UNIVERSITY OF EDUCATION, WINNEBA

FACULTY OF SCIENCE EDUCATION

DEPARTMENT OF INTEGRATED SCIENCE EDUCATION

PSC 241: IMPROVISATION TECHNOQUES

 Course Objectives

• Students acquire competencies in the selection, construction and

evaluation of various science teaching and learning materials.

• Student would be able explain the rationale for improvisation and be

able to prepare different types of stock solutions for practical activities
Content
Improvisation (meaning and Types)
Resources for science teaching and learning.

Improvisation concepts and values

Rational of Improvisation

Materials that can be improvised for Biology, Chemistry, Integrated

Science and Physics teaching
 CONT’D
Theoretical Principles of Improvisation
Guidelines for the production of improvised materials

Skills required for the improvisation of materials

The five C’s of improvisation (TPSL approach)

Characteristics of useable improvised materials

 CONT’D
Charts/Wall sheets
Guidelines for the production of charts

Skills required for the production of charts.

Evaluation of charts.

Uses of charts
 CONT’D

Miscellaneous activities – Special topics

Preparation of stock solutions

Wiring of 3-pin plugs

Design and construction of materials by groups of students

Hand-on activities involving selected equipment and materials

 CONT’D

Practical Work
 The students will engage in a number of practical activities:
 Extraction of flower pigments
 Wiring of 3-pin plugs
 Construction of improvised science teaching and learning materials
 CONT’D

Mode of Delivery – Student Centred, Practical Work

 Discussions
 PowerPoint presentations,
 Demonstrations
 Field work
 Quizzes and tutorials
 Study Materials
Bajah, T. (2000). Teaching Integrated Science Creatively: Ibadan: Ibadan
University Press.

Eminah, J. K. (2008). Practical Chemistry for Senior High Schools. Accra:

Masterman Publicans.

Eminah, J. K. (2009). Rationale and Approaches for Improvisation in

Science. UMYU, Journal of Educational Research (1), 131-134.

Farant, J. S. (2004). Principles and Practice of Education, Essex: Longman

Group Ltd.
 RESOURCES FOR TEACHING
SCIENCE
• Learning is essentially a social process and teaching is only an instrument
of learning

• Resources for teaching/learning – many and varied. Includes objects,

facilities, processes, locations, and human

• Teaching/learning resources – Human resources, Material resources etc.

• Teaching materials or aids are those equipment and materials that a

teacher uses to illustrate, emphasize, and explain a lesson in order to
make it clearer to the students
 CONT’D

• These materials and equipment include simple familiar objects that can be
locally obtained (Nzewi & Nwosu, 2009).

• Teaching materials/instructional materials or teaching aids

• Resources for teaching/learning provide the teacher with the means of

expanding the horizon of experience of students, making them have first-
hand experience.
 CONT’D
• Teaching resources help to provide materials and opportunities for
experimentation.

• This ensures students’ participation in the lesson, which promotes

effective learning (Nzewi & Nwosu, 2009).

• The new science curriculum used in Ghanaian schools is activity based

and emphasises the acquisition of productive skills for life- long learning
 CONT’D
• Techers need to be creative in sourcing for and using appropriate
instructional resources for teaching and learning Science

• However, there are factors or challenges militating against the process of

sourcing for and using appropriate instructional resources for teaching and
learning
 Challenges teachers face in sourcing and using appropriate resources for
teaching/learning

• Difficulties in selecting and using instructional materials for teaching

• Difficulties have been that teachers tend to teach the way they were
taught in their training.

• Consequently, teachers use the materials they were exposed to during

their training. This habit is often difficult for teachers to change.
 CONT’D

Inability to identify/ locate resources;

Inability to develop appropriate materials from local resources;

Lack of school- based resource centre for instructional materials development,

selection and utilization and

Lack of short-term training to update teachers’ knowledge and skill for

instructional materials development, selection and utilization (NERDC, 2009).
 IMPROVISATION – Concepts and
perspectives
To improvise is to develop, modify or substitute an abject material for use
in the science lesson in place of standard material or prototype.

Improvisation of science teaching resources is defined as the preparation

and use of low cost readily available materials in the locality suitable
enough to make teaching and learning science meaningful to students.
 CONT’D

It is the process of replacing a standard science object with another

object of similar characteristics.

Improvisation is the use and or production of “look-alike” to facilitate

instruction.

