THE TEACHING OF SCIENCE

Module Title: NATURE, AIMS, & OBJECTIVE OF TEACHING SCIENCE

1
Course Number: Sci 115
Course Description: This course deals with the goals, materials, content, assessment,
management, and methods of teaching science at the secondary level;
provides opportunities for class observation and demonstration teaching.
Prerequisite: has finished content courses and Educational
Total Learning Time: 9 hours (Week 1–3)

Introducti
on
Science has been derived from the Latin word “Scientia” which means knowledge. It is a systematized body
of knowledge which may pertain to any subject or field of life ‘Science is organized common sense’, ‘Science is an
interpretation of the natural phenomenon’. Science and technology are playing an important role in our lives. They
have become an integral part of our social and cultural life. Various activities are controlled and governed by science.
It has helped man to acquire supremacy over nature. Because, the modern civilization is a scientific civilization. This
is an age where the modern society is completely drawn into the scientific environment; and science has become an
integral part of our life and living. Now, we cannot think of a world without science. Science is both the body of
knowledge and the process of acquiring it. To open with, science is a cumulative and endless series of empirical
observations which result in the formation of concepts and theories with both concepts and theories being subject to
modifications in the light of further empirical observations.

Learning At the end of this module, the students must have:

Outcomes
1. Defined and familiarized the nature & scope of science.
2. Appreciated the interdisciplinary approach nature of science and its advantages.
3. Discussed the aims and objectives of teaching science.
4. Explained the Blooms Taxonomy.
5. Stated objectives in cognitive affective and psychomotor domains.
6. Discussed the aims of teaching at different levels.

Indicative
Content
 Definition, Nature, & Scope of Science
 Inter Disciplinary Approach
 Aims and Objectives of Teaching Science
 Taxonomy of Educational Objectives
 Bloom’s Taxonomy
• Cognitive, Affective, and Psycho-motor Domain
 Aims of Teaching Science at Different levels

I. Definition, Nature, & Scope of Science

1
THE TEACHING OF SCIENCE
1

1.1 WHAT IS SCIENCE?

“Science is universal and so can be its benefits. Its material benefits are immense and far-reaching
industrialization of agriculture and release of nuclear energy, to mention two examples-but even more profound is its
contribution to culture” - Kothari Commission.

In simple words, science is the investigation and interpretation of natural phenomena which occur in our daily
life. Some of the definitions of science are as follows.
1. “Science is an interconnected series of concepts and conceptual schemes that have developed as a result of
experimentation and observation and are fruitful of further experimentation and observation” - James B.
Conant.
2. Science is nothing but perception.
3. Science is organized and systematized knowledge relating to our physical world.
4. Science is classified knowledge gained from a systematic study of behaviour of nature.
5. Science is nothing but gaining of knowledge on the basis of experience.
6. Science is cumulative and endless series of empirical observation which results in the formation of concepts
and theories with both concepts and theories being subject to modification in the light of further empirical
observation.
7. Genius persons by their persistent efforts, careful experimentation and exact reasoning have collected mass of
tested information which we call science.
8. Science is a process of thinking, a means of acquiring knowledge and means of understanding the natural
world.
9. Science is a quest for an understanding of certain aspects of human experience. It is a process of experiencing.
10. Science is both a body of knowledge and the process of acquiring the refined knowledge.

There are some of the definitions that give us an idea about what is meant by science. Science is a
multidimensional activity and it is very difficult to search a universal acceptable definition of science.

Thus Science is simultaneously a body of knowledge and continuous, self-evaluative process of inquiry.
Science thus has two important approaches.
(a) Science as a Product.
(b) Science as a Process

Various laws, theories, principles etc., are included in the category of science as a product whereas scientific
attitude, scientific method etc., form part of science as a process through both aspects are important in their own way
but to attain the aims of science education in schools more emphasis will be places on process approach.

