PEDAGOGY OF PHYSICAL SCIENCE

TAMILNADU  TEACHER EDUCATION UNIVERSITY

First Year  B.Ed Syllabus - (2016-2018)

COURSE 7(a): PEDAGOGY OF PHYSICAL SCIENCE

(Part - I Methodology)

Course objectives:  

At the end of the course, the student- teachers will be able to:  1. understand the aims and objectives teaching of physical science. 2. formulate instructional objectives for a lesson. 3. gain mastery of the teaching skills. 4. apply various methods in teaching physical science. 5. use various resources in teaching physical science. 

UNIT I :Aims and objectives of teaching Physical Science

Physical Science: Meaning, nature and scope – Aims and objectives of teaching Physical Science in schools - Need and significance of teaching Physical Science - Values of teaching Physical Science.

(Suggested instructional approaches/methods: i) Teacher talk/Invited talk on the place of Physical Science in the school curriculum. ii) Student seminar on the need, significance and values of teaching Physical Science.)

UNIT II  Planning for Instruction                                                

Steps in planning a lesson: Setting lesson goals – Designing a unit plan – Designing a lesson plan – Bloom’s Taxonomy of educational objectives: Formulating educational objectives at cognitive, affective and psychomotor levels – Structure of a four-fold lesson plan – Preparation of a model lesson plan – Types of test-items - Constructing test-items for formative evaluation in class.

(Suggested instructional approaches/methods: i) Write the instructional objectives for a lesson in Physical Science at Level I & II. ii) Prepare a model lesson plan in Physical Science for Level I & II).  

UNIT III  Practising the Teaching Skill in Physical Science

Meaning of teaching – Understanding major teaching skills: Introducing- explaining –questioning - varying the stimulus - non-verbal cues- reinforcement - closure and fluency in communication – Practicing a mini-lesson with multiple-teaching skills (for 20 minutes): Observation and feedback on the practice of integration of teaching skills – Understanding major steps in teaching a mini-lesson: Motivation - presentationinteraction- reflection and summing up – Practicing a mini-lesson (for 20 minutes): Observation and feedback on mini-teaching. (Note: Teacher-Educators should give a demonstration of a mini-lesson by integrating major teaching skills (for 20 minutes) and they should demonstrate a mini-lesson by integrating major teaching steps in teaching.)

(Suggested instructional approaches/methods: i) Prepare a report on the practising of a mini-lesson with multiple-teaching skills by observing peers.  ii) Prepare two mini-lessons and practise them in front of peers in the class for Level I and Level II.)

UNIT IV  Methods of Teaching Physical Science

Teacher-centered methods: Lecture method - Demonstration method - Team-teaching. Learner-centered methods:  Laboratory method – Project method - Peer tutoring/teaching by students-  Project method- Individual activities - experiential method – Teacher-guided learning- Problem-solving method - Small group/whole-class interactive learning: Student seminar- group discussion - Mixed-ability grouping. Recent Trends: Constructivist learning - Problem-based learning- Brain-based learning- Collaborative learning- Flipped learning - Blended learning - e-Learning trends - Videoconferencing.    

(Suggested instructional approaches/methods: i) Teacher talk/ Invited lecture on different methods of teaching Physical Science. ii) Preparation and presentation of a report on different methods of teaching Physical Science.)  

UNIT V Resources for Teaching Physical Science

Print Resources: Newspapers - journals and magazines- science encyclopedias. Audio Resources: Radio talk- audio tapes- DVDs/ CDs. Visual Resources: Pictures - flash cards- charts- posters - photographs- models. ICT Resources: Radio – television- Internet- multimedia- Interactive whiteboard. Community Resources: Science centres Science exhibition/ fair - Fieldtrip – Qualities of a good science textbook - Qualities of a Science teacher.

(Suggested instructional approaches/methods: i) Teacher talk/ Invited lecture talk on different resources for teaching Physical Science. ii) Preparation and presentation of a report on different resources for teaching Physical Science.)

Tasks and Assignments: i) Prepare and submit an evaluative report on different methods of teaching Physical Science. ii) Prepare and submit a report on Physical Science resource centre. 

References:

1. Bawa, M.S. & Nagpal, B.M. (2010). Developing teaching competencies. New Delhi: Viva Book House.

2. Bhatia, K.K. (2001). Foundations of teaching learning process. Ludhiana:Tandon Publications.

3. Bloom, S. Benjamin, (1984). Taxonomy of educational objectives: Book 1 Cognitive domain. New York: Longmans, Green.

4. Gupta, S.K. (1985). Teaching of physical science in secondary schools. New Delhi: Sterling Publications.

5. Joyce & Weil, (2004). Models of teaching. New Delhi:  Prentice Hall of India.

6. Passi, B.K. (1991). Models of teaching. New Delhi: NCERT.

7. Verma Ramesh, & Sharma, K. Suresh, (1998). Modern trends in teaching technology. New Delhi: Anmol Publications.

8. http://teaching.uncc.edu/learning-resources/articles-books/bestpractice/instructional-methods/150-teaching-methods

