTET Jan 2012]
(1) providing more and more reading
material to students
(2) providing additional academic help
to weak students.
588 CTET SUCCESS MASTER SCIENCE AND PEDAGOGY

(3) applying different mathematical (2) it ensures breaking of monotony in 24. The topic ‘Separation of
formulae in solving problems the process of learning Substances’ in Class VI can be
(4) providing experiential learning (3) it ensures better understanding of taught most effectively by
students one’s role in real life [CTET Sept 2014]
(4) it ensures active participation of (1) in depth explanation of related
20. Four candidates appearing in an
students in the process of learning. concepts.
interview for the post of Science
teacher were asked to give a 22. Which one of the following (2) using hands on activities to be
demonstration lesson to Class VIII approaches adopted by a science performed by students.
students on the topic ‘Pressure teacher reflects scientific temper (3) using good home assignments.
exerted by liquids and gases’. on her part? [CTET Feb 2014] (4) orgainising more group
Following different approaches (1) Encouraging students to ask discussions on different sub-topics.
were followed by different questions in the classroom 25. The term ‘constructivism’ in
candidates. (2) Preparing difficult question papers relation to science education
Which one of the following to enhance learning means that children should be
approaches will be most effective (3) Maintaining perfect discipline in the [CTET Sept 2014]
for teaching of the topic? class (1) given complete information about
[CTETJuly 2013] (4) Covering the prescribed syllabus science
(1) Detailed explanation of related as quickly as possible (2) actively involved in the process of
concepts with the help of diagram 23. Hands-on activities and projects learning science
on the blackboard form an integral part of learning of (3) discouraged to false questions in
(2) Use of charts for explanation of science. These learning the classroom
different concepts experiences primarily aim at (4) given latest information on scientific
(3) Organisation of hands-on student [CTET Feb 2014] development
activities followed up with (1) maintaining discipline in the
discussions laboratory
(4) Greater focus on classroom (2) providing opportunity to students ANSWERS
questions during the lecture for extended learning 1. (1) 2. (2) 3. (1) 4. (2) 5. (3)
21. The technique of role-play is (3) assessing the students on practical 6. (2) 7. (2) 8. (4) 9. (1) 10. (4)
considered to be an effective skills 11. (3) 12. (2) 13. (4) 14. (2) 15. (3)
strategy in teaching of Science (4) keeping the students engaged all 16. (3) 17. (3) 18. (3) 19. (4) 20. (3)
because [CTET Feb 2014] the time
21. (4) 22. (1) 23. (2) 24. (2) 25. (2)
(1) it is likely to promote social skills of
students
CHAPTER 5 : TEACHING METHODS OF SCIENCE
CHAPTER 5
TEACHING METHODS
OF SCIENCE
After analysing previous year question papers of CTET
Examination, it can be observed that 1 question in year
2011, 3 questions in year 2012, 2 questions in 2013, 3
questions in year 2014, 7 questions in year 2015 and 3
questions in year 2016 have been asked. Mainly questions
asked from the topic viz., observation method laboratory
method, demonstration method, etc.
A teacher teaches lessons only, but the method provides a
structure of the lesson. By the help of proper methods,
used, teacher can teach students very effectively in the
classroom. Different methods of teaching of science have
been proposed by different educational thinkers. All the
methods of teaching science can be classified into two types
1. Teacher-Centred Methods This type of teaching
methods focus on telling, memorising, recalling
informations. The students participation in the class is
limited where they can only ask questions or answers the
questions. Most of the time the students are only the
passive listeners and receive the knowledge .The teacher
is centre of teaching process that goes on in the
classroom.
2. Pupil-Centred Methods This process emphasises more
on need, requirement, interest and capability of students.
The students are active participants where their skills
and abilities are developed. The climate in the classroom
is conducive where there is flexibility. Teacher and
students jointly explore the different aspects of problem.
The role of the teacher is to create a problematic situation,
have materials and resources available to the students,
and help them identify issues, state hypothesis, clarify
and test hypothesis and draw conclusions.
Many methods of teaching are adopted in science
teaching. The main teaching methods of science are
lecture method, lecture-cum demonstration method,
observation method, laboratory methods, discovery
method and problem solving method.
589
5.1 Lecture Method
This method is a combination of lecture method and
discussion method. This is very helpful in building an
active verbal interaction between the teachers and students.
The teacher delivers the lecture and provides sometime
(10 minutes) after the lecture for discussion among the
students and teacher in the classroom.
The student’s view, comments experiences, problems,
difficulties in understanding any point or portion of the
lecture come to teacher’s knowledge and teacher replies,
and clarifies in doubts. It is an important strategy in
stimulating the students interests and assess their
understanding of the concept.
It is a process in which interaction goes on in between
teacher and students, where in question and answer are
asked and given by both the teacher and students making the
process interactive, and effective. The basic purpose of this
method is to disseminate information and attain education
objectives by learning.
The discussion in the class is intended to be a give and take
between teacher and students. This method helps students
to apply critical thinking power in various situations.
Higher learning skills like analysing, synthesising,
generalising are given front seat.
5.1.1 Principles of Lecture Method
The principles of lecture method are as follows
˜ The teacher should be aware of needs of learners.
˜ The teacher must arouse interest in the subject and sustain
in the mind of students. Teacher must use visual aids and
use ICT.
˜ The teacher must take enough time to build mental
pictures, with new concepts, previous knowledge, moving
from simple to difficult ideas, for better conceptual
development.
5.2 Lecture-cum-
demonstration Method
In this method, the short comings of lecture methods are
removed. In this, the scienticific facts and principles are
demonstrated in a practical manner. The theoritical part is
explained by the teacher in the class simultaneously. The
lecture-cum-demonstration method should be used only
after keeping in mind the age, capacity and surrounding
atmosphere of the students.
590
The principles of lecture-cum-demonstration method are as
follows
˜ The motive of eduation, ‘Learning by Doing’ and the
principles of psychology of learning has no place in this
method. Visibility is main problem for a teacher because all the
students may not be able to see the details and results of a
demonstration.
˜ This method totally ignores the main principle of psychology,
This method somehow hinder the development of laboratory
skills among the student as demonstrations are carried out by
teachers in the class.
5.3 Observation Method
In this method, the student observes and acquires knowledge.
Though we cannot call this as a specific method of science
teaching but as a matter of fact almost all science begins with
observation the students observe nature, in groups, in lab at
school, at home or in gardens. The result of this process
information of a concept of nature which stays permanently in
the mind of the child. The training of pupils in observation is
really strong, his mind with suitable all experiences thoroughly
classified and digest the subject. The learners reasons from the
once established facts and form concepts about further
observed phenomena.
The principles of observation method are as follows
˜ Principle of freedom. ˜ Principle of experience.
˜ Principle of play-way. ˜ Principle of individual effort.
˜ Principle of activity. ˜ Principle of logical thinking.
˜ Principle of purpose fullness.
5.4 Laboratory Method
In this method of teaching, the teacher does not take recourse
to lecturing not to demonstration of experiments. Instead, the
students are encouraged to derive the laws and principles of
science themselves by actually performing the experiments.
The students are given all necessary materials and equipments
in the laboratory along with proper instructions for carrying
out their experiments with their own initiative and effort, then
they carry on the experiments and record the observation and
infer their own results. They learn by their own experience,
observation, testing and verification. The teacher supervises
their work and also guide them wherever needed. This
method keeps the student always alert and active. Knowledge
gained is more lasting and permanent.
The principles of laboratory method are as follows
˜ It follows the principle of learning by doing.
˜ It follows psychological principle, where students age, and
interest is taken into consideration.
˜ The work should be pre-organised and pre-selected.
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
˜ Teacher must see that, students are allowed to work
independently without much interference.
˜ The teacher must ensure that apparatus and equipments
should be checked repaired in advance.
˜ Teacher must see that students are able to follow
instruction and record their observation properly and
accurately.
Dissection of Animals
Dissection of animals is not mandated by any Board of Studies,
Teaching and Educational Standards syllabus.
No live animals may be acquired or bred for the sole purpose of
dissection. Animals that have been euthanased because of age, illness
or injury may be dissected. Any other circumstances require prior
SACEC approval.
Teachers wishing to use dissection as a teaching activity can do so in
any of the following ways:
˜ Whole dead animals that have been purchased from the butcher,
supermarket, fish market or abattoir, e.g. chickens, fish, crustaceans
˜ Animal parts that have been purchased from the butcher,
supermarket or abattoir, e.g. kidneys, hearts, livers, lungs
˜ Prepared specimens that have been purchased from biological
suppliers, e.g. frozen rats
˜ Plant or other non-animal materials that may help develop dexterity
and proficiency in using instruments.
˜ No student can be compelled to undertake dissection of a dead
animal. Students who select not to be involved in a dissection must
be offered an alternative activity that allows them to achieve the
same outcome.
5.5 Heuristic or Discovery
Method
The name ‘heuristic’ was derived from Greek word
‘heurisco’ which means ‘to discover’ or ‘find out’.
This method was propagated by Mr. HE Armstrong, a
London based professor of Chemistry. Actually, he was
not satisfied with the state of affairs in the teaching of
sciences. He declared the science cannot be told or
studied through text books. The scientific information
and facts should be gathered by the students with their
own independent efforts. For discovering the things by
the students themselves, he outlined a specific approach
known as heuristic approach and the method adopting
this approach was named as heuristic method.
“Heuristic methods of teaching are methods which
involve our placing students as far as possible in the
attitude of the discover, methods which involve their
finding out instead of being merely told about things.”
Consequently, progressive method of teaching science
like demonstration method, laboratory method,
problems solving or project method can take the shape
of heuristic method in case they are able to generate
heuristic attitude among the learners.
CHAPTER 5 : TEACHING METHODS OF SCIENCE 591

The Heuristic method is based on the sound psychological
principles. Some of them are as follows
˜ The principle of Activity.
˜ The principle of Laws of Learning.
˜ The principle of Logical Thinking
˜ The principles of Purposeful Experience.
5.6 Problem Solving Method
Science subject is one of the important subjects in school
education. However, really the traditional teaching
methods are challenged for their inability to foster critical
thinking, holistic learning environment among children.
The science subject must develop science process skills
where children, observe, measure, classify, process
information, interpret think on solving problems, analyse,
synthesise, formulate conclusions, etc. but, it should be
kept in mind that, creativity is an essential element of
problem solving.
