AY 2020-2021

Sci. 115 – The Teaching of Science

Indicative Content
METHODS OF TEACHING SCIENCE
Teacher centred methods
Lesson 1 *Lecture method, Demonstration method
Student centred methods
• Laboratory method
• Discussion method
• Project method
• Problem solving method
• Scientific method
Lesson 2 • Panel Discussion
• Seminar
• Symposium
• Workshop
• Team teaching
Module 3
• Observation method
• Computer Assisted Instruction (CAI)
• Modular Approach,
Lesson 3 Merits and Limitations
Lesson 4 Technology Application
• Audio-Visual Aids
• Classification of teaching aids
- Hardware and software approaches
- Radio, Tape recorder, Television,
Power Point Projection, LCD
Projection, Educational Broadcasts:
Radio and TV - Information
• Communication Technology in Science
Teaching

LEARNING OUTCOMES
On completion of this lesson, one should be able to:
1. Developed an understanding of different methods of teaching science.
2. Identified merits and limitations on different methods of teaching.
3. Utilized technology in the teaching of science.

METHODS OF TEACHING SCIENCE

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Teacher Centered Method

Lecture Method

In a lecture method, the teacher is the speaker most of the time and the
students are just passive listeners. The teacher prepares the talk on a topic and delivers
in the class. Students tend to lose concentration after some time of listening but this
can be taken care of by asking questions in between the lecture and often citing
interesting examples during the lecture.

This method is very economical because a single person can give knowledge
to a large number of students at the same time. Also, no apparatus or materials is
needed. Lecture method is simple, short and fast, thus saving time. This method is
very useful for higher classes where large amount of knowledge needs to be
transferred in a short span of time.

Over to the demerits, lecture method is not a psychologically sound method as

more emphasis is laid on the content. This method does not provide opportunity for
active involvement. It does not give time to the students to grasp the matter as it is
delivered very fa

Demonstration method

In this method, the teacher only shows certain phenomena, concepts or

principles to provide concrete experience to the students. It may include the use of
specimen, film slides, chemicals, equipment and experiments. Students remain active
during the demonstration.

Sophisticated and complicated apparatus can be used by the teacher which

cannot be handled by the students. As only the teacher is handling the equipment,
only less time is consumed.

Scientific facts, principles and theories can be effectively proved through this
method. Demonstration method is a teacher centered method, the principle of learning
by doing is neglected as students do not get a chance to do hands-on works and it is
not effective if done in a large classroom. Also, the individual differences of the
students cannot be taken care of.

Criteria of a Good Demonstration

1. The demonstration should be planned and rehearsed well in

advance.
2. The teacher should be clear of the purpose of demonstration.
3. Demonstration should be the result of the active participation of the
pupils and the teacher.
4. The apparatus of the demonstration should be arranged in order.
5. The demonstration should be visible to all the pupils in the class.

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6. Demonstration should be simple and specific.

7. The apparatus should be simple and within the compression of the
students.
8. Demonstration should be chosen such that it is performable in the
time, available.
9. Demonstration should be supplemented with other teaching aids to
make it more intersection.
10. Demonstration should make the student think and also should
provide opportunities for them to find answer for it through their
own efforts.
11. The teacher should maintain the interest of the students during
demonstration.
12. The teacher should stress the students to write that they observe.

Requisites for a Good demonstration

Here are some tips about the requisites which would help a teacher for a good
demonstration.

1. The demonstration table should be visible to all ought to be carried out

in a properly illuminated room.
2. The apparatus used should be large in size, correct and clear.
3. Always teacher should have apparatus in spare of emergency purpose.
4. A black board behind the demonstration table would be better, in order
to summarize and to draw necessary sketches and diagrams.
5. The teacher’s expertise in handling the apparatus plays an important
role here.
6. Time should be provided for pupils to record the data.
7. Reflective type of questions should be asked to stimulate the power of
reasoning.