The process of searching scientific knowledge can be explained as follows:

The diagram shows that products (concepts, facts etc.,) are derived from process (observation and
experimentation) and that these products lead to further process. Thus, science is a continuous search for new
knowledge through continuous inquiry. Thus we can summarize the above relationships by saying that ‘Science is
both a body of knowledge (Product) and method of inquiry (Process)’. It is one of the specialized characteristics of
science.

1.2 THE NATURE OF SCIENCE

2
THE TEACHING OF SCIENCE

In the last four decades some attempts have been made to understand the nature of science. Joseph J. Schwab
1
(1964) and Bruner (1962) have explained the nature of science in technical terms, which is based on the idea of the
structure of knowledge or structure of disciplines. According to this idea, the nature of science comprises.
(a) Substantive structure of science and
(b) Syntactical structure of science.

The Substantiate structure of science represents the major conceptual schemes which constitute the basic
knowledge used in science. The substantive structure of science contains different classes of statements, such as
definitions, knowledge statements, etc., we may call them ‘key concepts’ or ‘major ideas’.

The syntactical structure of science is concerned with the so called processes of scientific inquiry, means by
which scientific knowledge is acquired and verified. These processes can be further divided into simple skills so that
pupils can practice them without any difficulty. Some of the processes of science are as follows.

Observation, measurement, classification, formulating hypothesis, experimenting etc., At this stage it is easy
to infer that the nature of science has two aspects, that is, concepts of science which build the substantiate structure of
science and the processes of science which build the syntactical structure. Both are equally important.

Recently a third dimension to the nature of science has been added which has been recognized by workers.
This is known as the social aspect of science.

Science has been taken as a human activity which influences society and is being influenced by society. The
applications of science to society and its impact on human lives are first as important as learning content and skills. In
fact some science educators have strongly recommended a new emphasis on science teaching that includes social,
moral ethical aspects of science. In other words, many of the science technology are based on social issues that have
moral, ethical and social relevance, such examples are as follows.
Pollution, acid rain, nuclear energy, bio-engineering, etc.

Thus, the nature of science has clearly indicated that science is different from other disciplines, because each
discipline has its own conceptual structure, its own methodologies and skills and its own social bearing.

1.3 SCOPE OF SCIENCE

When we try to assess the importance of a subject in school curriculum, we look at it from three angles.

1. The characteristics of science.

2. The utility of the subject.
3. The cultural values of the subject.

Characteristics of Science
Besides the nature of science, explained in the previous paragraphs, it has specialized characteristics which we
do not find in other disciplines Showalter and others have described the characteristics of science in the following
words.

1. Science is empirical.
Scientific knowledge is derived by observations or experimentation which is further extended on the
continuity of observations.
Observations Processes Concepts

2. Science grows through processes of science.

Scientific knowledge grows through processes of science or inquiry approach or methodologies of
science. These processes of science are from simple to complex. Similarly, inquiry approaches are also from
simple i.e., stable inquiry to difficult, that is fluid inquiry.

3. Scientific knowledge is replicable.

It has been observed that science is based on evidence which can be investigated or researched in a
different place and at a different time given similar conditions.

4. Scientific knowledge is holistic.

3
THE TEACHING OF SCIENCE

Because the knowledge produced by different branches of science contributes to an overall conceptual
1
scheme which is internally consistent.

5. Scientific knowledge is tentative in nature.

It is subject to change. In other words, science is uncertain and its knowledge is consistently changing
in the light of new evidence. We can say that “if science is knowledge, it is dynamic knowledge”.

6. Scientific knowledge is unique as it differs from other area of knowledge.

It is distinguished from other realms by virtue of the nature of knowledge and its procedure in
generating new knowledge.

7. Scientific knowledge is humanistic because it is a product of human effort to find out the unknown things of
nature.
All this knowledge is related to the human beings and the scientific concepts are the products of
culture.

8. Science has its own values of objectivity, rationality, neutrality and humanity.
Science is one of the approaches truly based on philosophical, sociological, psychological and moral
dimensions. It depends on those values which are common to all human kind-freedom, liberation, happiness,
speculation and imagination.

