FRONTIER INSTITUTE OF PROFESSIONAL AND MANAGEMENT

STUDIES.

Along wajir international airport road, opposite the new sokomjinga market.
P. O BOX 228-70200, WAJIR .TEL 0718712578.
“Center Of Academic Excellence And Educational Innovation

LECTURER: FRANKLINE ODONGO.

SCIENCE AND TECHNOLOGY

What is Science?
Science has been defined as a body of knowledge obtained by scientists. The body of
Knowledge includes facts, concepts, theories and laws that are subjected to rigorous
testing.
Scientific information is constantly modified, rearrange and reoriented in the light of
recent developments.
Teaching Science and Technology
_
Aims and objectives of teaching Science – Introduction about different methods of
Teaching science – objectives – merits – limitations.
Contents:
-- Science definition – Importance of Science.
– Teaching Science – importance and values
– Objectives, Objectives of Teaching Sc. in Primary Schools
– Objectives Classification -Benjamin Bloom’s Classification –
- - Cognitive domain -
- - Affective domain
- - Psychomotor domain
- Methods of teaching science
– Objectives – Classification – merits - demerits & Limitations of the
Learner / Teacher centered Teaching.
Science: Definition.
 The word `Science ` is derived from the Latin word termed as “Scientia” which
 has the meaning ` to Know `.
 Science can be defined in a number of ways. A few definitions are given below.
 Science is concerned with understanding the properties of external world of
nature.
 Science is a body of knowledge and a method of obtaining it for wider usage.
 Science reveals that knowledge is tentative and constantly changing.
 Scientific ideas are the result of experimentation and observation by scientists.
  Scientific ideas are subject to modification in the light of further empirical
observation.
 Scientific Methods have given trustworthy science through the experimental
learning.
 Science is both a product and a process
Important Characteristics of Science.
From the definitions and we can summarize the important characteristics of Science.
1. Science helps us to understand our environment.
2. Science is nothing but truth.
3. Science means searching for truth.
4. Science reveals that knowledge is tentative and changing.
6 Science is not only classified knowledge but also a method of acquiring it.
Hence the Science is both a product and a process.

The importance of science can be realized from the way scientific knowledge has
expanded and the impact that it has made in our daily life. The science has widely
spread its dynasty all areas.

With the advent of science in improving the comforts and welfare of the people, the
study of science acquires lot or importance. Teacher-Student can summarize the ideas
and concepts regarding the contribution of science and technology towards the
Mankind.

The relationship / interaction between the Science and Technology with mankind.
Teaching Science: – importance and values.
Teaching Science is an important for every teacher also it has its own influence
Over the personal life of an individual as well as his / her social life.
From the Ancient days the Science and teaching and learning science subjects have been
an integral part of the human society.

The teaching Science is felt important for the following reasons:

Science helps an individual to be a self seeker of knowledge and develop curiosity.
It satisfies the inquisitiveness of an individual and helps to discipline his character.
It is only Science that reveals the use of the natural phenomena.
The study of science helps us to understand the most modern gadgets and its proper
usage.
The impact of science in our civilization and modernization can be appreciated only by
studying Science Scientific Principles and Methods Technology Inventions and
discoveries for the development of mankind Application and Usage Growth &
Development in multiple disciplines Development of the Mankind

Teaching Science: importance.

 The curriculum renewed in the light of KICD (CBC) aims at the preparation of
committed teachers whose professionalism would enable them to sustain their learning
interest throughout their career.
The present 8.4.4 CURRICULUM had a paradigm shift from the teacher to the learner
and from the focus on teaching methods to ways and means of facilitating and
enhancing learning by children.