Student Centered Methods

Laboratory Method
It is also known as individual practical method or experimental method. In
this method the students are given an opportunity to carry out experiments
independently. They may be provided with manual containing detailed
instructions of procedure regarding the experiments to be performed. The teacher
observes their activities. The teacher offers only guidance wherever necessary.
It provides opportunities for training in scientific methods. It also kindles the
problem solving mentality among pupils. A simple problem like what happens
when a magnet is suspended freely, involves only few steps like
1. Statement of the problem
2. A single trial

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3. Conclusion
In some cases repetition of experiment becomes essential till we obtain
concurrent results.
Discussion Method
This method should also find its due place in the teaching of science. I can be
followed in an institution depending upon the time and resources available. There can
be two different approaches in which any one can be depending upon the available
time.
i. The teacher gives a brief introduction of the topic for discussion. The
students are allowed to prepare individually for an hour or so. However, teacher
would guide them if necessary.
Project Method
Based on the philosophy of pragmatism and to lessen the gap between school
life and the life in the society, project method is employed. According to Dr.
Kilpatrick, “A project is a unit of whole hearted purposeful activity carried on
preferably, in its natural setting’. According to Stevenson, ‘A project is a problematic
act carried to its completion in its natural setting’.
Principle of Project Method
Project method is based on the following principles.
i. Learning by doing.
ii. Learning by living.
iii. Children learn through association, cooperation and activity.
Steps involved in the Project Method
i. Providing a situation
The teachers should provide such situations to the students which may create
interest among them. For this teacher may seek the help of library, laboratories
and journals.
ii. Choosing and proposing
The student should be allowed the project. The teacher should retrain from
proposing any project; otherwise the whole purpose of the method would be
defeated. The teacher must exercise guidance in selection of the projects and if
the students make an unwise choice, the teacher should tactfully guide them for a
better project.
iii. Planning

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For the success of the project, proper planning is a must. In the process of
planning the teacher has to act only as a guide and he should give suggestions at
times but actual planning is to be left to the students
iv. Execution
Once the project has been chosen and the details of the project have been
planned, the teacher ought to help the students to execute the project according to
the plan. This step is the longest step in the project method, hence claims lot of
patience from the part of the students and teacher as well. Students are likely to
face some practical difficulties only during the time of execution. Hence the
teacher should guide and support them.
v. Evaluation
The outcome of every project has to be studied. The evaluation should be
done both by the pupils and the teacher. During evaluation let the students have
self criticism and look through their own failings and findings. The evaluation of
the project has to be done in the light of plans, difficulties in the execution and
achieved results.
vi. Record
A complete faithful record of the project should be kept by the student. The
record prepared must contain every detail from proposal to the execution. It
should also hold information of duties allotted to different students and how far
they were carried out by them. It should also include the details of the places
visited and surveyed, map etc drawn, guidance for future and all other relevant
details.

Roles of the Teacher

1. The teacher has to be well informed. He should initially keep his enthusiasm and
interest alive.
2. He should help students in selecting projects according to their ability, interest and
age.
3. He should be encouraging and inspiring.
4. He should be alert enough to check whether the project is running along right lines.
5. He should suggest books for references, places to visit, people to contact and so on.
6. He should be accessible to the students.
7. He should provide a democratic atmosphere in the class.

Scientific Method
The method or the procedure which the scientists use in the pursuit of science
may be termed as scientific method. Basically, the scientific method is a problem-
solving method, in other words it is a method of solving a problem scientifically. The
students once trained in this method will approach all the problems in the same way,
even if they are put in a situation they quite ignorant of.

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In the words of Lundberg, “Scientific method consists of systematic

observation, classification and interpretation of data”.

Importance of Scientific Method

a. Scientific method is a well sequenced and structured method for finding the
results through experiments.
b. Scientific method of teaching helps to develop the power of reasoning,
application of scientific knowledge, critical thinking and positive attitude in
the learner.
c. Scientific method offers ample opportunities to the students to solve a
problem by an experimental design making use of his previous knowledge.
Hence understanding concept becomes still deeper.
d. In present day’s situation a pupil needs a continuous training and the
outgrowth of day-to-day work in an atmosphere of careful an persistent
investigation.
e. Scientific method helps the students to become real scientists as they learn to
identify and formulate scientific problems. It also provides training and
techniques of information processing
f. It develops a habit of logical thinking in the students as they are required to
interpret data and observation.
g. Through scientific method students learn science on their own and teacher
works only as a guide. It provides a help to the students to learn to see
relationships and pattern among things and variables.
Steps Involved in Scientific Method
1. Sensing the Problem – situation should be provided to the students in
which they feel the need of asking and enquiring the teacher. The teacher
can also raise a problem which stimulate reflective thinking and in help of
arriving at rational solution. The time and availability of resource must be
taken into account.
2. Defining the Problem – the student define their problem in scientific
language and proceed towards the solution the teacher should help them in
framing the statement of the problem, as students may find it difficult to
define the problem by themselves.
3. Analysis of the Problem – the students no find the keywords as phrases in
the problem which provide clue to further study of the problem. At the
same time, the students must have knowledge of every keyword and the
understanding of the whole problem.
4. Formulation of Hypothesis – after interpretation of data, the students are
asked to formulate some tentative hypothesis. A hypothesis is a probable
solution for the problem in hand. The hypothesis should be free from bias
and self-inclination.
5. Selection and Testing of Most Appropriate Hypothesis – students may
end up with many hypothesis for the same problem. Here they can select

