This method is one of the important
methods of teaching science because it forms an integral part of effective
science teaching.
Under this method, teacher encourages
the students to derive various scientific laws and principles on their own by
getting personally involved in the experiment work.
For this, provision of a well equipped
laboratory is made by the teacher. Along with such materials and facilities,
proper instructions are being provided by the teacher to the students by which
they can carry out their experimentally. They carry on the experiments and
record the observation properly, on the basis of which they infer their results
or draw conclusions. Entire work of the students is being supervised and controlled
by the teacher, as a result of meeting with any kind of accident reduces to
considerable extent. Not only this, with this, students perform their work.
Without conducting any kind of mistake.
For science teaching, this method is
used to maximum possible extent by the teachers, as a result of which some
experts have divided into.
ADVANTAGES OF LABOURATORY/INQUIRING METHOD OF TEACHING SCIENCE
The followings are the advantages of
labouratory method of teaching science.
1. Through this method, a science teacher
can provides various kinds of learning experiences to the students, as a result
of which information gained them turns out to be of permanent kind.
2. In this method, individual differences
and interest of all the students are taken into consideration, as a result of
which, it is considered to be one of the psychological method of teaching. As
more importance is assigned to student in this method, as a result of which, it
is considered as child centred method. As no students is required to accept the
beliefs and orders of the teacher and full freedom is provided to them to
participated in the labouratory activities, as a result of which they being to
learn various important by doing works themselves.
3. Through this method, students learn to explore
various things on their own. They also learn to verify various scientific facts
and principles. Some student become able to solve out various kinds of problems
arising in this life own their own, as they possess of high level of
self-confidence.
4. Through this Method, an inimate
relationship got developed in between the students and teacher, as students are
required to acquire necessary guidance for performing practical work from the
teacher while the teacher provides proper individual attention to them, by
which all of them come closer to each other.
5. As the students directly get indulged in the
experimental function and handle the various complex instruments themselves,
thus various kind of practical skills and proficiency get developed in them to
considerable extent, with the help of which they proved to the successful in
learning their live lost in the future.
DISADVANTAGES OF LABOURATORY/ INQUIRING METHOD OF
TEACHING SCIENCE.
These
methods have some specific kind of limitations also, some of which are as
follows:-
1. There are some kinds of knowledge which
cannot be verified through experiments, as a result of which this method has
limited applicability. Not only this, generally if is found that teachers do
not allow the student to make experiments independently, as if involves certain
kind of risk of occurrence of accident
2. As all the students get involved in
experiment works because of which it becomes necessary to provide them with
separate equipments and other materials but it is not possible for the teachers
to do so as the main problem in our nation is storage of resources.
3. For procuring the essential material and
essential material and facilities, a huge amount of funds are required, because
of which this method is considered to be expensive. It is not possible to make
use of such method in school of our nation, especially in government school.
4. As every students in expected to learn by
performing experiments, thus it is felt by some experts that this methods
expects to much from the students. In this method, students feels heavy burden
on themselves as a result of which they do not get involved in the exploration and
investigation processes with their fullest capacities.
5. Not only the students feel lot of burden
on them, but teacher also have the same kind of tendency. Sometimes, teacher
fund it difficult to attend to the individual needs of the students, as they
differ from each other to considerable extent. As a result of this student get
discouraged, as a result of which, it becomes very difficult for teacher to
provide timely help and guidance to them.
DEMONSTRATION METHOD OF TEACHING SCIENCE
As
is clear from name of the method that through the method, various scientific procedures,
processes and phenomenon are being shown to the students. This method covers
the drawback or limitations found in the lecture method in which much
importance was paid to the teacher. This is the method in which both teacher and
students got the opportunity to put their views and ideas. Through such
opportunities, students feel a sense of belonging with the teaching process.
This
method creates such kind of atmosphere in the classroom were student got ample
opportunities to get developed. It can be said that in demonstration method,
teacher really performs the task of teaching.
Before
the student, certain kinds of experiments are conducted by the teacher. Students observe it and ask various kinds
of questions concerning the experimental function performed by teacher. After
observation, students are required to explain every step taken by the teacher properly,
as a result of which they feel a kind of compulsion to concentration their
attention solely on the experimental process conducted by the teacher. Teacher
put various kinds of question regarding the function the observe. Thus a kind of
discussion is being held by the teacher in the classroom; in which all the
student get the opportunity to represent or put forward their views and ideas.
This
is an important method for science teaching as science is not only a
theoretical subject but have a considerable portion of practical work also. By
carrying out the successful demonstration activities in teaching process, a
teacher can provide concrete experiences to the students.
Through this method, students get
opportunities to play active role in learning process, as a result of which
their faculties of observation and reasoning get exercised and developed property.