In a problem solving method, children learn by working on
problems. This enables the students to learn new
knowledge by facing the problems to be solved. The
students are expected to observe, understand, analyse,
interpret, find solutions, perform applications that lead to a
holistic understanding of the concept. This method
develops scientific process skills. This method helps in
developing brainstorming approach to learning concepts.
The principles of problem solving method include
˜ Principle of learning by doing.
˜ Principle of purpose.
˜ Principle of freedom of thought.
˜ Principle of learning by experiencing.
˜ Principle of utility.
˜ Principle of scientific attitude.
˜ Principle of interest.

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CHAPTER EXERCISE
1. Teaching science classified into
how many types
(1) 2 (2) 3
(3) 4 (4) 5
2. Which of the following is not the
limitation of observation?
(1) The whole syllabus of science can
be taught by this method
(2) This method is not suitable for all
the students having different
learned ability.
(3) It is method in which teacher has to
put in extensive effort
(4) Only limited number of students
can be taught by this method.
3. Which option is not related with
the laboratory method of teaching?
(1) Demonstration of experiments
(2) Use of proper specific equipments
(3) Experiments are carried out by
students
(4) Experiments are carried out by
teachers
4. Which of the following is
emphasised in laboratory method?
(1) Effort and error
(2) Learning by doing
(3) To gain experience
(4) All of the above
5. Which of the following statements
is incorrect with reference of
discovering methods?
àíZ
(1) The concepts can be thought
through text books.
(2) The word heuristic is derived from
the word ‘heurisco’
(3) It depends on the aptitude of
students to discover
(4) None of the above
6. While teaching a correct method of
doing experiment on seed
germination, the teacher tells the
students to follow the steps.
A. Put them in water in a
petridish.
B. Observe the germinated seed.
C. Select the seeds (4-15)
D. Keep the petridish for 3-4 days
at room temperature (25-30°C).
E. Keep changing water every day
Which of them is the correct
sequence of doing the experiment?
(1) C, A, D, E and B
(2) A, B, C, D and E
(3) E, D, C, B and E
(4) None of the above
7. The Child can learn about his
environment by which of the
following methods?
(1) Laboratory method
(2) Observation method
(3) Discovery method
(4) All of the above
8. Which of the following is not
important in the laboratory method
of teaching?
(1) It makes good bonding between
the teachers and students
(2) The very tender age students can
too learn by this method
(3) Students can develop the argument
skills by this method
(4) This is the natural method of
making a new discovery
9. Kavita wants to teach the students
about working of electromagnets.
She tells the students about the
steps to make an electromagnet
which are as follows
A. Place some pins near iron nail.
B. Flow electricity and watch what
happens
C. Wind the iron nail with copper
wire
D. Join the wire end with the
terminals (+ and −) of the cell.
Which of the following sequence is
correct to get the desired result by
the students.
(1) A, B, C, D
(2) C, D, A, B
(3) C, A, B, D
(4) D, C, A, B
592
Previous Years’ Question
10. Most Boards of Education have
banned the dissection of animals
because [CTET June 2011]
(1) procuring animals has become an
expensive proposition
(2) there is a need to sensitise
students to prevention of cruelty to
animals
(3) they may spread new diseases
(4) animals are no longer available for
dissection
11. Which one of the following is most
suited to the development of
scientific skills in students?
[CTET Jan 2012]
(1) Conducting science olympiads
(2) Performing laboratory work
(3) Conducting science quiz
(4) Organising a field visit
12. A teacher is conducting a
demonstration to motivate students,
but the demonstration does not result
in the expected outcome. The teacher
is best advised to [CTET Nov 2012]
(1) find out and explain the cause of
failure of the demonstration by
involving students
(2) send a note to the science
co-ordinator, asking him/her to
come to the room
(3) with hold the demonstration and do
it again
(4) tell the class that the demonstration
failed and ask them to
help/determine the reason
13. Which of the following techniques
is not recommended for the science
teachers to use in response to the
complexity of learning?
[CTET Nov 2012]
(1) Using manipulative materials for
explaining the subtle processes
(2) Plan the level of instruction slightly
above the level of individual
students but well within the level of
the class
(3) While introducing a complex
concept, ask only open-ended
questions to stimulate thinking of
students
(4) Take a pre-test to find out previous
knowledge of students.
14. Given below are the steps to test
the presence of proteins in a food
item. These steps are not in correct
sequence. [CTET July 2013]
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
A. Take a small quantity of food
item in a test tube add 10 drops
of water to it and shake it.
B. Make the paste or powder of the
food to be tested.
C. Add 10 drops of caustic soda
solution to the test tube and
shake well.
D. Add 2 drops of copper sulphate to it.
The correct sequence of these steps
is
(1) A, B, D and C (2) B, A, D and C
(3) B, A, C and D (4) D, B, A and C
15. The technique of ‘classroom
questioning’ is teaching of science
can be more effectively used for
[CTET July 2013]
(1) ensuring levels of learning
(2) developing problem solving skill
(3) maintaining discipline in the class
(4) promoting creativity and
innovativeness
16. The following steps (not in the
proper sequence) are generally
recommended to be followed in
scientific method. [CTET Feb 2014]
A. Testing of hypothesis
B. Formulation of hypothesis
C. Identification of problem
D. Collection of data
E. Drawing of conclusion
Which one of the following is the
correct sequence of the above steps
to be followed for this purpose?
(1) D, C, B, A and E
(2) B, C, A, D and E
(3) C, A, D, B and E
(4) C, B, D, A and E
17. While teaching the correct method
of using a spring balance to Class
VIII students, Gunjan mentions the
following steps (not in correct
sequence) to be followed .
[CTET Feb 2014]
A. Note the zero error.
B. Calculate the actual reading.
C. Note the position of pointer on
the graduated scale.
D. Record the least count of the
spring balance.
Which one of the following is the
correct sequence of the steps to be
followed for the said purpose?
(1) A, D, C and B
(2) A, B, D and C
(3) A, D, B and C
(4) D, A, C and B
18. While teaching correct method of
measuring volume of a solid using a
measuring cylinder, Kavita
mentions the following steps (not
in correct sequence) to be followed.
[CTET Sept 2014]
A. Note the reading of level of
water in the cylinder.
B. Suspend the solid with a thread
inside water in the cylinder.
C. Record the least count of the
measuring cylinder.
D. Put sufficient water in the
cylinder and note the reading.
Which one of the following is the
correct sequence of steps for the
said purpose?
(1) A, B, C, D
(2) C, B, D, A
(3) C, D, B, A
(4) D, B, C, A
19. Describing the relationship
between the distance travelled by a
ball that is rolled on the inclined
plane and the angle of the plane by
constructing a graph is an example
of [CTET Feb 2015]
(1) hypothesising (2) communicating
(3) predicting (4) interpreting
20. Which one among the following
situations gives the learners the
best opportunity to ‘discover
knowledge’? [CTET Feb 2015]
(1) Students being instructed through
‘team teaching’ on ‘materials of
daily use’
(2) Students undergoing an elaborate
and detailed session of
‘programmed instruction’ on the
topic ‘components of food’
(3) Students being first shown the
demonstration of ‘Archimedes
Principle’ followed by a detailed
explanation
(4) Students labelling the given
materials as ‘conductors’ and
‘non-conductors’ by placing them
in a self-assembled closed electric
circuit
21. Which one of the following is the
most appropriate technique of
assessment of attitude and values
development among students by
science education? [CTET Feb 2015]
(1) Paper-pencil test
(2) Observation
(3) Check-list
(4) Rating scale
CHAPTER 5 : TEACHING METHODS OF SCIENCE 593

22. Which one among the following (2) Instructing students through team 27. The students of Class VII are asked
situations gives the students, the teaching on the topic of the following questions by a
best opportunity of ‘discovery ‘components of food’ teacher :
learning’? [CTET Sept 2015] (3) Students being first shown the
“Two identical cubes of ice are
(1) Encouraging students to demonstration of germination of
taken out of a refrigerator. One is
seed followed by a detailed
investigate factors affecting crushed and the other is left as it is.
explanation
germination through It is noticed that the crushed ice
experimentation (4) Elaborated and detailed session of
programmed instruction on the melts faster.What could be the
(2) Instructing students through team reason?”
topic of ‘germination of seed’
teaching on the topic of
Which process skill is promoted
‘components of food’ 25. A teacher places a lighted candle on
through this questions?
(3) Students being first shown the the table in the classroom. He later [CTET Sept 2016]
demonstration of germination of covers it with a jar. [CTET Sept 2015] (1) Observation
seed followed by a detailed A. The candle stops burning after (2) Experimentation
explanation sometime. (3) Hypothesizing
(4) Elaborated and detailed session of B. Air is required for keeping the (4) Controlling variables
programmed instruction on the candle burning.
topic of ‘germination of seed’ C. Oxygen is required for keeping 28. Which process skills can be
the candle burning. promoted through the above
23. How could learning be made more
Of the above three statements. activity? [CTET Sept 2016]
meaningful for students of class
(1) All the statements are observations (1) Observation, inference and
VII by the teacher while teaching
(2) All the statements are inferences measurement
the topic ‘Save Water’?
(3) Only statement I is an observation (2) Observation and controlling
[CTET Sept 2015]
(4) Statements I and II are observation variables
(1) Asking students to interview people
(3) Observation, classification and
in their colony about water 26. “Open a water tap. Adjust the flow inference
consumption and carry out ‘Water so that it forms a thin stream.
Audit’ (4) Observation and measurement
Charge a refill. Bring it near the
(2) Conducting a quiz competition water stream. Observe what
(3) Asking students to design posters happens. Write a short report on ANSWERS
(4) Asking students to write an essay the activity.” The skill (s) 1. (1) 2. (1) 3. (4) 4. (4) 5. (1)
24. Which one among the following developed in the students through 6. (1) 7. (2) 8. (2) 9. (2) 10. (2)
situations gives the students, the this activity is/are [CTET Feb 2016] 11. (2) 12. (3) 13. (4) 14. (2) 15. (2)
best opportunity of ‘discovery (1) observation, experimentation and 16. (4) 17. (1) 18. (3) 19. (4) 20. (4)
learning’? [CTET Sept 2015] creativity 21. (2) 22. (1) 23. (1) 24. (1) 25. (3)
(1) Encouraging students to (2) Only observation 26. (1) 27. (1) 28. (1)
investigate factors affecting (3) Only experimentation
germination through (4) observation, experimentation and
experimentation communication
594
CHAPTER 6
INNOVATION
After analysing previous years question paper of CTET
Examination, it can be observed that 2 questions in 2011,
5 questions in year 2012, 1 quetsion in year 2014 and 2
questions in year 2016 have been asked.