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the most tenable hypothesis by rejecting others through experimentation

and discussion.

6. Collection of Data – after the analysis of the problem, the teacher

suggests on the problem. Based on the guidelines of the teacher, the
students start the work of collection of relevant data. This might include
collection of models, picture specimens, as audio-visual aids. Apart from
this, some problems may require some field trips for collection of data.
While collecting data as far as possible mechanical and personal errors
should be avoided.
7. Interpreting the Data – this step involves reflective thinking. The phase
of problem solving demands much guidance from the teacher. The data is
organized on the basis of similarities and difference. They can construct
table and graphs.
8. Drawing Conclusion and Making Generalization – in this step
conclusions are drawn from the selected hypothesis. The result should
support the expected solution. The experiments might be repeated to check
the consistency and correctness of the conclusions drawn. When the
same conclusions are drawn from different sets of experimentation under
similar situations, they may go for generalization of their conclusions.
9. Application of Generalization to New Situations – the students should
be able to apply generalization in their daily life under new situation and
hence, minimizing the gap between classroom situation and real-life
situations

Panel Discussion
Panel discussions technique was originated by Harry A. Overstreet in 1929.
Panel discussion technique is a discussion in which few persons (the panel) carry on
conversation in front of the audience. At the end of the discussion, the audience will
also participate. The audience put important questions and the experts answer them
and clarify the points. In other words, a panel discussion is a specific format used in a
meeting, conference or convention. It is a live or virtual discussion about a specific
topic amongst a selected group of panelists who share differing perspectives in front
of a large audience. Educational panel discussion is used in educational institutions to
provide factual and conceptual knowledge and clarification of certain theories and
principles. Sometimes these are organized to find out the solutions of certain
problems. Objectives of educational panel discussions, to provide factual information
and conceptual knowledge, to give awareness of theories and principles and to
provide solution of certain problem.
Seminar
Science teachers can attend seminar in science and other subjects. The seminar
may be arranged on particular topic or it can be on various problems. A working

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paper is prepared beforehand which is presented before participants the seminar may
be held on new techniques of teaching, teaching learning process, teaching of special
children, improvement of science curriculum, science practical of different classes
etc. Seminars widen a professional outlook of science teachers.

Symposium
The term symposium has come to refer to any event where multiple speeches
are made. A symposium suggests that more than one person is speaking. A
symposium is typically a more formal or academic gathering, featuring multiple
experts delivering short presentations on a particular topic. In other words,
symposium is meeting of a number experts in a particular field at which papers are
presented by specialists on particular subjects and discussed with a view to making
recommendations concerning the problems under discussion. Symposium is a
meeting or conference for the discussion of some subjects, especially a meeting at
which several speakers talk on or discuss a topic before an audience. The different
members of academic world would gather at the symposium who talk and take
questions from the audience about public funding of academic institutes.
Workshop
A workshop is different from a seminar. The approach taken in workshop is
practical. The work distributed among various participants divided in groups and
these groups discuss it and come to conclusion. These can be arranged on lesson
planning, curriculum, evaluation system etc.
Team Teaching
The idea of team teaching is comparatively new in the field of education. It is
one of the most interesting and potentially significant recent developments in
education. It is an organizational structure to improve teaching learning process
in the classroom. It is an innovation in school organization in which two or more
teachers teach a group of students. The group is benefited by the expertise of
different teachers.
Personalized System of Instruction
The Keller plan, originated by Fred S. Keller in 1965, is plan of
individualized instruction. Still it remains the merits of collective instruction to
great extent. It is felt that Keller plan is definitely a better approach to learning
than the conventional spoon-feeding method of lecturing in the classroom. The
plan is better suited for college level instruction.
Characteristics of Keller Plan:
1. Keller plan is sequence of three-step cycles of learning process with
presentation, response and consequence arranged in such way as to optimize
learning.

