Teaching approaches

3.2 Science Teaching Strategies and styles

All of us have some sort of experience in learning since our first day in school. Since our first
day in school we have been subjected to different modes or strategies of teaching by our
teachers in various learning situations. Teaching strategies can be defined as teaching or
learning activities that take place in the classroom or similar situation which are constructed
by the teachers to result in pupils learning.

Teaching is a problem solving activity and there is no universal prescription of methodology

for a given learning situation. Every lesson is different and each class is unique. Each
individual teacher ought to understand his/her learners, plan, implement his/her instructions
accordingly and react to the learners as the situation presents itself.

The following are some of the teaching strategies that can be employed in the teaching of
science:

1. Lecture method
2. Question and Answer method
3. Group discussion method
4. Brain storming
5. Eclectic method
6. Demonstration method
7. Practicals method
8. Field trip method
9. Project method
10. Guest speakers

1. Lecture Method
In lecture method, the teacher is the sole dispenser or supplier of knowledge to the
learners and as he/she talks, he/she use chalk board, projector or power point presentation
to transfer knowledge to the learners. The basic purpose of the lecture method is to give
information to the learners which may not be available through any other media. The
presentation must not be too long.

Disadvantages of the lecture method

 Human beings have limited attention time. In fact, it has been proven scientifically
that pupils can listen attentively only for 15 to 20 minutes at a go. A lesson should be

interacted with some other learning activities otherwise it becomes boring to the
learners and it exhausts the lecturer.
 Learners with learning difficulties may not get anything at from the presentation and
they are not usually planned for or catered for in the lesson

11.Question and Answer Method

Here the teacher asks questions and the learners take time to answer. A good questioning
ability is a very important skill every teacher should posses. This skill can enable the
teacher to:

 Phrase questions in a simple and un ambiguous way

 Develop thinking patterns in his/her pupils that may be necessary for problem
solving
 Questions should be phrased in simple and meaning way so that pupils have no
problem in understanding what they are expected give. In addition, questions
should appropriate for a given situation and be of the appropriate level of
complexity. There are four levels of complexity that can be applied in question
and answer method. These are;
The cognitive level

These are questions that require the recalling of information

Convergent level
This includes questions that guide the pupils to the desired response from previously
acquired information and clues being provided.
Divergent level
This involves thought provoking questions which may have different correct answers
E.g. how can air pollution be reduced on the copperbelt?
Evaluative level
This level is applied when there is need to judge a person, an event or aspect of
communication.
E.g. of all the contributions made by Einstein in science, which one do you think serves
man the most?
The following words are used in setting questions:
How, who knows, when is, what is, why, what seen to be.
Ways in which pupils responses should be obtained

 Ask a question before identifying who to answer it. The row by row asking of
questions makes some pupils nervous and tense.
 Questions should be distributed to the entire class and not to the right or left side
only.
 Ask shy and slow pupils low level questions and higher level questions to fast
learners
 Call on both volunteers and non-volunteers to answer questions
 When thought provoking questions are asked, give enough time for pupils to think
 There should be no penalty for incorrect or partially correct answers

Ways in which pupils responses should be handled

 Soft spoken pupils should be encouraged by moving away from them so that they
answer loudly
 Discourage pupils from giving chorus answers
 Ask pupils to comment on answers given by another pupil
 Pupils failing to answer high level questions may asked low levels questions leading
to higher levels
 Make pupils explain to the whole class on how they got the correct answer. This is
very useful as explanation from a fellow pupil may be clearer.
12.Discussion Method

In discussion method, one pupil talks to another while the teacher occasionally
intervenes. Unfortunately, the term discussion has often been misused. During discussion,
the teacher should monitor the happenings and encourage each and every pupil to
actively participate in the given learning activities. Here the teacher should act as a guide
or facilitator.

During discussion, the teacher should not sit on the desk. He/She has to go round and
note down the various stages and get feed-back on the progress made by each pupil or
group. One objective of the discussion method is to encourage a spirit of co-operation. It
is evident, however, that not every topic in science syllabus is easy for discussion. Topic
in science can be divided into high and low consensus. High consensus refers to
concepts about which all people have common views, like the chemical symbols of
elements. Low consensus refers to the concepts about which there is great disagreement,
E.g. Evolution. Hence topics which are good for discussion tend to follow a low
consensus.