Demonstration method can be used in science teaching for attaining number of purposes.
It can be used while beginning a new lesson or unit; such demonstration when prescribed
for the first to a group of students will stimulate interest and curiosity
among them. This can be used to represent various scientific methods and
techniques. Through it, students can learn to use and operate various scientific
equipments.
Through
this method, students can also be taught the procedures by which they can take accurate
readings of various equipments. Teacher can taught the students the manner in
which they can apply scientific concepts in their daily life through this
method. Various kinds of demonstrations can be done by the teacher show the
activities by which they can out sort out various kinds of scientific problems.
ADVANTAGES OF DEMONSTRATION METHOD OF TEACHING SCIENCE
1. This method of teaching serves as model laboratory
instruction.
2. Experiment shown as demonstration points
out this matter of observation and indicates this inference
3. It makes the pupils familiar with the
nature and use of apparatus.
4. Experiments requiring special skill will merely
be shown by the teacher. In this method no time is wasted.
5. Teacher’s time is properly utilized in
watching the students doing experiments.
DISADVANTAGES OF DEMONSTRATION METHOD OF TEACHING SCIENCE
1. There is danger of students being dishonest
when teacher has to play the main role in the discussion and demonstration of
the topic
THE DISCOVERY METHOD OF TEACHING SCIENCE
·
Discovery, as a teaching approach, has
a long history to it, which blossomed during the curriculum development years
of the sixties. Despites the long existence of the term “discovery” users of
the term in science education hardly realized that they use it in many ways.
Discovery, as a teaching approach, has a history much longer than the currents manifestation,
which blossomed in the 1960’s Willoughby (1963) and bolding (1969) that the
teaching methods of Socrates are related to the current use of the term and
skinner (1968) believe the great principle expounded by Rousseau in Emile was
discovery: let the and student learn from nature. Let him go directly to the
facts, to things which alone are incorruptible. More recently, Dewey’s learning
by doing has been regarded as being synonyms with discovery teaching. Similarly,
it is possible to trace much of the current interest is discovery teaching to
plangent and burner. Discovery teaching and leering discussion in the 1950’s
and 1960’s (Schulman and kusiar, 1966) and the interest continue leg (Abimbonla,
1981, olarinoye, 1982). During this penned, learning by Discovery dominated by
the writing of educational psychologists, but real manifestation of the
Discovery movement for teachers was in the development of methods for teaching
science by “discovery” Discovery teaching curriculum projects were common
during his period -sexually in mathematics
science. Representative programs in science include Elementary science study,
physical science study this paper is therefore an attempt to provide a base
form which the analysis of the farm can begin – the conceptions of the
discovery held by philosophers of science philosophers of science is a useful
tool for their paralysis because of its pedagogical value. The implications of
the result of the analysis are explored with specifies suggestion for
curricular and instructional design. One hopes that users of the term
“discovery” will pay attention to its compile nature. Committee, chemical
Education Materials study; Biological sciences curriculum study; and science
through discovery in the U.S.
In spite of the under use of the concept of discovery in the development on
curricula, there is still no general a agreement on the meaning of the term.
For example, kindler, (1966), in repeating on the competence on learning by
discovery mused that: there is no agreement what we failed to agree about the
meaning of the concept of discovery.
·
Disadvantages
(1)
it takes a long time to reach
objectives.
(2)
if the objective is too hard then
there’s the risk of learners not taking part fully.
Advantages of discovery
Strategy or Approach
1.
it shift from extrinsic to intrinsic
motivation
2.
Increase intellectual development.
3. Increase in memory retention
4. Discovery is available to student investigative
process.
Disadvantage of discovery method of
teaching science
1.
This method consumes a lot of time
2.
It is costly as abundant teaching
materials are required.
(4)
Simulation / game method of teaching
science
This method involves the incorporation of
games and plays in teaching Science. It is useful especially at the lower
classes where the students inadvertently from the subject of the study. several
games are being developed with scientific concepts. E.g spider web is very
useful in learning development stages of insects. In this era of improvisation
especially with local material resources, the method it adopted might prove
very effective in demystifying abstract nature of science like chemistry and physics.
Simulation/game as a strategy has proved very
effective in the
learning of mathematics
ADVANTAGES OF SIMULATION METHOD
TEACHING OF SCIENCE
1. They can save a lot of clerical work for
students.
2. It helps in development of skills
3. It develop high-involvement learning
4. It create lower cost and risk.
DISDVANTAGES OF SIMULATION METHOD OF TEACHING
SCIENCE
1. This
method may not be effective in teaching a large number of students.
2. The
method cannot be used in teaching dull students.