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Unit 1: Nature, Aims and Objectives of Teaching Science
Unit 1: Nature, Aims and Objectives of Teaching Science
Unit 1: Nature, Aims and Objectives of Teaching Science
Objectives of Teaching
Science
Presented by: Ericka Jean Espiel
OBJECTIVES:
A. Topic:
Definition of Science
Nature of Science
Scope of Science
Characteristic of Science
Interdisciplinary Approach
Aims and Objectives of Teaching Science
WHAT IS SCIENCE?
• Science has been derived from the Latin word "Scientia“ which means “knowledge”. It is a systematized
body of knowledge which may pertain to any subject or field of life.
In simple words science is the investigation and interpretation of natural phenomena which occur in our
daily life.
Science is a process of thinking, a means of acquiring knowledge and means of understanding the natural
world.
Genius persons by their persistent efforts, careful experimentation and exact reasoning have collected
mass or tested information which we call science
Science is an interconnected series of concepts and conceptual schemes that have developed as a result of
experimentation and observation and are fruitful of further experimentation and observation" - James B.
Conant.
Science is a multidimensional activity and it is very difficult to search universal acceptable definition of
science.
Science thus has two important approaches (a)
-
Science as a Product.
Science as a Process.
The process of searching scientific knowledge can be explained as follows:
The diagram shows that products (concepts, facts etc.,) are derived from process (observation and
experimentation) and that these products lead to further process. Thus science is a continuous search for
new knowledge through continuous inquiry. Thus we can summarize the above relationships by saying that
Science is both a body of knowledge (Product) and method of inquiry (Process)'. It is one of the specialized
characteristics of science
NATURE OF SCIENCE
• In the last three decades some attempts have been made to understand the nature of science. Joseph J.
Schwab (1964) and Bruner (1962) have explained the nature of science in technical terms which is based on
the idea of the structure of knowledge or structure of disciplines. According to this idea the nature of
science comprises.
Substantive structure of science
Syntactical structure of science.
The substantiate structure of science represents the major conceptual schemes which constitute the
basic knowledge used in science. The substantive structure of science contains different classes of
statements such as definitions, knowledge, statements, etc., we may call them 'key concepts' or 'major
ideas‘.
The syntactical structure of science is concerned with the so called processes of scientific inquiry,
means by which scientific knowledge is acquired and verified. These processes can be further divided
into simple skills so that pupils can practice them without any difficult. Some of the processes of
science are as follows:
*observation * measurement *classification *formulating hypothesis *experimenting etc.,
SCOPE OF SCIENCE
When we try to assess the importance of a subject in school
curriculum, we look at it from three angles;
1. The characteristics of science.
2. The utility of the subject.
3. The cultural values of the subject.
Characteristics of Science
Besides the nature of science; explained in the previous paragraphs, it has
specialized characteristics
By the study of lives of great scientists we not only know about their great works but also
draw inspiration for the study of science. The methods of science inspire the students to do
things in reasonable and logical manner.
Science is studied through observation and practical training. All these things help the
development of the power of reasoning.
In short, we may say that science is an essential part of education which helps the students
to prepare themselves for future life. Keeping in view the points mentioned above, it is quite
clear that science occupies an important place in our life, and must also be given an
important place in the school curriculum.
INTERDISCIPLINARY APPROACH
An interdisciplinary approach involves integrating perspectives, methods, and
concepts from multiple academic disciplines to address complex problems or
phenomena.
There are many areas in science which are common to all science subjects. Because
of the reciprocal relationship between various subjects, the inter-disciplinary
approach or correlation is being emphasized. In physical science teaching, we cannot
confine ourselves with physics and chemistry alone, we are to combine and correlate
physics and chemistry with other subjects, and with learner environment to avoid
rote memory and artificial learning. This is what is known as interdisciplinary
approach in science teaching.
Inter disciplinary approach can be discussed under three headings.
1. Correlation of science subjects with one another.
2. Correlation of science with other school subject.
3. Correlation of science with life and environment
RELATIONSHIP OF SCIENCE SUBJECTS WITH ONE ANOTHER
Simple problems connected with the composition, pressure, temperature and moisture of the air are usually dealt
with in science courses: so also conventional currents in air and in the sea and variation of the density of water with
temperature It will mutually benefit both subjects if the science and geography masters work in cooperation, so that
the use of thermometers, barometers, rain gauge and hygrometer can be really understood.
Science has a profound effect on the economy of a particular country. India has been able to achieve self sufficiency of
food due to artificial manure and 9000 insecticides. Similarly health of nation is, dependent upon the knowledge of
science in terms of balanced diet food preservation. canning, medicine etc., Similarly the industrial economy is also
For basic needs of life such as food, clothing, shelter, we have to depend upon science. Science has gone
deep in the veins of modern society. All our daily routine is controlled by science and its products. In food
production, insecticides, pesticides, preservation of food industry and ingredients of balanced diet are the
basis on which science can be correlated. Science helps otherwise in cooking, transportation, communication,
metallic industry etc. It is therefore essential on the part of science teacher that he should make sure that
applications of that topic in daily life affects the thought and actions of students, so that students begin to
Education is imparted for achieving certain ends and goals. Various subjects of the school curriculum are
different means to achieve these goals. The term aims of teaching science stands for the goals, targets or
broader purposes that may be fulfilled by the teaching of science in the general scheme of education. Aims
are like ideals. Their attainment needs a long-term planning. Their realization is not an easy task. Therefore
they are divided into some definite, functional and workable units named as objectives.
The objectives are those short-term, immediate goals or purposes that may be achieved within the specified
classroom situation. They help in bringing about behavioral changes in the learners for the ultimate
realization of the aims of teaching science. The aims are broken into specified objectives to provide definite