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2. The course policy is explained to the students in the beginning and he is given
the study guide.
3. The course content is divided into about 12 to 20 units which can be mastered
by a student in about a week.
4. The student is expected to master unit by unit at his own pace.
5. The student first gets the unit-1 along with the study guide.
6. The study guide is prepared by the teacher.
7. It gives explicit objectives, he will take the unit test.
8. Unit is assessed by a test of duration 20 to 25 minutes and scoring of the same
is one in 5 minutes.
9. The learning materials for each unit are text book and study guides.
10. The structure and organization of a study guide include: instruction of each
unit, behavioural objectives, procedure, text supplement and test questions.

Computer Assisted Instruction (CAI)

The Computer Assisted Instruction (CAI) dates back to the early 1960’s.
instruction of micro-computers in 1980’s generated a new enthusiasm to use it for
instructional purposes. Now the microcomputers are being used on a regular basis
widely at all levels of education from primary to university. CAI has become an
integral part of the learning process in the advanced and developed countries of
the world.
Modular Approach
An approach to the design of equipment, system, programs and the like, in
which independently prepared and self-contained units, or modules, are combined to
form the final product. This allows for simultaneously developing and testing the
various components and also helps breaking down a large and complex system into
more manageable parts. Also called modular principle, modular technique, modular
design, building blocks approach or building- blocks design.
Audio – Visual Aids
Definition of Audio- Visual Aids
According to Burton, audio- visual aids are those sensory objects or images
which initiate or stimulate and reinforce learning.
According to Carter. V. Good: Audio – Visual aids are those aids which help
in completing the triangular process of learning i.e. motivation, classification and
stimulation.
According to Edgar Dale: Audio –Visual aids are those devices by the use of
which communication of ideas between persons and groups in various teaching and
training situations are help. These are also termed as multi-sensory materials.
According to Kinder, S. James: Audio – Visual aids are anything by means of
which learning process may be encouraged or carried on through the sense of hearing
or sense of sight.

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The Psychology of using Audio- Visual Aids

Education, whatever are its goals or objectives, involves learning. Learning is
modification of behaviour which is the result of post experience or priority activity.
The basic learning experiences or the input of learning have to reach the pupil through
his/ her senses. As such, the senses along with the intellect are vital to learning. In one
way sense appear to be even more important than cognitive interpretative abilities for
learning as there can be nothing in the intellect which has not been transmitted
through the senses.

Our senses are the gateways to acquire knowledge.

We learn 1.0% through TASTE

1.5% through TOUCH
3.5% through SMELL
11.0% through HEARING
83.0% through SIGHT
We remember 20% of what we HEAR
30% of what we SEE
50% of what we SEE and HEAR
80% of what we SAY
90% of what we SAY and DO.

Popular saying on Audio – visual aids

“The thing which I hear, I may forget
The thing which I see, I may remember
The thing which I do, I cannot forget”.

Classification of Visual Aids

I. VISUAL AIDS
1. Chalk
2. Charts and Diagrams
3. Motion Pictures, Film strips and Slides
4. Flannel Graph and Bulletin Board
5. Textbooks, album
6. Real Objects
7. Epidiascope and Microscope
II. AUDIO AID
1. Radio
2. Gramophone
3. Tape Recorder
4. Headphone
5. Computer
6. Printed Material with recorded sound
III. AUDIO VISUAL AIDS

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1. Films
2. Televisions
3. Video
4. CD’s
IV. ACTIVITY AIDS
1. Aquarium
2. Nature Study Garden
3. Excursions and visit to places of scientific interest