The Utility of the Subject

(a) The “Intellectual Value” (Knowledge Value) of science is necessary for almost every individual in the
scientific world of today. Study of this subject develops not only high regard for truth but also for search
of truth. Science fosters intellectual ways of thinking and reasoning.
(b) Science has great “Vocational Value”, Agriculture, Engineering etc., are science based. Fully realizing the
vocational value of science, in the +2 stage, certain applied sciences are offered in the vocational stream.
(c) Scientific discoveries to solve the mysteries of nature are concerned with “aesthetic value” in the sense
that science is concerned with truth of all existence and it provides a chance for application.
(d) The moral integrity caused by the pursuit of science is mainly due to the nature of science. The “Moral
Values” of scientists could be maintained only when they express the truths without any fear or bias.
(e) The “Utilitarian Value” of science is quite obvious. Right from the cradle to the grave, all our activities
are controlled and fashioned by science.
(f) Science provides “Scientific Method” of solving problems. The various steps in scientific method can be
listed as sensing the problems, collection of data, forming hypothesis, verifying the hypothesis and then
drawing conclusions. Science created self-confidence in life.

The Cultural Values of the Subject

Science has a cultural value also. By the study of lives of great scientists we not only know about their
great works but also draw inspiration for the study of science. The methods of science inspire the students to
do things in reasonable and logical manner. Science is studied through observation and practical training. All
these things help the development of the power of reasoning. In short, we may say that science is an essential
part of education which helps the students to prepare themselves for future life.
Keeping in view the points mentioned above, it is quite clear that science occupies an important place
in our life, and must also be given an important place in the school curriculum.

II. Interdisciplinary Approach

All the branches of science are interdependent. There are many areas in science which are common to all
science subjects. Because of the reciprocal relationship between various subjects, the inter-disciplinary approach or
correlation is being emphasized. In physical science teaching, we cannot confine ourselves with physics and chemistry
alone, we are to combine and correlate physics and chemistry with other subjects, and with learner environment to
avoid rote memory and artificial learning. This is what is known as interdisciplinary approach in science teaching.
Inter disciplinary approach can be discussed under three headings.
1. Correlation of science subjects with one another.
2. Correlation of science with other school subjects.

4
THE TEACHING OF SCIENCE

3. Correlation of science with life and environment.

1
Relationship of Science Subjects with one another

Chemistry and biology are interdependent. A biology teacher while teaching digestion needs to use the
knowledge of chemistry. Further photosynthesis in Botany is taught by interdisciplinary approach- Botany and
chemistry.
Similarly, the atomic structure and the electronic configuration of atoms, of elements, radioactive isotopes are
areas common to physics and chemistry. Hence interdisciplinary approach is essential for better understanding.

Relationship of Science with other School Subjects

1. Science and Literature
There are excellent writers in Biography and Natural History and on discoveries and inventions.
These can be recommended for class and home reading as literature.
2. Science and Languages
Elementary books used in foreign countries for science teaching might occasionally be read. More
advanced foreign text books on special subjects should be placed in the library. Children can’t express
themselves until they develop a good language (both written and spoken) skill.
3. Science and History
The life of a nation is greatly influenced by the application of scientific discovery to national trade,
industry, diet and standards of living and by the imparting of current scientific thought on the general idea of
the age.
4. Science and Geography
Simple problems connected with the composition, pressure, temperature and moisture of the air are
usually dealt with in science courses; so also conventional currents in air and in the sea and variation of the
density of water with temperature. It will mutually benefit both subjects if the science and geography masters
work in cooperation, so that the use of thermometers, barometers, rain gauge and hygrometer can be really
understood.
5. Science and Social Studies
Science has changed our way of thinking and the standard of living. Many superstitious beliefs are
vividly explained on the basis of scientific principles. Modern dress materials, Jewelries, Transportation
facilities, mass media, films, cinema theatres, magic shows etc., are all scientific inventions that make our
lives a different one. Every day, science has its play from dawn to night.
6. Science and Fine Arts
The topic of sound can be easily and interestingly taught, when the topic is compared with musical
instruments. Pitch and length of the string, vibration of air columns and flutes etc., can be demonstrated easily.
In the preparation of record note books or charts children need skill of drawing without proper diagrams we
cannot teach some complex concepts such as structure of atoms etc., Science drawing, improvisation, musical
groups can be included as activities in science club.
7. Science and Mathematics
Many problems of proportion, inverse ratio, equations and graphs are constantly in use in science
courses. The early introduction of the ratio of trigonometry is a great help in the science course and their use
in mechanics, magnetism and light give reality to their meaning.
8. Science with Painting and Drawing
Drawing is of immense importance for all branches of science, may be physics or chemistry or
biology. Preparations of charts, models, diagrams etc., require skill in drawing. Diagram in science have
important place. Without diagrams, we cannot grapple with theoretical descriptions.