9. http://en.wikipedia.org/science_education 10. http://iat.com/learning-physical-science

KNOWLEDGE ACQUIREMENT AND SKILL EMPOWERMENT – A CHALLENGE FOR TEACHERS

KNOWLEDGE ACQUIREMENT AND SKILL EMPOWERMENT – A CHALLENGE FOR TEACHERS

Introduction

 The process of ‘Teaching’ is expected to create the students with all skills and capacities that will enable every individual to endure and succeed in the knowledge of the world today. A big question arises in every one’s mind especially teachers regarding “knowledge” or “skill”. Here content knowledge is placed as a core role on the distinction between “knowledge” and “skill”. It is the challenge for the teachers to emphasize the teaching of knowledge or the teaching of skills. Some educators argue that it’s not possible to teach academic and intellectual skills (e.g., reading, writing, critical thinking, problem solving, researching) separate from content knowledge and conceptual understanding, given that students can’t learn to write well. In our educational system content knowledge and skills are the two sides of the same coin. So it’s impossible to learn skills without content or learn content without skills.

Content Knowledge

The concept of knowledge refers to familiarity with factual information and theoretical concepts. Knowledge can be transferred from one person to another or it can be self acquired through observation and study. It is essential for teachers to have a strong grasp of the material they are teaching. Elementary school teachers must have very good content knowledge in basic numeracy, literacy, social studies and science. High school teachers, who usually specialize in only one or two subject areas, must have a thorough knowledge and understanding of their area of speciality. Teachers also need to know how children learn. They need to know the expectations in development for children of different ages. They also need to know a variety of teaching strategies and disciplinary techniques. Teacher content knowledge influences how teachers engage students with the subject matter, how teachers evaluate and use instructional materials and it is related to what students learn. This will help the students fully grasp the more difficult topics so they are better prepared to move forward.

Shulman defined pedagogical content knowledge as, “teachers’ interpretations and transformations of subject-matter, knowledge in the context of facilitating student learning”.

•         Key elements of pedagogical content knowledge:

According to An, Kulm, and Wu (2004) pedagogical content knowledge has three components: 1. Knowledge of Content, 2. Knowledge of Curriculum and 3. Knowledge of Teaching. Shulman also proposed several key elements of pedagogical content knowledge. They are,

(1) knowledge of representations of subject matter (content knowledge);

(2) understanding of students’ conceptions of the subject

(3) teaching strategies

(4) curriculum knowledge;

(5) knowledge of educational contexts; and

(6) knowledge of the purposes of education (Shulman, 1987).

Skills

Skills, however, refer to the ability to apply knowledge to specific situations. Skills are developed through practice, through a combination of sensory input and output. As an example, social skills are developed through interaction with people by observing, listening, and speaking with them. Trial and error is probably the best way to achieve skills mastery. To make it simple, knowledge is theoretical and skills are practical.

Teachers need a variety of skills to become proficient in their careers. They need excellent communication skills and teaching skills, so that they can explain effectively. They also need superior interpersonal skills, such as patience and the ability to remain calm in stressful situations. Collaborative skills enable them to work productively with their colleagues. Creativity and presentation skills are important when planning lessons to motivate students and hold their interest. As schools become more technologically advanced, teachers also need basic technological skills for audio-visual presentations and for reporting and taking attendance electronically.

Challenges

Teachers’ role is more important to prepare individuals to meet a desired performance, students don’t need more lectures rather they need more practice. The production of more presentations and more page turners will only make people more knowledgeable; it will not provide them with skills to do their job better. According to the present techno-world the teachers should enrich their knowledge and they transform the knowledge skillfully.

Teaching is getting more and more complex and challenge these days. The students are getting more content knowledge from various sources. Teacher should find out alternate way to overcome these problems like Learn New Technologies, Project-Based Learning, Learner-Centered Classroom and Personalized Instructions etc., far and most important one is Keep Learning that will help a teacher to tackle the challenges.

The six components of great teaching

Skills and knowledge can improve student learning outcome. Good quality teaching will likely involve a combination of pedagogical content knowledge and skill knowledge of the teacher; the very best teachers are those that demonstrate these two features.

1. Content knowledge (Pedagogical)

The most effective teachers have deep knowledge of the subjects they teach, and when teachers’ knowledge falls below a certain level it is a significant impediment to students’ learning. As well as a strong understanding of the material being taught, teachers must also understand the ways students think about the content, be able to evaluate the thinking behind students’ own methods, and identify students’ common misconceptions.

2. Quality of instruction

It includes elements such as effective questioning and use of assessment by teachers. Specific practices, like reviewing previous learning, providing model responses for students, giving adequate time for practice to embed skills and progressively introducing new learning (scaffolding) are also elements of high quality instruction.

