Traditional Teaching C H A R I E LY T.

B AT O M A L A Q U E

A N I E LY N A . C O S E P

Approaches in Teaching Science K E Z I A PAY E C . ATA C A D O R

TRADITIONAL TEACHING METHOD

Known as conventional education

Ensured that students were rewarded for their

efforts

Used class periods efficiently

Exercised clear rules to manage students’

behavior

Based on established customs 

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What are the traditional
teaching methods in
teaching SCIENCE?

 Lecture method
 Demonstration method
 Laboratory method
 Project method
 Problem solving method
 Question answer method
 Brain storming method
 Heuristic method
 Assignment method
 Role playing method
 Innovative method
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 Lecture Method

 means speech or talk

 teacher is the speaker most of the time and the students just passive listeners
 prepares the talk on a topic and delivers in the class
 economical because a single person can give knowledge to a large number of students
at the same time
 simple, short and fast, thus saving time.
 effective method for fact based knowledge and historical explanations and also in
certain situations such as introduction of a topic, instructions for some activity, revision
of the content, etc.

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 Lecture Method

 useful for higher classes where large amount of knowledge needs to be transferred in a
short span of time.
 psychologically sound method as more emphasis is laid on the content
 does not provide opportunity for active involvement.

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 Demonstration method

 means to show
 shows certain phenomena, concepts or principles to provide concrete experience to the
students
 include the use of specimen, film slides,chemicals,equipments 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.
 less time is consumed

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 Demonstration method

 Scientific facts, principles and theories can be effectively proved

Demerits of Demonstration Method
 teacher centered method, the principle of learning by doing is neglected as students do not get a chance to
experiment.

 not effective if done in a large classroom.

 individual differences of the students cannot be taken care of.

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Laboratory method
 one such method which is based on this principle of learning by doing.
 teachers acts as a guide and supervisor and gives instructions including required
materials and equipment's.
 students perform the experiment, records observations and draws inferences
 teacher goes to the students, observes what is being done, corrects them if something is
wrong.
 During the process the students learn by doing to gain permanent knowledge.
 The students are active through out the class and they are learning on their own by
doing.

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Laboratory method
 The knowledge gained is permanent.
 Weakness of each student can be identified and required help can be provided.
 This method also facilitates training in scientific method i.e., training in performing
experiments, observing, recording data, interpreting results and drawing conclusions.
 Demerits of Demonstration Method
 The demerits of this method is that it is an expensive method as separate equipment's are needed for each
students.

 to be useful, teacher-student ratio has to be low, otherwise. the teacher cannot pay attention to each student

 suitable for some specific type of topics only. It also needs more effort on the part of the teacher as she is
expected to prepare the instructions and observe each student.

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Project method
 one such method which is based on this principle of learning by doing.
 teachers acts as a guide and supervisor and gives instructions including required
materials and equipment's.
 students perform the experiment, records observations and draws inferences
 teacher goes to the students, observes what is being done, corrects them if something is
wrong.
 During the process the students learn by doing to gain permanent knowledge.
 The students are active through out the class and they are learning on their own by
doing.

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Project method
 knowledge gained is permanent.
 Weakness of each student can be identified and required help can be provided.
 This method also facilitates training in scientific method i.e., training in performing
experiments, observing, recording data, interpreting results and drawing conclusions.
 demerits of this method
 is that it is an expensive method as separate equipment's are needed for each students.

 to be useful, teacher-student ratio has to be low, otherwise. the teacher cannot pay attention to each student

 suitable for some specific type of topics only. It also needs more effort on the part of the teacher as she is expected to
prepare the instructions and observe each student.

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Problem solving method
 provides the students an opportunity to solve problems on their own by following some
scientific steps
 lessons starts with a problem and some possible solutions are thought by the students
on the basis of their previous knowledge
 Process of Problem Solving Method:
 1. Identify, state and then explain through discussions, self study, practical work, etc.
 2. Delimitation of the problem concentrating only on those parts of the problem which are within the
reach of the students
 3. Hypotheses is formulated for investigation, the hypotheses is tested through experiments and the
conclusion is reached finding out the best hypotheses

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Problem solving method
 the habit of self learning is developed and the students develop problem solving skills
 A scientific attitude is also inculcated in them each time when they follow the steps in
solving a problem.

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Brain storming method
 brain storming method, a problem is given to the students.
 Everybody gives their views on the problem and discusses it.
 Points emerging from the discussion are noted on the black board.
 Through the discussion and debate, a solution is found.
 This method gives a chance to everyone to express their thoughts and contemplate on
it.
 This method is useful in higher classes and encourages students to express themselves
and to think independently, logically and critically.
 It also encourages creativity.
 This method is suitable for a very few top
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Heuristic method
 was given by Prof H.E.Armstrong, a professor of chemistry in London.
 students are given a problem and all the necessary instructions to solve it.
 does not intend for being a separate method but it incorporated any method which
enables the development of scientific enquiry.
 students are actively involved, the spirit of enquiry is developed and the acquired
knowledge is permanent
 The habit of self study and hard work and a scientific attitude are developed in the
students with teachers only for guidance.

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Heuristic method
 The students are also bothered with very less home work load. Heuristic method cannot
be used at the primary level.
 Also the expectations are high from the students as they are demanded to discover
science on their own.
 It is time consuming and the syllabus cannot be covered, if only this method is used.
 Efforts on the teachers are also high as they have to plan and give proper instructions
to the students.

