Your attention is valuable

Subject of discussion
is
Pedagogy of Science
 What is Science
Science is study of Existence
(Does God exist?)

• What exists ? and what not?

• How it exists ? and how it
does not?
• Why it exists? And Why it
could not?
 Some more questions
• Why clouds are black, when rain?
• Which of the light is fastest among the seven colors?
• Why we have two eyes instead of only one?
• what will be the resulting resultant color if red and
yellow color lights are mixed?
• Why a helicopter can be stationary, but not an
aeroplane?
• Why resultant of vectors in a closed figure is zero?
• Why current is taken as opposite to the movement of
electron?
• Why goggles are usually black?
 Philosophy of Science
• Paradigms or Assumptions-
based on Ontology,
Epistemology, Axiology,
Ethics, fundamental model,
scheme, Methodology,
Worldview, Foundations,
Implications, Scope and
limitations.
 Psychology of Science
• What is thinking? and how it develops?
(Psychologist's issue)-Cognitive and Generalized
• How I should teach and which method would
be better? (Teacher/Educationist’s issue)-
Applied, Domain specific
• Evaluating parameters of scientific knowledge
• How to deliver and fix scientific knowledge in
learners’ mind
• Choice of Pedagogical tools, TLM for
encouraging and visualizing scientific
knowledge
• But both ere studied in isolation, secondly from
point of view of adults rather than child.
• Methods and techniques developed are
efficiency directed rather than competency
oriented
 Pedagogy includes
Art of teaching or making things learn. Pedagogy revolves around
planning, delivering and evaluation of the subject matter resulting in
behavioral change of the learner. It is a recipe which includes-
• Teaching strategies
• Teaching approaches
• Teaching methods
• Teaching models
• Teaching behaviours
• Teaching styles
• Teaching devices
• Teaching skills- process & attitude
• Teaching aids
All are basically dichotomized in as learner oriented vs. teacher oriented
sometime content or purpose oriented
 Pedagogy and Teaching
• Teaching affects the whole behaviour
of the child by virtue of enhancing
cognitive store, making him aware of
affective store and improving conative
store. Teaching should result in
acquisition of Knowledge, skills and
attitudes.

• It is movement from receiving to

internalization to automatization

• Content is delivered effectively to the

learner’s mind by virtue of Pedagogy.
Pedagogical Content Knowledge

Knowledge of
the discipline

Pedagogical Effective
content subject
knowledge teaching
Generalized and
Specific
pedagogical
knowledge
 Strategies
Strategy is the art and science of
directing and controlling the
movements and activities of the
army. If strategy is good, we can
get victory over our enemies. In
teaching this term is meant set of
decisions to chose an approach,
method, techniques and
procedures by which objectives
of teaching are realized in the
class.

“It is mental model in our head to

attain the objective”
 Some Strategies
Strategies are decided by
content/curriculum/substance,
can be
• Explanatory
• Exploratory
• Confirmatory
• Constructivism
• Experiential
• Metacognition
• Flip classroom
 Teaching approaches
It is the ideology (Philosophy) based game plan
with start point, endpoint and transition points in
between, all clearly laid out as a process or
procedure. Basically divided in to three forms-
teacher centered, child centered and
content/objective centered or two ways – Product
and process centered. Specific strategies are
• Objective based instruction
• Differentiated instruction (Individualized)
• Integrated learning
• Evidence based teaching
• Brain based teaching
• Open ended instruction
• Inquiry learning (5 E i.e. Engage, Explore,
Explain, Elaborate and Evaluate)
• Co-operative learning
• Peer-teaching
• Inductive-deductive
 Teaching methods
A series of related and progressive
acts performed by teachers and
students for systematic
presentation of a contents based
upon a selected approach
• Lecture method
• Discussion method
• Demonstration method
• Laboratory method
• Project method
• Heuristic method
• Problem solving method
 Teaching Techniques (Tricks)
Techniques are the specific activities manifested in the
classroom that are consistent with a method and
therefore in harmony with an approach as well. It is
also referred to a task or activity leading to skillful
execution of plans.
• Similarities and differences, classification
• Examples and illustrations
• Grouping
• Concept mapping
• Summarizing, elaboration, note taking, mind
mapping
• Recognition
• Hypotheses setting and testing
• Cognitive acceleration
• Mnemonics
• Observation
• Criticizing
 Teaching Models
A form of prescriptive and
planned teaching
• Information processing
models
• Personal Models
• Social interaction models
• Behaviour modification
models
 Information Processors
Models Developers

Inductive thinking model Hilda Taba

Concept attainment model Jerome Bruner

Mnemonics model Michael Pressley

Advance Organizers model David Ausubel

Inquiry training model Richard Suchman

Synectic William J J Gordon

 Personal Models
Model Developer

Non-directive Teaching model Carl Rogers

Enhancing self-esteem model Abraham Maslow

 Social interaction models
Model Developer/s

Partners in learning positive David Johnson, Roger Johnson

interdependence

Structured inquiry Robert Slavin

Group investigation John Dewey, Herbert Thelan

Role playing Fannie Shaftel

Jurisprudential Inquiry Donald Oliver, James Shaver

 Behaviour Modification Model
Model Developer/s

Mastery learning Benjamin Bloom, James Block

Direct Instruction Tom Good, Jere Brophy,…….

Simulation Carl Smith, Mary Smith

Social learning Albert bandura

Programmed schedule B F Skinner

 Matching learning and teaching styles
Learning style is a preference; the way we perceive and process things the
best
• Visual vs. Verbal or Aural or Auditory
• ƒTactile vs. Kinesthetic
• ƒActive vs. reflective
• ƒSensing vs. intuitive
• ƒSequential vs. global
• Field dependent vs. field independent
Teaching styles
• Direct
• Indirect
• Discussion
• Cooperative
• Delegator
• Nurture
• Self-directed
 Teaching skills
Planning skills
• Writing instructional objectives
• Choosing method, activities, techniques, TLM etc.
Presentation skills
• Introduction
• Fluency in questioning
• Probing questioning
• Stimulus variation
• Explaining
• Reinforcement
• Using Black board
• Pupil participation
• ICT skills
Closure, Evaluation and Managerial skills
• Classroom management
• Achieving closure
• Recognizing attending behaviour
• Evaluation
 Teaching Devices
• Lecturing
• Narration
• Exposition (explanation)
• Description
• Translation
• Paraphrasing
• Anecdote
• Symbolism
• Pause
• Questioning
• Answering
• Illustration
• Home work
• Drill
• Review
 Teaching Behaviors
• Welcoming, accepting ideas
• Aware of learning needs of the
learner
• Aware of learning intentions
• Monitor learning and feedback
• Builds relation and faith
• Interaction
• Conducts oneself well
• Creates learning challenges
• Competitive, Cooperative and
Individualistic
 Teaching Maxims
• Known to unknown
• Concrete to abstract
• Simple to complex
• Psychological to logical
• Definite to indefinite
• Empirical to rational
 Teaching Aids
Auditory, Visual, Audio-visual
Projected vs. non-projected
Hardware vs. software
Optical vs. non-optical
Interactive board
Electronic aids including TV,
Video, Edu-sat, Computers and
mobiles
Activity
Outdoor activities
Web
Miscellaneous
Thanks For Your Kind Attention

Dr. Vijay Grover

DAV College of Education, Abohar, Punjab
Email: [email protected]