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Knowledge :
Fundamental concepts useful in daily life
Relationship of different branches of science
Scientific facts
Plants & animals
Natural processes
Skills : Experimentation, Construction, Observation, Drawing etc.
Abilities :
Sense a problem
Organize & interpret
Analyse
Generalise
Predict
Organise exhibitions/fairs
Discuss, argue & express scientific terms
Improvise & manipulate instruments
Attitude :
Critical in observation & thought
Open minded
Respectful to others’ viewpoint
In search of – What/Why/How of things he observes
Objective approach
Not a believer in superstition
Follow cause & effect relationship
Truthful & Unbiased
Planned
Appreciation : of natural beauty, scientific inventions, scientists, scientific mysteries etc.
Training for better living : prevention of diseases, maintain good health, adjust to domestic, social, economic
& cultural conditions.
Forming basis of career : to understand his own self & career interest & pursue the same!
Enquiry refers to seeking knowledge or information by asking questions. It is sometimes equated with research,
investigation, or 'search for truth'.
With scientific enquiry we can develop skills such as critical thinking, collaborative working, consideration of
alternatives and effective communication.
Enquiry-based learning starts by posing questions, problems or scenarios—rather than simply presenting established
facts across different domains of knowledge:
History: Why didn’t early man wear clothes? Why did British came to India? Why did Hitler kill Jews? Etc.
Geography: Why is Shillong colder than Tura? How do seasons change? Why earthquake happens?
Economics: Why sometimes onion or petrol price rise or fall? Why is India poor & USA rich?
Computers: Why some computers are faster than others? How is computer becoming smaller?
Language: Why some English words have silent letters & tricky pronunciations?
There is an unfortunate common perception that scientists are cold, hard people. That they are only interested in
objective facts and are emotionless.
Reason:
Problems aren’t assumed to be solved by tradition, faith, or simply trusting someone’s word. Finding true reasons
helps find true solutions.
Community:
Scientists are part of a larger scientific community.
Imagination:
Imagination is important because it allows one to think of new possibilities.
The child should be engaged in joyfully exploring the world around and harmonizing with it.
The objectives are to nurture the curiosity of the child about the world (natural environment, artifacts and
people)
To have the child engage in exploratory and hands on activities to acquire the basic cognitive and
psychomotor skills
To develop the basic language skills: speaking, reading and writing not only for science but also through
science.
To develop modeling skills, & encourage them to create their own experimental models like volcano, electric
circuit, human body etc.
Various concepts which they’re not able to witness directly, they get to know & understand through science
like stars, constellations, comet, atom, cell etc.
To improve the rational & objective thinking, along with problem solving skills.
Many persons with VI, have chosen science & got into fields of engineering, medical science & chemical
science. Children should be encouraged to believe in themselves & not to lose interest in science.
Since a visually impaired person understands impairment the best. If we empower the student, he might be
able to design machines, devices etc. for the benefit of the blind community.
To make them familiar with the recent advances in science – overall & in the field of visual impairment. Eg:
Tactual graphics, Tactile astronomy, Tactile anatomy kits, DNA models, NASA’s book – ‘Touch the Sun’,
‘Touch the Universe’, ‘Getting the feel of lunar craters’ etc.
UNIT-2 METHODS OF TEACHING
PROJECT METHOD
Introduced during 18th century into the schools of architecture & engineering
Student-centric method of teaching
Very little is taught from text-book, focus is on experiential learning
Students direct their own learning by their individual interests
Project means an activity requiring planning, thought & action
Types : Individual or Group
Examples : making a model, writing a poem/letter/story, creating a drama, finding about a historical event
etc.
PROBLEM SOLVING
We constantly solve problems.
Sometimes the rules are already there to solve them; at other times we feel the need to make new rules to
solve them.
In doing so, we learn more.
Teaching through problem solving is not always easy, since many of us were taught by remembering facts –
whether or not they were related, whether or not we were interested – some of us were taught by rote.
But we learn best by solving problems.
We learn best when we discover the answers ourselves.
We learn best when we find the different ways of arriving at the same answer.
Problem solving as a method of teaching has been highly recommended by leading educators.
It is a student-centric method, based on active style of learning
Working in groups, students identify what they already know, what they need to know, & how & where to
access new information to find the solution.
The role of teacher is to facilitate learning by supporting, guiding & monitoring
The teacher must build student’s confidence & encourage them throughout.
