Teaching science

SCIENTIFIC DISCOVERIES and their applications in industry, communications, agriculture, medicine and wars have caused great changes in the lives of mankind. Man's ways of thought are not yet accustomed to this change.

It is necessary that ordinary folks know what scientists try to do and how they try to do it. Before they can understand the scientist's work, non-scientists must first learn what science is.

This understanding of science must become part of man's everyday life and thought.

In schools, isolated courses are aspects of science that must be replaced by a view of science as a whole and of its part in learning.

In many countries, general elementary science is not being taught in primary schools. Certain science subjects like nature study, hygiene, gardening and agriculture have been included in the curriculum. Science is not only knowledge about the universe; it is also a way of obtaining knowledge.Science starts from the children's' natural interest and normal activities, keeps them in touch with their environment and has practical value. Science gives valuable mind training and removes superstition and fear of the unknown

Special qualities and skills required are as follows:(i) Enthusiasm for discovery is found in children and to keep it alive, the teacher must be a discoverer .. (ii) Careful observation is the foundation of all sciences and those who teach need to practise this. (iii) A good memory is the starting point of accurate reporting.

Children should see, handle and observe for themselves as much as possible. . The golden rule is: `Look ahead'. Before the term begins, whatever special materials will be needed should be kept ready.

Most teachers of junior classes keep a nature table in the classroom. A `Nature corner' can be set on the table in a corner and pictures mounted on the wall. The children can be encouraged to say a few sentences about the things kept on the table. .

An experiment is something we do in order to test the truth of an idea or a statement. Your success as a teacher of science will depend very largely on whether or not you use experiments as a normal part of teaching.

Out door observations need careful planning. After the excursion to some places of importance, spend a lesson-period in discussing what was seen, perhaps making some form of record.

The youngest children report their observations mainly in speech and their record will be mostly drawings.

Gradually children develop the ability to look at an object and observe the shape, colour, proportion and the relationship of its parts.Reading is of great value to. It gives recreation, brings new ideas, shows how other people think and work and widens the outlook.

It can also increase knowledge of language and of what is to be taught to improve teaching methods.

PADMASINI RANGANATH

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