Teaching Science In Selected Secondary Schools of Rajasthan – A Case Study

2021 ◽  
pp. 151-163
Author(s):  
Ram Babu Pareek ◽  
Asha KVD Kamath
Keyword(s):  
Science Teachers ◽  
Teaching Science ◽  
Teacher Talk ◽  
Group Discussions ◽  
Government Schools ◽  
Learner Participation ◽  
New Concepts ◽  
Asking Questions ◽  
Teaching Learning ◽  
Science Classes

The present study is based on the observation of 38 Science classes of IX and X of 14 Government schools of Churu and Jalore districts of Rajasthan. Data was collected by observing the teachers teaching Science, interviewing the Science teachers and by holding Focus Group Discussions with a representative group of students in each school. The present paper is based on the data collected for a study on 'Classroom Processes of RMSA' of NCERT. The study revealed that in most of the classes the lesson was introduced by stating the topic. Presentation of new concepts was done in most of the classes mainly by teacher talk. Activity was used for presentation of the new concept in only one class of a school located in Educationally Backward Block (EBB). Learner participation in asking questions was never found in about 34% of the classes where as in about 10% of the classes it happened often. Role play was organized for the learners only in two classes of SC/ST area. Blackboard was often used in most of the classes, but it was never used in five classes, which come under SC/ST area, disturbed area and EBB. The textbook was used to explain the content in 50% of the classes and for giving assignments in more than 20% of the classes. It was also observed that evaluation was done by asking oral questions in about 71% of the classes and no evaluation was done in 5% of the classes. The class was concluded abruptly in 25% of the classes without summarising the main points or creating opportunities to go beyond the textbook. The findings recommend for an intensive study of teaching Science and immediate actions for improving the teaching-learning process in schools.

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

scholarly journals THE ANALYSIS OF TEACHER AND STUDENTS TALK IN INDONESIAN EFL CLASSROOM INTERACTION

2018 ◽  
Vol 4 (1) ◽  
pp. 73
Author(s):  
Shilvia Nur Meida ◽  
Fahrus Zaman Fadhly
Keyword(s):  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Note Taking ◽  
The Third ◽  
Speaking Skill ◽  
Asking Questions ◽  
Dominant Characteristic ◽  
Analysis System ◽  
Teaching Learning

This research analyzes teacher and students talk in Indonesian EFL classroom interaction in University of Kuningan in second semester who are taking Speaking 2 subject. This qualitative data was from observation, note taking, and interview. The result of classroom observation found the content cross as the most dominant characteristic in teacher and students talk, it means that most of the teaching learning process devoted to asking questions and lecturing by the lecturer. The proportation of content cross was 65.55% in the first meeting, 95.88% in the second meeting, and 97.44% in the third meeting. While, in the additional data, the most dominant category found was teacher talk. It means that all of teacher talk categories appear in each meeting. The proportation of teacher talk is 38.16% in the first meeting, 55.11% in the second meeting, and 54.83% in the third meeting. In addition, the result of note taking and interview indicated that the interaction always happened in teaching learning process among students although the lecturer�s role is still dominant.Keywords: teacher and students talk, FIAC analysis system, speaking skill

scholarly journals STUDI KASUS PEMBELAJARAN MIPA BILINGUAL DI TIGA SMA RSBI DI JAWA TENGAH

LITERA ◽  
2013 ◽  
Vol 11 (2) ◽  
Author(s):  
Gusti Astika ◽  
Anton Wahyana
Keyword(s):  
Science Teachers ◽  
English Language ◽  
School Principals ◽  
Teacher Talk ◽  
Central Java ◽  
Direct Observations ◽  
Research Questions ◽  
Students Attitudes ◽  
Science Classes ◽  
Descriptive Method

This study aims to describe the English language used by science teachers in SMARSBI in Central Java in their bilingual classes in terms of its proportion to Indonesian,grammaticalness, and complexity. It used a descriptive method and the data were collectedthrough direct observations of eight science classes and interviews with the science teachers and the school principals. The teacher talk and interview sessions were audio recorded, transcribed, and analysed qualitatively to provide answers to the research questions. The results indicate that the science teachers at the schools did not have sufficient mastery of English for bilingual classes, which affected the students’ attitudes to the bilingual program. The interviews with the teachers and school principals also revealed problems with teachers’ motivation to improve their English in spite of the supports provided by the school management.

scholarly journals YouTube Integration in Science Classes: Understanding Its Roots, Ways, and Selection Criteria

2017 ◽  
Author(s):  
Rose Kayee Pecay
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Selection Criteria ◽  
Teaching Resource ◽  
Classroom Science ◽  
Role Of Teachers ◽  
Understanding Of Science ◽  
Teaching Learning ◽  
Science Classes

YouTube is among the popular platforms in social media in today’s digital age. Along with this popularity and the pressure to integrate ICT in the curriculum, the myriad of benefits afforded by YouTube for the improvement of science education encourage science teachers to utilize it in the teaching-learning process. This investigation was then effected to generate an understanding of science teachers’ means and motives in using YouTube in their respective classes. Following the principles of phenomenology, two themes vis-à-vis YouTube integration surfaced. “Spectatorial” pertains to the passive use in which science teachers’ participation is limited to viewing purposes. Anent, the sub-themes “Teacher’s resource: Learning purposes” and “Teaching resource: Teaching purposes” were derived. These two establish that teachers rely on YouTube respectively to clarify concepts in lessons they find challenging and to enhance their science instruction. Yet prior to usage especially inside the classroom, science teachers subject YouTube content to meticulous scrutiny with close consideration to factors related to psychological and pedagogical principles. This is to ensure appropriateness of the material. “Participatory” on the other hand concerns the role of teachers as co-creators of YouTube by means of uploading various science materials. These findings reveal how YouTube is utilized as well as underutilized in science education.