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VISUAL AIDS
 Chalk Board one of the oldest and most important aides in teaching
and it is the best friend of teacher. This device is not replaced by the
arrival of even new and better devices. It is indispensable. It is the
cheapest and most valuable device.
 Graphs represent visual aids of depicting numerical or qualitative
relationships. Graphs maybe broadly classified as statistical and
mathematical. For the purpose of instructional aid, we make use of
statistical graphs. Statistical graphs are the means of presenting the
data in visual form.
• Bar Graph
• The Circle Pie Graph
• Line Graph
• The Pictorial Graph
 Diagram may be defined as the graphic visual description of a process or
phenomenon. Actually they try to explain rather than representing a thing or
phenomenon. The symbolism used in many cases, is quite abstract and
requires understanding and study on a part of students in proper
interpretation. Therefore diagrams re should be used with one case only in
instances wherein students have demonstrated a capacity for comprehending
such abstractions.
 Models are the teaching copies of the real objects with a suitable change in
size, complexity, timing, safety and cost factors. They are so designed as t
match the real objects and suit the desired instructional purposes. Model can
be solid or may shown just the outlines for demonstrating the external
features of a real project. Cross sectional models are constructed in sections
and disassemble to show internal construction of structure. Workable models
can be manipulated and operated to demonstrate operations or processes of
the objects re[presented
 Flannel Graph is useful aid which can be applied in teaching science. The
chief value of this is that the prepared diagrams are ready without loss of time
at the moment they are needed and can be used over and over again for
period of years.
 Epidiascope this device has a additional advantage over the magic lantern by
projecting opaque object besides the transparent slides on the screen. With its
help any picture, charts, maps, diagram, photograph or printing material can

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be projected in the screen without having it off from the book. No slide is
needed for this purpose. In this way, the device serves two purpose. Ehen it is
used to project a opaque object it works in a episcope and when it is used to
project slides, then it serves as diascope. That’s why it is named as
epidiascope.

AUDIO AIDS
• Radio as an effective aid device capable of providing valuable assistance to
the teacher in the classroom by presenting worthwhile information and
learning experience simultaneously to a large number of students. Radio
gives us the current news of the whole world. We can hear talks of great
scientist in different parts of the world.
• Tape Recorder another teaching aid available to a science teacher is records
of short talks an interesting scientific topics by eminent scientist, doctors,
etc. magnetic tapes such recorded talks are now available and the talk can be
easily reproduced in the classroom. These talk provide inspiration to the
students and and such a talk once recorded can be use again and again.

AUDIO VISUAL AIDS

 Films make the concept clear, durable and realistic. It has now been realize to
manufacture films for children only having lots of color, music, action and
simple realistic plot which can appeal and have a constructive desirable
influence on the emotion of the children.
 Television The role of lelewslon in the present day world Is becoming more
and more Important and it is one of the most important teaching aids. It
combines the advantages of a radio and of a film This is can be used for mass
education and now U G C programmes are a regular feature on ‘doordarshan'.
The topics of discussion are announced in advance and lesson from well
qualified reasons and specialist In their fields are shown on T V teacher can
easily plan his work accordingly and in this way he can make use of T V as a
teaching aid.

ACTIVITY AIDS
 Aquarium every school should have a ‘Iive corner' where the animals and
plants are grown and reared. Such activities In the school open new avenues of
enjoyment and interest. The pupils observe the Interdependence of animals
and plants. An aquarium is a small pond arranged in the class room which
provides opportunities for an unlimited amount of spontaneous undirected
observation and enjoyment.

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 Nature study Is one of the important aspects at the elementary stage and is
only possible if the school has a garden of Its own In the secondary school
where gardening is one of the subjects the teaching of plant life and animal life
becomes easy. The pupils learn by observation from nature and environments.

HARDWARE AND SOFTWARE APPRROACHES

Educational technology can be classified into two categories ie. The hardware
approach and software approach

Hardware Approaches
lt is based on the application of engineering principles for developing
electromechanical equipment for instructional purposes This approach is, the result of
the impact of scientific and technological development during the present century.
Hardware approach mechanizes the process of teaching so that teachers would be able
to deal with more students with less expenditure in education than before Hardware
device Include the following:
1 Computers,
2 Epidiascope.
3 Magic Lantern,
4 Motion Pictures,
5 Overhead Projectors
6 Radio,
7. Slide and film projector,
8. Tape recorder‘
9. Teaching Machines,
10. Television.

Software Approach
This uses the principle of psychology for building in the learner a complex
repertory of knowledge modifying his behavior. It has originated from the pioneering
work of skinner and other behaviorist. The programme which utilizes such a
technology products are often called “Software". Software approach is characterized
by task analysts, writing precise Objectives, selection of appropriate learning
strategies. Immediate reinforcement of response and constant evaluation Newspapers,
books, magazines, educational games, flash cards may also form part of software.

