Despite the tremendous progress in science and technology and increased interest in science, schools in India have not succeeded in producing scientific awareness among individuals. In order to develop thorough understanding among the students, a science teacher should not only have adequate understanding of science but also be familiar with the process of science.
The importance of having an adequate understanding of both the nature of and the relationship among science, technology and society cannot be undermined. Economic development, public health, national unity, desirable attitudes in people etc are indices of national development. For these indices we should develop scientific literacy, with special reference to Natural science.
To develop scientific literacy
Scientific literacy
Scientific literacy means a firm understanding of the nature of science and its interrelationship with technology and society. This implies:
Good science background- knowledge of related facts, concepts, theories with the ability to apply them.
A clear understanding of the ever changing nature of science.
A positive attitude towards science and technology related to it (for example. Genetic engineering).
Ability to make value judgement and decisions in issues related to science based on societal needs.
Ability to use scientific method to solve problems related to biological phenomena and to make decisions appropriate to day-today life.
Sufficient process skills in science, which would enable a person to function in a better manner as a citizen.
CONCLUSION
A person possessing the attributes of scientific literacy can be considered as scientifically literate. Unfortunately, many Natural science teachers themselves lack several of these attributes. So the major goal of Natural science education should be the development of these attributes.
REFERENCES
Jessy Mathews, (2008). Teaching of Natural science- Theory, perspectives and Practices. Methodology of Teaching Life Sciences.
Mathew T.K., Mollykutty T.M. (2006). Science Education- Theoretical base of teaching and pedagogical analysis. Rainbow publishing, Kerala.
Ramakrishna,(2012). Methodology of teaching Life science, Dorling kindersly Pvt Ltd, India.
Sivarajan K. and Faziludeen A.(2008 6th edition) Science Education- Methodology of teaching and pedagogic analysis, Calicut university.
Introduction Teaching is an important part of the process of education. Its special function is to impart knowledge, develop understanding and skill. Teaching is usually associated with 7 R’s.
PHASES OF TEACHING
Teaching is a complex task. For performing this task, a systematic planning is needed. Teaching is to be considered in terms of various steps and the different steps constituting the process are called the phases of teaching If we want to obtain a complete description of the teaching activities, we must consider what the teacher does before and after his regular teaching in the class.
Phases
We can divide the teaching act into three phases of teaching as shown below:
PRE ACTIVE PHASE OF TEACHING
In pre-active phase of teaching, the planning of teaching is carried over . This phase includes all those activities which a teacher performs before class-room teaching or before entering the class-room.
Suggested activities in the pre active phase
Fixation of goals Decision making about the subject matter. Arranging/sequencing the elements of content for presentation. Decision about the strategies of teaching. Distribution of teaching strategies.
INTER ACTIVE PHASE OF TEACHING
The second phase includes the execution of the plan, where learning experiences are provided to students through suitable modes. All those activities which are performed by a teacher after entering in a class are clubbed under interactive phase of teaching.
The following activities are suggested for the inclusion in the interactive phase
Sizing up of the class Diagnosis of the learners Abilities of the learners Interests and attitudes of learners Academic background of learners
POST ACTIVE PHASE
The Post active phase concerns with the evaluation activities . This can be done in a number of ways including tests or quizzes or by observing student’s reaction of questions verbally or in written form, comments etc.so that their achievements may be evaluated correctly.
The following activities are suggested in the post active phase Defining the exact dimensions of the changes caused by teaching. Selecting appropriate testing devices and techniques. Changing the strategies in terms of evidences gathered.
CONCLUSION
It is evident from the above description that to achieve the teaching objectives, the three aspects of teaching activities should be arranged in such a way that when the changes occur in the thinking and working systems of pupils, creative thinking should also be developed in them.