Innovation is to bring some changes in the techniques of
teaching in order to get desired results in the education
system. Under innovation some new methods, new
techniques, new teaching methodology, new services and
new products are employed in the teaching and learning
processes.
Teachers can create many other ways to teach science in the
classroom to provide a meaningful and joyful learning
environment to the students. They can go for poster
making competitions, quizes, debates, story telling and try
a number of innovative teaching ideas in their class. Merely
reading experimental procedure in the class has least
education value.
6.1 Teaching and Innovation
It is important to understand different teaching methods
before discussing innovative methods. The teaching
practices are divided into four categories based on
Teacher-learner interactions
˜ Teacher Controlled instructions
˜ Student Controlled instructions
˜ Group Controlled instructions
˜ Teacher-Student Controlled instructions
All the above categories of teaching methods except teacher
controlled instructions can be kept under the innovative
methods of teaching. Few methods of innovative teaching
have been discussed here
6.1.1 Play Method
Playing games helps in the physical development of a child
along with the mental development. It also increase the
mental stress bearing capacity of an individual.
The mental development of a child can be achieved by
physical exercise and gaming.
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
Education to children by play method makes the students
more disciplined.
There are many methods to educate children by play
method and other activity based methods. These are as
follows
˜ Project method ˜ Montessori
˜ Heuristic method
˜ Dalter method
˜ Kinder garden
˜ Basic education method
6.1.2 Project Method
This method includes the following principles
˜ The truth is revealed by experimentation, discovery and
knowledge.
˜ The knowledge should be useful for mankind as human
beings are social animals.
˜ Knowledge can be gained by practical experiences.
Objectives of project method are
˜ To increase productivity by educating children.
˜ To develop personality of individual students by practical
experiences.
˜ To develop skills and enhance the values of education to
modernise the existing society.
Various characteristics of project method are
˜ The students get an opportunity to learn through their
activities and experiences.
˜ The students become more interested because science
related to practical life is taught to them.
˜ The social values are also inculcated in the students along
with the knowledge of science.
Types of Project
According to W. H. Kilpatrick, projects are of four types
1. Producer Project Here the emphasis is on actual
construction of a material object or article.
2. Consumer Project Here the emphasis is gain on obtaining
either direct or vicarious experience, such as reading and
learning stories, listening to a musical concerts etc.
3. Problem Projects The main purpose is to solve a
problem using intellectual process, such as determining
the density of a certain liquid.
4. Drill Projects This type of project emphasises on attaining
a certain degree of skill in a reaction as learning a
vocabulary.
6.1.3 Seminar Presentations
Seminar presentations may provide quite useful
opportunities for the learner/participants to gain very
significant experiences related to the facts, principles,
processes and application of the science.
CHAPTER 6 : INNOVATION
˜ It actually represents a method of collective group learning
where all the participant in the shape of the members of the
seminarian group try to share their unique experiences
related to the deliberations of the seminar.
˜ It may take a shape of formal as well as informal method of
teaching-learning depending on the circumstances
available and the objectives planned for the seminar
presentation.
6.2 Team-Teaching in
Science
Team-teaching as the name suggests signifies the teaching
work and activities organised by a team of individuals
comprising teachers, resource personnels, clerical staff and
other employees.
Although quite popular and prevalent in the Western
world, it is relatively a new concept in our country. That is
why, here we can term it as an innovation in the field of
teaching and learning.
In a simple way, it may be understood as an attempt to seek
ways and means for bringing improvement in the process
and product of teaching through collective efforts by a
group of individuals mostly teachers-teaching in the same
school. In this teacher first demonstrates to show the result
of experiments, the student are expected to carry it out.
Organisation, Procedure and
Steps for Team-Teaching in
Science
Team-teaching is carried out in a cooperative way by a team
of persons. Every team has its leader and one or more
cooperating teachers. Besides this, the team may have a
clerk, a librarian, a laboratory assistant and other full time
or part time professional for the desired help according to
the needs of the teaching-learning situation.
In terms of procedure, team-teaching usually involves three
main stages or steps, namely planning, execution and
evaluation.
1. Planning Stage
At this stage, team-teaching involves the following types of
activities
˜ Decision about the topic to be taught.
˜ Formulation objectives and writing them in behavioural
terms.
˜ Identifying the initial behaviour of the learner.
˜ Identifying the available man and material resources.
595
˜ Provide the plateform to students to interact, ask queries
and at the end summarise the discussed topic.
˜ Selection of the comprising team, teaching team, teachers,
team leader and other professional and non-professional
helping hands.
˜ Taking decision about the tentative schedule, the larger or
small group teaching, the level of instruction and teaching
strategies, etc. For example planning a comperehensive
programme for the protection of all the physical and
biological components of the forests.
˜ Distributing responsibilities among the members of the
˜
team according to their interest and abilities.
Taking decision about the means and ways of evaluating
the learning outcomes.
2. Execution Stage
Actual teaching-learning activities are carried out by the
members in following three sessions
Large Group Session (General Assembly)
˜ The beginning is made by teaching students in a large
group. Two or three sections of a class may be combined
to form a large group. This group is taught by a most
competent and expert teacher in the team.
˜ All other members of the team then provide essential
cooperation in his task. For example, one may provide
some additional points or informations, the others may
show the map, draw summary on the blackboard,
demonstrate some experiments, give examples, etc. as
needed most in the teaching-learning situation.
˜ The maintenance of discipline also may be left to some
cooperative teachers. The students do not only listen to
the lecture or observe what is demonstrated to them by
the teacher; but they are also free to ask question and
discuss the matter taught and points raised by the teacher.
˜ Here other teacher play their part to help the main
teachers in providing appropriate answers to the
questions of the students.
Small Group Session
˜ After the general assembly, students are divided into small
groups. These groups are taken by the individual teachers.
˜ Here the teachers tries to discuss with the learners, the
common difficulties faced by them in understanding the
material taught in the general assembly session.
˜ He may explain, illustrate, demonstrate and provide
opportunities to the students for doing experiments or
other science activities in the small groups.
˜ If teacher finds any student not conceiving the right
concept of subject, she should try to make him understand
by revising it.
596
Individual Study Session
˜ By going under the above mentioned activities in large
group or small group sessions, the students are able to
engage in self study and do independent work on the
individual level.
˜ Now they can go in library for independent reading, in
laboratory for independent experimentation or in other
work places for doing practical work. They can have drill
and practice work or adopt other resources for self study.
˜ Here the teachers and other members of the team have a
big responsibility of supervising, guiding and directing
the students on the right path. They have to remove their
individual difficulties and suggest ways and means for
their progress according to their interests and abilities.
3. Evaluation Stage
˜ At this stage of team teaching attempts are made for the
evaluation of the progress and outcomes of the activities
performed in team teaching.
˜ The outcomes are evaluated in the light of the set
objectives, learners initial behaviour, the methods and
strategies, planning, the responsibilities shared by the
team members, resources at command and the
difficulties faced by the team members, etc.
˜ The evaluation of the student’s performance is done
through various measures. Oral, written and practical
tests are conducted for this purpose. Their sessional,
practice and homework is also evaluated from
time-to-time for providing comprehensive picture of their
learning outcomes as a result of the process of team
teaching.
˜ In the light of all such evaluation work, the attempts are
made to incorporate necessary modifications and
improvements in the organisation of team teaching
programmes in the institution.
Case Studies Involved in the Innovations
˜ Many people have shown concern about science education in our
country and there have been a number of efforts to improve it at
various levels which are as follows
˜ Hoshangabad Science Teaching Programme (HSTP) In this innovative
method, the middle school students were taught science through
discovery approach. It was started in 16 school of the districts. Later it
was taken to 1000 schools of district Hoshangabad.
˜ Adhyaita Kendri Vigygan Shikshan Karyakram or (Avishika) It is an
initiate taken at Gujarat. The possiblility of teaching science in rural
schools were thought by three Gandhian Organisations.
˜ Homi Bhabha Centre for Science Education (HBCSE) It was developed
small science. It is a series of innovative curriculum (science books). It’s
aim was to modify science and maths education from primary school to
under graduate level in the country.
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
6.3 Lesson Planning
Proper planning of the lessons is the key to effective
teaching. A daily lesson planning consists of teaching points,
specification to be achieved, organisation of an orderly
sequence of learning activities, actual test items to which
pupils are to be exposed. Lesson Planning is essential
because, effective learning takes place only if content is
presented in an integrated and correlated manner.
˜ In this regard G. H. Green says, ‘‘The teacher who has
planned his lesson wisely related’’ to his topic and to his
classroom without any anxiety, ready to embark with
confidence upon a job, he understands and prepares to carry
it out into a workable conclusion.
˜ He has foreseen the difficulties that are likely to arise, and
prepare himself to deal with them.
˜ He knows the aims that lesson is intended to fulfill, and he
has marshaled his own resources for the purpose. Because he
is free of anxiety, he will be able to estimate the value of his
work as lesson proceeds, equally aware of failure and success
and prepared to learn from both.
˜ A daily lesson plan is confined to only one period. The
contention presented in the form of teaching points. The
learning activities discussed in detail. The test items may be
in the form of an essay or short answer or objective type
questions.
6.3.1 Advantages of Lesson Plan
The advantages of lesson plan are as follows
˜ It stimulates the teacher to ask questions.
˜ It provides freedom in teaching.
˜ It induces confidence among teachers.
˜ Lesson planning make the work, regular, organised and
systematic. It saves a lot of time. It also provides
opportunities to students to participate and ask questions.
6.3.2 Suggestions to Improve
Lesson Plan
Various suggestions to improve lesson plans are
˜ It is important to highlight only the key concepts or relation
and save most of the time for them.
˜ It must be made in the context of overall unit plan and
should be continuous from day to day.
˜ To make the lesson plan fit a long-range schedule the
teacher must give careful attention to important ideas of the
textbook for a particular day.
CHAPTER 6 : INNOVATION
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CHAPTER EXERCISE
1. Which of the following is not the
innovation methodology of teaching
science?
(1) Use of seminar
(2) Exchange of information
(3) Teaching by play way methods
(4) Team Teaching
2. Which of the following is innovative
method in science teaching?
A. Children Science Congress
B. Science and Technology Fair
C. Children Science Seminar
(1) Only A (2) Only B
(3) Only C (4) All of these
3. In the innovative method of
teaching some ......... and .........
method is adopted.
(1) traditional, general
(2) old, useful
(3) new, useful
(4) old, traditional
4. Which of the following can be
exhibited in science
exhibition/science fair?