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Assignment method
used for teaching theory as well as practical aspect of the syllabus.
the whole course is divided into various parts according to the topics, as
assignments.
assignments are given to the students to be completed within a stipulated
time.
after completing theory of one topic, the student moves on to the practical
aspect.
each student works according to his/her capacity.

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Role Playing Method
 based on the imitation of a role.
 very helpful in bringing out changes in the personalities of students including
developing their social skills.
 can also be used to teach some simple topics to younger children, e.g., solar system,
balanced diet.
 No time is given to practice the role as they are given in the class itself.
 The topics to be taught are divided into topics and an outline to the play is prepared by
the teacher.
 The roles are allotted to the students. After giving a briefing on how to play the roles,
the roles are enacted.
 The teacher observes the role playing and reviews it.
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Trends in research on project-based science and technology
teaching and learning at K–12 levels: a systematic review
Abstract
Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick.
Recent decades have seen renewed interest in this approach. In many countries, it is currently considered
to be an innovative approach to science and technology (S&T) teaching. In this article, we present a
systematic review of what recent scientific publications teach us about this approach: How is this approach
identified in these publications? How is the use of this approach in school S&T justified? What are the
main research questions covered by studies in the field? What do these studies on this approach teach us?
To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in
journals that are specialised in school science and technology education and that are indexed in ERIC
database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the
authors to refer to this approach and the features identified to define it; (b) the justifications for this
approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis
methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current
research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way
PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.
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Trends in research on project-based science and technology
teaching and learning at K–12 levels: a systematic review
INTRODUCTION:
Knoll (1997), in his historical study, maintains that the idea of the project method (or project
work) grew out of the architectural and engineering education movement that began in Italy
during the late sixteenth century. He and other authors (Fallik, Eylon, & Rosenfeld, 2008)
consider, moreover, that the work of John Dewey and his student William Heard Kilpatrick,
at the beginning of the twentieth century, heavily influenced the use of this approach in
schools (Knoll, 1997). Based on Dewey’s pedagogy of knowledge, learning by doing, in
1918, Kilpatrick defined ‘the project method’, which became popular in the progressive era
worldwide (Fallik et al., 2008; Knoll, 1997). Sometimes advocated by supporters, sometimes
criticised by detractors, this approach was strongly associated with Dewey’s work and was
for a long time the subject of heated debates in the American public school system, especially
after the launch of the Russian Satellite Sputnik (Kliebard, 1986; Miller & Nowak, 1977).
After a drop in popularity in the 1960s and 1970s, this approach started gaining ground again
in the 1980s (Blumenfeld et al., 1991; Ducharme, 1993; Fallik et al., 2008; Knoll, 1997).
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Methods
We adapted the methodology used by Hasni, Bousadra and Marcos (2011) and
by Potvin and Hasni (2014) to select articles, and to develop and use the
analysis grid.

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Results
Following an initial section that gives a general overview of the articles analyzed, the
findings are presented in three sections that take our research questions into account:(a)
the concepts and their characterization (Q1); (b) the justifications for using PBSTL
(Q2); and (c) the questions (or goals), methods and findings (Q3, Q4 and Q5). In this
section, we present the main results of the analysis of the 48 publications, without
commenting on them. The purpose of this section is to describe current trends in the
research on PBSTL and to synthesize what they can teach us, taking into account the
dimensions of PBSTL definitions and justifications; research goals; and methods and
findings. Observations and critiques arising from the analysis of these publications will
be formulated in the ‘Discussion’ section.

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Conclusion
Our study intended, on the one hand, to understand how recent publications define and
justify the use of PBSTL within schools. A further aim was to present a systematic
review of what the findings of studies conducted in the field teach us. Our chosen
methodology led us to only consider articles published in peer-reviewed journals that
were specialised in science and technology education, that were indexed in ERIC, and
that covered teaching primary and secondary education (K–12). These choices allowed
us to identify 48 articles. These articles were analysed using a grid that was adapted to
our research goals.

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The findings show that the authors use five main features to define PBSTL: there is an authentic scientific
problem or question; the students develop a final product (artefact); the students are engaged in
investigations or design activities; there is collaboration among students, teachers and others in the
community; and learning technologies, such as ICT, are used. The arguments put forward by the authors
to justify using this approach echo and complete the characteristics used to define it: acquisition by
students of specific S&T knowledge and competencies; acquisition by students of non-specific S&T
knowledge and competencies; learning is anchored in the real world; student motivation and interest are
increased; and PBSTL is in keeping with constructivist and socioconstructivist perspectives. We have also
shown that conceptualisation of this approach would be deserving of greater consolidation and
development, for example by specifying the meaning and status assigned to certain features. To ensure
that PBSTL makes a better contribution to S&T learning and to the number of derivatives in how this
approach is understood and applied, we propose ranking the features and justifications reported in the
publications analysed. The aim of ranking them is to enable those in the education sector to distinguish
between the features that fall within the aims of S&T learning and those that fall within the means or
conditions required for learning.

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Analyzing the research questions, methods and findings of the 48 studies allows us to
draw a picture of the benefits observed and the potential benefits of PBSTL, as well as
the challenges and difficulties encountered by teachers when implementing this
approach. This analysis also allowed us to identify areas of the research that deserve
attention in future projects in the field: improving how rigorous the data collection
methods are; documenting how teachers understand this approach or how they use this
approach in their regular teaching practices (without the help of researchers);
developing studies on the impact of PBSTL on students in specific contexts (students
with learning difficulties, minority students, students from low socio-economic groups,
and so forth); and consolidating studies on the relationship between PBSTL and student
interest in S&T.

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