EDUCATIONAL BROADCASTS

Radio

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According to R0. Reynolds writes “Radio is the most significant medium for
education In it’s broadest sense that has been introduced since the turn of the century
As a supplement to classroom teaching Its possibilities are almost unlimited. Its
teaching possibilities are not confined to the five or six hours of the school day. It is
available from early morning till long after midnight. Buy utilizing the rich
educational and cultural offerings of the radio, children and adults in communities,
however remote, have access to the best of the world‘s stores of knowledge and art.
Some day it is use as an educational instrument will be as common place as textbooks
and blackboards. Radio broadcast is a one-way communication. Students cannot put
questions to the broadcaster. lt bringing the school into contact with the world around
and helping in the spread of elementary and adult education.
Educational Television
Television is the most potential instrument in educating masses and their by
narrowing down the gap of progress between the developing and deveIoped countries
of the world. Forr a country like India which has vast and lnaccessible areas, different
Climatic conditions, larger and ever growing population, TV, can be an important
central media in providing functional, formal and non-formal education to the masses.
It can also help m bringing about social and cultural changes bearing on art, music,
drama and literature. lt is through television that stimulating and thought-provoking
views of renowned statement, scientists, educationists, artists and teachers can be
shared by all. Television helps in enforcing the pubic understanding of social, political
and scientific advancement of a country

INFORMATION AND COMMUNICATION TECHNOLOGY IN SCIENCE

Information and communication technology means the Implementation of
different branches of technology in the process of the communication of information.
In a broader sense, ICT is taken to refer to the whole set of enabling technology
concerned with communication, manipulation of Information (hardware and
software), networking, data storage transmission of voice and video.

DEFINITION OF ICT
lnformation : lts storage, retrieval and processmg
Communication: Between machine and machine and machine and man
Technology : Scientific and technological aspects for managing information and
communication
Web Based Education Commission (2000) US Kerry’s Report ICT can be defined as
the use of hardware and software for efficient management of information i.e.,
storage, retrieval, processing, communication, diffusion and sharing of information
for social, economical and cultural upliftment

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UNESCO ICT can be considered as the “scientific, technological and engineering

disciplines and the management techniques used in Information handling and
processing their application. Computers and their Interaction with men and machines
an nod associated social, economical and cultural matters“.

Dimensions of ICT
Access to ICT and e-literary has four primary dimensions; attitudinal, financial, skill
and infrastructure
Attitudinal: Perceiving ICT skills and access to the internet as a value adding and
important future well being, perceiving the internet as having meaningful and relevant
content; being confident and motivated to go online
Financial: Being able to connect to the internet from home, work or a community
location and a way, which enables a person to learn ICT skills and carry out required
activities through affordable access to PC with connectivity to internet.
Skills: Having sufficient skills or access to tuition to develop or increase skills to use
ICT to an optimal level for personal and economic gain.
Infrastructure: Having sufficient levels of bandwidth available to carry out e-
economic, e-government or educational interactions.
Educational Implications of ICT
a) Time, space and socio economic factors are no longer major banners to leaning
b) Decentralized nature of the new technology frees the learner from the technology
provider.
c) Learners have access to variety of learning resources
d) Up-to-date knowledge from any part of the world
e) New media allows interactive learner need not be a passive recipient of
knowledge.
f.) New technology allows the learner to receive information in a variety

USE OF ICT FROM ACADEMIC POINT OF VIEW

1. Students and ICT
The rapid technological development means that knowledge is no longer a “once in a
lifetime" experiences for the individual it is rather an asset, which constantly has to be
updated Therefore, the crucial new factor In connection with the Information society
is that students are to be qualified creativity to sort, select process and use the get
amount of information which ICT gives to. Moreover in connection with the basic

