How to teach general science to students?

Methods and techniques lie at the heart of the process of teaching and learning. Whenever the work of teaching is to be taken up, the teacher must essentially adopt the technique most suited to the subject as well as the topic in hand.

A number of methods of teaching general science have been recommended from time to time due to merits attributed to each of the methods. Some of the important methods of theoretical teaching of general science which have remained popular are:

1. Lecture method.

2. Demonstration method.

3. Heuristic method.

4. Laboratory method.

The above methods are discussed below:

Lecture Method

For many years, the lecture method remained practically the only method of teaching science. Perhaps, it is the easiest and the least time-consuming method. In the use of the lecture method, the teacher develops a topic in science more or less from a logical organisation.

According to an expert, the chief advantage of the lecture method is that it provides an efficient means of covering subject matter and more or less ensures that the pupils will receive the material in a concise and logically organised manner.

The major limitation of this method is that the teacher is usually the only active participant in the process of teaching. The student remains a passive recipient of information. In a few sentences the teacher sums up centuries of experimental work. Teaching is reduced to a ‘pouring-in’ process.

It is now very common that when this method is used, demonstrations and visual aids are used to supplement the lecture. It is also a common practice today to have pupils to participate in the lecture either by giving part of it or by doing experiments and demonstrations from the demonstration table.

The Demonstration Method

The Demonstration Method is based on the teaching-maxim “from Concrete to Abstract”. This method is an improvement over the Lecture Method. The Lecture Method without Demonstration is like a still picture without sound, and the Demonstration Method without Lecture is a picture in motion without sound.

However, the Demonstration Method differs from the Lecture Method that is while in a lecture, the teacher merely talks, in a demonstration the teacher really teaches. While teaching science by the Demonstration Method, the teacher goes on showing practically what he speaks and thus puts the stamp of his teaching on the pupils’ minds. Naturally, the learners are compelled to observe carefully as on their part, they have to describe each step of the demonstration in accurate language. They are required to draw inferences from what they have observed.

These inferences should better be discussed in the class. Thus, as a device for developing understanding in the pupil for facts, concepts and principles, this method has proved to be very effective. It can be adapted to a logical development of content when the teacher so desires.

Criteria for a Good Demonstration

In order that a certain demonstration should be successful, the following points must be kept in mind.

1. Clarity of aim.

The aim of the demonstration should be clear to the teacher. He should produce good generalisation to develop scientific attitudes.

2. Pupil Cooperation.

The teacher must seek full cooperation of the pupils. In arranging, fitting up apparatus and in performing an experiment, students should be asked to help the teacher.

3. Proper physical conditions.

Physical conditions should be proper and congenial atmosphere should be provided. Proper lighting arrangement should be there in the class-room for the visibility of all.

4. Demonstration to be simple and speedy.

To avoid boredom, demonstration should be simple and speedy.

5. Experiment to be rehearsed.

Each experiment should be rehearsed in advance. It will give the teacher adequate confidence regarding the success of the experiment/demonstration. If at all a certain experiment fails even after rehearsal, its reason should be analysed and should be tried the next day with improved conditions.

6. Sequence.

Sequence should be borne in mind while demonstrating the experiment. Haphazard procedure deviates from the scientific method of ‘concrete to abstract’.

7. Time and season.

Demonstration should be in accordance with the time and season as frictional electricity experiments are failure in rainy season.

8. Teaching aids.

Other teaching aids like models, charts etc., should supplement the demonstration method.

9. Problem solving.

It should create problems for the students to be solved by themselves by reason and discussion.

10. Interest.

Interest of the pupils should be maintained throughout the experimentation.

11. Triple process.

Lecturing, Demonstrating and Writing should go on side by side by the teacher.

Requisites for a Good Demonstration

Some of the requisites for a good demonstration can be gathered from the advice given by Fowls in his lecture ‘Experiments in Chemistry’.

(a) The apparatus should be ready before the class assembles.

(b) New experiments should be tried before hand.

(c) A reserve of spare parts for the apparatus should be on the bench.

(d) If an experiment fails, it is inadvisable to seek the cause unless the class is well in hand, when the search is profitable.

(e) If a sequence of experiments is intended, it is advisable to arrange them on the lecture bench in the order in which they will be performed.

(f) Get promising members of the class to help in the conduct of the experiment.

Common Faults in a Demonstration

The following are some of the common faults which have been noted in the technique of giving science demonstration lesson.

1. The apparatus is not ready or is insufficiently prepared.

2. Some important facts of the experiment are overlooked.

3. No time is left for recording the data.

4. The blackboard is hot used to simplify the issue where necessary.

5. No reason for the particular technique employed is given.

6. Teachers use words which are unknown to their pupils and they take no trouble to explain new terms.

7. Teachers do persistent and continuous talking. This does not challenge or stimulate the pupils.

8. Minor facts are given as much consideration as the major ones.

9. The teachers formulate the results and generalizations rather than requiring the pupils to do so.

10. The pupils’ interest for further study is overlooked.