Akinmoyewa (1992) explained improvisation as the art of designing a

replica of something to make it function or play the role of the real thing;
using available materials
 CONT’D
• Improvisation is a way of widening enquiry or a challenge to curiosity,
creativity and productive application of intellect.

• Eshiet (1996) defines improvisation as the sourcing, selection and

development of relevant instructional elements of the teaching-learning
process in the absence of or shortage of standard or accredited teaching
learning elements for a meaningful realization of specified educational
goals and objectives.
LECTURE TWO
VALUES OF IMPROVISATION
A value refers to the worth or importance attached to something.

Educational value: refers to the worth, importance or contribution of

improvisation to science or education in general.

 It enables teachers to acquire certain practical skills and capabilities for

future use.
 CONT’D

• Social value

It provides an avenue for interaction with people in the local

environment as science teachers and their students interact with local
artisans in the course of improvisation, they begin to tap their
expertise.
 CONT’D
Technical value

• Improvisation has to do with the benefits one gets personally in the

course of improvising.

• It enables teachers or learners to acquire problem-solving skills ie.

Involve hand in activities.

• It helps the learners and the teachers to develop functional and

manipulating skills.
CONT’D

Economic value
• Talks about the economic benefits that one can derive from
improvised materials for teaching and learning science. Improvised
materials are cheaper than standard ones.

• The money saved through improvisation can be used to purchase

other materials for science teaching. Improvised material could be sold
to generate income.
 RATIONALS FOR IMPROVISATION

 It enables teachers to develop their creative potential.

 It enables teachers to acquire balanced activities for the leaner.

 It enables the learner to see the environment as a resource for science

teaching.

 When schools are isolated improvisation is a viable alternative to the

supply of material that is in short
 CONT’D

 Improvisation is a way of minimizing cost of equipment

 Improvisation is inexpensive method of widening the scope of inquiry

 Improvisation lead to development of necessary science skills, process

skills, attitudinal and practical skills needed for students to function
effectively in the society as scientists
 CONT’D

• Improvisation enable teachers to think and research for cheaper, better

and faster methods of making the teaching-learning process easier for
learners hence, promote creativity and self-reliance

• Improvisation enable teachers to think and research for cheaper, better

and faster methods of making the teaching-learning process easier for
learners hence, promote creativity and self-reliance
 CONT’D

 Improvisation provide a cognitive bridge to lead learners from

abstraction to acquaintance with reality.

 It encourages involvement of teachers in curriculum design and

development

 It allows for effective lesson planning from objectives to evaluation


 It encourages students’ participation in the process of learning
 CONT’D

 Learning becomes real and immediate because improvised

instructional materials utilisation emphasizes understanding and
practical activities.

 Improvisation enable teachers to think and research for cheaper,

better and faster methods of making the teaching-learning process
easier for learners hence, promote creativity and self-reliance
 Improvised instructional materials utilisation makes access to science
education more equal and plentiful for all learners since improvised
materials can be moved to any place

 Visual support is very helpful in the teaching as it help learners to

comprehend what is happening in a particular concept.

 Improvisations are very useful and dependable in capturing students’

imagination if used correctly.
 TYPES OF IMPROVISATION

There are three main types of improvisation.

Improvisation by

 Substitution
 Modification
 Construction
Substitution

• This type of improvisation refers to the use of purchased discarded or

locally available materials in place of standard apparatus or materials.

• Such materials are used just as they were collected or bought without
any alteration in shape or size. They are not altered in any way except
perhaps to remove labels.
 CONT’D

 Examples of Improvisation by substitution

• Using Teaspoons as spatula

• Using Plastic jerry cans as aspirators
• Using Dry cells in place of accumulators
• Suing Discarded medicine bottles as reagent bottles.
• Using main water in place of distilled water, vi. KHSO4 in place of
H2SO4
 Modification

• This type of improvisation involves a change in a standard apparatus to

make it suitable for use
• The modification of an apparatus requires specialized skills in cutting,
soldering, sawing, welding
Example
1. Conversion of a millimetre into a voltmeter

2. Conversion of millimetre into ammeter.

3. A burette from a stopcock type to a pinchcock

• Construction

• This type of improvisation involves the designing and construction of

teaching aids using low cost materials. Some of the materials may be
obtained free of charge.