A. Science related films
B. Pictures, Models
C. Specimens, Scientific
informations
(1) Only A (2) Only B
(3) Only C (4) All of these
5. Kavita has to teach importance of
water to class VII students. Which
of the following activity she should
take up to sensitise students to the
issue?
(1) Ask the students to collect news
articles.
(2) Show them a film on drought and
asking them to write an article,
poem or story based on it.
(3) Ask them to study reference books
on water from the school library.
(4) Ask them to internet surfing and
collect information on water
shortage.
6. Choose the correct option(s) for the
computer aided innovative
teaching.
A. Computers are used
B. Specific softwares are used
C. Computer skilled persons are
required
(1) A and B (2) B and C
(3) A and C (4) All of these
àíZ
7. Which of the following is an good
example(s) of innovative teaching?
A. Teaching by play way methods
B. Team teaching
C. Text heading and explaining
D. Use of seminar
(1) A and B (2) A and C
(3) D and A (4) A, B and D
8. Which of the following is not an
example of innovative teaching?
A. Use of radio
B. Use of computer
C. Emphasis on text book reading
(1) A and B (2) B and C
(3) C and A (4) Only C
9. In team teaching,
(1) the class is taught by one teacher
(2) class teaching is group
responsibility
(3) the visiting guest speaker is invited
to teach the class
(4) the teaching is not a pre-organised
process.
10. Which of the following is the
innovative method of teaching?
(1) Explaining steps of seed
germination using chalk and board.
(2) Referring students to read the
description of the germination
process and the diagram given in
the book.
(3) Explaining the germination process
through chart.
(4) Asking the students to observe and
draw the stages of germination as
seen in real specimen.
11. Kavita wants to teach her students
about the joints of human body.
Which of the following methods she
should adopt for student centred
teaching and learning.
(1) Project method Students are asked
to collect information and make
models of joints in group. Each
group then comes to present the
information callected by them is a
creative manner
(2) Self reading The students may read
the topic, which may then be
followed by a quiz.
(3) Making powerpoint slides
Students collect information and
prepare powerpoint slides that they
present to the class.
597
(4) Demonstration Students may
demonstrate how body movements
are facilitated by joints. This may be
done through specially designed
dance steps.
Previous Years’ Questions
12. A Science teacher plans group
activities to teach ‘Properties of
Air’ to her students of Class-VI.
Which one set of attributes would
she like to have in the students she
selects as group leaders?
[CTET June 2011]
(1) Ordering students to take roles and
deliver in consonunce with their
understanding.
(2) Giving major roles to brighter
students to ensure the group
finishes first
(3) Assigning roles as per capability,
motivating and coordinating among
the group members.
(4) Freedom to choose roles, work at
their own pace and understanding.
13. Four applicants for a post of TGT
(Science) were asked to plan a
lesson on ‘Consequences of
Deforestation’.
Which one of the following lesson
plans reflects the scientific
approach? [CTET June 2011]
(1) Provides a variety of examples to
explain the concept
(2) Includes activities that children can
perform in groups and draw
conclusions through a powerpoint
presentation.
(3) Mentions about the use of ICT to
help students understand the
concept
(4) Explains in detail the consequences
of deforestation.
14. Project method in teaching of
Science is suited most to
[CTET Jan 2012]
(1) strengthen reasoning skill of
students
(2) promote scientific method of
working
(3) promote understanding of basic
concepts in Science
(4) enhance numerical abilities of
students
598 CTET SUCCESS MASTER SCIENCE AND PEDAGOGY

15. One of the main limitations of the (3) comprehensive programme for the B. provide a common platform to
Project method of teaching Science protection of all the physical and the learners.
is that [CTET Jan 2012] biological components of forests C. acknowledge learners’
(1) knowledge is not acquired in a (4) protection of herbivores responses to sustain their
sequential manner 18. Of the following activities in a interest.
(2) Integration of concept in various Science class the one with least D. summarize and assess the
subjects can be achieved educational value is learner’s ideas at the end of
(3) the students have to perform [CTET Nov 2012] discussion.
excessive mental and physical work (1) discussing a scientific principle (1) Only D
(4) it is a psychological method (2) drawing a design (2) C and D
16. A teacher is conducting a (3) constructing a model (3) A and B
demonstration to motivate (4) reading about a simple experiment (4) B, C and D
students, but the demonstration 19. Geeta is preparing a lesson-plan for 21. Sometimes the students have
does not result in the expected teaching the topic on ‘Human eye’ alternative conception related to
outcome. The teacher is best to class VIII students. Inclusion of various science concepts. What
advised to [CTET Nov 2012] which of the following activities in should the science teacher do?
(1) find out and explain the cause of the lesson-plan is likely to be most [ CTET Feb 2016]
failure of the demonstration by effective in helping the students (1) Ignore their ideas
involving students understand related concepts better? (2) Help the students revisit their ideas
(2) send a note to the Science through various activities
[CTET Feb 2014]
co-ordinator, asking him/her to (3) Scold the students for having
(1) Using students activities and
come to the room non-scientific ideas
interactive classroom questioning
(3) withhold the demonstration and do (4) Tell the students that their ideas are
(2) demonstration using model of
it again ‘wrong’ and teach them the correct
human eye
(4) tell the class that the demonstration concept.
(3) preparing a good home
failed and ask them to
assignment.
help/determine the reason
(4) dictating notes to students in the ANSWERS
17. For the conservation of forests, a classroom.
1. (2) 2. (4) 3. (3) 4. (4) 5. (2)
successful strategy is essential.
20. For an effective discussion in class 6. (4) 7. (4) 8. (4) 9. (2) 10. (4)
This strategy should involve
VII on the topic, “Why smoke rises 11. (1) 12. (3) 13. (2) 14. (2) 15. (3)
[CTET Nov 2012]
up?” A science teacher should 16. (3) 17. (3) 18. (4) 19. (1) 20. (4)
(1) protection of consumers
[CTET Feb 2016] 21. (2)
(2) protection of animals at highest
trophic level, i.e. top carnivores, as A. discourage questions during
they depend directly on herbivores discussion.
CHAPTER 7 : TEXT MATERIALS AIDS
CHAPTER 7
TEXT MATERIALS
AIDS
After analysing previous year question paper of CTET
Examination, it can be observed that 1 question in year
2013 and 2 questions in year 2016 have been asked.
We sense the world around us by our sense organs such as
by touching, seeing, smelling, hearing and tasting. When
these sensations have some meaning for us, these can be
defined as perceptions. These perceptions stand for facts.
Then the facts are organised into concepts and
generalisation. Therefore, better learning, we are supposed
to percieve the things clearly and as many ways as possible.
We employ some aids while teaching in the class for better
perceptions and learning. These aids are generally known as
teaching aids or audio-visual aids in the field of teaching
learning process.
7.1 Teaching Aids
Like teachers of other subjects, the science teacher also
desires to teach his subject as effectively as possible for
realising the stipulated objectives of teaching science. In
doing so, he wants an effective communication with his
students in the most interesting and useful way. The
effectiveness of this communication demands that what the
teacher wants to convey should be conveyed by him in the
more desirable and effective way and, on the other end, the
children receiving the fruit of this communication must be
benefitted by it to the maximum extent. For meeting with
such requirement of an effective communication, the
teacher many times resort to certain aids which are
generally known as teaching aids or audio-visual aids in
the field of teaching learning process.
7.1.1 Functions of Teaching Aids
Various functions of teaching aids are
˜ It provides inspiration and curiosity among the students
about the subject.
599
It provides the opportunity to the students to take part in
˜
different activities.
˜ It makes the subject interesting, simple and entertaining.
˜ It makes difficult part of chapter easier to understand.
˜ It develops interest of students in the subject.
˜ It makes lessons influential and teaching-learning
impressive.
7.1.2 Classification of Teaching Aids
Teaching aids may be classified as−audio aids, visual aids,
audio-visual aids and activity aids.
Teaching aids
Audio aids like Visual aids like Audio-visual
radio tape picture, books aids like cinema,
recorder, samples, chart, television play , etc.
telephone, etc etc.
1. Audio Aids Those are like radio, tape recorder, etc,
represent that aid material which helps the learner to
acquire the knowledge through his auditory senses.
2. Visual Aids Those are like charts, pictures, models,
epidiascope, micro-projector, filmstrips, etc, represent that
aid material which helps the learner in acquiring the
learning experiences through his visual senses.
3. Audio-Visual Aids Those are like television, motion
pictures, video-films, living objects, etc, represent all those
equipments and aid material in which the learner gets
opportunity to utilise both his auditory and visual senses
for gaining the desired learning experiences.
4. Activity Aids Activity aids are those aids in which the
students learn by engaging in some useful activities. These
aids facilitate learning through sight and sound as well as
through doing.
˜ The examples of such aid in the teaching of science are
as follows
– Science excursions and visits.
– Science exhibitions and fairs.
– Science Museum.
– Nature study corner.
– Experimentation in the laboratory and workshop.
˜ There is another way of classifying the teaching aids
and equipments which is quite technical and
technological. According to this approach, these can be
classified as−hardware and software.
˜ The equipments and machines like epidiascope,
different types of projectors, radio,television, tape
recorder, video, teaching machines and computers, etc,
are named as hardwares.
˜ On the other hand, in the category of software, we
include the aid materials like pictures and other printed
material, graphics like charts, maps, diagrams, three
dimensional objects like models, specimens and actual
600 CTET SUCCESS MASTER SCIENCE AND PEDAGOGY

objects, and other specially prepared material like slides,
film strips, audio and visual tapes.
˜ The material included in this category makes an essential
part of the equipments and machines mentioned as
hardware. The hardware can serve as a teaching aid only
when it is fed or supplied with some or other types of
software.
˜ Therefore, hardwares are quite dependent upon softwares
for their services. On the other hand, many of the
softwares may serve well without the help of hardwares.
The graphics, three dimensional objects, pictures and
printed material, etc, can function quite independently as
an useful aid for the teaching of science.
7.1.3 Preparation of Teaching Aids
The different types of teaching aid material mentioned above
can be procured from the variety of sources. It can be
borrowed from the audio-visual libraries, institutes or
departments.
˜ Being priced commodity, it can be purchased from the
commercial establishments.
˜ However, educationally as well as economically it is always
better to get them prepared in the schools itself.
Consequently, the teacher has to share the big
responsibility of guiding his students in the preparation of
such material.
˜ For this purpose, he must try to acquire the necessary
knowledge and skills for its proper preparation.
Consequently, let us try to discuss some essentials regarding
the preparation of the important types of teaching aid
material generally used in the teaching of science.
