THE LECTURE METHOD

The lecture method of teachings commonly used in middle and secondary school science
teaching. It is a traditional method that deserves consideration as a teaching strategy in science
instruction. When using the lecture method, a teacher must be able to justify it over other
methods available for science instruction. The teacher who employees this strategy must cope
with its limitationsg and use its strengths to best advantage.

Teachers who use the lecture method must be convinced that the knowledge or information
that is to be presented for background or other reasons is important to students and that the
only individual who can give them this information is the teacher. The teacher has the
knowledge to give to the student, and the easiest and most efficient way for the student to
acquire it is through a lecture presentation not by reading, discussion, or any other method.
This assumes that the teacher can present the information in a stimulating and interesting way,
so that the students want to learn it. The teacher therefore, is the stimulus fir students to want
to learn information that the teacher feels I important.

The science teacher must be sensitive to how students receive the information he conveys
through the lecture method. Students can receive information either by rote or in a meaningful
way (Ausubel, 1961). Not knowing the difference between rote and meaningful reception when
using the lecture method in instruction can cause problems. Ausubel states, “ It is fashionable in
many quarters to characterize verbal learning as parrot-like recitation and rote memorization of
isolated facts and dismiss it disdainfully as an archaic remnant of discredited educational
tradition” (1961, 15). It is to be hoped that teachers who know the distinction between rote
and meaningful reception will not misuse the lecture method. They should be able to employ
various techniques to make lectures interesting and meaningful to students by building on what
the students already know. Ausubel believes that weaknesses attributes to the lecture method
are not due to the method itself, but to the abuse of the method by the teachers who use it
(1961, 16).

Helpful Suggestion for presentation

The success of a lecture depends largely upon collaboration between the lecture and Audi ence.
The successful lecture is an interaction in which the lecture offers information and re ceives
attention; the audience offers attention and receives information (Clarke, 1987).

To assure a successful presentation, the lecturer should use various techniques to assure
continuous interaction between the lecturer and the audience. The following suggestions
adapted from Clarke (1987) can be helpful in maintaining audience attention.

1. Emphasize important ideas by changing the rate, volume, and pitch of the voice.
2 .Emphasize important statements by using pauses that allow time for the audience to
respond.

3. Enunciate word clearly.

4. Avoid repetition of words

5. Avoid using such words or phrases as um and ab, like well, ab, you know, ub-ba.

6. Maintain eye contact with the audience.

7. Scan the audience to observe reactions.

8. Interject humor, sings of curiosity, interest, and other indications of the lecturer personality

9. Keep the flow of visual aids smooth and free from distraction..

USE OF MEDIA DURING ORAL PRESENTATIONS

Visual aids can be used to illustrate points made during a recitation, discussion, or lecture.
Before using them, the teacher should consider their benefits and use during a presentation.
Visual aids should fit into a presentation logically and sequentially. They should be integrated
for the purposes of elaboration, clarification, illustration, or emphasis.

The type of aid to be used will depend on what it will do to improve the presentation. The aids
may be used to make points clearer more meaningful to students, to present information,
introduce a problem, initiate a discussion, or acquaint students with unusual phenomena and
living organisms. They can also summarize a lecture, discussion, or the results of an experiment
or a series of observations or be used to initiate a lecture or discussion. Whatever the use, the
teacher must determine their effectiveness in instruction.

The chalkboard
The chalkboard is the most commonly used medium in science teaching and is also carelessly
used. It is found in most classrooms and laboratories and is usually permanently installed at the
front of the classroom and at other points where instruction take place. Portable chalkboard
are also available that can be moved to areas in a classroom where one is not installed but may
be necessary for instruction.

Science teachers use the chalkboard because of its versatility. It is available at the teacher’s
discretion and use extensively to explain concepts by using diagrams, symbols, words, and
sketches. Concepts and ideas can be developed gradually with illustrations on the chalkboard
accompanied by verbal explanations. Illustrations, diagrams, and sketches can be altered as
needed while presentations are being made.

To use the chalkboard effectively, the following points should be emphasized.

Recitation strategies
1. Make sure the chalkboard is free of material that is extraneous to that which is being
presented.

2. Prepare difficult or complicated diagrams in advance. It is often advisable to first lay out the
diagrams on paper to determine space limitations on the chalkboard. Complicated diagrams
that need to be gradually developed can first be placed on the board and then lightly erased,
leaving a vague image. As the teacher presents the lesson, the diagram is developed by tracing
over the lines of the image.

3. Try to avoid glare on the chalkboard so that students can view it without difficulty.

4. Always check to see whether enough chalk is available. Also make certain that items such as
erasers, rulers, and compasses are at hand as needed.

5. Write as large as possible so that all material written or drawn can be seen from all parts of
the room where students are seated or standing. Rooms that measure 30 *40 feet or 25*50
feet require letters or figures approximately three inches in height to be seen easily by all
students in the classroom.

6. Do not stand in front of the material being written or drawn on the chalkboard. Stand to the
side so that what has been written or drawn on the chalkboard can be viewed easily and use a
yardstick or pointer to draw attention to part of the diagram, graphs, or pictures.

7. Do not talk while facing the chalkboard always try to speak in the direction of the class.

8. Use colored chalk when needed to provide contrasts. Yellow and green chalk are excellent to
use to provide contrasting colors.

Flat pictures
Flat pictures are better adapted for individual study than for general class use. However an
opaque projector makes it possible to project an image of a photograph or flat pictures from a
magazine or journal so that it can be observed by the entire class.
Charts
Charts are standard equipment in most science departments. some teachers use them
extensively during lecture presentation, discussions, and recitations. Charts have limitations
but they also have certain advantages. The diagram on a chart is generally superior to one that
a teacher may draw on the chalkboard and can be used as a substitute for the teacher prepared
diagram. Good chart possess visual appeal and ciarity when the have sharp lines, bright colors,
and bold printing. Charts should be simple and uncluttered and large enough so that the print
can be read from all parts of the room. Crammed charts are confusing to students, unattractive,
difficult to read, and difficult use for illustrative purposes during a lecture or discussion. Charts
should be hung on properly lighted walls. A chart should never be placed in a position where
students have to look toward a window because the glare will prevent viewing. In using charts
the teacher should remember that the students must know what they are looking at; otherwise
students may find the charts difficult to interpret.

Models
Models are usually superior to teacher-made diagram, charts, and flat picture because they are
three dimensional. They do, however, have the same limitations as diagrams, charts, and
picture. If students do not know what a model is supposed to represent, they will find it difficult
to interpret.

A model for classroom use should be large enough so that it can be viewed from all parts of the
room, particularly if it is used to illustrate points during a lecture or serve as the center of class
discussion. Small models should be used for individualized or small group work. The degree to
which resembles a