Things to consider before engaging learners in a discussion method

 There must be a suitable topic or question about which pupils can share ideas
 Pupils should have adequate background in the subject area; they should understand
what they are talking about
 The teacher should assist in the sitting arrangement of group members. It has been
observed that conversation is facilitated to the maximum between pupils who sit
opposite to each other than between those who sit side by side.

The role of the teacher during discussion

 It is the responsibility of the teacher to check the proposed topic for discussion. Is it
related to what has been studied at that level?
  The teacher should give clear instructions before moving pupils to their groups
 Ensure that pupils follow all instructions
 The teacher should have the ability to sustain the discussion by asking questions
and should be able to judge when the discussion should end
 The teacher should be able to summaries the points and make sure that the
activities contribute to the understanding of the subject.

13. Brainstorm
This method makes use of pupils’ active involvement in coming up with creative
ideas on a particular topic and provoking creative thinking. Brain storming is useful
and popular tool that the teacher and learners can use to develop highly creative
solutions to a problem.
Brain storming helps bring out the experiences of the pupils into play during problem
solving. It prompts active involvement and participation by class members. Given the
opportunity every class member has the potential to bring out highly thought out
ideas born out of their creativity and imagination which would contribute greatly to
the learning process and benefit other members in class.
Brain storming and lateral thinking
Brainstorming is a lateral thinking process where pupils come up with ideas and
thoughts.
Individual brainstorming
This happens when one brainstorms on their own. The pupil does not worry about
other pupils’ ideas or opinions and there is no criticism of the thought out ideas
instead free rein is given to pupils’ creativity
Group brain storming
Group brainstorming can be quite effective as it uses the creativity of all members of
the group. Group brain storming tends to develop ideas in more depth than individual
brain storming.

THE ECLECTIC METHOD

No single teaching method can be appropriate in all situations and for all topics.
For example methods for imparting scientific concepts, principles and theories may not be
appropriate for investigative skills. It is possible for a science teacher to employ a
combination of two or more methods for a given topic or lesson in order to maximise
learning. This method is referred to as the eclectic. It combines the good aspects of many
methods to facilitate effective science teaching and learning.

14.Demonstration Method

A teacher or student displays or manipulates some objects while the rest of the class watches.
In most cases, however, it is the teacher who is manipulating objects. Demonstration process
has a very high potential for attracting the pupils’ attention. It very important to ensure that
each and every pupil is able to see what is going on. If the experiment set is too small, they
can be put in small groups. Demonstration method is a very useful tool for starting a lesson.
It can also help pupils to relate facts to the subsequent theory class. Demonstration method is
usually employed where the equipment is expensive or not available for individual pupils to
carry out an experiment themselves.

15.Practicals / Laboratory Work

This is the type of teaching strategy where pupils learn through doing. They are involved in
activities such as measuring, observing, recording, handling apparatus e.t.c. Most of these
activities are done in the laboratory. Because of this, they are called laboratory activities. At
times each pupil is asked to design his/her own procedure to solve a given problem and the
teacher provides all the required materials. Some lab work procedures are laid down by the
teacher and the pupils just follow instructions in solving the problem. If properly used, pupils
can develop psycho-motor skills, critical thinking abilities, careful data collection and
analysis.

Practical activities can also be inform of field work, research projects and home assignments
where pupils work for sometime outside the laboratory set up.

Type of laboratory activities

 1. Experiment Activities
2. Non-experimental Activities

1. Non-experimental Activities

These are activities where pupils are not performing any experiments instead they are
involved in activities such as observing specimen, recording (drawing and writing)

2. Experiment Activities
These are activities where pupils are involved in experimentation in the laboratory.
There are two types of experimental activities; the illustrative and investigative
experiments.

Illustrative Experiments

These are experiments carried out to illustrate or verify or confirm what has been said
in the lesson. In this case, the procedure of carrying out the experiment is given to the
pupils by the teacher.

Advantages of illustrative experiments

 They enable pupils to acquire skills in following instructions

 They enable pupils to acquire manipulative skills
 They make scientific phenomenon more real to pupils

Disadvantages of illustrative experiments

 Not motivating to pupils

 Poor at attracting pupil attention
 Do not foster development of mental skills
 Non opportunity to interpret data, draw conclusion, evaluate procedures e.t.c,
is given to the pupils
 Investigative Experiments

These are experiments performed in order to find answer to the problem. The learners
may be given an opportunity to construct their own procedure for the experiment in
order to solve the problem.