Role-play is a valuable teaching and training tool that delivers immense amount of imprinted learning. This learning is retained and recalled better through the role-play experience. While it is evolving as a very effective, interactive teaching and training tool, many feel unprepared and uncomfortable about participating, or using role-play in routine teaching and training
What is role-play Role play in a simulation exercise where persons take on assumed roles in order to act out a scenario in a contrived setting. The learners or participants can act out the assigned roles in order to explore the scenario, apply skills (maybe communication, negotiation, debate etc.),
How does role-play work? The choice of the role-play relies on the learning agenda and has to have clear aims and objectives. There are various ways role-play can work.
a) Observation : learning through observation and reflection happens when a group of learners watch a specifically constructed role-play using actors, simulators or even played by the tutors.
b) Modelling: Helps to learn a concept or an idea through participation. For example children can learn about history and historical figures by acting out scenes. While adults can participate in a constructed scenario- like an angry customer, worried patients etc.
c) Contemplation: It helps to stimulate analysis through exploring complex concepts and debating issues- usually ethical problems where there is no clear right or wrong.
d) Skills development: The participant can practice and develop skills such as breaking bad news, calming down an angry client, negotiating with customers etc.
e) Self-reflection: through participating in role-play the learners are bring many of their hidden attitudes to the surface and it helps them understand their own prejudices biases and assumptions. It helps to see the world through the other persons eyes and understand methods of communicating.
f) Re-enaction: By re-enacting a past experience it helps to bring recall, catharsis and also helps to identify creative solutions to a problem that could have previously difficult due to emotional distress
Constructing a role-playRole-plays can be simple or complex, short or long and can be adapted to suit the needs of what is being taught or explored. If it is a simple skills being practiced we can set the scene quickly and let the participants practice.
The key steps in constructing a role-play are:
a) Define Aims and Objectives (is it to practice skills, explore concepts etc.) b) Define setting/placement c) Define clear role descriptors and what they will say (at least an outline) d) Define time limit e) Define observer tasks (if any) f) Define ground rules of safety and feedback g) Define debrief agenda h) Define facilitator tasks
Advantages and Disadvantages
Advantages of Role-Play
Energising activity / fun to do Allows participants to contribute actively (even the quieter ones) It is Time efficient Experiential learning is more powerful than instructions. It delivers complex concepts in a simple manner Needs little preparation for the teacher/facilitator (unless you want to print out role descriptors)
Disadvantages OF ROLE-PLAY
Participants may be too shy and reluctant Can be threatening to some It can become ‘too much fun’ and disrupt the task Participants can get too involved and loose objectivity Participants can overact and show off The observers may not observe well or take notes The observers may take ‘sides’ based on their preconceptions
Effective classroom management is an important role of a teacher.
A teacher should utilize classroom management techniques all throughout the lesson in order to maintain a consistent learning atmosphere. Teachers are responsible for the social behavior in their classrooms. This behavior is primarily a reflection of the teacher’s actions and the environment he/she sets.
Teacher as leader
A teacher should lead the students from the front.
A teacher should be a self initiated person and he/she should be able to transform it to his pupil.
Teacher as knowledge worker
Knowledge workers are workers whose main capital is knowledge. Most common role of a teacher is to impart knowledge to his students.
A curriculum is being followed by teachers so that throughout the year, a pertinent knowledge is dispensed to the students. Teachers transfer knowledge through various methods like lecturing, small group activities, hands on learning activities, etc.
Teacher as a guide
The teacher has to guide his students to learn right things, and to learn them in a best way so that in matters of skill, time and energy are not wasted, and the desired results are obtained.
The teacher guides more definitely and deliberately by means of discussion, by giving advice on concrete problems, and personal one to one conversation with his pupils.
Teacher should vary his method according to the capacity of the individual pupil, needs, and according to the subject matter.
Teacher as a mentor
Mentoring is a natural role taken on by teachers, whether it is intentional or not.
Mentoring is a way a teacher encourages to strive to be the best they can.
It helps to build the students confidence.
Part of mentoring consists of listening to students.
By taking time to listen to what students say, teachers impart to students a sense of ownership in the classroom .
Teacher as scaffolder
The teacher performs the critical function of scaffolding the learning task to make it possible for the child to internalize external knowledge and convert it into a tool for conscious control.
As the competence of the child increases, the teacher needs to gradually remove the support(scaffold) and the timing of this is both sensitive and crucial.
Teacher as a social engineer
Teachers play an significant role in producing responsible citizens, to make them stand above the differences of caste and creed and commit themselves the unity and integrity of the nation.
Teachers should have the passion for teaching, the right attitude and perfect mindset to contribute for the country’s development and prosperity
Teacher as a reflective practioner Reflection is a process in which lectures become aware, or are supported to become aware, of the theory and motives behind their own teaching, to reflect on this and to take some deliberate steps to develop.