Teaching Methods PDF

Teaching Methods  Lecture Method Principles Advantages Disadvantages Teacher controlled - Economical in terms of Too teacher-centred teacher plans and time and resources and renders learners control...

Teaching Methods  Lecture Method Principles Advantages Disadvantages Teacher controlled - Economical in terms of Too teacher-centred teacher plans and time and resources and renders learners controls all aspects of Presents subject matter inactive and passive classroom instruction in a systematic manner Teaches to the average Used to impart perfect Effective in presenting learner, individual and complete new unfamiliar subject differences not taken knowledge to passive matter to students into account students Develops good Does not promote Emphasis on audience habits in the higher order thinking presentation of content students skills to the students Effective in linking prior knowledge with new one  Inquiry-Based Learning (IBL) Principles Advantages Disadvantages Subscribes to learner- Improves learner Requires lots of centred instructional engagement planning by the teacher ideals Enhances mastery Time consuming Consistent with learning and knowledge Resource intensive constructivist retention Learners may not have instructional models, Promotes team-work requisite inquiry skills e.g., The 5E Model Enhances development Starts with questions to of higher order skills be explored by learners Allows for authentic to find solutions student assessments Levels of Inquiry Inquiry-Based Learning (IBL) The 5E Model of Inquiry 5E Model  Practical Work in School Science Activity What is the role of practical work in the teaching and learning of science ? What types of practical work can be done in secondary school science? What are the characteristics of these types of practical work and what are their strengths and weaknesses?  Role of practical work in science (physics) Development of practical skills Enhancing conceptual understanding Promoting scientific attitudes Motivation of learners  Development of scientific skills Manipulative skills (manual dexterity) Accurate observations and recording Data processing and analysis Communication skills Problem-solving skills Competence in carrying out scientific investigations  Enhancing conceptual understanding Demonstrating scientific facts and principles (verification) Enhancing the understanding of the theoretical aspect of science  Promoting scientific attitudes Appreciation of the scientific method Evidence driven (empirical basis of science) Open-mindedness (curiosity) Promote scientific method of thought (logical reasoning) Ability to recognize practical problems (in the real world) and devising ways to solve them  Motivation Use of practical work in arousing and maintaining learners’ interest in science  Types of practical work Gott, Welford & Foulds (1988) classification Skills practical Observation Illustration Inquiry Investigations  Activity Practical Type Aim Skills Observation Inquiry Illustration Investigation  Skills practical Aims to give learners an opportunity to acquire basic skills to carry out practical work in science Examples of such skills include: setting up apparatus, reading and using instruments, plotting graphs from data, etc. Typical skills practical: using a ruler or vernier calipers to measure lengths, using and reading a measuring cylinder to measure volume, using etc.  Observation practicals Aims to provide learners with opportunities to make systematic observations of scientific phenomena. Gott & Duggan (1995): “to provide opportunities for pupils to use their conceptual framework to relate real objects and events to scientific ideas”. Examples: – Observe what happens when a bimetallic strip is heated and suggest reasons for what you observe. – Water in a test tube is heated near the top with a block of ice wedged at the bottom. Observe what happens and explain your observations.  Illustration practicals Aims to demonstrate/prove/verify/confirm a particular concept, law or principle to the learners. Conducted after the concept/law/principle has been introduced/taught by the teacher Can take the form of teacher demonstration or practical task conducted by learners following a detailed experimental procedure provided by the teacher. Typical examples: confirmation of Hooke’s Law, demonstrating the relationship between electric current and voltage, etc.  Inquiry practicals Aims to provide learners with opportunities to ‘discover’ scientific phenomena (concept, law or principle) May precede the teaching of the concept, law or principle by the teacher Learners may be given some guidance necessary for them to arrive at the desired result  Investigations Aims to provide opportunities for learners to use their scientific knowledge, cognitive processes and skills to solve scientific problems The design of investigation is less controlled compared to inquiry or illustrative practicals Involves several steps/stages: – problem identification and formulation – planning and design of experimental procedure – experimentation – measurements and observations (data collection) – interpretation and evaluation of experimental data