Advantages of investigative experiments

 They are better at promoting cognitive development and scientific skills

 They are very motivating to pupils
 They are good at attracting pupil attention

Types of investigative experiments

There are two types;

1. Unstructured investigations
2. Structured investigations

Unstructured investigations

These are investigations where a problem is posed and pupils have to plan their own
method of collecting data, collect data and draw conclusions from the data obtained.
Engaging pupils in such activities can provide them with opportunities to:

 Make predictions and propose hypothesis

 Design investigations (select technique, apparatus and materials)
 Use technique, apparatus and materials
 Make observations, measurements and estimates
 Interpret observations and experimental data
 Evaluate methods and suggest possible improvements
 Acquire concepts, facts, and principles
16.Field Trip Method

Learning takes place outside the classroom environment. The teacher may take pupils
just outside the classroom to observe some plants, insects or may go out of town to
some industries, forests, zoo, and game park for education purpose. Learners are
required to make careful observation and complete tasks using information gathered.
The teacher may use this method to explain a process.

Advantages of field trip

 Learner have chance to get first hand information about natural phenomenon.
 Motivates learners to learn.
 Knowledge retention is high in learners.
 Helps the teacher to explain concepts / process easily.
 Pupils-Pupil relationship is improved

Disadvantages of field trip

 It is expensive to conduct field trips.

 It is time consuming.
 It may be dangerous because accidents may occur.
 It is involving for the Teacher to prepare.

17.Project work
A project is an in depth investigation by pupils of a topic that is worth of their
time attention anmd energy. A project involves three stages: phase 1, pupils and
their teacher select and discuss a topic to be explored. Phase 2, pupils conduct
firshand investigations and then create representations of their findings. Phase 3,
this phase includes culminating and debriefing events. In addition to the three
phases, there are three components to consider when embarking on project work
and these are: Content, Processes and products and Processes of project work
The dynamic processes intrinsic in the implementation the project approach are
realised when the teacher begins to encourage pupils to:
 Develop their own questions about the topic under investigation
  Make predictions about the topic under investigation
 Think of ways to test their investigations
 Negotiate with the teacher various ways they might represent their
findings
 Take time to solve their own problems through trial and error.

Advantages of project work include

 More effective than classical teaching
 Avoids individualism(there is normally no leader)
 Additional knowledge apart from lectures
 Share knowledge
 People normally work in groups in groups throughout their life and it is
better to be prepared for that. project based learning is a great opportunity
 Social contacts are made
 Self management and organisation
 Tolerance cultivated in learners productivity is enhanced
 Development of individual knowledge and skills
 Real life simulation
 Complete evaluation
 Team work is encouraged
 Preparation for future job
Disadvantages of project work
 Evaluation could be a problem
 Difficulties in communication
 More work for teachers
 teachers have to agree on the project
 Level of pupils in the group has to be equal and that is hard to be achieved
expensive to conduct
 time consuming
 May encourage superficial learning
  Possibility of absence of cooperation
 Everyone has to know the people in his/her group in order to work better

18. Guest Speakers

The teacher invites a person who is very knowledgeable about a certain topic from the
syllabus. The guest speaker is usually is one of the members of the community to
address the pupils. She/he could be a doctor, engineer, chemist, or pharmacist. They
should present on topics that are to do with their specialization or occupation. This
method helps to break the monotony of having the same person teaching the pupils
and also works as a motivation to the pupils because they are able to connect
classroom activities/theory to real life.

Preparation

 Teacher should see the speaker before the talk

 Should inform the speaker the rules, dos and don’ts of the class
 Inform the pupils of the event in advance
 Invite pupils to prepare in advance the questions to ask
 A follow-up (discussion ) should be planned
Advantages
 The resource person is a specialist in the topic that is discussed
 Brings variation in the teaching stratagies
 Can be highly motivating
 Sensitive topics are covered by someone else

Disadvantages
 The resource person may not be very communicative
 It may be difficult to find a suitable person
 Pupils can act out of character