Relationship of Science with Life and Environment

For basic needs of life such as food, clothing, shelter, we have to depend upon science. Science has gone deep
in the veins of modern society. All our daily routine is controlled by science and its products. In food production,
insecticides, pesticides, preservation of food industry and ingredients of balanced diet are the basis on which science
can be correlated. Science helps otherwise in cooking, transportation, communication, metallic industry etc. It is
therefore essential on the part of science teacher that he should make sure that applications of that topic in daily life
affects the thought and actions of students, so that students begin to understand the implications of the subject.

Advantages of Inter Disciplinary Approaches.

(a) Correlation gives a sort of unity to the curriculum.
(b) It encourages all-round development and growth of the child.
(c) It assists in bringing closer the school and society.
(d) It establishes a close relationship between experience and knowledge.

5
THE TEACHING OF SCIENCE

(e) It prevents narrow specialization.

1
(f) It makes education natural.
(g) It makes the lesson interesting by bringing in the other subjects and experience.
(h) Learning by doing is fostered while organizing projects to correlate different subjects.
(i) It broadens the teachers’ outlook.
(j) It helps teachers to learn more from books and keep their knowledge up-to-date.

III. Aims & Objectives of Teaching Science

Education is imparted for achieving certain ends and goals. Various subjects of the school curriculum are
different means to achieve these goals. The term aims of teaching science stands for the goals, targets or broader
purposes that may be fulfilled by the teaching of science in the general scheme of education. Aims are like ideals.
Their attainment needs a long-term planning. Their realization is not an easy task. Therefore, they are divided into
some definite, functional and workable units named as objectives. The objectives are those short-term, immediate
goals or purposes that may be achieved within the specified classroom situation. They help in bringing about
behavioral changes in the learners for the ultimate realization of the aims of teaching science. The aims are broken
into specified objectives to provide definite learning experiences for bringing about desirable behavioral changes.

IV. Taxonomy of Educational Objectives

Based on the above clarification, objectives related to education as a whole, are known as ‘educational
objectives’. In the words of B.S.Bloom “By educational objectives, we mean explicit formulations of the ways in
which students are expected to be changed by the educative process, that is , the ways in which they will change in
their actions”. In order to save time and effort, it is very important that the objectives of a subject be clearly identified
and defined.
The formulation of educational objectives is a matter of careful choice on the part of the teachers and
administrators. The following factors are involved:

1. The needs and capabilities of the pupils.

2. The specific demands of his social environment.
3. The nature of the subject matter.

The criteria of a good educational objective is that it is,

1. In accordance with general aims of education
2. Unambiguous
3. Useful
4. Specific
5. Feasible

Classification of Educational Objectives

Educational objectives indicate the nature of the education system and show the direction in which education
will act. Educational objectives serve as guides for teaching and learning. These also develop awareness among the
teachers about the importance of their work and provide guidelines in selecting teaching-learning activities. For
teaching which aims at worthwhile behavior changes, a clear understanding of educational objectives is essential.

6
THE TEACHING OF SCIENCE

Some educators have attempted classification of educational objectives. Classification is a valuable system to
1
group similar things under one heading based on common characteristics or common relationship that exists between
groups and individuals.
The main functions of classifying educational objectives are as follows.
1. It is helpful in planning curriculum.
2. It is helpful in planning, teaching and learning activities.
3. It is helpful in identifying desired behavioral outcomes among the learners.
4. It is helpful in preparing evaluation or testing materials.
5. It is helpful in comparing curricular goals with wider educational objectives.
6. It is helpful in the search for the relationships that exist among groups and individuals.
7. It is helpful in defining, translating and exchanging educational thoughts in a uniform way.

V. Bloom’s Taxonomy

A number of attempts have been made by experts in the field of classification of educational objectives.
Perhaps the most widely used system of classification of objectives is the one prepared by a group of college and
university teachers and later reported in “Taxonomy of Educational Objectives” (1956) edited by Benjamin S. Bloom.
‘Taxonomy’ is a term derived from two Greek words ‘taxis’ meaning ‘arrangement’ and ‘nomos’ meaning ‘law’. In
this derivative sense, taxonomy means ‘orderly arrangement’. They classified the educational objectives into three
broad categories or domains.

The Domains are: 1. Cognitive Domain (knowing)

2. Affective Domain (feeling)
3. Psycho-Motor Domain (doing)

These domains are hierarchical because when learning takes place, the first activity is a mental process of
trying to understand, analyze, synthesize and associate the information with something already known. This thought
process comes under cognitive domain.

In the second stage, the knowledge acquired begins to produce changes in the interest, attitude and feelings of
the individual. These types of behavioral changes are grouped under affective domain. In the third stage, the feeling
acquired gives way to exhibit muscular skills and manipulative skills. These changes are grouped under psycho-motor
domain.

Besides, the above classification, each domain can be further split up into major categories which are also
hierarchical. The major categories are as follows.

7
THE TEACHING OF SCIENCE
1

Categories in the Cognitive Domain

Knowledge
This is the first and the lowest level of cognitive domain. It includes recall of information such as
specifications, facts, methods, processes, generalizations, patterns etc., and thus the knowledge objective emphasizes
what can be described as memory.

Comprehension
This second category includes Translation, Interpretation and Extrapolation. This is also related to the use of
ideas. It refers to a type of understanding of the materials or literal message contained in a communication.

Application
The third level includes the ability to apply abstract ideas to a concrete situation. The abstractions may be in
the form of general ideas, rules or procedures or generalized methods.

Analysis
It means the “break down of the materials into its constituent parts and detection of the relationships of the
parts and of the way they are organized. “Analysis includes analysis of elements, analysis of relationships and analysis
of organizational principles.

Synthesis
This category is just the opposite of analysis. Synthesis is the “Putting together of elements and parts so as to
form a whole. This involves the process of working with pieces, parts, elements and arranging and combining them in
such a way as to constitute a pattern or structure not clearly there before”.

Evaluation
It is the assignment of symbols to phenomenon, in order to characterize the worth or value of a phenomenon,
usually with reference to some social, cultural or scientific standards. Evaluation involves judgments in terms of
internal evidence as well as external criteria.

To conclude, it may be pointed out that the above six major categories in the cognitive domain do not always
appear in the isolation from one another.

Categories in the Affective Domain

Receiving
This is at the lowest point on the affective domain. Receiving may be defined as “Sensitivity to the existence
of certain phenomena and stimuli, that is, the willingness to receive or attend to them”.

Responding
Responding refers to a behavior which goes beyond merely attending to the phenomena; it implies active
attending, doing something with or about the phenomena, and not merely perceiving them.

Valuing
Valuing implies “Perceiving them as having worth or value. The three sub- categories of this objective are
acceptance of value, preference for a value commitment.

Organizing
This involves building up of organized system of values. The individual organizes a set of values such as
truth, goodness and helping others in determining their relationships and deciding their need and priority.

Characterizing

8
THE TEACHING OF SCIENCE

In this category, the individual displays the integration of values and it becomes a lifestyle with him. He gets
1
these values organized into some kind of internally consistent system, which has controlled the behavior of the
individual for a sufficient time. This category is concerned with one’s view of the universe and one is philosophy of
life.

Categories in the Psychomotor Domain

Perception
Skill of keen observation, skill of sensing a problem and skill of developing self- motivation are the specific
objectives under this category.

Imitation
Skill of repeating the actions and skill of reflective thinking are the specific objectives under this category.

Manipulation
Skill of operating upon the intelligence and manage cleverly by using unfair method are the specific activities
that fall in the category.

Precision
Skill of experimentation, skill of précised movements and neat execution of skills are the activities that fall
under this objective.

Articulation
Skill of global thinking, reflective thinking, skill of mind and body and the development of mathematical
skills are specific objectives of this step.

Naturalization
As we practice a skill, in due course it becomes our natural habit. Skill of attaining success and skill of
multiple actions are the specific activities under this objective.
Since science is a study usually involving direct experimentation, the psycho- motor domain has got great relevance.
Although there are various educational objectives classified under the three domains, the objectives of the
teaching of science are different for different levels of education.
The table showing the cognitive, affective and psycho-motor development among children of various levels is given
below.

VI. Aims of Teaching Science at Different Levels

The whole process of the teaching of the science directs the students towards these objectives. These
objectives are guided by the content materials of the curriculum, lessons and topics. Various standards and stages of
education of science for the primary classes shall be different from the objectives of the teaching of science at the
secondary stage of education. Principles of education are applied in the field of education up to secondary stage only.
Teachers who teach up to secondary classes have to acquire a degree in teaching or education. Teachers in the field of
higher education are not required to possess any such degree. We shall, therefore confine our stage up to secondary
stage of education. Up to the secondary stage of education, we have three stages:

1. Primary stage.
2. Junior High School or Lower Secondary stage of education consist of classes VI
3. Secondary stage of education consists of classes IX to XII.

Primary Stage of Education and the Objectives of the Teaching of Science

The objectives of the teaching of science are different for different stages of education. While laying down the
objectives for the teaching of science for primary classes, we have to keep in mind the psychological requirements of
the students of this age group. It is also necessary to keep in mind the capacity of these boys of the tender age to adapt
themselves to their environment.
Following are generally accepted as the objectives of the teaching of science.

(a) Development and training of the power of observation

Generally, children of the age group of five to ten years come under the primary stage of education. Normally,
children of this age group are very active. They are curious to know about all the things they come in contact with.

9
THE TEACHING OF SCIENCE

They are keen observers. It is, therefore, necessary to develop and train their power of observation. The teacher should
1
therefore try to achieve this objective. He should train and encourage them to collect plants, different kinds of flowers
etc. He should also train them to know about various things about these collected objects.

(b) Knowledge of the relationship between physical and social environment

Children of their group come in contact with the natural as well as social environment. They should, therefore, be
trained to know about the relationship that exists between the community and the nature. They should be taught about
the various gains that community or the society derives from nature.

(c) Objectives with regard to character and behavior

It is also necessary to develop certain qualities of character in the young boys and girls of this age group and also to
bring about changes in their behavioral pattern. They may be taught the lesson of conservation of national wealth.
They may also be taught to have respect for the agencies of nature. These two qualities may be, later on, transferred to
other fields of life.

(d) To develop the habits of personal, family and community cleanliness

Children may be taught about the habits of personal and social hygiene.
They should be taught to keep themselves and their environment clean.

(e) Importance of science in life

Students should be trained to know about the utility of science in life and several contributions made by science for
the betterment of human life.

(f) Knowledge of casual relationship

Normally young boys are inquisitive by nature. Sometimes their curiosity is explained away and it dies down. The
teaching of science must develop in the students the consciousness of the relationship of cause and effect. They should
be encouraged to know about the causes of the several events that they observe around them. This will ultimately help
them in the development of the scientific outlook.

(g) Development of practical outlook

Mere giving of knowledge of facts is not sufficient. We have seen that the students of this stage of education are pretty
active. This activity may be so channelized to develop practical outlook. This practical outlook would help them to
make proper use of their theoretical knowledge.

Objectives of the Teaching of Science for Junior High School Classes

Here we find students of the age group of II. We have already seen that the students of classes VI, VII and
VIII comprise this stage of education. Children of this stage of education are more developed. They are more
balanced. They are less impulsive and are not pleasures and pains are not the sole guides of their actions. They are no
more children only. The objectives of teaching of science for this stage of education may, therefore, be laid down on
the following lines.
(a) Development of knowledge and skill for social life
Developing knowledge, skills, outlook and interests in the students may help in them the building of the background
for vocational and social lives that may come later on.
(b) Development of the power of reasoning
At this stage of education, we find that students have developed a power of reasoning. They may be given
opportunities for the development of the power of reasoning while teaching science.
(c) Practical use
At this stage, we find that the students have developed a sense of practical use. They are able to apply the knowledge
acquired. They should be given opportunity for practical use.
(d) Development of the quantitative sense and the capacity to solve problems
The students of this stage have the quantitative sense developed in them. They should be given opportunity to solve
problems for further development of this sense and they may also acquire ability to solve the actual problems.
(e) Numerical Sense
The students at this stage should be given numerical problems to solve. This would give them an opportunity to solve
numerical problems and also to develop a sense of application of theoretical knowledge to numerical aspect of things.
(f) Economic efficiency and knowledge about society and natural environment
Economic conditions of the country are such that many students have to give up education after this stage. It is,
therefore, necessary to make then efficient to earn their livelihood. In other words, economic efficiency should be
developed in them. This can be acquired properly when they have proper knowledge about their social and natural
environment.

10
THE TEACHING OF SCIENCE
1
Objectives of Teaching of Science at Higher Secondary Stage of Education
The students of this stage of education are more developed than the students of the Junior High School
Classes. They have certain interests and aptitudes developed in them. These students have to be prepared for future
life as well as higher education. The students of this stage of education should be taught science with a view to
achieve the following three things.
(a) Development of the psychological aptitude and interests
(b) To prepare and equip for higher education
(c) Economic efficiency and capacity to earn livelihood

In order to achieve the above mentioned things, certain objectives must be kept in view. It is these objectives
that have to govern the teaching of science in the higher secondary stage for education. The following are the
objectives.
(a) Knowledge
This perhaps, is the major aim of teaching science. The pupils studying science should acquire the knowledge of:
1. Scientific Terminology.
2. Scientific facts to understand scientific literature.
3. Ways and means of dealing with specifications.
4. Conventions.
5. Trends and sequences.
6. Natural phenomenon.
7. Correlation and interdependence of different branches of science.
8. Methodology.
9. Theories and structure.
10. General rules of health and human machine.

The students should be able to apply this knowledge in their daily life.

(b) Understanding
This is the second objective in the cognitive domain and includes translation from one form to another and
interpretation. It has been found that up to 70% to 80% of the scientific facts learned in science course are forgotten
within one year after the completion of the course. For understanding, the students must be trained to generalize the
facts and events which are having common characteristics, constantly seeking generalizations that make things more
understandable. These generalizations are frequently referred to as concepts, principles and laws-which are very
essential to understand science in everyday life and forms a strong base for higher education.
(c) Application
The third aim of teaching physical science in higher secondary schools is to make the students into more alert
citizen and better equipped to improve the community life. In order to achieve this, the student should be able to apply
the generalizations to their daily life. This will serve as a bridge to fill the gap between classroom work and real life
activities. Moreover, the application of principle will help in verifying the principle itself.
(d) Skills
Knowledge of content alone is not enough for enriching a student. Therefore, stress is not on the memory of the
content but on development, improvement and refinement of tools with the passage of time. The various skills which
can be developed through science teaching are, Observational Skill, Experimental Skill, Constructional Skill, Problem
Solving Skill and Drawing Skill.
Possession of these skills is very essential in solving practical problems.
(e) Attitude
By definition “Attitude is a condition of readiness for a certain type of activity” Finding answers to problems
through direct observation, experimentation, verification and testing of knowledge are some of the initial
manifestations of scientific attitude. Science teacher, on the other hand, should make special efforts to develop them
by employing democratic procedures in the classroom activities.
(f) Interest
The teaching of science should also aim at developing some interest in reading scientific literature, in scientific
hobbies, in activities of science club and so on. Interest should not be super imposed; on the other hand, everybody
should be free to select the activity according to one’s own inner appeal.
(g) Appreciation
The students of science should be able to appreciate the contributions of science in the progress of civilizations.
The basic idea of this aim is to develop a real feel of science. Application cannot be taught as such. It develops from
understanding and attitudes.
(h) Personality Traits

