The Teaching of Science

It is a matter of concern that the number of children opting for Science is decreasing year after year. Science is all about learning through experiments and there are many schools that have either badly-made or poorly-equipped labs. Often, there is not enough space for children to have their own work stations, and 2 or 3 children are forced to work together. Unless children work alone and arrive at their own conclusions, they will never feel the thrill of learning. Another stumbling block is the Science text books. It is imperative to revamp and revise the syllabus every year so that the texts are contemporary and attractive. The syllabus of the secondary school must segue seamlessly with tertiary education. Science teachers come equipped with the right qualifications, but often, they get stumped by teaching conditions. Frequent teacher training in new methods of pedagogy is motivating. Pressure on children should be eased so that they are not forced to go to tuitions, where the atmosphere is fiercely competitive. Passing the examination is what they strive for, but then they often do not want to continue with a course of study in which they felt traumatized. Career counseling should include careers in science as attractive options.

The fundamentals need to be in place by the time the child reaches class 9. Since, in many schools, senior science teachers handle a mix of secondary and senior secondary classes, a complete plan can be created. The idea is to work downward from class 9. Science should be introduced only in class 3. All Science teachers, therefore, teaching classes 3 to 10 should sit together and define the goals and objectives to be achieved, the method of instruction, and the various assessment patterns to be used. There is no hard and fast rule that we have to finish a text cover to cover. Working downward, decide which core ideas can be dealt with in each class, and how it can segue into the next class. Gradually more material is woven around the core ideas so that the knowledge base expands slowly but surely. Wherever possible, include observation and simple experiments. Class 3 can start with a general introduction into the world around us. Class 6 onwards the topics become more specific. Try and teach Science in the lab right from class 5 - even if it is a lesson with no experiments. The atmosphere of a lab is invigorating, and since one of our aims is to create an inquiring nature, and stimulate curiosity, this is the best place for Science teaching. In fact, it would be good to have a junior lab, or a junior section in the main lab.

In classes 7 and 8, some children might find a concept difficult. Without reducing the challenge, use another text book which explains the same concepts in simpler language. In fact using alternate textbooks in classes 9 & 10 is also very effective.

Some ways of effective teaching of Science could be:

• Always be clear and precise. Concentrate more on demo and a hands-on approach.
• Explain the problem you are doing, thoroughly - represent it as a diagram, or break it into individual parts - once the children have understood the problem, teach them to pick out the relevant data, and write complete statements with this data. This brings the problem into focus. They learn to break a big problem into manageable parts.
• Teach children tricks to counter-check their answers. Should they make an error, gently ask them questions that will lead them to arrive at the correct answer.
• Have group activities. Children learn effectively with their peers. When you divide the children into groups, make sure that each group reflects both intellectual and, in co-ed schools, gender diversity. The problem you give should be more challenging than what they can do alone, but which they can do as a group.
• Engage in discussions and debates using contemporary Science topics. Persuasive essays, collecting specimens and creating exhibits makes learning an enjoyable challenge. Projects where children need to collect data, and put it into graphs, help them identify patterns, make predictions, and also connect them with their environment. Writing plays with themselves in the role of scientists makes Science real.
• Ask lots of questions - high & low level, open-ended and closed, to assess the child’s difficulties and comprehension. Concentrate on the child’s understanding of what you have taught, or what is learnt.
• Assessments can be short quizzes, puzzles, diagrams, and even small experiments.
• Introduce concepts with concrete materials and phenomena that they can identify with. Likewise, use concrete and specific examples. Weaving the life of scientists into the lesson makes the topic come alive for children.
• Physical models, animation, visuals and audio clippings make Science do-able and fun.
• Connect Science with children’s interests, their personal lives, with other subjects and with social issues.
• Encourage children to read the text aloud, identify ideas and summarize matter read.
• Set high expectations. Get children to set high expectations for themselves as well.
• Give verbal and non-verbal feedback. Students are sensitive to what teachers think of them. Be generous with praise.
• Ensure that assignments given to low ability and high ability children are different. High ability children need challenging work, while the low ability children need more drill/practice work along with a little memorization. When children see a positive outcome, it builds their confidence.
• When dealing with a controversial scientific idea, for example, evolution, children may become anxious and unsure of themselves - especially if they perceive it as being contradictory to what they have heard at home. Just state facts. After all this is empirical knowledge and is revised by new discoveries.

Science teaching is difficult, but it can be fun, and it is certainly very rewarding.

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