Examples
In Biology; Incubator,Animal cages, Quadrant, Insect catching nets
 CONT’D
In Chemistry:
Alkaline solution
Acid solution
Indicators
Troughs
Gas jars
Spatulas
 CONT’D

• In Physics:
Pinhole camera
Astronomical telescopes
Periscopes
Resonance tubes, Ray boxes
Voltmeters
Ammeter, Galvanometer
• ASSIGNMENT
• Students form a group of 10. Each group should improvised one of
the following material for teaching and learning of science

• Telescope, Quadrat, Lime water, potassium hydroxide, Citric acid

etc.
 CONT’D

LECTURE THREE
 SKILLS FOR IMPROVISATION

The skills required for improvisation are:

• Cognitive skills

• Psychomotor skills

• Affective skills
• Cognitive skills: this refers to the mental effort teachers make to
enable them improvise TLMs.

• This includes the ability to visualized, anticipate etc. future

needs so as to prepare adequately for the needs.
• Psychomotor: This refers to the manual dexterity (hand fabrication)
involving the ability to use simple tools to develop TLMs for lesson.

• This include the ability to weld solder, and drill holes in pieces of
wood and metals.
• Affective skills: this involves the concern for the target using the
TLMs.

• It also involves the motivation, readiness, eagerness etc. to

initiate and complete the development of particular TL.Ms.
 THE FIVE C'S FOR IMPROVISATION

• Curiosity
• Competence
• Creativity
• Compassion
• Commitment
 CHARACTERISTICS OF USABLE IMPROVISED
MATERIALS
• The material should be easy to operate

• The raw materials should be either free or available at low cost in the
open market.

• The materials should not be injurious to the target users

• The material should facilitate the attainment of the objectives of the

lesson.
 CONT’D

 The material should be portable

 The material should be devoid of sexual, racial or religious bias.

 The development of the material should be within the ability of the

teachers and learners.
 GUIDELINES FOR IMPROVISATION

 Specify the objectives

• Design the material and draw a model of it. Collect the raw materials
• Construct/develop the teaching aid

• Pilot-test the teaching and using some of the target users

• Modify the design if necessary

• Finalize the construction of the teaching aid
 CONT’D

• The characteristics of the students should be analyzed so that the

improvised materials can be within their abilities and interest. The
characteristics of the students include age, ability level, number in the
class, gender and physical impairment.

• Behavioral objectives of the lesson must agree with the improvised

materials to be used.
 CONT’D

• The number of students should be considered as teacher selects and

uses the materials

• Some classes are very large while others are small. The teacher should
bear in mind that whatever he/she selects should meet the desired
purpose(s).

• Constraints attached to the materials should also be considered.

Improvised science instructional materials are not easily available
 CONT’D
• Time is another factor when selecting. How long will it take for the
material to be produced

• Cost of materials involved should also be taken into consideration

• Sourcing the materials that is place of location should be considered

 CONT’D

• The effectiveness of the materials is also an issue in the selection.

Improvised materials selected must be suitable and their design must
meet the aesthetic value

• Improvised materials selected must meet the policy of the immediate

environment or culture of the students
 CONT’D

• The safety, durability and visibility of the improvised materials must

be considered during selection and usage

Self-Assessment Questions
Outline any five factors that should be taken into consideration when
improvising any instructional material in science
IMPROVISED MATERIALS OF SOME STANDARD SCIENCE
EQUIPMENTS AND CHALLENGES OF IMPROVISATION

Standard Equipment Improvised item Uses

Tripod stand Unused stove frame For supporting during
heating
Bunsen burner Kerosene stove Source of heat

Funnel Plastic bottle open at For transferring liquid

base

Round bottom flask Onion Electric bulbs For measuring liquids

 Challenges of Improvisation

Financial Factor

This is all about availability of funds for the purchase of raw materials
and for handy simple workshop tools, though improvisations are
expected to be made from cheap sources, there are basic tools and
materials that require money in the school.

Lack of such funds can frustrate the effort and interest of the science
teacher
 CONT’D

• Human factors take a critical look at the teachers’ professional

commitment, competence, creativity, mechanical skills, initiative and
resourcefulness.

• Researchers and classroom experiences have shown that many

classroom teachers are aware of the importance of improvisation
but majority of them do not practice it.
 CONT’D

• Low degree of accuracy and precision of materials improvised,

inconsistency in measurement and personal errors.