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education they are to acquire new methods of learning processes in order to enable
them to take a material responsibility for a continual and lifelong updating their
qualifications.
2. The Teachers and ICT
The teachers are to be educated concurrently with the increase in the use of lCT. New
knowledge based on the latest research and new Interpretations of existing knowledge
can in a few seconds be distributed globally with the use of Information technology
and electronic communication. Knowledge is constantly changing or is becoming
obsoletes for rapidly that the distributors of knowledge the teachers can hardly be
constantly updated Knowledge is not static but dynamic and It moves at lightning
speed in the information society. The very speed In which the amount of knowledge is
increasing globally makes other demands on the teachers of today and of the future.
Therefore. It is necessary to revise the traditional understanding for the role of the
teachers of today and of the future Therefore. It is necessary to revise the traditional
understanding of the role of the teacher in the Information society‘s education system.
3. The Subject and ICT
When we speak colloquially about the Integration of ICT in education and teaching
we speak primarily about the ICT-Integration in the subjects (and the teaching
dissemination of them) It is therefore, a crucial question, whether the Integration of
ICT bearings on the self understanding and development of a subject and if it has,
With ones and to what extent.
4. Equal and Flexible Access in a Lifelong Education
Regardless of the age educational background and geographical location. It is to be
ensured that everybody have the opportunity of participation in a wide range of
educational activities. An ICT educational policy strategy in this area among other
things include a strong development of virtual educational programme where physical
presence is not Imperative and here the advantage of programme, which are
independent of geography and time, can be implemented
There are already numbers of programmers within adult education but In the future
there ought to be an additional focus on increasing the ICT qualifications of the entire
population.
5. Coordination of lCT-related Research and Education
There is need for strengthening of the research effort within educational and teaching
methods in general, including a special effort within the now ICT based education on
and teaching methods. In that way a systematic gathering and development of new
pioneering education and teaching methods will be ensured.

UTILIZATION OF E-RESOURCES lN SCIENCE CLASS ROOM

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i. Floppy Discs: Most computers come with a 35inch disc drive. The 3.5 inch used to
transfer small amounts of data between computers. Before data is use stored on a disc,
the discs needs to be formatted. This creates a magnetic map of the disc surface to
enable the data to be either read from the discs or written onto the disc very quickly.
ii. CD-ROM (Drives): CD-ROM drives use the same technology as music CDs and
CD players. The data is stored on the disk digitally and a laser beam is used to read
the data off the disc. Because light is used to read the due the data may be packed
closely and the disc therefore has a large capacity. Because of their huge storage
capacities they are useful for distributing software, storing clip art and use in
multimedia systems CD-ROMS are read only discs, which mean that you can read
data off the disc but not alter it or store new data. A CD recordable (CD-R) drive has
a read/write capability. Standard CD-R dics can be written only once, but there is a
type of dics called CD-RW that within a suitable drive can be written, erased and
rewritten.
iii. E-Learning: An Innovative application of computer on the teaching and learning
process is e learning. E learning may be network-based, internet based which includes
text, video, audio. animation and virtual environments. E learning may be stated in the
following ways:
a. E learning is learning on lnternet time.
b. E learning uses the power of networks primarily those that rely not only on lnternet
technologies but also satellite networks, and digital content to enable learning.
c. E learning is the use of network technology to design, deliver, select, administer,
and extend learning
d. E learning is Internet-enabled leaning. Components can Include content delivery in
multiple formats, management of the learning experience, and a networked
community of learners, content developers and exports
E-learning provides faster learning at reduced costs, increased access to learning, and
clear accountability for all participants in the learning process. The following are the
important features of E learning:
a. E-learning is dynamic
b. E-learning operates In real time.
c. E learning is collaborative
d E-learning is Individual
e E learning is comprehensive

E-learning has definite benefits over traditional classroom training. While the most
obvious are the flexibility and the cost savings from not having to travel or spend
excess time away from work there are also others that might not be so obvious.

Roles of Internet in Teaching

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1. Learning may take place anytime and anywhere

2. The approach ensure quality of opportunities in higher education for all.
3. A strong foundation is linked for the creation of ‘learning society’
4. Learners would in course of time, become independent learners
5. Learners need not be dependent on a single or few books only for their
learning.
6. Authentic learning materials based on real life experiences are provided to
them through the net
7. The learner is all the time active and not passive.

Instructions: Be able to answer the following questions through collaboration

and engagement of each members in your team. This is a group work activity.
Questions Points
1. Mention any two occasions in which lecture method 8
becomes more effective.
2. What are the three principles of project method. Why 15
it is considered a very effective strategy?
3. Why audio –visual aid is necessary in the classroom ? 7
4. Relate Dale’s cone of experience to the three 20
principles of project method.
5. Why is there a need to make use of e-learning in the 10
teaching and learning process? Cite at least 3 reasons.
Total 60

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