Based on the recommendations of the education task force the teaching science has been
anticipated to achieve the following objectives.
_ The scientific principles and methods learnt shall have the links with everyday life.
_ The scientific approach shall be applied to everyday life.
_ Create and investigate the new phenomenon for a developing society.
_ The environment awareness is insisted.
_ The experiments and projects must have its own place in the curriculum and teaching.
The following values or benefits of studying science are observed in the following
domains.
_ Intellectual value
_ Vocational value
_ Aesthetic value
_ Utilitarian value
_ Moral value
_ Psychological value
Objectives of teaching science in Primary Education:
Each and every child should
_ Have the creativity.
_ Acquire the Interest in learning science
_ Have the awareness of the environment
_ Analyze and investigate their activities rationally.
_ Develop the scientific aptitude and attitude.
_ Do individually simple science experiments.
_ Actively engage themselves in Project works.
_ Collect data from various sources in the given context.
_ Have the ability of decision making and problem solving.
_ classify the data in an organized pattern and confirm the results.
Objectives of teaching science in primary Junior Secondary schools:
I. To create interest in science.
II. To help the children in healthy living.
III. To observe carefully objects and events in the
IV. nearby environment.
V. To analyze and investigate the natural objects and
VI. specimens.
VII. To collect all sorts of objects in the environment, and
VIII. classify them to draw inference.
 IX. To be curious to know about natural objects and
X. appreciate them.
Classification of Objectives of Teaching SCIENCE :
Aim is the ultimate object or action or result to be achieved by the person.
It is a broader concept. But the Objective is the trend or roles to be forwarded or
implemented to achieve the aim desired.
Objectives are classified in to types, viz: General objectives and

Special objectives.

Objectives in Teaching Science

Although the objectives of teaching science are stated in different ways, the objectives
Formulated by Benjamin Bloom are considered important are as follows:
1. Cognitive domain
2. Affective domain
3. Psychomotor domain
Objectives
General Objectives
Special Objectives
Outcomes
Behavioural changes of a Learner afteracquiring knowledge through Science Teaching
Outcomes of a Learner for a specific knowledge in Science in a specific method or time
etc.
Cognitive domain /Psychomotor domain
Identifying and remembering the objects.Developing skills for behavioural changes.
State the reason and relationship. Skills in arranging things Handling the objects.
Manipulative skills.
Skills in drawing.
Objectives of Teaching
Affective domain
Appreciating the objects and events observed Interests and Attitude changes.
Behavioral changes relates with values.
Interaction between the three types of skills in learning science
Example: 1
Teaching / learning the features of living and non-living things.
Cognitive domain
Identification of things given and recalling the
similar experiences. Formulating the concept.
Affective domain
Observing the activities of the given things.
Psychomotor domain
Differentiating the animals and plant
Example: 2
Teaching / learning the separation of iron dust from the rice.
Cognitive domain Selection of appropriate experiment (Knowledge)
Affective domain Observing and arriving the results from the experiment.
Psychomotor domain Setting up or conduct of the experiment proposed.

Cognitive domain
Bloom classified the cognitive domain into three types as follows;
1. Factual knowledge,
2. Conceptual Knowledge and
3. Procedural Knowledge.
The skills to be developed among the learners in the Cognitive domain are classified
further into 6 divisions. They are.
_ 1] Acquiring the Knowledge
_ 2] Comprehending the knowledge
_ 3] Application of knowledge and earlier experiences
_ 4] Analysis
_ 5] Synthesis
_ 6] Evaluation and feedback.
Pyramid of skills development in Cognitive domain
Anderson and Rathhole proposed the Metacognition as an additional type of
Cognitive domain proposed by Bloom. The restructured general objectives of
metacognition are as follows:
 Knowledge
It is a basic component of Cognitive domain. It just recalls or remembers the earlier
experiences. The names, dates, objects, incidents etc. can be remembered with through
knowledge.
 Understanding
Comprehends the knowledge of the object observed or the action performed or to be
performed. It generally explains or illustrates the principles and laws related to science.
Only with the understanding further conceptualization is possible.
 Application
Applies the knowledge acquired and make decisions for problem solving.
 Analysis
This relates or distinguishes the information from the news, objects, activities etc.for the
process of Problem solving or decision making.
 Synthesis
Assemblage of the parts or information derived and formulates the new projects and
schemes or concepts.
 Evaluation
Feedback of the properties of objects, activities, solutions, methods etc.,
General Objectives Activities concerned
 Remembering
Define, list out, recall, give an account of
 Understanding
Compare, distinguish, note briefly, guess
Application Make models, discuss,
Analysis Differentiate, arrange, classify, illustrate with examples
Evaluating Experiment, evaluate, test,
Metacognition
Creating Plan, modify, formulate, derive
6.Creating
5.Evaluating
4.Analyzing
3.Applying
2.Understanding
1.Remembering
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 10 of 20
Example:
“ Find out the amount of vitamin contents in the food
supplied to a person in his / her family environment “
If the general explanation of Vitamins and their availability and list out the functions
are
given for activities proposed in teaching the learners have received the data only. Such
like
activities force the learner to memorize the data and remembering skills only. With the
activities proposed above the following activities can be done individually or in group
activity.
By providing the diagrams and ask the children to classify the food constituents based
on vitamins.
By providing actual objects / specimens or models or diagram the learner should
classify according to the
specific vitamin.
Learner is asked to list out their daily food and it s nutritious values.
To prepare a diet table of a family ( usually the learner’s) describing the amount of food
intake and its
nutritious value. Identify the vitamins in their food and amount of vitamin
consumption by a particular
person in the family.
Such activities may enhance the learnability and positive feed back of the subject
taught.
_
The following table gives the general objectives and the appropriate action verbs that
would clearly indicate the behavioural objectives
General Objectives Action verbs that would explicitly indicate the behavioural objective
Knowledge
1. State the laws, define concepts
2. List the details
3. Name the objects
Understanding
1. distinguish
2. give examples
3. explain
4. compare and contrast
5. state the relationship
Application
1. state the reason
2. solve problems
3. apply the scientific principles in daily life
Acquisition of skills 1. Set up experiment, using appropriate science apparatus
2. observe carefully and note down data
3. Fabricate the apparatus for the experiment
4. Measure accurately during experiments
5. Draws diagrams for explaining scientific principles
6. Collects scientific objects
7. Point out the different stages of development of objects
8. Classify scientific objects and display them
9. Dissect biological specimens
Affective domain:
This is concerned with the development of emotions and feeling among students. The
following are the objectives in this domain. In teaching science, children have to
develop
1. Appreciation
2. Interest
3. Attitudes
4. Value system and
5. Character formation
Usually these are long term objectives. The behavioural changes in this domain are not
explicitly evaluated. A continuous effort in teaching and the follow up activities alone
can
change or modify the behavioural changes. The moral values can be inculcated in this
domain.
Example: Disposal of degradable and non-degradable wastes in its appropriate places
The stages of Affective domain.
The kernel of this teaching objective is to make the learner to manage the wastes in a
proper way. It is very difficult to illustrate the solid wastes management, the oral
instructions
and the lectures make tired of the learner also arouse no interest towards the topic
dealt. The
illustration through the drama or puppets make effective. The good characters and the
goodwill be appreciated in these will give a positive effect.
Appreciation
Character
Formation
Value
system
Attitude
Interest
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 12 of 20
Appreciating the activities of sincere learner enhances the motivation of teaching
objective. The learners themselves trained to classify the wastes as degradable and
nondegradable.
The activities assigned (The degradable wastes must be kept in green colored bin
and the non-degradable wastes to be placed in red colored bin) to the learners need be
followed and appreciated. The proper appreciation makes the learner to achieve
the long term goal or objective. The appreciation can be done among the other
children motivates them to continue their activity.
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 13 of 20
Psychomotor domain
The purpose of this psychomotor domain is to develop the mind and muscular skills.
The following are the objectives:
1. Skill in arranging experiments
2. Skill is arriving at accurate results
3. Skill in drawing the sketches and diagrams
4. Manipulative skills
The above stated objectives are called general objectives. The attainment of these
general
objectives can be observed and measured only when they are stated in the form of
behavioural objectives. Before teaching any lesson to the students, it is absolutely
necessary
to state clearly the learning outcomes in terms of general objectives and behavioural
objectives.
Benjamin Bloom had not given much attention and gave little explanation to this
Psychomotor domain. The Psychomotor domain is explained and classified its
objectives by
Harey (1972) as follows:
1. Perception
2. Imitation
3. Manipulation
4. Precision
5. Articulation
6. Naturalization
The creativity of child is developed by the behavioural changes of psychomotor
domain. The keen observation and the active participation only develop the creativity.
The
teacher should demonstrate and give the hands on experience while learning science.
The
projects and experiments develop the creativity of the children. The activity based
learning is
also an one of the method allows the behavioural changes among the children and
fulfill the
main objectives of teaching Science.
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 14 of 20
Example:
The demonstration of the experiments related to transformation of energy.
1. Teacher demonstrates the concept through simple experiments: making models for
wind energy. Mechanical energy to Electrical energy etc.
2. Giving low cost materials to build fan, anemometer, wind mill etc., and
demonstrating
them for children.
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 15 of 20
Methods of teaching science:
The main objective of Teaching Science is to bring about desirable changes in the
behaviour of pupils and develop the scientific attitude. This is possible only when the
teacher
is having adequate knowledge in Science and its teaching methods. The student
teachers
need to be aware of different teaching methods in a detailed way in the science subjects.
If
the teacher selects and uses an appropriate teaching method according to his/ her
attitude
and environment, in accordance with the age and ability of the pupils, teaching-
learning
process will be an excellent one.
Guidelines for the Selection of appropriate Teaching method.
A Teacher must choose the teaching method that
should satisfy the teaching objectives.
can be able to handle in the current classroom conditions
should made an impact in the behavioural changes of students.
should be flexible with the quality and ability of the learners.
should use the local resources (from the class room, school and nearby locality)
should be an appropriate with the present socio-economic conditions.
should reflect the actual needs of the learners in the teaching-learning process.
Classification of Methods of Teaching Science
In the purview of Teaching – Learning environment the Teaching
methods can be classified on the basis of learners’ orientation as follows.
_ Teacher centred approach and
_ Learner centred approach.
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 16 of 20
Methods of Teaching
Teacher centred methods:
In this Teacher centred methods of teaching the learners receive a lot of information
from their teachers. An active participation by the learners in the Teaching and
Learning
process is minimized. Teachers’ role is monopolized. This is a subjective method. Only a
resourceful teacher can make it effective and benefit for their learners. This is useful for
the
learners who need information and instructions from their
higher authorities. The historical data and contemporary notes
on scientific information can be delivered easily with these
methods.
Example:
1. Lecture method
2. Lecture cum demonstration method
3. Team teaching.
Lecture method
Lecture method is generally not suitable for the lower classes. But, this is the method
most liked by teachers. Thinking and observation which result from science teaching do
not
get developed. This method can be made interesting to students by the eminent
lecturers
through their knowledge, style of presentation of information and presence of mind
with sense
of humour.
Teacher Centred Learner Centred
_ Role teacher is high in Teaching – Learning
process.
_ No participation in learners’ activities.
_ Only observation and direction of learners is
done by the teacher.
_ Useful for the theoretical aspects knowledge
_ Teacher is only a guide.
_ Learners actively participate in teaching
learning process.
_ Team spirit, cooperative skills are
developed
Teaching methods
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 17 of 20
Merits of Lecture method:
_ Teacher oriented method find useful to narrate the subject knowledge through the
stories for lower classes.
_ Vast data and information can be delivered to the learners in a short period of time.
_ This method can handle a large population of learners.
_ Teacher can correlate his / her experiences with the subject they taught.
_ Current and Latest information can be provided by the teacher
_ Only a good orator or teacher with pleasing attitudes can do well in lecturing.
_ Teaching and Learning Materials expenditures are minimized (almost nil)
Limitations of Lecture method.
_ Learners’ feed back is ignored.
_ It is not advisable for lower classes
_ The learners’ participation is very low.
_ Learners got data only from their teachers.
_ Creativity and manipulating skills are not developed.
_ Lazy and inefficient teacher spoils the entire teaching and learning process.
_ There will be no provision to maintain the attention of learners in learning process
_ Teachers have to spend a lot of energy and time in teaching and collection
information.
Lecture cum Demonstration method
This method has both the benefits of lecture and
demonstration methods. In this method, teacher gives the
explanation regarding the experiment and performs the experiment.
If teacher plans these methods well, that would be one of the best
methods of teaching science.
Team teaching
In this method, 3 to 5 teachers join as a group and teach a particular portion of the
subject in different teaching methods. This method helps the teacher to come out best in
their
competencies. They jointly plan, teach and evaluate the learners’ requirement and
activities.
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 18 of 20
Learner centred methods:
This method enhances the learning skills and achieves the most of teaching objectives.
The learner centre methods include collection, handling, classification, analysis
Observation,
and experimentation, evaluation of objects, data and information. The students are
trained or
exposed to the various methods and approaches of this learner centred teaching
through the
teacher. This method gives no burden to learners and exchanges the activities related to
the
teaching and learning process in Science subjects.
Examples:
1. Learning by doing ( Activity Based Learning method)
2. Project method
3. Observation & Experiments.
4. Discussion
5. Field trips
6. Inductive method.
7. Deductive method
8. Assignments
9. Play way method
10. Seminars.
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 19 of 20
Merits of Learning centred method of teaching.
_ The curiosity of children at primary schools leads to the motivation of learning and
skill oriented activities
_ There will be ample opportunities to learn beyond the school texts.
_ Relates the off campus experience with the school lessons.
_ Collection and analysis data by children makes their knowledge wider.
_ This makes retention of concepts in mind for long time.
_ Decision making skill can be developed.
_ Problem solving skills also developed among the learners.
_ Attention deficiency disorders become low.
_ Activity based learning develops the manipulating skills of children.
_ Children can learn with its ability.
_ Science teaching becomes easier and effective.
_ Teachers’ time, resources and energy is saved.
_ Group activities develop the social values.
_ Team work, cooperative venture can be understood by the students.
_ Makes the children self reliant and self confident.
Limitations:
o costlier in terms of money and time.
o the equal opportunity for every child in collection of resources, data and information
is hardly available.
o teacher should have a sound knowledge in their subject and have special skills.
o abstract concepts must be explained by the teachers.
o collecting the relevant data and observing them closely and formulating appropriate
hypothesis is not a
simple task. some times teachers also facing the difficulty when arriving an appropriate
hypothesis.
o learners need more resources, guidance and time to learn the science subjects or
concepts.
Learning becomes best and vivid, depending upon
the teaching method, the teacher selects. Teachers
should become aware of various science teaching
methods to improve their professional skills. Teachers can
select his / her teaching methods, according to the
learning environment and teaching objectives.
TEACHING OF SCIENCE source book: Lecture Notes.
First Year - Diploma in Teacher Education.
Unit 1. Teaching Science. Page 20 of 20
Sample Questions:
_ Define Science.
_ Write the characteristics of Science.
_ Why Science is important ?
_ Mention the values of Science.
_ What are the objectives of teaching science in primary schools.
_ Mention the classification of teaching objectives.
_ Write the classification of Cognitive domain.
_ What is metacognition ?
_ What is called affective domain ?
_ Write the classification of affective domain.
_ What are the objectives of Psychomotor domain proposed by Harey ?
_ What are the guidelines to choose appropriate method teaching science ?
_ List out the methods proposed for Learner centred teaching methods in science.
_ Write down the limitations of lecture method.
_ What are the merits of Project method.
_ Is there any limitations for learner centred teaching ? if yes, Discuss.
_ What is called lecture cum demonstration method ?
_ What is Team teaching ?

_ Write down the merits of learner centred teaching.