Assessment Questions
State five standard equipment in science and their improvised items
Explain two challenges of improvisation
 INTEGRATING IMPROVISED INSTRUCTIONAL
MATERIALS IN THE TEACHING OF SCIENCE
 To integrate and apply improvised instructional materials in the
teaching of science, certain basic steps should be followed. The
steps to follow include:

• Preparation of the teacher

• Preparation of the learners
• Actual presentation
• Preparation of the follow-up activities
 Teacher Preparation

In teacher preparation, effective application of improvised material

is very crucial to the objectives of the lesson. Therefore, the teacher
has to:

• Plan the integration in the lesson and follow it

• Consider how the material can help in achieving the objectives
• Process the materials well ahead of time, that is, prepare and test
them before the lesson commences
 Preparation of Learners

Learners must be prepared psychologically with some explanation and

reasons for the particular materials to be used. Clear guidance must
be given to learners as to areas of importance to study.

This involves step-by-step directions of what the students need to do

during the lesson. Where necessary, new words associated with the
material must be clearly defined
 Actual Presentation
The improvised materials, must be appropriately applied at:
1. Introductory stage
2. Content presentation stage
3. Summary stage
NB
The teacher should be in control of every stage, directing and maintaining
the learners’ interest and attention. Learners should not be carried away at
any stage whether or not they are directly involved in manipulation of the
material(s). The whole lesson should be guided by the objectives
 Preparation of the Follow-up Activities

In the preparation of the follow-up activities, the only way to evaluate

the success or otherwise of an improvised instructional material is to
obtain feedback from the learners.

Therefore, the teacher must evaluate the integration and application

of the material immediately. To this end, the teacher will do the
following:
 Select this paragraph to edit
 Ask questions that have direct bearing to the presentation
 Allow the learners to respond freely at every stage of the
lesson
Evaluate the presentation using instructional materials already
used in the lesson, based on the objectives of the lesson
Evaluate the lesson based on learners’ interest
 ROLES OF STUDENTS
According to Zarewa, (1991), improvisation helps to change
student’s attitudes towards science.

This portrays that if we can encourage students to partake in the

improvisation exercise, they stand a better chance of having a
positive attitudinal change towards science.
 Select this paragraph to edit
Therefore, students should be engaged in the collection,
assembling, fixing, etc of some basic and non-injurious items for
improvisation.

This will relate the abstracts concept, theories, laws etc. of

science to the real life situations.
 Role of School Authorities in Improvisation

The fundamental role to be played by the school authorities are:

• To assist the teachers financially in the production of improvised

materials.

• Solicit the support of parents to assist to procure improvised

materials or materials meant for improvisation. 3. Render
motivations to deserving teachers
 Select this paragraph to edit
Provide storage facilities for the improvised materials in order
to maximize usage within their life span.

Solicit the support of experts within the community to assist in

the improvisation exercise
 Role of Government in Improvisation

State and Federal Governments have important roles to play in the

improvisation exercise at all levels of the educational system.
Among them are the following:

• Improvisation should be made a core course in all fields of science

by curriculum developers.
 Role of Government in Improvisation

• Government should provide fund/cash to motivate teachers and

book authors on Improvisation

• Government should mount public enlightenment campaign on the

importance improvisation to the society as an integral part of
technological development
 SAMPLES OF IMPROVISATION OF SOME SCIENCE
TEACHING RESOURCES
Preparation of Citric Acid
Materials:
10 lime juice or orange fruits, beaker, funnel, cloth or wool
Procedure:
1. Wash fruits with clean water
2. Cut fruit into two and squeeze juice into beaker
3. Filter extracted juice using cloth, cotton wool and funnel The
extracted liquid juice is the citric acid that could be used in an acid-
base science
 Preparation of Ascorbic Acid
• Materials
10 big tomatoes 2. Beaker 3. Cloth or cotton wool 4. Funnel
Procedure
1. Wash the tomatoes with clean water
2. Cut tomatoes into two and squeeze out fruit extract into a. a
beaker.
3. Filter extracted juice using cotton wool or cloth
4. Filtered liquid is ascorbic acid and could be used in acid-base
lessons
 Preparation of Potassium Hydroxide
• Materials
• Dry cassava peels ,Dry Plantain peel ,Dry Cocoa peel, Filter, Beaker,
Water, Stirrer
• Procedure
1. Burn any of the above peels alone into ash
2. Put the ash into beaker half filled with water
3. Stir mixture very well
4. Filter mixture using cloth or cotton wool through funnel 5. The
filtered liquid is potassium hydroxide which could be used for
science activities
 Preparation of Calcium Hydroxide
• Materials: Quick lime ,Spoon, bottle, water

Procedures
1. Put five spoon full of powdered lime into bottle containing about 100ml
of water
2. Stir the mixture for some time
3. Allow the mixture to settle
4. Filter content 5. Clear filtered liquid is calcium hydroxide
THANK YOU