Learning: Learning:
Emphasis is on reasoning. Emphasis is on memory
Encourages meaningful learning Encourages rote learning.
Level: Level:
Most suitable for initial stages of learning Suitable for practice and application
Class: Class:
Suitable for lower classes Most suitable for higher classes
Participation: Participation:
Enhances active participation of the students Makes the student passive recipient of knowledge
Time: Time:
Lengthy, time consuming and laborious Short, concise and elegant
Facilitates discovery of rules and generalizations Enhances speed, skill and efficiency in solving problems
CONSTRUCTIVE METHOD
Based on constructivist learning theory
The learners are actively involved
The environment is democratic
The activities are interactive and student-centered
The teacher facilitates a process of learning in which students are encouraged to be responsible and
autonomous
Learners construct meaning and knowledge
Encourages critical thinking
Creates motivated and independent learners.
Learning always builds upon knowledge that a student already knows; this prior knowledge is called
aschema.
The teacher avoids most direct instruction and attempts to lead the student through questions and activities
to discover, discuss, appreciate, and verbalize the new knowledge.
Examples:
Experimentation: students individually perform an experiment and then come together as a class to discuss
the results.
Research projects: students research a topic and can present their findings to the class.
Field trips: This allows students to put the concepts and ideas discussed in class in a real-world context. Field
trips would often be followed by class discussions.
Films: These provide visual context and thus bring another sense into the learning experience.
Class discussions: This technique is used in all of the methods described above. It is one of the most
important distinctions of constructivist teaching methods
FIELD TRIPS:
Trip to Museums, Exhibitions, Botanical gardens, Zoo, Wildlife/Bird sanctuaries, Airport, Railway Station,
Dams…
Before the trip :
Make them excited about the trip
Teach the key vocabulary or concepts
Make all the arrangements
Predict & Prepare for questions students might ask during the trip
During the trip :
Ensure students enjoy & learn
Encourage curiosity & questions
Encourage peer & group interactions & discussions
After the trip :
Discussions about their experience
Talk about all the new things they learnt
Give follow up project or assignment
Laboratory Adaptations: There are many skills and tools that are common to any science laboratory, as well as many
dangers. Thus safety precautions, skills, and tools should be the first considerations when modifying any experiment.
Chemicals:
Proper identification and use of chemicals
Chemicals should always be kept organized in the same place.
They should also be labeled in a way accessible to the students in the class, which includes print, enlarged
letters, and Braille.
Glass: Glass apparatus is used in most chemistry experiments and is both fragile and unstable. To make glass objects
safely accessible, they should be consistently stored in a secure manner.
Heat sources: The obvious danger with heat sources is the possibility for a student to be burned.
The use of matches can be made safer by using long handled ones to keep the student’s hand away from the flame.
Movement: Many physics experiments contain moving objects. A blind or visually impaired student may not be sure
whether there are any obstacles in the path of the object. A sighted partner or instructor should check any setup
arrangements.
Power cords and connecting wires: Power cords are dangerous because they provide an unexpected obstacle for
the blind or visually impaired. Cords can trip people, upset machines or other devices, and cause objects to move or
fall. To avoid these situations, power cords should be kept out of the way.
Balances: The student will need to practice how to read the position of the pointer without moving it.
Building circuits: Student will most likely need a sighted partner to choose the appropriate resistors, capacitors,
transistors, etc. Raised line diagrams can be used to interpret circuit configurations.
Building models: The use of three-dimensional models can be beneficial to the student’s understanding of certain
scientific concepts.
Constructing apparatus with basic parts (test tubes, flasks, stands, clamps): They might need extra time, however,
because much of the positioning cannot be gauged quickly by touch
Estimating units: Students need to have a clear understanding of the sizes of standard units, so they can choose
appropriately sized apparatus.
Identifying and locating apparatus: Most apparatus can be easily identified by touch or with limited sight.
Identifying containers and labels: All students should be taught to place containers in specific locations.
Identifying gas evolution: Because most gases are usually invisible, all students should be able to identify the
evolution of a gas from solution in an experiment by sound and sometimes by smell.
Identifying light patterns and paths: Students with residual sight should be able to participate in experiments
regarding the nature of light, especially if a bright light bulb or laser is used.
