METHODS AND APPROACHES OF PHYSICAL SCIENCE

 

LECTURE-DEMONSTRATION METHOD

     In lecture method, teacher inputs the knowledge orally making the students mere passive listeners. In demonstration (to show) method, teacher demonstrates without much explanation, making the students passive observers. In these methods, teaching becomes autocratic. No provision for the student’s participation and learning becomes unsystematic and students lack in enrichment. Therefore, overcome from defects which arises, when lecturing and demonstration methods are used separately. It suggested to use both the methods simultaneously. In lecture cum demonstration method we can involve the students actively in teaching learning process.

     In lecture cum demonstration method teacher performs the experiment in the class and goes on explaining what he does. It takes into account the active participation of the students. The students see the actual apparatus and operations and help the teacher in demonstrating the experiment and thereby they feel interested in learning.

     This method is in accordance with the maxims of teaching “from concrete to abstract”. It is difficult to talk about things which the pupil has to imagine. It is always easy for the students to understand and remember the concrete things. The students observe the demonstration critically and try to draw inferences. Thus, their powers of observation and reasoning also exercised.

Characteristics of a Good Lecture-Demonstration Method

1.       It should be purposeful.

2.       Proper planning should be made before its execution.

3.       A demonstration should be visible in most of its significant default to all the students of the class.

4.       It should be convincing so that students get a training in scientific method of solving problem.

5.       Demonstration should be simple and speedy.

6.       Demonstration should be supplemented with other teaching aids like charts, models etc.

7.       Proper seating arrangements must be made.

8.       Demonstration table should be sufficiently large and placed at a right position.

9.       The teacher should ask suitable and relevant reflective type questions. It also help to keep the student alert.

10.   The teacher should carry at the experiments in such a way that the students should learn how to carry it out by themselves.

11.   For recording data, the students should be given sufficient time.

12.   Teacher should try to develop scientific attitudes.

13.   Teaching must become democratic.

Steps/Stages of Lecture cum Demonstration Method

1.       Planning and Preparation: While planning a demonstration the following point should be kept in mind.

a)       The subject matter should be thoroughly prepared.

b)      The teacher should plan how to introduce the lesson, the way to present it, type of questions to be asked in experimentation and recapitulation.

c)       The demonstration should be rehearsed well in advance as it provides confidence to the teacher too.

d)      The apparatus should be properly arranged on the demonstration table.

2.       Introduction of Lesson: The lesson may be introduced on the following basis:

a)       Students get experience or incident.

b)      Students environment.

c)       Stories.

d)      A simple and interesting experiment.

3.       Presentation of the Subject matter: The teacher must study the subject matter on broad bases taking into consideration the interest and experience of students. Language used by teacher should be simple and clear. They should try to illustrate the facts and principles. While demonstration is going on question should also be asked which help the students to understand the underlying principles.

4.       Experimentation: Demonstration should be properly spaced and striking, clear and convincing. The demonstration table should have only apparatus related to the lesson. The experiment should be simple and speedy. All the apparatus should not be displayed at once. Spare apparatus can be kept for emergency.

5.       Black-Board Work: A big black board behind the demonstration table is necessary in order to summaries the principles and other matter of demonstration and also to draw necessary diagrams and sketches. The summary should be simple and brief. Labelling should be bold. Diagrams should be self-explanatory, logical correct and simple.

Advantages:

1.       It is economical as it saves time and money.

2.       It is psychologically based because the students are shown the concrete things.

3.       This is one of the best techniques to get participation of students.

4.       It helps in the development of certain basic skill.

5.       Helps in the development of scientific attitudes.

6.       Learning becomes perfect and permanent.

7.       This method is suitable for all types of student i.e. from average to above average.

8.       This method is useful and helpful for teacher also as he an be in position to explain each and every step and to ensure that all the students see and interpret all the work in uniform manner.

       Disadvantages:

1.       It is not based on the principle “learning by doing” as only the teacher does the demonstration.

2.       This method ignores the individual difference.

3.       This method fails to develop laboratory skill.

4.       Either too fast or too slow speed of demonstration some times may create trouble in understanding what is going on.

5.       It fails to impart training in scientific method.

6.       If the classroom size is large, it will not be an effective method.

7.       This method does not help the students for inculcation of scientific method.

     Common Errors in a Demonstration lesson: 

1.       The demonstration may not be visible to all.

2.       The teacher may not be able to fix the attention of students.

3.       The apparatus may not be ready to use.

4.       The teacher may not able to link demonstration with subject matter.

5.       The lighting and ventilation may not be adequate.

6.       The purpose of demonstration may not be clear.

7.       The students may not be given sufficient time to record data.

8.       The teacher may arrive at the generalization himself without getting it done by the students.

9.       The apparatus may not be arranged in proper order and the teacher many flounder while performing the experiment.

