Scientific Method or Problem-solving method

 

Scientific Method or Problem-solving method

     The procedure of solving a problem systematically with certain directions may be called as scientific method.

It is a method of solving a problem scientifically and systematically.

Definitions:

1. “Problem solving may be defined as planned attack upon a difficulty or perplexity for the purpose of finding a satisfactory solution”.  ----Risk T.M
2. “Problem solving in all of its elements is closely associated with a group of attitude or mind-sets which are important as outcomes of instruction in science.”

Steps involved in Scientific Method

1. Sensing the Problem: As it is said that “Necessity is the mother of invention” a problem has to be sensed or needed to go ahead with method. At this stage the teacher can raise a problem by providing such situation as involve thinking and student feel the need of asking and enquiring the teacher. The presentation of the problem should be co-operative enterprise of the student and teacher. It should be however confirmed by the teacher. That problem is purposeful and is, according to the need of and requirements of students; availability of material relevant to the problem should also be considered. It should be form majority of students’ side and better of it fits into curriculum.
2. Defining the Problem: Soon after the problem is noticed students are to be encouraged to define the problem. The problem has to be defined in clear, concise, definite manner. Students are helped to identify the key words which are to be involved in the solution and hidden in the problem. The teacher must guide the students in conventional and convincing manner. The most essential feature of the defining of the problem is that student should understand the problem and grasp it. This incase a sound foundation of work ahead.
3. Analyzing the problem: Immediately after the problem has been defined, the teacher must start to analyze the problem. At the same time the students must have knowledge of every key word and the understanding of the whole problem. Here the general concepts are to be divided into specific concepts. In this stage teacher becomes a guide to the pupil.
4. Collecting the Data: After analyzing the problem, the teacher suggests references on the problem. The students need to plan the subsequent activities. They have to discuss, consult references, use audio-visual aids such as models, pictures, specimens, organize field trips and to the experimentation carefully, while collecting data, as for as possible mechanical and personal errors should be avoided. Unnecessary data a should also be discarded.
5. Interpretation of the Data: When the pupils have collected the data, they have now to eliminate superfluous material. This is an important and bit difficult step and it is possible only if the students do not divert their attention from, the main problem. This step involves thinking and reasoning. Judgement is to be suspended till sufficient data are collected and organized in a systematic way. The teacher should prepare the students in such a way that they do not hastily jump to conclusion.

      In this step both teacher and students should work together for the manipulation of data collected. The teacher must guide the children in arranging the facts information collected, earlier in a logical and sequential order. So that to have a clear idea of objective or goal to be reached. It.

6. Formulation of Hypothesis: After interpretation of data, the students are asked to formulate some tentative hypotheses. A hypothesis is the probable solution for the problem in hand. The hypothesis should be free from bias and self-inclination. Here in this step the teacher must encourage the students to guess the probable solutions for the problem defined and analyzed. There is no restriction to formulate the hypotheses can be formed to a single problem. Teacher must help the students informing the hypotheses through intervention.
7. Testing the Hypothesis: The student can select the most tentative hypothesis by rejecting others through experimentation and discussion. Out of many hypotheses formed few appears to be most appropriate for the solution formation. Therefore, such most likely to hypothesis have to be selected and tested through experimentation. This testing must go till the satisfactory results are obtained by rejecting others.
8. Generalization:   In this step the verified hypothesis as a solution to the problem must be rephrased into a generalization. Usually in science the generalizations are written in the form of a theory, law, statement, formulate, derivation etc. The generalized idea must be applicable and accepted by all in similar conditions.
9. Application of Generalization to New situation: The students should be able to apply generalization under new situation in their daily life and hence minimizing the gap between classroom situation and real-life situation. It is here the students really develop the scientific knowledge to apply into their day to day life activities. Here students are to be trained to apply the learnt scientific knowledge in the classroom to the new or situations of the similar conditions. Teacher must encourage and provide an ample opportunity for developing application ability among students.

 

Scientific Attitude

      Scientific attitude means one’s inclination or readiness of mind towards the persistence of scientific knowledge.

     Scientific attitude can be defined as “open-mindedness, a desire for accurate knowledge, confidence in procedures for seeking knowledge and its expectation that the solution of the problem will come through the use of verified knowledge.”

Characteristics of a student with Scientific attitude

1.       They are clear and precise in decisions.

2.       They are open-minded.

3.       They are intellectually honest.

4.       They suspended judgement.

5.       They judge based our verified facts.

6.       They are objective in their approach and behaviours.

7.       They are free from superstitions.

8.       They are for human welfare.

9.       They are critical in observations.

10.   They are curious to know the external world.

11.   They are unbiased

12.   They think reflectively.

13.   They readily accept the opinion of others.

14.   They are capable of finding cause and effect relationships between events.

15.   They show quest for knowledge.

16.   They respect truth, justice on law.

17.   They are creative.

Development of Scientific attitude

1. The teacher should suggest projects which give the pupils training in problem solving.
2. Democratic atmosphere in the class room also helps in developing scientific attitudes in the students.
3. For removing the superstitions and false believes from the minds of the students.
4. Through curriculum transactions:

a.       Following different methods and designs of instruction for different topics.

b.       Using problem solving, critical enquiry, project, experimental methods for most of the science instructions.

c.       Teaching science concepts through lecture demonstration method.

5. Through library work:

a.       Providing ample opportunity to refer to science encyclopedias.

b.       Make Students to refer text books of physics of higher standards.  

c.       Encouraging students to read more and more scientific journals, magazines, newspaper articles etc.

6. Through co-curricular activities: Scientific attitude can also be developed by encouraged students to take part in the Co-curricular activities  like debate competitions, literary competitions, drama etc. in which scientific information is depicted.

7. Through science club activities:

     Through science club, several programmes may be taken up to develop scientific attitude among students by arranging the activities like science exhibition, science fair, science visits, science quiz, discussions, quest lecturers, model making field trips etc.