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Methods of teaching - Individual laboratory method
- 1. Individual laboratory Method By Dr. I.Uma Maheswari [email protected]
- 2. Individual laboratory Method •Overview: • The discovery approach in teaching science is the result of applying psychological principles in the teaching of Computer Science. • There are quite a few methods, which have accepted teaching through discovery or inquiry approach.
- 3. • The individuallaboratory method is one such approach for teaching science. • Although in ideal sense, the student is required to choose a laboratory problem, and follow the steps of scientific method for solving the problem, in practice it is rarely the case.
- 4. Objectives 1. List theadvantages of laboratory method of teaching. 2. Organise practical work for a class by drawing a schedule of activities for a standard. 3. Prepare suitable instructions for the experiments.
- 5. 4. Conveniently groupthe students for practical work and draw a suitable schedule for supervision. 5. Guide the students in the preparation of their observation and fair records. 6. Suitably guide the science talented in the open-ended experimental work. 7. Identify the various errors that are likely to occur in experimental work. 8. List a few investigational projects.
- 6. Introduction • Science isdoing. • The laboratory is the scientist’s workshop. • Much reading and discussion are essential in science work; but it is in the laboratory that hypotheses are tested.
- 7. • Nature isa hard master and reveals her secret only to those who are patient and careful, persistent to the point of obstinacy and willing to spend time and energy without reckoning the cost. • The experimental method insists on students conducting experiment and arriving at their own inferences under the guidance of the teacher.
- 8. • In thismethod, each pupil is provided with separate apparatus to perform experiments at his desk in the laboratory. • They may be provided with manuals containing detailed instructions of procedure regarding the experiments to be performed.
- 9. • The teacheroffers guidance only wherever necessary. • While solving problems, the individuals mostly follow the scientific method. • The application of the various steps of the scientific method in solving the problems in the laboratory has been chiefly responsible for the growth of science over the centuries.
- 10. • It istherefore very important that practical work should centuries. • It is therefore very important that practical work should form an integral part of any scientific programme in school science.
- 11. Advantages of Laboratory Method 1.‘Learning by doing’ is an important educational maximum in education theory. The things learnt by the students through direct, purposeful activity are permanently retained in the minds of pupils
- 12. 2. Students havean opportunity to manipulate the scientific apparatus and collect data by careful observation. • This affords opportunities for the children to develop the construction skill, organisational skill, manipulative skill, communication skill, etc.
- 13. 3. While solvingproblems in science in a laboratory, students generally follow the various steps in the scientific method. Hence the experimental technique of learning science is a valuable asset for imparting training in scientific method.
- 14. 4. Experimentation inthe true sense involves high-level thinking. Open-ended experiments enable the students to clearly define the problems and suggest the methods of attack. “Science is not memory or magic but rather a disciplined form of human curiosity”.
- 15. 5. Experimental methoddevelops certain specific abilities in the students perceiving a problem, relating the problem to previous experiences, formulating hypotheses, deriving conclusion and applying generalisations are broadly the specific abilities.
- 16. 6. Practical workinstils certain good traits in children. Habits like co-operation, resourcefulness, initiative, and patience, suspending the judgment until valid evidences are collected, careful observation are some of the desirable habits.
- 17. Nature of Experiments •Experiments range from the simple activities to exceedingly complicated activities. • From the teaching stand point of view, simple experiments are enough in lower standards. • Although the steps of the scientific method are all involved in solving problems of complicated nature, in schools many of the experiments need only a few steps.
- 18. • A simpleproblem like ‘what happens when iron filings are brought near a magnet?’ involves only a few steps like (i) Statement of a problem (ii) Single trail (ii) A conclusion. • In some of other experiments, we may need to repeat the experiment a few more times till we get concurrent results.
- 19. Experiment or Exercise •There is much evidence which indicates that youngster’s become interested in science early in life, but lose much of enthusiasm by the time they enter the high schools or college. • Their interest gets stifled when they are asked to repeat the dull, routine, stereotyped experiments several times until they get the correct result as enunciated by the prepared tables or the teacher.