7.1.4 Selection of Teaching Aids
Teaching aids are the means as well as the helping hand of a
teacher for the realisation of the stipulated teaching-learning a
instructional objectives of his lesson.
˜ A teacher must know to make use of an appropriate teaching
aid most suitable for the teaching at a particular
teaching-learning situation.
˜ As a matter or guidance, a teacher of science must take
care of the following principles while making a judicious
selection of the proper teaching aids for teaching a
particular topic in his subject
(i) Relevancy The aid used should be quite relevant to
the topic in hand.
(ii) Suitability It should suit the topic as best as possible
by making its study quite comprehensive,
interesting, permanent and effective.
(iii) Educative The aid should have specific educational
value besides being interesting and motivating. In no
case, it should be confined to mere entertainment.
(iv) Best Substitute for the First Hand Experience
The aid should be so chosen as to prove a best
possible substitute in terms of reality, accuracy and
truthful representation of object or the first hand
experiences.
(v) Learner Centred The aid material selected should
be such that it suits the age level, grade level, basic
instincts, urges, interest and other unique
characteristics of the students of the class.
(vi) Simplicity The aid used should be quite simple in its
construction and use. It must also be able to convey
its sense as simply as possible.
(vii) Environment Centred The aid material should suit
the requirement of the physical, social and cultural
environment of the students.
(viii) Practicability The aid material should be selected in
view of the prevailing circumstances, available
resources and purposes to be served. It should not be
too costly in its purchase and collection or in terms of
its use and demonstration in the class. It should meet
the available circumstances in terms of weather
conditions, climatic requirements, handling by the
teacher and students and other resources readily
available in the institution and classroom.
(ix) Objectives Attainment The aid material should be
so selected as to help in the proper realisation of the
stipulated learning or instructional objectives of the
topic in hand.

CHAPTER EXERCISE
1. The use of audio-visual aids in
teaching and learning is based on
the fact that
(1) It helps in teaching and learning
process.
(2) It involves our two senses.
(3) It is the alternative way of doing the
teaching in classrooms.
(4) None of the above
2. The machines used in teaching
learning have specific
characteristics because
(1) These help in solving teaching
problems faced by teachers.
(2) It provides opportunity to plan some
activity outside the class room.
(3) It helps in evaluation of students.
(4) All of the above
3. Epidiascope is used for which of the
following teaching aids
(1) to see objects clearly
(2) to project some transparent object
on screen
(3) to copy certain object
(4) to magnify some object
CHAPTER 7 : TEXT MATERIALS AIDS
4. The benefits of the audio visual
aids are
(1) it makes lessons simple, interesting
and entertaining.
(2) it enhances the interests of
students in the subject.
(3) it enhances the teaching skills of
teacher.
(4) All of the above.
5. When the audio-visual aids should
be used?
(1) when object to be shown is too big
to bring in the class.
(2) when object to be shown is too
small which can be seen.
(3) when teacher has to talk about
things, place or person situated at
far off places.
(4) All of the above.
6. Which of the following will prove to
be a better learning resource for
teaching?
(1) Explaining steps of seed
germination using a chalk board.
(2) Referring students to read the
description of the germination
process and the diagram given in
the text book.
(3) Explaining through a chart showing
different stages of germination.
(4) Asking the students to observe and
draw the stages of germination as
seen in the real specimen given to
them.
7. Which teaching aid amongst the
following helps in the best
reinforcement of teaching subject?
(1) Chart (2) Computer
(3) Radio (4) Television
8. In the teaching techniques, the
machines are used in the form of
(1) system analysis
(2) software
(3) Hardware
(4) All of the above
9. Teacher wants to show the
presence of starch and proteins in
different food items. She gathers all
the materials required to carry out
the test as teaching aids. The
learning objective of the topic she
wants to achieve can best be
achieved by
(1) performing experiments in front of
the class
(2) providing materials to the class
students and asking them to test
by themselves in the group
(3) Both (1) and (2)
(4) None of the above
10. Which one of the following is not a
good teaching aid?
(1) The one which helps is achieving
the learning objective of the subject
(2) The one which is beautiful and
attractive
(3) The one which deviates the
children’s attention
(4) The one which increases the
interest of the students
11. ‘‘A Science teacher must have
necessary knowledge for the
various problems faced by him/her
in the teaching of his/her subject’’.
What can be the most prevalent
problems form the given below
options?
(1) Lack of facilities, resources, skilled
teachers
(2) Over crowded classes and time
bound completion of syllabus
(3) Lack of autonomy given to teachers
to experiment innovations
(4) All of the above
12. The learner is able to discriminate
between the functions of the calyx
and corrolla, the parts of the
flowering plant. On the above
behavioural objective from which
domain and objective multiple
choice questions may be prepared.
(1) Connective domain and perceptual
abilities
(2) Cognitive domain and
comprehension
(3) Affective domain and valuing
(4) None of the above
Previous Years’ Questions
13. Major objective of organisation of
Science Exhibition is to
[CTET July 2013]
(1) grade students on practical skills
(2) provide opportunity to students to
compete with others
(3) provide opportunity to students to
showcase their creative ideas
(4) provide opportunity to students to
enhance their academic
performance
14. Read the following which appears
in Class VIII NCERT textbook.
[CTET Feb 2016]
Nylon appears like silk. It is strong
and flexible. These endearing
601
qualities of nylon created a public
sensation, or nylon mania, when it
was introduced in 1939. Women’s
stockings made from this new fibre
were in great demand. But,
unfortunately, most of the nylon
productions had to be diverted to
making parachutes during the
Second World War (1939-1945).
After the War, when production of
stockings resumed, supply did not
match the demand. There was a
huge black market for this product.
Women had to wait for hours in
queues to get a pair. Often there
were ‘nylon riots’.
What are the significances of
including the above in a science
textbook?
A. To develop a historical
perspective in science and
development of ideas.
B. To develop an appreciation of
how new inventions create new
demands.
C. To develop a holistic
understanding of science.
D. Including such anecdotes makes
science textbook light and easy.
(1) B and C (2) A and D
(3) A, B and C (4) A and C
15. You find that many of your Class
VI students believe that raw
material for plant growth comes
only from the soil. Which among
the following would be the most
appropriate strategy to counter this
idea? [CTET Sept 2016]
(1) Explain in detail the process of
photosynthesis and the chemical
reactions involved.
(2) Show the students a well-prepared
PowerPoint presentation on
photosynthesis.
(3) Provide the students with a money
plant in water and ask them to
observe its growth and make an
inference.
(4) Provide the students with an
interesting reading material on the
process of food manufacture in
plants.
ANSWERS
1. (2) 2. (4) 3. (2) 4. (4) 5. (4)
6. (4) 7. (2) 8. (4) 9. (3) 10. (3)
11. (4) 12. (2) 13. (1) 14. (3) 15. (2)
602
CHAPTER 8
EVALUATION
CTET previous years’ question analysis reveals that 2
questions in 2011, 3 questions in 2012, 3 questions in 2015
and 4 questions in 2016 have been asked.
Evaluation is the overall assessment of educational
outcomes brought about as a result of teaching learning
process. Therefore, evaluation in science will mean that, it
is the assessment of social learning outcomes brought about
as a result of teaching the science subject.
8.1 Evaluation Instruments
Few evaluation tools for the assessment of teaching
learning are as follows
8.1.1 Viva-voce or Oral Tests
Such tests are based on oral communication between the
examiner and examinees. Here in general, oral questions are
put to the students for being responded by them in oral
form. Besides question-answer, the other verbal
communication and dialogue techniques like interviews,
quizzes, group discussion, pannel discussion, debates and
declamation contests, symposiums, extempores, etc. may
also be used for evaluating students abilities and learning
potential in oral form.
8.1.2 Practical Tests
In such tests, students are required to demonstrate their
learning performance by engaging themselves in
experimental and work activities. They have to create or
produce something, report their observations of a relevant
phenomenon, demonstrate the applicability of theoretical
information in a concrete form and perform some motor
behaviour or skilled activity as asked to be done for testing
their behavioural outcomes related to cognitive and
affective domains.
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
8.1.3 Written Tests
Such tests require the use of writing material like paper and
pencil from the examiner and examinees. Students receive
test questions through written media known as question
paper and are required to give their responses on the
supplied answer sheet or the question paper itself in the
written form.
˜ It is done to assess students understanding about the subject
taught and grade them accordingly.
˜ The scoring and interpretation of these answer sheets or
written responses thus becomes a basis for the evaluation to
the teaching-learning outcomes, performance and abilities
of the students.
˜ Written tests are the most frequently and popularly used
evaluation tools used in teaching-learning process.
˜ The questions framed in the written test are usually of the
following three types
1. Essay Type Questions In a written test (whether teacher
made or standardised) are characterised with their
demand from the students to respond by providing quite
lengthy, descriptive, detailed and elaborate answers. The
answers given by the students are so lengthy and
descriptive that these might look like essays on the
related subjects. Students are at liberty to respond to the
presented questions in a way they like.
The questions like following may be cited as illustrations
for the setting of such essay type questions in science
– What are the Newton’s three laws of motion? Discuss
them carefully, citing suitable examples.
– What are electrons? How are they distributed in
different cells? Explain with examples.
– What is nuclear energy? How is this energy being
produced? Explain in detail.
2. Short Answer Type Questions Set in a written paper
represent those questions which need a short and
pinpointed reply either limited to fixed number of words
say 100 or 200 words or restricted in its scope by
delimitation and specification like list, define, give three
examples, provide a most suitable reason, etc. For the
illustration purpose, we may cite the following
questions
– Name the three modes of transmission of heat.
– Point out the precautions to be kept while preparing
oxygen gas in the laboratory.
– Name the planets of the solar system.
– What is the importance of the nucleus in the structure
of a cell? Define radiation by giving an example.
3. Objective Type (Multiple Choice Questions) Set in a
written paper represent those type of questions which
can be responded by just writing one or two words or
numerals, filling up the blank or choosing one out of the
multiple given.
CHAPTER 8 : EVALUATION
Open-Ended Questions
Unstructured question in which (unlike in a multiple choice question)
possible answers are not suggested, and the respondent answers it in his or
her own words. Such questions usually begin with a how, what, when,
where, and why (such as “What factors you take into account when buying
a vehicle?” or “In your opinion, what is the reasonable price for this item?”)
and provide qualitative instead of quantitative information. Open ended
questions are asked generally during exploring research subjects and
where statistical validity is not a prime objective.