INDUCTO-DEDUCTIVE METHOD

     This method is combination of two independent approaches that is inductive and deductive approaches.

INDUCTIVE APPROACH:

     It is the process in which generalization of physics are derived through known facts. Here set of examples leads to the formation of generalization. “Induction is hall mark of generalization”.  Inductive approach intends to establish a rule from the known facts. Hence it is an approach moving from known to unknown. Specific to general, concrete to abstract, simple to complex, often inductive approach is called example to rule approach.

Steps of Inductive Approach

1.       Sensing and Defining the problem: Students define the problem. In the beginning of teaching-learning process with this approach a teacher has to provide or create the situations in such a way that all students must be able to sense a problem at their own.

2.       Analyzing the Situation: Students analyses the situation. Here the role of teacher is very important, because for all the examples provided the key words are to be identified. Teacher must help the students in this regard.

3.       Collecting the information: After analyzing the situation (all aspects) student collects a lot of relevant information.

4.       Organizing information: In this step, the analyzed information is to be organized in a systematic and logical order, with the help of the teacher. Here the relevant information to solution are selected and irrelevant are rejected. Teacher can make use simple questioning technique to elicit the relevant information.

5.       Framing solution: Students frame possible solution using organized information. Usually solutions are framed in statement from which serve as a concluding solution to the problem. Here both teacher and students become active participants in the process of solution formation.

6.       Arising at a rule: Here, the teacher takes the lead. The formulated solution earlier, it to be converted or generalized in to a rule or law. The rule may be in the form of definition, statement, law, formulate theory etc. Which is generally applicable and accepted by other.

DEDUCTIVE APPROACH

            Deductive process is the process of deduction the consequences for a problem. Deductive approach moves from unknown to known, general to specific, abstract to concrete, complex to simple and rule to example. Often this approach is called rule to example approach.

Steps in Deductive Approach

1.       Understanding the Problem: In the beginning, a problem is directly presented in the class. The problem may be presented in the form of question, definition formulae, law statement, rule etc. After that teacher has to involve the students and make them to understand the problem. They define and formulate it.

2.       Collecting Information: The student collects information through library activity.

3.       Reviewing: Principles, generalizations are reviewed to find facts which may be best applicable to the problem in question. In receiving both, the teacher and pupil should involve. Here every collection is reconsidered and decided its relevantly to the solution.

4.       Drawing Inference: In this step, teacher has to instruct the students to make conclusion based on the data collected and reviewed earlier. The principles, generalizations are reviewed to find facts which may be best applicable to the problem in question.

5.       Verification: The rule or principle is applied to the problem, if it solves, then it is accepted otherwise the procedure is repeated for better results.

Differences between Inductive and Deductive approach

 

Inductive Approach	Deductive Approach
It is scientific method, which stimulated reflective thinking.	It is not a discovery method.
This approach is based on reasoning.	2. This approach is based on rote memory.
This approach is suitable for primary classes.	3.  It is better suited for high school classes.
This approach proceeds from specific to general.	4. It is proceeds from general to specific.
It is time consuming approach.	5.It is an economical approach in terms of time.
In this approach pupils explore the principles and laws themselves.	6.The principles and laws made known to the           students and their work is only to verify those        laws and principles.
Pupils acts as active participants in the teaching learning process.	7.In this approach pupils are rather passive          participants.
This approach is psychological. Where the pupil’s nature is mainly considered.	8.In this approach emphasis is an acquisition of          facts.
It leads to new knowledge.	9.It doesn’t lead to new knowledge.
It is a method of discovery and therefore it is method of education.	10. It is a method of verification and explanation       and therefore, it is a method of instruction.
This method is very slow. The child acquires first hand information by actual observation of a lot of material.	11.This method is very quick. The child gets readymade knowledge and he makes use of knowledge acquired by others.

 

 

PROJECT METHOD

    Project method based on the philosophy of pragmatism and to lesson the gap between school life and the life in society. This method is based on the principle of ‘learning by doing’ and ‘learning by living’. In this method school curriculum and content of studies are considered from pupils’ point of view. The teacher acts as a guide and instructor. Students are not forced to do anything and teacher is not obstructed by curriculum and time table. It is pupils center method.

     Project method was devised by Kilpatrik and it was perfected by Stevenson with the objective of bringing life into school. The project makes provision for almost all kinds of activities both outside and inside of the classroom.

Definitions:

1.       “A project is a whole-hearted purposeful activity proceeding in a social environment”. –Kilpatrik.

2.       “A project is a problematic act carried to completion in its natural setting”. ----Stevenson.

3.       A project is a bit of real life that has been imparted into school”. ----Ballard.

4.       “It is a unit of activity in which pupils are made responsible for planning and purposing”. --- Parkar.