     3. Classroom climate

It covers quality of interactions between teachers and students, and teacher expectations: the need to create a classroom that is constantly demanding more, but still recognising students’ self-worth. It also involves attributing student success to effort rather than the ability and valuing resilience to failure.

     4. Classroom management

A teacher’s ability to make efficient use of lesson time, to coordinate classroom resources and space, and to manage students’ behaviour with clear rules that are consistently enforced, are all relevant to maximising the learning that can take place. These environmental factors are necessary for good learning rather than its direct components.

    5. Teachers’ belief

Every teacher adopt particular practices, the purposes they aim to achieve, and their theories about what learning is and how it happens and their conceptual models of the nature and role of teaching in the learning process all seem to be important.

    6. Professional behaviours

 It includes behaviours exhibited by teachers such as reflecting on and developing professional practice, participation in professional development, supporting colleagues, and liaising and communicating with parents.

How to develop content knowledge and skills knowledge

Ø  Pedagogical content knowledge is deeply rooted in a teacher’s everyday work. However, it is not opposite to theoretical knowledge. It encompasses both theory learned during teacher preparation as well as experiences gained from ongoing schooling activities.

Ø  The development of pedagogical content knowledge is influenced by factors related to the teacher’s personal background and by the context in which he or she works.

Ø  Pedagogical content knowledge is deeply rooted in the experiences and assets of students, their families and communities.

Ø  Teaching becomes more effective when teachers use skills to access, process and express their knowledge.

Ø  Teachers develop skill knowledge among students by assessing one another needs planning, group work, creativity, enquiry, evaluation and self-confidence.

Ø  Teachers’ skill knowledge provides classroom environments where independence, thinking skills, collaboration and active learning are developed at the same time as knowledge is acquired.

Conclusion

 Therefore teachers ought to improve the quality of teaching and learning by updating pedagogical content knowledge and skill knowledge, thereby resisting some old traditions in professional learning. Instead, one should acknowledge and expand the insights of experts who develop competence in subject matter teaching. Teachers should additionally commit to high quality professional development targeted to develop this expertise. When we do this, we support the growth of the teacher as a person and a professional who can expertly lead a student to academic success. Concurrently, we contribute to the realization of the goals and priorities of the classroom and the school system as a whole.

HOW TO OVERCOME SUBMISSIVE BEHAVIOUR

HOW TO OVERCOME WITH SUBMISSIVE BEHAVIOUR

“ Submissive” -People who are submissive tend to:

a) Avoid stating their needs and feelings;

b) Communicate their needs and feelings in an apologetic way; and

c) Give others rights that they don’t claim for themselves.

What is Submissive Behaviour?

A submissive is a person who makes a conscious choice to give up some or all control of her life to another person - a Dominant or a Top. A submissive is a person who feels the need to give up their rights and free will to be controlled by another, ie to submit.

The submissive person is a shrinking violet who avoids upsetting others either because of fear or of compassion. When things go wrong, submissive people assume that they are to blame in some way and accept guilt when singled out by others.

Characteristics of Submissive Behaviour

The characteristics of submissive behaviour are as intervertedness, pessimistic attitude, emotional instability, passive, shy, sensitive, self-centered, anxiety ridden, helplessness, lack of self-concept and lack of interpersonal relationship.

(e.g) A child is bullied at school but neither fights back nor tells the teachers. They may wish they could be stronger, like the bully.

How to Overcome Submissive Behaviour?

Encourage the submissive person to be interactive with their family members and friends help sharing their emotions and feelings. Participation in social events with full involvement and interest and reading inspiring books can enhance their confidential level increasing their self-confidence by shedding their inhibition help them develop relationship with others.

Steps to Overcome Submissive Behaviour

1.      Trust in God:- Be hold God, He will give the strength. If everyone trusts in God, that will enable them to be courageous and come out of their submissive behaviour.

2.      Know the strength and weaknesses: - Spend time for self-introspection to become aware of one’s own strength and weaknesses. Take necessary actions/steps to increase the strength and reduce the weaknesses.

3.      ‘Be yourself and accept yourself’:- With one’s own limitations, one should accept oneself and be assertive to stand for his/her own rights.

4.      Believe in yourself:- Trust one’s own self, so as to improve self-confidence. This will increase the self-esteem in a person to face all the challenges with courage.

5.      Improve interpersonal relationship:- Interpersonal relationship skill makes a person to become more jovial, helpful and stress free, which will enable him/her to become a successful personality.

6.      Have open mindedness:- Open mindedness welcome healthy criticism which will make the person become self-reliant and overcome all his/her shortcomings.

7.      Be an extrovert:- By adopting all the above said techniques one can overcome his/her submissive behaviour and become an extrovert personality. 

Mrs. Y. Elin Shibi,

Asst. Prof. in Physical Science Education.