8.1.4 Observation
Observation as an evaluation technique consists of
observing and taking note of the observed behaviour by the
examiner or group of examiners. How much and in what
way the expected behaviour changes have occurred in the
learning behaviour of the children, can be safely assessed
by employing the observation technique. Observation may
be performed in many ways.
It can be conducted quite unconsciously and secretively by
not telling the students that they are being observed. For
this purpose, the examiner may hide his presence or able to
merge his identity among their group.
The other way is to have controlled formal observation like
observing the students while engaging in practical work,
doing sums in the class or having discussions and
conversation, etc. The decision about adopting a particular
evaluation instrument or combination of instruments
depends upon so many factors like
˜ Objective or objectives of the teaching - learning. Contents
or the learning experiences provided to the learner.
˜ The methodology and strategies adopted for carrying out
the process of teaching - learning.
˜ The behavioural domain, cognitive, conative or affective in
which behavioural changes are to be measured or assessed.
˜ The purposes like diagnostic, formative or summative or
providing information, feedback, incentive, etc. served by
the evaluation.
˜ Emphasis on mastery learning, acquisition of required
level of performance or reliable comparability and grading,
etc. The level-memory, understanding and reflective of the
organisation of teaching - learning.
˜ The nature of the evaluation instrument or instruments
suitable for serving some particular or required purposes.
8.1.5 Questionnaire
As an evaluation technique consists of a sufficient number of
questions related to the evaluation of a particular
performance or behaviour. The questions may take the form
of a simple check list (multiple alternatives) or responded as
yes or no (two alternatives) or yes?, or no (three
alternatives). These may also be open ended questions
providing greater scope and freedom for the student
603
responses. As illustration, we may have the following types
of examples
˜ The laboratory work in Chemistry/Physics makes me to
feel
(a) bored (b) confident (c) anxious (d) interested
˜ I like to draw essential diagrams for the preparation of
gases in laboratory. Yes/No
˜ After asking to verify a fact through laboratory work by
my teacher. I feel……
˜ It is basically done to check the process skills.
8.1.6 Interview
Interview as an evaluation technique consists of a
face-to-face dialogue and interaction between the examiner
and examinee. The student facing interview is required to
answer or demonstrate his performance as asked by the
interviewer or panel of interview board. Here little time or
almost no time is given for responding to the enquiry type
questions asked by the interviewers.
Interviewers may put a set of pre-developed questions or
ask spontaneous questions depending upon the reactions
and responses of the interviewed for evaluating their
behavioural changes and performances related to a
particular field.
8.2 Types of Evaluation
While teaching science, teachers may resort to three major
kinds of evaluation-(i) diagnostic, (ii) formative and
(iii) summative, in order to help themselves for taking wise
decisions at the three stages of the teaching-learning
process, i.e. preactive, interactive and post-active.
Let us know something about these three types of
evaluation
8.2.1 Diagnostic Evaluation
Such evaluation task if performed prior to teaching may
help in providing information what the students know
about a certain topic, contents or area of learning which is
going to be taught to them. In this way, it helps the teacher
to plan his instructional programme suiting the needs,
interest and abilities of the students. Strategies used for
such evaluation may be both informal (like observations
and discussions) and formal (like pre-test, inquiry,
questionnaire).
However, diagnostic evaluation does not limit itself to the
pre-stage or beginning of the instruction.
˜ One can make of its use throughout his delivered lesson or
unit of teaching for diagnosing his students understanding
604
and interest. Making use of evaluation for such on going
assessment of the teaching-learning outcomes during
teaching pushes it near to formative teaching or some
specially designed remedial teaching programmes and
measures for the students who are diagonsed as suffering
from serious learning problems.
˜ The main objective of diagnostic evaluation in science thus
is to find out the nature and causes of the persistent
learning problems and to formulate a plan for seeking
suitable remedial actions for the problems related to day to
day life.
8.2.2 Formative Evaluation
This type of evaluation is conducted during the teaching
learning process. When a teacher has taught some content or
some unit or provided some learning experiences, he has a
need to determine the outcome.
Similarly, students also need to know about their progress
in the path of learning. The formative evaluation helps in
this task by providing useful information to both teacher
and students about the strength and weaknesses of their
teaching and learning.
In the light of this information, they may plan and engage
for the mid course corrections in pace or content and
methodology of instruction. The formative evaluation may
be carried out both in formal (like checklists, quizzes,
question answer, assignments and tests) as well as informal
(like observations, listening to students comments and
conversations) way.
The essential characteristics of such evaluation may be
briefly summarised as under
˜ It is administered during the lesson taught or instruction
imparted. It is diagnostic in nature.
˜ It helps in informing the students about their progress
chiefly about the amount they have yet to learn before
achieving the set objectives.
˜ It is useful to extent it remains informative, closely related
to the things being taught, timely and frequently.
˜ It helps the teacher by providing him qualitative and
quantitative data for bringing necessary modification in his
teaching.
˜ It proves very useful in guiding the students, planning
remedial instruction and prompting them to ask for
necessary help.
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
˜ It should in no way be used by the teacher against the
students, just as for making comparison among the
students or making a certifying judgement.
8.2.3 Summative Evaluation
Such type of evaluation is carried out at the end of a piece
of instruction lesson or unit. Actually, it represents a final
test or measure of the student’s progress or gains made by
him as a result of a course of learning.
Both formal as well as informal techniques may be used
for conducting such evaluations. The formal techniques,
may include test.
Standardised as well as teacher made, questionnaire,
interviews, rating scale, work assignments, project, etc. In
the informal techniques, we may include observations,
discussions, comments and feedback given by the students,
etc.
Such types of evaluation is chiefly characterised as
following
˜ It summarises the final progress of the students as a result
of a course of learning unit or lesson.
˜ It is carried out less frequently than formative evaluation,
usually at the end of a unit or course of instruction.
Formative and Summative Evaluation
Instruments in Science
˜ A science teacher has to make use of formative as well as summative
evaluation instruments in the course of his teaching. Therefore, he
must learn about the development and use of all such instruments
(techniques and devices) that may help him in such an evaluation.
Actually, the instruments utilised for the purpose of formative and
summative evaluations represent those ways and means which help to
measure and assess the teaching-learning outcomes.
˜ These changes both quantitative as well as qualitative occurs in all the
three domains-cognitive, conative and affective in the behaviour of the
learner.
˜ A teacher in science may make use of so many formal as well as
informal instruments for the measurement and assessment of the
teaching-learning outcomes like below
˜ Oral test and examinations.
˜ Practical tests and examinations.
˜ Written test and examinations consisting of essay, objective and short
answer type questions.
˜ Techniques and devices like observation, discussion, questionnaire,
inventory interview, checklist, aptitude scale, rating scale, case study,
projective techniques, assignment, project work, creative and
productive work of the students, etc.
CHAPTER 8 : EVALUATION
CHAPTER EXERCISE
1. Which of the following techniques
is best suited for formative
assessment of students busy in
group discussions?
(1) Questionnaire
(2) Observation performa
(3) Check list
(4) Document Analysis
2. Which of the following is a
disadvantage of self-assessment by
the student?
(1) It helps the student assess their
own work on the basis of set
criteria.
(2) It develops judgmental skills in
students.
(3) It encourages the students to be
more responsible and objective.
(4) It requires the teacher to brief the
criteria to every student properly
and they need continuous guidance
for self assessment.
3. Peer assessment is an important
part of education as it helps to
(1) develop a co-operative atmosphere
in which all the students take care
of one another so that nobody gets
less marks.
(2) Encourage students involvement in
the assessment process and
develop judgement skills among
them.
(3) reduce the load of the teacher.
(4) give power to the student to control
weak students of the class.
4. Which of the following is an
example of summative assessment?
(1) Revision questions at the end of the
lessons.
(2) Introductory questions at the
beginning of the lesson.
(3) Questions asked while teaching a
lesson.
(4) Classroom observation during the
teaching-learning process.
5. Which of the following is not the
objective of CCE?
(1) Reduce the stress level of students
(2) Encourage all round development
of a child’s personality
(3) Enhance the quality of learning for
students
(4) Encourage the spirit of competition
among the students
605
6. What is meant by the validity of the 11. Which of the following can be
test? assessed when Geeta is using only
(1) Short in length MCQ as a tool to assess ‘‘Nutrition
(2) Long validity period in Humans’’? [CTET June 2011]
(3) Easy to be attempted (1) Misconceptions related to food
(4) Measuring the required concepts habits
7. Observation as an evaluation tool (2) Learners ability to apply knowledge
and prepare a role play to present
includes
in the morning assembly
(1) observing the students
(3) Learners ability to comprehend the
(2) taking notes of observed behaviour
importance of components of food
of students
and write a long essay
(3) making a note on learned behaviour
(4) Analytical ability to classify food
of students
items and make a poster
(4) All of the above
12. Assessment in science should focus
8. Which of the following is the key
more on testing the ability of
feature of formative assessment in students to [CTET Jan 2012]
science?
(1) answer open-ended questions
(1) It is a measure of learning
(2) be sufficiently equipped for higher
(2) It is the assessment for learning
learning
(3) It is the measurement of learning
(3) state the facts and principles of
(4) It is an assessment of practical skill science correctly
9. Which of the following is an (4) apply the understanding of
concepts to unfamiliar situations in
example of good open ended
everyday life
question?
A. Observe leaves and write their 13. Which one of the following is the
features. key feature of Formative
B. Differentiate between shrub Assessment in Science?
and a herb [CTET Jan 2012]
C. What would be the (1) It is aimed at developing scientific
consequences if the earth looses temper in the students
its gravity? (2) It is aimed at enhancing practical skills
(3) It is conducted at the end of the
Options
year
(1) A only
(4) It is diagnostic in nature
(2) B only
(3) C only 14. Summative Assessment in Science
(4) B and C should mainly focus on
[CTET Jan 2012]
(1) assessing observation skills
Previous Years’ Questions (2) diagnosing the areas of learning
difficulties of students
10. A teacher plans to teach (3) testing of mainly the practical skills
‘‘Components of Food’’ in Class-VI. (4) testing important theoretical
Which of the following can be used concepts
as an essential question? 15. Which one among the following
[CTET June 2011] questions would be an ‘open-ended’
(1) Why does your mother serve you a question? [CTET Feb 2015]
meal with a variety of food items?
