It proceeds from unknown to known. The word analysis means separating a thing into its component parts. Analysis of a mathematical problems means "breaking up" of the problem in hand so that it ultimately gets connected with something obvious or already known.
Teaching aids play a key role in teaching-learning situations. It works as the support to both teacher and taught in the pursuit of knowledge and curriculum transaction.
The study of science can properly be applied to the laboratory study of the subject. In order to know what the facts of science are, they must be seen and handled directly on the laboratory tables. The text books and other books are not science, but literature.
It is the opposite of the Analytic Method. Here one proceeds from known to unknown. In practice, synthesis is the complement of analysis. To synthesize is to place together things that are apart.
The Heuristic Method in science education is based exclusively on laboratory work, the lecture room being abolished. Lecture method tries to do away with laboratory work. But in demonstration method, both lecture room and laboratory works are taken into account.
A large number of values emerge out of teaching History. These are based on reality and are the outcome of the lessons of History through ages. The teacher of History should be conscious of these values and try to realize them through his activities in the classrooms.
Like any other activities, in teaching also one should be conscious of what is going to be achieved. This is called aim or objective of instruction. If the teacher will be clear about his aims, his task becomes meaningful and his planning for the same becomes effective.
By nature children are fond of stories. Children have genuine interest in listening to stories. History was originally presented in stories and it is felt that students, particularly at the early school stage, should be taught history through a series of stories.
As the story-telling method is specifically suitable for junior stage pupils, the Narration and Discussion Method is particularly appropriate for the higher class students. It is regarded as one of the useful and effective methods of teaching history.
Objectives of teaching a subject strongly influences the organization of curriculum and at the same time provides guidelines for the methods of approach. Objectives are usually governed by the needs of the young pupils and these are of two types: