1

BED 3rd SEMESTER SUGGESTION WITH ANSWERS

PEDAGOGY OF SCIENCE: (PHYSICAL SCIENCE)
Course: 1.3.7B
WBUTTEPA/BSAEU

Made By: PRAGYA BIKASH YT

The suggestions are intended to aid your study process. And these suggestions
do not guarantee any specific outcome on the exam.

GROUP-A

1. Mention any four teaching learning strategies in Physical

Science used in classroom environment.
2. What are the criteria of a good teaching aids in Physical
Science?
3. Mention two differences between Laboratory method and
Demonstration method used in teaching Physical Science.
4. What are the basic differences between Micro teaching and
Simulated Teaching in Physical Science?
5. What are the objectives of organisation of science
exhibition?
6. Define 'Achievement Test' in Physical Science.
7. Mention any four activities of science club in school.
8. Mention any two objectives of pedagogical analysis of
content in Physical Science.
9. Write any two qualities of an ideal science teacher.
10. What is the purpose for constructing blue print for
preparation of achievement test in Physical Science?
11. Mention any two differences between Assessment and
Evaluation in Physical Science.
12. Mention different components of the skill 'Questioning' in
relation to teaching Physical Science.

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13. Mention any two purposes of school organised science
exhibition.
14. Mention any two skills which are essential for a science
teacher for demonstration of laboratory based practical
activities.
15. What is Micro-teaching?
16. Mention any two purposes of developing criterion-
referenced test.
17. Mention any two disadvantages of Demonstration method
for teaching Physical Science.
18. What type of Professional growth is needed for a Physical
Science teacher at Secondary level?
19. Mention any two purposes of organisation of Project work
for teaching Physical Science.
20. Define an Achievement Test with a suitable example.
21.What is the importance of previous knowledge of student
for the preparation of Pedagogical Analysis.
22. Write down the name of different components for 'Skill of
Explanation' in micro- teaching.
22.Mention two merits of organisation of Science Fair in
school.

GROUP-B

1. Classify and explain different types of Teaching aids used in

classroom teaching of Physical Science.
2. How will a physical science teacher organise a science fair
at school? Mention educational values of science fair.
3. Explain a complete Micro Teaching Cycle for teaching
Physical Science.

4. Write short notes on:

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i) Science Project Work
ii) Science Excursion

5. Explain the following with suitable examples in teaching

learning process of Physical Science:

i) Measurement
ii) Assessment
iii) Evaluation

6. Discuss briefly various phases of teaching Physical Science

in classroom situation.
7. Analyse any one unit in Physical Science (from class VI-XII,
any class) pedagogically w.r.t the following:
a) Breaking of the unit into subunits mentioning no of periods
necessary and selecting any one subunit.
b) Testing previous knowledge
c) Identifying instructional objectives and expressing those in
behavioural terms
d) Mentioning sub-unit wise concepts

8. Describe briefly various steps for construction of an

achievement test in Physical Science.
9. Compare between Micro-teaching and traditional teaching
in Physical Science.
10. Discuss about the terms-Assessment and Evaluation in
Physical Science.
11. What are the major qualities of an ideal Physical Science
teacher at secondary level? Give a clear description how those
qualities can be included in school environment.
12. Mention the importance of different science activities in
school.
13. What is the importance to form a Science club in a school?
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14. With suitable example, mention the different
subcomponents of the 'Skill of Explaining' during teaching
Physical Science at the secondary stage.
15. With suitable examples, mention the different components
of the Skill of Introducing the lesson during teaching Physical
Science at secondary leve.
16. Continuous Professional Growth of Science teacher in
essential Explain.

GROUP-C

1. What is the importance of professional growth of a Physical

Science teacher? What are various measures to enhance this
growth?
2. Discuss different steps of Micro-teaching in Physical
Science.
3. Prepare a continuous and comprehensive plan for any
particular class in secondary level in Physical Science.
4. Discuss the different steps of construction of a Pedagogical
Analysis in Physical Science.
5. Prepare a pedagogical analysis on the following items of
Physical Science on selected unit of any class in secondary
level
a) Breaking of unit into subunit with number of periods.
b) Identify from instructional objectives of selected subunit in behavioural terms.
c) Write down two probing questions with suitable answers from selected
subunit.

GROUP-A
(Marks-2)

1. Mention any four teaching learning strategies in Physical

Science used in classroom environment.
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Here are four teaching-learning strategies commonly used in the Physical
Science classroom:

1. Inquiry-Based Learning:
Encourages students to explore scientific concepts by asking questions,
conducting experiments, and analyzing results to draw conclusions. This
approach fosters critical thinking and problem-solving skills.

2. Demonstrations and Experiments:

Teachers use hands-on experiments or demonstrations to explain scientific
principles. This strategy helps make abstract concepts more tangible and
enhances student engagement.

3. Collaborative Learning:
Students work in groups to solve problems, conduct investigations, or discuss
concepts. This promotes teamwork, communication, and deeper understanding
through peer interactions.

4. Use of Models and Simulations:

Physical or digital models, as well as simulations, are used to represent complex
scientific phenomena. These tools help students visualize and comprehend
concepts that are otherwise challenging to grasp.

2. What are the criteria of a good teaching aids in Physical

Science?

Good teaching aids in Physical Science should meet the following criteria:

1. Relevance to Learning Objectives:

The teaching aid should align with the curriculum and specific learning goals,
helping students understand the intended scientific concept effectively.

2. Accuracy and Clarity:

The information presented should be scientifically accurate and free from
errors. It should clearly communicate the concept without causing confusion.

3. Engagement and Interactivity:

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A good teaching aid should capture students' interest and encourage active
participation, whether through hands-on activities, visual appeal, or interactive
elements.

3. Mention two differences between Laboratory method and

Demonstration method used in teaching Physical Science.

Laboratory Method Demonstration Method

Students actively perform The teacher performs the

experiments, handle equipment, experiment or activity while
and gather data themselves, students observe and take notes,
promoting hands-on learning and limiting direct hands-on
experiential understanding. involvement.
Emphasizes developing practical Focuses more on conceptual
skills, such as experimental understanding and visualization
techniques, problem-solving, and of scientific principles, as the
critical thinking, as students teacher guides the process and
design and conduct experiments. explains the outcomes.

4. What are the basic differences between Micro teaching and

Simulated Teaching in Physical Science?

Micro Teaching VS Simulated Teaching :

Micro Teaching Simulated Teaching

(1) Only one skill is practiced (1) Integration of many skills is

at a time. involved at a time.

(2) Time allotted is 5-10 (2) Time allotted is 35-40 minutes.

minutes.

5. What are the objectives of organisation of science

exhibition?

The following are the objectives of science exhibition:

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• Promoting interest in Science and Technology among younger generation.
• Encouraging scientific and technological creativity among students and
inculcating a sense of pride in their talent.
• Providing exploratory experiences, encouraging creative thinking and
promoting psychomotor skills among school students through self designed
models or simple apparatus

6. Define 'Achievement Test' in Physical Science.

The achievement test determines the accomplishment of the student in specified

areas of learning. It evaluates the effectiveness of the teaching- learning
programme.

According to Gronlund, "achievement test is a systematic procedure for

determining the amount that a student has learnt through instruction.

According to Thorndike and Hagen, "the type of ability test that describes
what a person has learned to do is called achievement test."

According to N M Downie, "any test that measures the attainments or

accomplishments of an individual after a period of training of learning is called
achievement test.”

7. Mention any four activities of science club in school.

1. Workshop activity: In workshop activity, various types of working and non-

working models, charts, diagrams and teaching- learning materials of different
types could be prepared. There could be activities like working on projects on
various issues. working for experiments and technical processes like
preparation of soap, making various electronic circuits, etc.

2. Collection activity: Under this activity, students can be directed to collect

various specimens, samples of soils and ores of different elements, various
samles of polymers(natural and artificial), various types of fertilizers, drugs of
different families, rocks, stones, leaves, seeds, etc. and put them on display in
school.

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8. Mention any two objectives of pedagogical analysis of
content in Physical Science.
(1) Pedagogy i.e. the science of teaching is a master plan that includes a details
of what is to be done by a teacher, the instructional strategies, instructional
equipments and the cardinal objective of instruction.

(2) Effective teaching through pedagogical analysis displays skills at creating

curricula designed to build on students' present knowledge and understanding
and move them to more sophisticated and in- depth abilities, knowledge,
concepts and performances.

9. Write any two qualities of an ideal science teacher.

(1) Well-rounded personality: The teacher must have well-rounded personality,

so that he can naturally attract students and interact effectively with them.

(2) Sense of responsibility: A good teacher will always be aware of his

responsibility.

(3) Mental Endurance: He will take a failure as easily as he will take a success
with moderation. That is, the teacher should have self-restraint, firmness of
character and mental patience to move forward even in adverse conditions.

10. What is the purpose for constructing blue print for

preparation of achievement test in Physical Science?

Blue print is a three dimensional chart showing the weightage given to the
instructional objective, content unit and form of tests alongwith marks. It is
essential to an engineer for construction of building, bridges etc. It is very useful
to a teacher for constructing a test. For preparing a blue print following steps
are to be taken into consideration-

1. Distribution of marks according to objectives and contents on all content units

and objectives are to be shown in the table.
2. Distribution of marks according to form of tests.
3. Number of test items according to the instructional objectives and content.
4. Estimated difficulty level and time need for each item.

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Clarity, continuity, relevance to the content using beginning and concluding
statements, covering essential points.

23.Mention two merits of organisation of Science Fair in

school.

merits of organisation of Science Fair in school :

The following are the advantages of science fair-

• Science fairs may help in knowing about the methods, techniques and aid
material developed by the individual teacher, students or institution and
deriving benefit by coming into contact each other.

• Science fairs bring the schools quite close to community and the society. The
guardians of the students derive pleasure and satisfaction on seeing the
performance of their wards. They are also acquainted with the utility and service
of science in the r day to day life.

• Science fairs help in providing satisfactory forum and opportunity for the
healthy competition on the individual and the institutional level.

GROUP-B
(Marks-5)

1. Classify and explain different types of Teaching aids used in

classroom teaching of Physical Science.

Teaching aids are essential tools that enhance the learning experience in
physical science classrooms. They help to make abstract concepts more
tangible, stimulate interest, and improve understanding. Here are the different
types of teaching aids used in physical science, classified and explained:

1. Audio Aids:

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● Audio Recordings: These include lectures, discussions, interviews, and field
recordings related to physical science concepts. They can be played in class or
used for independent learning.
● Radio: Broadcasts educational programs on science topics, which can be
incorporated into classroom activities.

2. Visual Aids:

● Charts and Graphs: These visually represent data, trends, and relationships in
physical science, making complex information easier to comprehend.
● Models: Physical representations of objects or systems, such as the solar
system, the human body, or a machine, help students visualize and understand
their structure and function.
● Pictures and Diagrams: Visual depictions of concepts, experiments, or
phenomena, making them more engaging and memorable.
● Blackboard/Whiteboard: Used for writing, drawing, and explaining concepts
directly to the class.
● Posters: Large, visually appealing displays of information, often used for
specific topics or campaigns.

3. Audio-Visual Aids:

● Films and Videos: Pre-recorded videos on scientific topics, experiments, or

documentaries, providing a dynamic and engaging learning experience.
● Television: Broadcasts educational programs on science, which can be
incorporated into classroom activities.
● Computer-Based Multimedia: Interactive presentations, simulations, and
virtual labs that allow students to explore concepts and conduct experiments
virtually.

4. Activity-Based Aids:

● Laboratory Experiments: Hands-on activities that allow students to investigate

scientific phenomena directly, fostering critical thinking and problem-solving
skills.
● Field Trips: Visits to scientific institutions, museums, or natural sites, providing
real-world context and inspiration for learning.
● Demonstrations: Teacher-led experiments or simulations that showcase
scientific principles and concepts.

5. Real Objects:

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● Actual Specimens: Real objects like rocks, minerals, plants, or animal
specimens, providing authentic learning experiences.
● Everyday Objects: Common household items that can be used to illustrate
scientific principles, making learning more relatable.

The effective use of teaching aids can significantly enhance the learning
experience in physical science. By selecting appropriate aids and integrating
them into the curriculum, teachers can create engaging and interactive lessons
that promote student understanding and interest in the subject.

2. How will a physical science teacher organise a science fair

at school? Mention educational values of science fair.

Organization of science fair:

The organization of science fair should be a teacher-student activity nd

everything should be thought of well in advance. The following Wordure is
suggested for the organization and administration of the ence fair.

1. Planning: Before taking up the project of organizing the science fair, it ia very
essential that the planning is thoroughly done in which the limits of the fair, the
procedure, other factors etc. are discussed and decided upon. During planning
the following aspects should be considered:

(i) Aims and objectives of science fair

(ii) Scope of science fair
(iii) Types of programmes in science fair
(iv) Procedure
(v) Financing
(vi) Place, time and duration
(vii) Other factors and facilities

2. Formation of committees After planning, the work should be assigned to

different individuals by forming various committees to look after the different
programmes and sections of the fair. All committees are guided and directed by
the teacher in-charge in consultation with the students. While forming the
committees the interests and the talents of the students should be kept in mind.
The various committees are:

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(i) Central committee: This committee decides on the dates, venue, timings,
entries, display arrangement, judgment, financing and rules of the fair. It co-
ordinates the work of other committees formed by the central committee. This
committee about main theme. sub-themes of science fair, last date for
submitting entry forms and type of exhibits for acceptance in science fair.

(ii) Exhibits and resource committee: This committee receives entry forms and
prepares adequate space. (iii) Publicity and judgment committee: This
committee notifies

all schools about dates, timings, venue, categories and other specifies of the fair.
It provides each school with blank entry forms and assessment criteria for
science fairs such as originality. novelty, thoroughness, presentation, economic
value, educational value and social utility. This committee appoints judges, fix
the date and time for judgment and assists judges at the time of judgment.

3. Execution: The different committees now execute the planning of the fair. The
fair is arranged and other programmes like films, talks. demonstrations,
experiments, magic shows, charts, collections, models ete, are organised. In fair
it is desirable that collectionit is self explanatory. It should plantell-labeled
preferably with an explanatory cand with title and explanation. The fair can be
inaugurated planatory carportant personality of science. People from other
schools and from the community may be invited.

4. Evaluation : The fair should be evaluated by different committees of judges for

different items. Judges may be chosen from amongst the individuals in the
community having some background of science. scientists, professors, science
teachers etc.

The judging system should be made as objective as possible. Separate criteria

and performa should be devolved for each item. The judging criteria should be
made well-known to the participants in the fair. It is always better not to allow
the public or students to see the exhibition before the judging has been
completed.

3. Explain a complete Micro Teaching Cycle for teaching

Physical Science.

Microteaching Cycle

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The six steps generally involved in micro-teaching cycle are Plan, Teach,
Feedback, Replan, Reteach, Refeedback. There can be variations as per
requirement of the objective of practice session. These steps are
diagrammatically represented in the following figure:

(i) Plan: This involves the selection of the topic and related content of such a
nature in which the use of components of the skill under practice may be made
easily and conveniently. The topic is analyzed into different activities of the
teacher and the pupils. The activities are planned in such a logical sequence
where maximum application of the components of a skill is possible.

(ii) Teach: This involves the attempts of the teacher trainee to use the
components of the skill in suitable situations coming up in the process of
teaching-learning as per his/her planning of activities. If the situation is different
and not as visualized (in the planning of the activities, the teacher should modify
his/her behaviour ás per the demand of the situation in the Wlass. He should have
the courage and confidence to handle the situation arising in the class
effectively.

(iii) Feedback: This term refers to giving information to the teacher trainee about
his performance. The information includes the points of strength as well as
weakness relating to his/her performance. This helps the teacher trainee to
improve upon his/ her performance in the desired direction.

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(iv) Re-plan: The teacher trainee replans his lesson incorporating the points of
strength and removing the points not skillfully handled during teaching in the
previous attempt either on the same topic or on another topic suiting to the
teacher trainee for improvement.

(v) Re-teach: This involves teaching to the same group of pupils if the topic is
changed or to a different group of pupils if the topic is the same. This is done to
remove boredom or monotony of the pupil. The teacher trainee teaches the class
with renewed courage and confidence to perform better than the previous
attempt.

4. Write short notes on:

i) Science Project Work

ii) Science Excursion

i) Science Project Work

Project work:

A project work is a planned and definitely formulated piece of study involving a

task or problem taken up by the learner either individually or in a group, to
supplement and apply classroom and laboratory learning. It follows the
approach of 'learning by doing' and 'learning by living'. It encourages learning
science under natural setting and connects to science curriculum. Project work
attempts to promote problem solving, creativity and spirit of inquiry in science.
Project work is a more or less open- ended activity and its type depends on the
nature of the task. For example, project on- water supply, erosion of river, ice
factory, tea preparation, hydroelectricity, cycle repairing, weaving, dying,
tailoring etc. may be given.

■ Types of project:

The nature of a project work may be categorised on the basis of tasks involved.

• Practical tasks: In which the emphasis is given on actual construction of

material such as model making.

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• Appreciation: In this type various direct experiences, such as reading or
listening stories, etc. are involved.

• Problem solving: In which the purpose is to solve a problem involving the

intellectual processes.

• Acquisition of a skill: In which the emphasis is aimed to attain a certain degree

of skill, such as designing and performing experiments, and activities.

■ Following approaches may be adopted in taking up a project work:

➤ building apparatus/model;
➤ performing experiments;
➤ carrying out survey;
➤ observing nature;
> using and interpreting available data:
> doing field work;
>engagement in exploration; and
>generation of information, etc.

ii) Science Excursion

Field trips/Excursions:

'Field trips' are a rich source of true education. A field trip or excursion is a
planned visit to a point outside the regular classroom. It may be in the school,
out in the community or it could be a long trip to far away places. Usually in field
trips to places like visits to a factory, observatory, agricultural institute, poultry
firms, museums etc. We often see other people doing things. As spectators we
are not involved but we directly watch it and get first-hand knowledge.
Therefore, field trip is an excellent bridge between the work of the classroom
and the work of the outside world.

Objectives of field trips:

The following are the objectives of field trips:

• To create interest in the students about different subjects.

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• To draw conclusions from the exercises conducted in natural environment.
• To exhibit relation between theoretical and practical knowledge.
• To develop the desire among students to understand responsibility and fulfill
it.
• To develop the observation power of students.
• To learn the students proper utilization of vacation or leisure time.
• To provide first hand observation and experience.

■ Organization of field trip/excursion :

The following procedure is suggested for organization of field trip:

1. Planning for field trip: The field trip should be planned well in advance with
the active co-operation of teacher and students in the light of its purpose. This
will include the formation of the purpose of visit, littlie disturbance to the school
time table and regular school work, obtaining permission from the owner/In-
charge of the place to be visited, route to be travelled, the time schedule,
arrangement of transport and lodging facilities, the expenditure to be borne by
the students, the luggage and other necessary articles to be taken alongwith etc.

2. Preparation of students for field trip: It is essential to brief students after

arriving at the area. This should be as minimum as possible. Students should be
divided into small groups appointing a group leader for each group. Activities
and responsibilities should be so divided among the students as to be equally
shared by all types of students without any feeling that they are slow learners or
rapid learners. Students may be advised to take notes and draw diagrams,
whenever they think it is necessary.

3. Execution: During the visit the teacher should act as a supervisor. Though the
success of a visit depends upon a good planning and preparation yet much of it
depends upon the directions of the teacher at the spot. He should see that
students are acting according to the instructions given.

4. Follow-up activities: Follow-up activities are very important in field trip such
as writing report, discussion about what they have learnt, data, collection,
measurement of physical quantities such as temperature, pressure, humidity
etc. have observed and measured during field trip.

5. Evaluation of field trip: The objectives and their achievement as regards to the
field trip should be evaluated through discussions with the students about the
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field trip. The feedback given by students as regards to the success of the field
trip should be counterchecked by a checklist. The students should be asked to
submit a report about the field trip.

5. Explain the following with suitable examples in teaching

learning process of Physical Science:

i) Measurement
ii) Assessment
iii) Evaluation

Below are three key concepts in the teaching-learning process of physics,

Assessment, and evaluating each example is explained: - Measurement,

i) Measurement

Measurement is the process of assigning a specific value to an object, event or

characteristic. This is done through various units and criteria.

Example: If we want to measure the length of an object in physics, let's say we

measure it using a centimeter scale. A metal rod is measured to be 10 cm in
length. From here students can learn the concept of length and the importance
of accurate measurement.

ii) Assessment

Assessment is the process of reaching a conclusion based on data or

measurements. This is done through comparison, analysis or interpretation.

Example: If a metal rod has a length of 10 cm and another plastic rod has a length
of 8 cm, then we can judge that the metal rod is larger than the plastic rod. In this
process students learn to make decisions through comparative analysis.

iii) Evaluation

Assessment is the process of determining the effectiveness or quality of a

student or learning process. This is usually done on a target basis.

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Profession is the type of profession in which certain remuneration is paid when
employed and in return the professional provides work to the organization.
Teaching is also a profession. As with any profession in general, teachers
engaged in the teaching profession should have certain characteristics. For
example, specialized knowledge based on extensive training, acceptance of
responsibility, maintaining high standards of ethics and integrity, excellence in
performance, leadership ability, demonstrating efficiency at work, etc.

Teachers are committed to their profession by being responsible for the

aforementioned professional characteristics. Professional development should
be continued for the needs of students and themselves. That is, teachers have a
responsibility to students and their learning, parents have a personal
responsibility, society has a responsibility, and professional knowledge and its
application is also a responsibility. Therefore, the various methods that a science
teacher should adopt in his endeavors for professional improvement or
development are-

• Self-Instructional Method
• Participation in Seminar
• Conference Process
• Workshop or Workshop Process
• Symposium Process
• Professional Conference
• Panel Discussion

GROUP-C
(Marks-10)

1. What is the importance of professional growth of a Physical

Science teacher? What are various measures to enhance this
growth?

Professional development of physics teachers is necessary as it helps in

imparting quality education to students and inculcating their interest in science.
Through professional development, teachers can become familiar with new
teaching strategies, use of technology, and the latest research and discoveries.
As a result, teachers are able to present the content in the classroom more
effectively and interestingly.

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In addition, professional development also contributes to the enhancement of
personal competence of teachers. Teachers can enrich their knowledge by
learning new concepts and techniques, which help improve the quality of
student learning.

Professional development of science teachers

A profession is a type of profession in which certain remuneration is paid when

employed and in return the professional provides work to the organization.
Similarly, teaching is also a kind of profession. Teaching is like any profession in
general

Professional teachers should possess certain characteristics. For example,

specialized knowledge based on extensive preparation, acceptance of
responsibility, maintaining high standards of ethics and integrity, excellence in
performance, leadership ability, demonstrating competence in the workplace,
etc.

Teachers are committed to their profession by being responsible for the

aforementioned professional characteristics. Efforts for professional
development (Professional Development) should be continued for the needs of
students and themselves. That is, teachers have a responsibility to students and
their learning, a responsibility to parents, a responsibility to society, and a
responsibility to professional knowledge and its application. So the various
methods that a science teacher should adopt in the endeavor of professional
improvement or development are-

Self-Instructional Method

Instructional methods are one of the most prevalent methods in professional

development. In order to conduct the teaching, the teacher needs to develop a
variety of information about the subject, knowledge of all the latest science and
knowledge necessary to face real events. Through this, the teachers have to
read various necessary papers, articles etc. These subjects are also essential for
developing teachers' skills. In this case, the teacher may be able to develop
knowledge on his own initiative in various subjects as he wishes.

Participation in Seminar

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A seminar is an instructional process that has several well-defined goals and
organizational methods. Not only in teaching or learning but also in research, the
seminar method imparts stimulation to the essential elements of research.
Seminars can be of different types, such as regional seminars, national seminars
and international seminars. (By participating in any seminar a teacher can
achieve his professional development goals.

Workshop Process

In the workshop method, the general intellectual abilities of the teachers are
developed along with the development of various skills. (This approach
simultaneously highlights both theoretical and practical aspects of a subject.)

Conference Process

A conference or discussion meeting is a method in which the latest information

and various problematic aspects of a particular subject are discussed and in
each case a specific time is fixed for the discussion of the particular subject.

It is very important for those teachers/teachers who want to be involved in

research or who are involved to express the research knowledge in a more
sound and scientific framework.

Symposium Process (Symposium in general is a discussion between different

scientists and researchers on a specific topic. Its aim is to exchange ideas with
researchers and scientists and provide them with opportunities to approach,
problems related to various science education topics. and discussing its
solutions, developing the necessary skills to solve the problems arising in
various situations etc. So the symposium method is definitely valuable to a
science teacher.

Professional Conference

To protect the professional interests of teachers there are various organizations

that convene various conferences for the professional development of teachers.
Through these conferences, on the one hand teachers/teachers arrange various
discussions on professional issues, on the other hand they also make
teachers/teachers aware of recent issues related to education.)

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Panel Discussion

Panel discussion is one of the most accepted methods for teacher development.
In this method a list of different experts is prepared on a panel. The discussion
begins with the experts presenting their views and then invites questions from
the audience participating in the discussion. Experts discuss solutions to these
questions. It is possible to discuss a variety of issues based on any kind of
question-and-answer exchange between the participants in the discussion.

2. Discuss different steps of Micro-teaching in Physical

Science.

In the process of micro teaching there are three phases during which acquisition
of skills is done. Clift (1976) has explained it diagrammatically as shown in the
Figure 3.1 given below.

■ Phase I. Knowledge Acquisition Phase: In this phase, the concept of micro

teaching along with its various components is discussed. The knowledge about
different skills is provided. The skill is analysed and thoroughly discussed, with
the supervisor. The supervisor, then demonstrates the skill to the student
teachers and they observe it. After observing the skill, the details regarding
different teaching skills, their psychological rationale, analysis of strong and
weak points are discussed.

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The session stars with the presentation of model lesson presenting the start skill
to be practised followed by discussion between the supervisor and the student
teachers. The strength and weakness of the skill are identified and the
component behaviour of the skills are discriminated. Positive or desired
behaviours are presented through positive examples. This is the most effective
mode of presentation of skills. By observing the student, teachers get training in
both theoretical as well as practical aspects of that skill.

■ Phase II. Skill Acquisition Phase: After the student teachers have received
theoretical background of the skill and demonstration of the skill by the teacher
educator, the actual phase of acquiring skill stars. The student teachers
(trainees) now prepare their own micro lesson on a particular skill which is
scaled down in all aspects. This phase incorporates three sessions: plan session,
teach session and feedback or critique session. The people teacher first
prepares a micro-lesson and teaches to 5-10 student teachers, for a period of
approximately 6 minutes.

The teacher educator/supervisor discusses the performance of student teacher

with other student teachers, after observing the lesson. This provides feedback
to the student teacher and helps him/her in improving the performance in the
next session. After the feedback session, student teacher, replans the lesson
and modifies the previous lesson in the light of suggestions provided by the
teacher educator and fellow student teachers. The replanned lesson is re-
teached and is followed by similar re-feedback sessions. This cycle is repeated
till the skill is mastered.

■ Feedback: Feedback is on of the most important component of the micro

teaching that helps in acquiring the skills in a most corrective and effective way.
There are six sources of feedback: student's ratings, teacher educator
comments, peer analysis, interaction analysis, video tapes and self-analysis.

■ Phase III. Skill Transfer Phase: After gaining mastery over all the skills in the
second phase, the student teachers organizes the skills, so that there is transfer
of skills in real teaching situation functionally and successfully. These skills,
when integrated form a complex teaching behaviour.

During integration the pupil teacher is required to plan mini-lessons of 15-20

minutes, using different skills in combination. Different models of integration are
used like Additive model, in which one skill is added to another skill and both the
skills are practised together, thereafter three skills are integrated and practised.
The procedure continues till all the skills are mastered. Summative model
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explains that either more than two skills are combined and their components are
simultaneously discussed and practised or the integration is from simple to
complex.

3. Prepare a continuous and comprehensive plan for any

particular class in secondary level in Physical Science.

Outline of Continuous Comprehensive Evaluation in Schools (Outline of CCE)

As per the instructions of the West Bengal Board of Secondary Education (Memo
No.-Admin/139; dated 29.10.2013) the system of Continuous and
Comprehensive Evaluation (CCE) has been introduced in the recognized
secondary schools of the State from the academic year 2013. According to the
plan of the expert committee of the school education department, two types of
evaluations, formative and summative, have been given place in the curriculum.
The purpose of formative evaluation is whether the student is able to form ideas
on various subjects during learning inside and outside the classroom and
whether they are able to apply what they have learned. Five indicators are used
for this purpose. These are:

(i) Student Participation: How much he responds to the tasks given to him during
learning like group work, making charts and models, making projects etc.

(ii) Questioning and Experimentation: What kind of questions arise from the
students after presenting a topic and how much he tries to solve them.

(iii) Interpretation and Application: How much he is able to analyze and apply
after learning.

(iv) Empathy and Co-operation: After learning, whether his feelings are similar
to others and how much cooperation is received from him.

(v) Development of aesthetic and creative expression (Aesthetic and Creative

Expression): How much aesthetic work he is able to do like painting and how
much his creative power or personality is developed.

Based on the above five indicators, apart from the preparation period, there is
periodic or summative evaluation.

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