Principles involved in the Project Method

1. Principle of purpose.
2. Principle of activity.
3. Principle of freedom.
4. Principle of reality.
5. Principle of experience.
6. Principle of co-operation.
7. Principle of living.
8. Principle of learning by doing.

Steps involved in a Project method

1. Proving a Situation: The teacher should provide such situation to the students which may create some problems for them and in which they feel interested to work. “Felt in need” should be the basic for a project. Teacher should visualize the requirement and need of the students.
2. Choosing and Purposing: The students should be allowed to choose a project. The teacher should stimulate discussions by suggestion. While choosing the project, the teacher should bear in mind that it should be of real need to pupil. The purpose of the project should be clearly defined and well understand by the pupil. The wrong selection the teacher should tactfully guide them to choose another project. They should be asked to write reasons for the selections of their topic.
3. Planning: Planning for a project is very important for its successful completion, because the quality of a project completely depends upon the quality of planning made. The students should plan out the whole project under the guidance of the teacher. In planning students are suppose to plan for the activities to be taken up like materials required materials to be collected, place of availability of materials, procedure to be followed place of work distribution of work time required and available, expenditure to be not and finally a blue print of the plan.
4. Executing: The duties are assigned according to the abilities and interest of the students and the teacher acts as controller. The students collect information and perform a variety of activities. It is no use to assigning a work to a wrong student, say to give the work of painting or drawing to a student who cannot draw a straight line even, will be fully. Student interested in reading should be given an assignment on referring books and collecting data, one interested in physical work may be assigned a similar work and so on. It is the largest step and students need patience to complete it. A single project promotes great many activities of knowledge. The teacher should guide encourage and watch the progress of students and should give instructions wherever need it.
5. Evaluation: When the project is complete students should have a discussion over it with the help of teacher. The students are instructed to examine their own project from the point oi view of objectives realized quality of products, usability of the product etc. Finally, the teacher must evaluate and give hid graded ratings to the project work.
6. Recording: The students should keep a complete record of work i.e. planning, discussion, duties, solution and short comings of the project. So that the next project is easy to execute.

 

Criteria of a Good Project

1. The project should be purposeful and complete in itself.
2. It should be selected by active participation of the students.
3. The experience gained should be faithful.
4. It should be challenging.
5. It should be economical from money and time point of view.
6. It should be feasible, at the material resources needed for the project should be available.
7. There should be full freedom for the students to work of their own accord.
8. It should be timely and drawn in relationship with seasons of the year and the interests and needs of the community.
9. It should seek to have individuals see and understand life in its unity.

Role of the Teacher

1.       Teacher should become a friend, a guide and a working partner.

2.       Teacher should stimulate the students to take up project.

3.       Teacher should provide democratic atmosphere in the class. So that pupils can express themselves fully without any fear of the teacher.

4.       Teacher should aim at developing scientific attitude and training in scientific method.

5.       He should be alert and active all the time to see that the project is running in its right line.

6.       Teacher should have initiative, fact and zest for learning and should be well experienced.

7.       Teacher should encourage the students to work collectively and co-operatively.

8.       He should be competent enough in both there critical and practical aspects.

9.       Teacher should help the students in developing traits by allowing them to accept the responsibilities and to discharge them effectively.

Advantages:

1.       This method is based upon the laws of learning. i.e., law of readiness, law of exercise and law of effect.

2.       It teaches dignity of labour and the pupils develop respect and get experience in all type of work.

3.       This method helps in developing critical thinking.

4.       This method promotes social interaction and co-operation among the students.

5.       This method stresses on problem solving approach and hence scientific attitude is developed.

6.       It helps in the development of self-confidence among the students.

7.       It provides maximum educational value as educational content is emphasized.

8.       It develops interest in science hobbies in the right use of leisure time later on.

9.       It is a scientific and systematic method.

10.   It provides the students an opportunity for mutual exchange of ideas.

11.   This method widens the mental horizon of the students.

12.   It calls for whole hearted purposeful activity and help the students to organize their knowledge.

Disadvantages:

1.       This method is time consuming. The syllabus cannot be completed on time by this method

2.       This method is expensive. The cost of education goes up as more expenditure will have to be incurred on well-equipped library, laboratory.

3.       In this method, the work load on teacher is increased.

4.       It gives to the students a superficial knowledge of great many things but not proper ground-work of the foundation of education.

5.       Text-book and material written on this approach are not available.

6.       The teacher has been assumed as master of all subjects. Which is practically not possible.

7.       Some times the projects may be too ambitious and beyond students’ abilities to accomplish.

8.       There is no proper development of the subject. The teaching is disorganized, irregular and discontinuous. The whole-time table is upset.

9.       There is no provision for drill and practice for skill required in Arithmetic and spelling in science etc.

List of some Projects in Physical science

1.       Generating of Electricity. 2. Radio. 3. Transistor. 4. Telephones. 5. Wireless transistor 6. Recording and reproductions of sound etc.