(1) Explain why we always see the
(2) Does your mother prepare a definite same side of the Moon
set of food items for lunch every
(2) Why does the Moon changes its
day? shape daily
(3) Do you eat all the items served in
(3) Suppose the Moon emits light of its
your lunch every day? own, would still have phases
(4) List the food items your mother
(4) Meteors are not visible during the
serves you in lunch. daytime. Explain the reason
606 CTET SUCCESS MASTER SCIENCE AND PEDAGOGY

16. A teacher before beginning to teach (3) Interview (2) the ability to make neat and clear
‘digestion’ to class VI students (4) Questionnaire diagrams.
provides them with the outline (3) the understanding of concepts and
18. Somia usually takes her Class VII
diagram of human body and asks processes.
students on a field trip. Which of
them to draw all parts, through (4) precise definitions and correct
the following could be the answers.
which they think the food would objective(s)? [CTET Feb 2016]
travel from mouth when they eat. 21. Which of the following make(s)
A. It provides concrete experiences
What could be the teacher’s to students. good open-ended question(s)?
purpose of asking this question? B. She can give them assigments [CTET Feb 2016]
[CTET Sept 2015] and projects for formative A. What difficulties would we face
(1) To investigate students prior ideas assessment. if our bodies did not have
related to human body and C. It enhances process skills of muscles in it?
digestion so that future teaching students. B. What is the difference between
learning session can be accordingly D. It saves her teaching time. the stem of a rose plant, mango
planned (1) Only A tree and tulsi?
(2) To find out which students have (2) Only D C. Snake and snail have very
read the topic in advance and come (3) B and C different styles of movement.
prepared for the class and grade Why is it so?
(4) A, B and C
them accordingly
D. Observe various roots and write
(3) To evaluate students drawing skills 19. Which one of the following their features.
as drawing diagrams is an assessment strategies is most (1) Only A
important skill in life sciences appropriate to assess the (2) Only C
(4) To judge students understanding of experimental skills of students in a (3) A and C
the digestive system and grade science classroom? [CTET Feb 2016]
them accordingly (4) B and D
(1) Checklist
17. A science teacher wishes to assess (2) Concept mapping
her students on different process (3) Paper-pencil test ANSWERS
skills. Which one among the (4) Practical record
1. (1) 2. (2) 3. (2) 4. (1) 5. (2)
following tools would be the most 20. The assessment in science should 6. (4) 7. (4) 8. (1) 9. (3) 10. (1)
appropriate for her purpose? focus on [CTET Feb 2016] 11. (1) 12. (4) 13. (4) 14. (2) 15. (3)
[CTET Sept 2015]
(1) getting accurate result while 16. (4) 17. (4) 18. (4) 19. (4) 20. (1)
(1) Observation schedule conducting the experiments. 21. (1)
(2) Paper-pencil test
CHAPTER 9 : PROBLEMS RELATED TO SCIENCE TEACHING
CHAPTER 9
PROBLEMS RELATED
TO SCIENCE
TEACHING
CTET previous years’ question analysis reveals that 1
question in 2011, 1 question in 2012, 1 question in 2013
and 1 question in 2016 has been asked.
Problems in Teaching of Science in majority of schools is
more or less of the same kind. Most of the science teachers
are aware that science is all about experimenting. All the
students of the class should be involved in a number of
hands on activities. The problem here revolve around the
non-availability of enough resources to carry out the
experiments based on scientific concepts of topics to be
taught. Result is that, teachers simply follow very
traditional approaches in science teaching in most of the
schools. Result is that, the students learn the concept by
rote with only objective to succeed in the examination.
9.1 Problems in Teaching
Science
The problems related to science teaching can be placed into
the following major categories
1. Poorly Defined Objectives The teaching objective in
the science curriculum are poorly defined. For example,
when we say “to acquaint the students with the properties
of different materials”. Some teachers teach only the basic
differences like states, solubility, hardness, transparency
etc. The other teachers might go to the details of
molecular energy and states of matter, effect of
temperature on solubility.
2. Big Size of the Class In government schools, the single
class may have 70-80 students. In such situations, even
classroom demonstrations fail as well as the students are
not able to observe the experiment carried out by the
teacher in the class clearly.
607
3. Lack of Resources Because of lack of resources in the
schools, the practical activities are explained on the black
boards.
So instead of lab activities, it becomes board activities.
The consequences of such science teaching is that the
students who have never seen a test tube or sulphur
powder and iron fillings to imagine that it is a mixture
and will change into a compound on heating.
Demonstrations by the teachers are very few and are
poorly presented. Many times demonstrations also fail as
they are not practiced by the teachers before going to the
class. Such experiments only add confusion to the minds
of students. Most of the schools do not even give the
students the access to the science lab.
4. Lack of Time Most of the teachers complain that the
syllabus is too much and time frame to complete is not
enough. This leads to a hurried approach to merely
completing the syllabus without giving much emphasis
to the concepts by teachers while teaching a topic.
5. Teacher Training The training of teachers to teach the
science subject at school level is improper. Most of the
training courses fail to develop essential teaching skills in
trainees. The teacher educators fail to set good examples
of creative and innovative teaching. The students come
for the training to get a degree as it is essential for the job
of the teacher and that remain only objective of the
teacher training programme.
6. Incompetence of Teachers Many teachers in our
schools do not have the knowledge of modern
pedagogical practices. The best way of teaching science
is enquiry approach. A very few teachers are competent
enough to help their students to learn through enquiry
approach. Most of the teachers are not enthusiastic to
read new books or research papers etc to update their
knowledge and keep on teaching the way they were
taught in their school days. Many times teachers of
other subjects are asked to teach science.
7. Subject Matter in Text Books The subject matter
given in the text book does not reflect the local
environment of the students and thus is not
contextualised. There is a need of local specific text books
that represent scientific information in the context of the
daily life experiences of the students. But most of the
time, this important aspect of teaching science in the
school is ignored.
As a result, the student fail to understand why they are
studying science and how it can contribute to make their
lives better. The teachers are mainly concerned with
making their students learn the basic concepts, their
definitions and stereotype examples. A number of
activities suggested in the text books are not possible in
practical situations.
608 CTET SUCCESS MASTER SCIENCE AND PEDAGOGY

8. Attitude of Teachers There are a good number of
teachers who are knowledgeable and competent to teach
science the way it should be taught. But unfortunately
they do not teach the school students in the above
mentioned way. They do not take initiative. Even the
formative assessment done most of the time with them in
the class is an eye wash. There is no effort on their part to
make such activities as opportunities for learning to take
place in the students.
Recommendations for Science
Teaching
Following are few recommendations for good science
teaching at schools
˜ The class size should be reduced. There should be 20-25
students per class.
˜ Teacher should be clear about the teaching objectives.
˜ Science lab should be made accessible to the students.
˜ Every class (VI-VIII) should have a science kit kept at the
corner and it should be used frequently by the students
under the supervision of the teachers.
˜ Teachers should try to link classroom teaching with the
daily life experiences of the students to make learning
useful, meaningful and joyful.
˜ Regular training programmes for teachers should be
organised to improve their classroom teaching.
˜ The teacher should be provided with the incentives,
motivation to prove their best in the classroom.
˜ Teacher training institutes should be made more effective
in their approach to training latest teaching skills and
inform the teachers about the latest discoveries in the field
of education.
˜ Practical work should be given due emphasis to clear the
concepts.
˜ Students should be encouraged to find the answers given
in NCERT Text books on their own to develop the habit of
self learning.
RTE ACT
The Right of Children to Free and Compulsory Education Act, 2009 or Right
to Education is an Act of Parliament of India enacted on 4th August, 2009
which describes the modalities of the importance of free and compulsory
education for children between the age of 6 to 14 years in India.
The RTE Act is the first legislation in the world that puts the responsibility of
ensuring enrolment, attendance and completion on the government.
This RTE Act stipulates that no child admitted in a school shall be held back
in any class or expelled from school till the completion of elementary
education. It also stipulates that no child shall be subjected to physical
punishment or mental harassment. The act wants that learning should be
in a manner which are child friendly.

CHAPTER EXERCISE
1. The biggest challenge faced by
science teachers in effective science
teaching at junior and middle level
is
(1) lack of resources
(2) dis-interested children
(3) unavailability of books
(4) None of the above
2. The good science classroom
teaching would be in which
A. the learners are free to ask
many questions.
B. the teacher uses multiple
resources
C. the learners devise their own
experiments under the guidance
of the teacher, carryout
experiment and record their
observations
D. learners observe the
demonstration by the teacher
and write its steps
(1) Only C (2) A, C and D
(3) B and D (4) A and C
3. Choose the correct statement(s)
amongst the following :
A. The demonstration of
experiments for explaining a
concept can be successful even
in a big size of the class
B. The skilled teacher has a
capability to explain scientific
concepts even in absence of
suitable needed resources
C. The syllabi in the curriculum is
too vast to cover in limited time
frame work by the teachers
(1) Only A
(2) Only B
(3) Both A and B
(4) Both B and C
4. The science teaching at school
levels can be successfully achieved
by
A. every science class should have a
science kit to be used by the
students under the supervision
of teachers
B. science lessons should be related
to daily life experiences
C. the teacher should be clear
about her objectives
(1) Only A (2) Only B
(3) Only C (4) All of these
5. Which of the problem is related to
evaluation in science teaching?
(1) High stress level of examination
(2) So many numbers of entrance
examinations
(3) Inability of existing system of
evaluation to assess whole
personality of the individual students
(4) All of the above
6. Which one of the following is major
science teaching problem at upper
primary level?
A. Unavailability of new teaching
resources
B. Students unable to understand
concepts of science because of
their un-interested attitudes
CHAPTER 9 : PROBLEMS RELATED TO SCIENCE TEACHING 609

C. Properly skilled teachers are few (2) Difficult concepts (4) help the students develop the habit
in number (3) Attitudes of teachers of maintaining written records
(1) A and B (2) B and C (4) Lack of student’s interest
16. NCERT Science text books for
(3) A and C (d) None of these 12. What should be the class size as per upper primary classes include large
7. Which of the following is not main the recommendations of the RTE number of daily life related
problem of science teaching? Act? questions which have been left
(1) More emphasis on practicals (1) 35 (2) 45 un-answered. This has been done,
(2) Management of curriculum (3) 48 (4) 50 so that [CTET July 2013]
(3) Negative attitude of children towards (1) teachers have a good pool of
13. How efficiency of the teacher can
science questions for assessment purpose
be increased?
(4) Lack of proper resources in schools (2) students can send these questions to
(1) Providing motivation and incentives
scientists to get the answer
8. Which of the following statements (2) Improving on their qualifications
(3) teachers can use these questions
is incorrect regarding science (3) Implementing norms strongly
for home assignment
teaching in India? (4) Regularising them.