Hands-on laboratory experience in teaching-learning physiology.

1990 ◽  
Vol 259 (6) ◽  
pp. S4 ◽  
Author(s):  
W C Randall ◽  
T Burkholder
Keyword(s):  
Teaching And Learning ◽  
Group Discussions ◽  
Student Groups ◽  
Hands On ◽  
Laboratory Teaching ◽  
Recruitment Patterns ◽  
System Physiology ◽  
Teaching Learning ◽  
Science Classes ◽  
Turtle Heart

Reactivation of several model 5 (vacuum tube) Grass polygraphs for active hands-on laboratory experiments by small student groups, in contrast to demonstrations and pretaped illustrations of physiological principles, resulted in remarkable rejuvenation of interest and excitement for learning in premed and introductory science classes at Taylor University. Accurate and perceptive observations were performed on the students themselves, each recording his own electrocardiogram, for example, as well as direct recordings from the pithed frog, the turtle heart, the anesthetized rabbit, and noninvasive recordings from students subjects during exercise. In the latter experiment, sweat recruitment patterns were recorded initially on the lower extremities, followed by successive appearances on thigh and abdomen and with final occurrence on the upper extremities and face. To our knowledge, this is the first report of such recruitment patterns during exercise. Results of actual student participation, with organized group discussions, convince us that laboratory teaching remains the premiere mechanism for teaching and learning organ-system physiology.

scholarly journals TEACHING LEARNING PROCESS OF SCIENCE CLASSROOM AT SECONDARY LEVEL SCHOOLS: AN EXPLORATORY STUDY

2021 ◽  
Vol 9 (5) ◽  
pp. 487-496
Author(s):  
Aashish a ◽  
◽  
Vishal Kumar ◽  
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Divergent Thinking ◽  
Teacher Educators ◽  
Science Classroom ◽  
Secondary Level ◽  
Teaching Science ◽  
Local Context ◽  
Learning Materials ◽  
Teaching Learning

The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.

Using the Concept "Development" to Teach Contemporary Issues

1987 ◽  
Vol 52 ◽  
pp. 15-15
Author(s):  
John L. Seitz
Keyword(s):  
Political Science ◽  
Science Teachers ◽  
Nuclear Power ◽  
Concept Development ◽  
Political Systems ◽  
Nuclear War ◽  
Current Events ◽  
The Third World ◽  
Science Classes ◽  
Responsible Manner

Why don't political science teachers teach their students about many of the important policy issues that political systems face today? Why is it uncommon in undergraduate political science classes to find discussions of the population explosion and famine in the Third World, and of acid rain and toxic wastes in the First and Second worlds? Why aren't our students knowledgeable about the arguments for and against nuclear power and acquainted with the problems the world faces as it moves from a reliance on oil to a reliance on renewable fuels? And why do we often ignore such awesome issues as those connected with the greenhouse effect and nuclear war? I believe that the answer to these questions is that political science teachers often don't know how to deal with these subjects in a respected, scholarly way — in a manner that will prevent the class from just becoming a forum for the discussion of current events. I believe also that we have a concept — development — which can serve as the necessary tool we need to allow us to approach these issues in a responsible manner.

APPLICATION OF EDUCATIONAL ROBOTICS IN THE PEDAGOGICAL PROCESS

2021 ◽  
Vol 72 (2) ◽  
pp. 96-102
Author(s):  
K.T. Ybyraimzhanov ◽  
◽  
E.S. Andasbayev ◽  
М.А. Auyelbek ◽  
◽  
...  
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Wave Theory ◽  
Educational Robotics ◽  
Educational Context ◽  
Sound Waves ◽  
Electronic Components ◽  
Science Classes ◽  
Mechanical Movement ◽  
Robotics In Education

Educational robotics and its trends determine the innovative and creative educational context. This article discusses the current issues of rethinking educational robotics. Attention is focused on the potential for expanding the capabilities of educational robotics and the pedagogical capacity building of intelligent technologies in this area. Examples of the introduction of robotics in education, namely in physics and computer science classes, based on the Lego Education and Arduino are considered. Specific topics for the physics teachers are presented in the following section:" Mechanical movement "based on Lego;" Sound and sound waves. Speed wave", "Theory of electrical circuits" based on electronic components. For computer science teachers-programming on the Arduino IDE and drawing diagrams based on the Sprint Layout 6.0 program are offered. At the same time, the article can be a prototype for the application of educational robotics in other disciplines and the implementation of interdisciplinary connections.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

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