- 20. • In asense, experiments like verification of Inference law, verification of the Associative laws, verification of Distribution Law, verification of the laws of equivalence, verification of Ohm’s law etc cannot be called as true experiments.
- 21. • A trueexperiment is one in which the result is not known in advance. • But in all the types of experiments mentioned above, the students are asked to verify the results already established beyond doubt. • Hence these should not be elevated to the rank of experiment but should be called mere exercises.
- 22. • There isno thrill or excitement in doing these verification exercises. • Research has proved that free experimentation results in many valid discoveries while flow chart discussions tend to focus the discoveries.
- 23. Controlled Experiments • Experimentaltype of investigation is often characterised by what is called “controlled experiment”. • In the controlled experiment, every effort is made to control the factors involved. • All variables except two are kept as nearly constant as possible the relationship between the two is studied by varying one and studying the effect on the other.
- 24. • Sometimes twoparallel experiments are set up so that comparisons can be made after treatment. One of the two experiments is often called the ‘control’ or ‘check’ and the other is called ‘natural’ group. • The effect of the dependent variable on the independent variable, which is manipulated, is studied and logical conclusions are drawn.
- 25. How to organisepractical work? • In order to make the practical work fruitful, the science teacher should always plan his work carefully and according to schedule. Only in this respect, the science teacher has more responsibilities.
- 26. • There aretwo ways in which practical work can be organised. • One type of organisation is called the ‘Even front system’ in which all the children in the class do the same identical experiment during the particular time.
- 27. • If youwant to organise practical work in this way, you need a lot of equipments of the identical type, which means heavy cost of maintaining the laboratory. • But there are specific advantages. • These can be proper co-ordination between theoretical and practical work.
- 28. • Supervision isalso easy as the difficulties met with by the students would almost be the same. • The other common method of organising practical work is the ‘Group Rotation System’. • In this method, students are divided into convenient small batches.
- 29. • About sixto eight different experiments in the curriculum can be planned for a single cycle. Students will be asked to perform the cycle by rotation. • When all the students have completed all the experiments in the cycle, the next cycle of experiments will be planned.
- 30. • Although thismethod of organisation is economical, the difficulty lies in the fact that there is often no co-ordination between theory and practical. • As the students will be doing different experiments, it is difficult for the teacher to give common instructions.
- 31. • Supervision alsobecomes more difficult as the teacher has to attend to the needs of different groups simultaneously. • However this difficulty can be minimised to a certain extent by providing suitable instructions in the form of a printed manual or a card.
- 32. The following generalprinciples may also be borne in mind by the teachers while organising practical work. 1.Experiments should enable the pupils to think instead of repeating the dull exercise. 2.The purpose of the experiment should be made very clear to the pupils. ‘What they are to find and how’ must be explicitly stated.
- 33. It is enoughthe broad outlines are stated for procedure. Simple apparatus, which can be easily arranged, can be made use of. 3. If unexpected results or wrong results are obtained, the students may be asked to review the work and see where the errors are likely to creep in.
- 34. Students must evenbe trained to see which part of the experimental data will affect the result much, so that while taking such measurements they can be asked to be more careful 1.All the equipments needed for doing the cycle of experiment must be kept ready even before the boys assemble for practical work.
- 35. 2. If theapparatus is sensitive in nature, if the chemicals used are poisonous or if the experiment involves some danger, students must be suitably cautioned even in the beginning. 3.It is always better to prepare suitable instruction cards for guidance of pupils in high or higher secondary schools instead of depending on printed laboratory manuals.
- 36. 4.The teacher shouldperform the laboratory activities before giving them to the class for practical work. The teacher will be able to find out the difficulties with the activity and find ways to overcome them. 5.A discussion should be held at the conclusion of laboratory activity to focus upon observations made by children during the activities. This will help to review the work for fixing the ideas.
- 37. Grouping of pupils •Individual work by the pupil is always preferable to working in groups. • But for economy, students are grouped in twos and threes for performing an experiment. • In such circumstances, it is always better to combine a bright student with a slightly average student.
- 38. • Sometimes itmay so happen that the bright boy may dominate the other and would not help the other student. • By proper supervision, this defect can be remedied.