Rulers: Students should have rulers with tactual markings at various units
Graduated cylinders, beakers, flasks, etc.: For nontoxic, non-staining liquids, using a finger to measure the depth of
the liquid should be safe. Tactual lines or scratches on the inside of the apparatus would be adequate in this case for
determining liquid level.
Perceiving motion (falling, rolling, flying, etc.): In order to collect measurements of horizontal motion, the student
should be able to mark the starting and finishing positions.
Thermometers: Students with residual vision can often use an alcohol thermometer, which is available in several
colors.
• Students are encouraged to become active rather than passive learners by developing collaborative and co-
operative skills, and lifelong learning skills.
• It encourages the development of critical thinking skills.
• It allows the sighted students to guide the students with VI with the apparatus & the experiment.
• It promotes student learning and achievement.
• Students have the opportunity to learn from and to teach each other.
• It facilitates greater transfer of previous knowledge and learning.
• The focus is on student centered approach to teaching and learning
• Students are involved in their own learning.
• It enhances social skills and interactions.
• Learning outcomes are improved.
• Large numbers of students can be catered for and work on task simultaneously.
• Interaction and co-operation on a micro scale is facilitated thus decreasing a sense of isolation felt by some.
• Quiet students have an opportunity to speak and be heard in small groups thus overcoming the anonymity and
passivity associated with large groups.
• Teaching effectiveness and efficiency increases, and as a result there is increased enjoyment of teaching by staff
(and students).
• Students get the chance to work on large projects (larger in scope or complexity than individual tasks).
• Students from diverse backgrounds are provided with the opportunity to be heard, share experiences and skills,
and to participate in unique ways (may provide a new perspective).
• It can save time and requires a shared workload.
• Alternative ideas and points of view can be generated.
• It provides a structured learning experience that can prepare students for the realities and diversity of the
workplace, working with people with different skills, cultures, approaches and from different places.
• Students develop and practice skills in: decision making, problem solving, values clarification, communication,
critical thinking, negotiation, conflict resolution, and teamwork.
• It makes the class challenging, interesting, motivating, engaging, and fun (for everyone)!
Techniques of adapting available teaching aids for children with visual impairment
Preparation of adapted instructional material in teaching science
Illumination - by using different types of bulbs, additional lights or lamps, or by increasing the wattage in existing
lights.
Glare - Glare is the reflection of light. This should be reduced.
Contrast - Some color combinations contrast more sharply than others.
Size - There are many ways to increase size. Simple methods include enlarging papers using a copier and obtaining
large-print textbooks. Mechanical aids are available as well. These devices include telescopes, microscopes,
telemicroscopes, electric-magnifiers, CCTV, and computers with magnification programs. Hand-held magnification
devices are particularly useful in the laboratory.
Unit 5: Evaluation
3. Reproducing the Test. In reproducing test, the duplicating machine and who will facilitate in typing be considered.
4. Administering the Test. Test should be administered in an environment familiar to the students, sitting
arrangements is observed, corrections are made before the start of the test, distribution and collection of papers are
planned, and time should be written on the board. One more important thing to remember is, do not allow every
testee to leave the room except for personal necessity.
5. Scoring the Test. The best procedure in scoring objective test is to give one point of credit for each correct answer.
6. Evaluating the Test. The test is evaluated as to the quality of the student’s responses and the quality of the test
itself.
Students say:
Most students are unhappy with the language and terminology that their teacher uses. Using unknown
words or the using some familiar words that are different in meaning worsens the problems.
Many students say that the mathematical expressions and content as well as the formula are one of the
main sources behind difficulties.
All students unanimously agree that most of the time teacher-centered teaching approaches are used
during lessons. There is no active participation to the lessons and they have passive roles. As result, the class
sessions become boring.
They have problems with the scientific concepts which have no connections with their daily lives.
Considerable numbers of students have negative attitudes toward science.
Teachers say:
Students have difficulties with the topics that are abstract in nature, have mathematical expressions and
formulas and unable to relate with their daily life.
Students come with several misconceptions.
The time allowed toteach the science topics are not enough.
To complete the curriculum, teachers have to adopt teacher-centered teaching approaches as the student-
centered teaching approaches take too much time
The schools are not fully equipped to do scientific experiments in which active participation of the students
Teachers were not happy with some topics in science curriculum.
The number of the students in the classroom is one of the major obstacles to apply more student centered
teaching and learning approaches. There are more than forty students in most of the classrooms