(4) students can seek answer to these
(1) The rural students do not get proper
questions by exploring different
information related to employment
resources
(2) The students possess the scientific Previous Years’ Questions
temper when they complete their 17. Which of the following statements
schooling in India 14. While selecting a performance task indicate(s) a good science
(3) Teacher in India require proper to help students develop research classroom? [CTET Feb 2016]
profession teacher training before oriented skills in a Science class, a
A. The learners devise their own
they are appointed as a teacher in a teacher may pick up a topic
school experiments and record their
[CTET June 2011]
(4) The gender difference still prevails in observations
(1) which majority of the students in a
rural schools class find interesting B. The learners observe the
(2) which she thinks is important for the demonstration by the teacher
9. Introduction of Boojho and Paheli
students and write its steps
characters in sciences text books is
introduced to eliminate the (3) related to a problem faced by C. The learners are free to ask
problem of students in their day-to-day many questions
functioning and which is a part of D. The teacher, along with the
(1) un-interactive texts
the concepts to be covered for this textbook, uses multiple
(2) lengthy text
class
(3) lack of illustrations in book resources to teach
(4) from the content given in the
(4) lack of cartoons and ptotographs (1) Only B
syllabus which must be completed in
(2) B and D
10. Which of the following is the time
(3) A, C and D
problem of teaching science? (4) A and C
15. Practical work in Science may be
(1) Teacher’s qualification
given due emphasis in order to
(2) Defining of objectives [CTET Jan 2012]
(3) Students interest ANSWERS
(1) keep proper check on punctuality
(4) Low self-esteem and regularity of students 1. (1) 2. (1) 3. (4) 4. (4) 5. (4)
11. Which of the following is the most (2) help the students verify the 6. (3) 7. (1) 8. (2) 9. (1) 10. (2)
probable reason for failing of theoretical concepts 11. (1) 12. (1) 13. (1) 14. (3) 15. (2)
classroom demonstrations? (3) improve the percentage of marks 16. (4) 17. (2)
(1) Large class size obtained by the students
610
CHAPTER 10
REMEDIAL
TEACHING
Thic chapter carries good importance in syllabus of CTET.
As we know there is no question asked uptil now in CTET
but, in future, questions may be asked from this topic.
Any class may have heterogenous group of the students.
Their learning abilities also differ from one another.
Learning the concepts of science in the class as taught by a
teacher may be easything for one student. But it could be a
very difficult task for the some other student in the class.
So remedial teaching is about helping such students after
diagnosing their problems. The special instructional
materials are prepared for individual students having such
learning difficulties.
Depending upon the general or specific nature of the
weaknesses or learning difficulties of the students. We have
to take appropriate steps for the organisation of remedial
teaching for the students who really need assistance in their
learning and understanding part.
10.1 Organisation of
Remedial Teaching in
Science
Remedial teaching in the science can take various forms as
given below
˜ Class teaching
˜ Group tutorial teaching
˜ Individual tutorial teaching
˜ Supervised tutorial teaching
˜ Auto-instructional teaching
˜ Informal teaching
CTET SUCCESS MASTER SCIENCE AND PEDAGOGY
10.1.1 Class Teaching
In this system or schedule of remedial teaching, the usual
composition and structure of the class is not disturbed.
˜ The teacher here teaches a particular lesson/unit,
emphasises a point again and again, repeats the
experiments or uses some specific teaching aid in order to
remove the difficulties and deficiencies of the learners in
terms of the acquisition of the desired learning
experiences.
˜ The class as a whole is benefitted through such type of
remedial teaching.
˜ It proves particularly useful in the removal of the
weaknesses and learning difficulties of the general nature.
10.1.2 Group Tutorial Teaching
The students of the class are divided into some
homogeneous groups called tutorial groups on the basis of
their common learning difficulties and identical weaknesses
or deficiencies in the acquisition of the learning experiences
in some or the other areas or aspects of the subject.
˜ These groups are ‘then taught separately by the same
teacher or different teachers according to the nature of the
difficulties and deficiencies. The tutor incharge of a
tutorial group then tries to solve the difficulties of the
learners however, collectively on a group basis.
˜ The weak area or aspects of the curriculum identified
through diagnostic testing are properly attended by the
teacher according to the needs and requirement of the
pupils of the group.
˜ In case, it is related to particular work, due care and proper
attention is now paid by the teacher over his own
demonstration work as well as on the practical and project
work done by the students in their respective group.
˜ The group tutorial teaching proves advantageous over the
class teaching in many aspects. Here the students who
have common problems and difficulties in their learning
are more helped in overcoming their difficulties and
deficiencies.
˜ It makes the task of teaching -learning quite interested and
goal oriented in class teaching. There remains a lot of
chances that the time and energy of many of the students
who do not suffer with a certain learning deficiency or
difficulty will go in vain by attending to the remedial
teaching not at all needed by them.
˜ Moreover, the number of students in group tutorial
teaching is comparatively reduced. It results in making the
task of the teaching more convenient, and effective for
providing better coaching and practice in terms of the
needed remedial education.
CHAPTER 10 : REMEDIAL TEACHING
10.1.3 Individual Tutorial Teaching
In this schedule, every learner, who feels learning difficulty
of one or the other nature, is attended individually for
overcoming his deficiencies or weaknesses.
˜ It is one to one coaching, help and guidance that is rendered
by the teacher to the learner as and when needed by him in
order to actualise his potentialities to the maximum.
Therefore, in this type of remedial teaching, maximum
consideration may be provided to the principle of individual
difference in the direction of the best results in the task of
teaching and learning.
˜ The, students may progress according to- their own pace,
abilities and capacities and get adequate help, individual
attention and reinforcement for copying up with their
deficiencies and difficulties on the path of learning.
10.1.4 Supervised Tutorial Teaching
In this, schedule of remedial teaching, the responsibility of
overcoming the learning difficulties and removing
deficiencies in some learning areas is handed over to the
learners themselves.
˜ They have to work at their own for removing their
difficulties and deficiencies.
˜ The role of the teacher is confined to observe and supervise
the learning activities and provide as much help as necessary
to carry on them on their path of self-learning and
self-correction.
˜ This type of supervision can be made on the individual as
well as tutorial group levels.
˜ The students may opt to work in the group or individually
for solving their difficulties and over coming their learning
deficiencies.
611
10.1.5 Auto-Instructional Teaching
This type of remedial teaching consists of auto-
instructional programmes and activities.
˜ The learner is provided with basic auto-instructional and
self-learning material and equipments like programmed
learning text books and packages, auto-learning
modules, teaching machines and computer assisted
programmed instructions, etc.
˜ This material helps the pupil to gain sufficient practice
and drill work in the areas of his weakness and acquire
necessary confidence in overcoming his difficulties and
deficiencies through the well programmed self-
instructional material.
10.1.6 Informal Teaching
Informal science education and teaching suitable planned
and assimilated with the formal science education of the
school may go in a big way to act as a source and means
of remedial education to the needy students.
˜ The activities connected with such informal education in
the form of excursions or trips, collecting material for
the science museum, improving science apparatus,
engaging in the scientific hobbies, establishing
aquarium, and participating in the science club activities,
etc.
˜ It makes the study of the students and provide unique
and special opportunities to learn and practice the facts
and principles of science.
˜ The learning difficulties arrived out of the lack of
interest, non-availability of direct and first hand learning
experiences, deficiencies in the methodology of
teaching, psychological needs and problems of the
learners.
612 CTET SUCCESS MASTER SCIENCE AND PEDAGOGY

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CHAPTER EXERCISE àíZ
1. The main aim of remedial teaching 5. The remedial teaching must be 10. What is the basis of remedial
in science teaching is accomplished teaching?
(1) to develop good habits in the (1) by the end of the one chapter/topic (1) Diagnosis
students. teaching. (2) Weakness of the student
(2) to make corrections in the students. (2) every month (3) Individual difference
(3) to rectify the learning difficulty of (3) thrice a year (4) All of the above
particular student. (4) four times a year
(4) None of the above.
11. What is the main remedial
6. Which of the following is not instruction?
2. Which of the following does require remedial teaching in science (1) Drill work devices
the remedial teaching amongst the teaching? (2) Adjustive devices
following? (1) Extra classes (2) Exercise (3) Both 1 and 2
(1) The female students who is not (3) Specific worksheets (4) None of the above
interested in class teaching because (4) Group discussions
of teacher’s preferences for boys.
12. Which is the main remedial
7. Which of the following is the basis teaching strategy?
(2) The female student who is not for remedial teaching? (1) Tutorial
interested to read text books but A. Self evaluation (2) Supervised
learns all the principles of science B. Evaluation of text book (3) Both (1) and (2)
taught in the class. C. Evaluating the learner’s (4) None of the above
(3) The student from rural background difficulty
and does not understand science (1) Only A 13. Remedial teachers should liaise
topics being taught in the class. (2) Only B with ........ to seek for professional
(4) The students who is more interested (3) Only C support with a view to helping
in other subjects, so does not study (4) None of the above pupils solve their problems.
science. (1) strict tutors
8. Daily life problem related questions (2) related book writers
3. The best method of remedial of NCERT books left un-explained (3) science experts
teaching is by the teacher in the class. It may (4) related professionals
(1) to solve the teaching-learning have following effect on children
difficulties of students. A. Increases the learning difficulty 14. Group remediation programmes
(2) categorise students according to of all students may work for
their learning disabilities and for then B. Increasing learning difficulty of (1) similar age group
arrange group tutorials. already weak students (2) similar problems
(3) solving their individual learning C. Does not make any difference (3) different problems
difficulties of students. on any of the student (4) different age groups
(4) All of the above Options 15. Formative assessement in remedial
4. With reference to remedial (1) Only A teaching is carried out
teaching which of the following (2) Only B (1) during a course of instruction
need is the most remedial teaching? (3) Only C (2) for diagnosis
(1) The student who can easily (4) None of the above (3) after remedial classes
understands the concept of science. 9. The teacher selects a topic of (4) All of the above
(2) The student which is not able to science to be taken as research
perform the scientific experiments topic for the students who are
because of some reasons. (1) Already doing very well in the class ANSWERS
(3) The student which has lots of (2) Average performers in the class
interest in science. 1. (3) 2. (3) 3. (4) 4. (2) 5. (1)
(3) Having learning difficulty in the 6. (1) 7. (3) 8. (2) 9. (1) 10. (4)
(4) The student who can perform the science subject
experiments. 11. (3) 12. (3) 13. (4) 14. (2) 15. (4)
(4) None of the above