Methodology of Teaching Science
Methodology of Teaching Science
History, Nature and Definitions of Science
| Aspect | Explanation |
|---|---|
| Meaning of Science | Study of nature through observation and experiments |
| Nature of Science | Curiosity based, experimental and logical |
| Earlier View | Science as information giving subject |
| Modern View | Science as activity-based learning |
Science = Observe → Ask → Try → Think → Learn
- Science develops questioning and thinking
- It connects school learning with daily life
- Modern teaching focuses on “learning by doing”
- Children learn better through activities and experiments
Always relate science topics to daily life examples of children.
Aims, Values and Instructional Objectives of Teaching Science
| Aim | Description |
|---|---|
| Curiosity | Encourage children to ask questions |
| Scientific Attitude | Develop logical and critical thinking |
| Observation | Improve power of seeing and understanding |
| Skill Development | Hands-on and practical skills |
Science teaching builds: Curiosity + Thinking + Skills
- Develop honesty and open-mindedness
- Encourage cooperation and teamwork
- Utilize Bloom’s levels: Knowledge, Understanding, Application, Skill
Frame objectives using action words like identify, explain, demonstrate.
Methods of Teaching Science at Primary Level
| Method | Use |
|---|---|
| Activity Method | Learning by doing |
| Play-way Method | Learning through play |
| Discovery Method | Children find answers themselves |
| Demonstration | Teacher shows experiments |
| Project Method | Learning through real-life tasks |
5E Model = Engage → Explore → Explain → Elaborate → Evaluate
- Learning steps: Observe → Question → Experiment → Discuss → Conclude
- Inductive: Example to rule
- Deductive: Rule to example
- Remedial teaching for slow learners
Use simple local examples for better understanding.
Instructional Material, TLM and Resource Utilization
| TLM Type | Examples |
|---|---|
| Low-cost | Leaves, stones, seeds |
| No-cost | Sunlight, water, air, soil |
| Improvised | Plastic bottle baloons, homemade magnets |
TLM makes learning easy, interesting and permanent
- School garden supports plant studies
- Science corner builds curiosity
- Community resources like farmer and doctor for real experience
- Use of charts, models and science kits
Use local materials to make low-cost teaching aids.
Curriculum, Textbook and Instructional Planning
| Plan Type | Purpose |
|---|---|
| Year Plan | Planning syllabus for full year |
| Unit Plan | Planning one unit or chapter |
| Lesson Plan | Planning one class period |
Lesson Plan Steps = Previous Knowledge → Motivation → Presentation → Recap → Homework
- Good textbooks are simple, picture-based and activity-oriented
- Theme-based and integrated learning works best for EVS
- Lesson plans must include learning objectives clearly
Always connect the new topic with previous knowledge of students.
Assessment, Evaluation and Continuous Comprehensive Evaluation
| Type | Purpose |
|---|---|
| Assessment | To check learning progress |
| Evaluation | To judge performance level |
| Measurement | To give scores or marks |
Formative = During learning
Summative = End of learning
Summative = End of learning
- CCE checks overall development of child
- Tools: oral questions, worksheets, projects, activities
- Use assessment for feedback and remedial teaching
- Maintain science activity record and portfolio
Assessment must support learning, not create fear.