11
THE TEACHING OF SCIENCE

The teaching of science aims to develop personality traits also. The pupil should report his results and
1
observations faithfully. Science teaching should provide suitable opportunities for every individual to unfold
environment, must be provided to draw out the best in the child-body, mind and soul.

LET US SUM UP!

In this module we have learnt about science-nature of science and how children learn science. Science is both
process and product. Because of the scientific nature of our society and the individual needs of its members, every
person in order to function effectively, must be scientifically literate. Science is a branch of human knowledge,
because science is both process and product of his inherent knowledge. In this unit, the relationship between the
process and product of science was elaborately discussed. The importance of teaching science based on the nature of
science was discussed in general and the impact of science and technology on modern living in particular. It is very
obvious that most of the changes in this century have been due to the contribution of science. Science affects every
aspect of our lives. It has controlled health, transportation and power. Quick means of communication makes man to
feel that he has almost conquered time and space. The inter-disciplinary approach of teaching science and its
advantages were also highlighted elaborately. Then the taxonomy of educational objectives as given by Bloom was
also discussed. Bloom classified the objectives under three major domains viz., cognitive, affective and psychomotor.
There are six objectives under cognitive domain, which are knowledge, comprehension, application, analysis,
synthesis and evaluation. Five objectives under affective domain deals with the abilities like receiving, responding,
valuing, organization and characterization. The psychomotor domain comprises of the abilities related to the action or
manual work like imitation, manipulation, precision, articulation and naturalization. On the basis of this classification,
the general instructional objectives are designed. They are structured as knowledge, understanding, application, skills,
interest and attitude.

Learning
Check
QUESTIONS:

1. Briefly discuss the scope of science. (5 pts)

2. Explain how the relationship between the process and product is substantiated by
the concept of science. (10 pts)
3. Discuss the impact of science and technology on industrialization. (5 pts)
4. Bring out the advantages of inter-disciplinary approach. (5 pts)
5. Briefly discuss the importance of teaching of science based on the nature of science. (10 pts)
6. Write an essay on the impact of science and technology on modern living.(20 pts)
7. Write short notes on the correlation of science with other school subjects. (10 pts)
8. Define an ‘Educational Objective’. How is it different from ‘Aim’? (5 pts)
9. What are the purposes of classification of educational objectives? (10 pts)
10. Briefly discuss the classification of cognitive, affective, and psycho-motor domain. (10 pts)

References
1. …..
Sharma and Sharma, ‘Teaching of Science’ Dhanapal Rai and Sons, Delhi.
2. Good, J. K. ‘New Directions of Science Teaching’ Kohli Publishers, Chardigarh.
3. Panneerselvam, A. ‘Teaching of Science’ (Tamil)” Tamil Nadu Text Book Society
4. Das, R.C. ‘Science Education’ A.P.H. Publishing Corporation, New Delhi.

12
THE TEACHING OF SCIENCE
1
Additional
Readings
Web Sites:

http://www.project2061.org/publications/sfaa/online/chap1.htm
http://www.nap.edu/openbook.php?record_id=5787&page=27
http://www.humboldt.edu/~tha1/bloomtax.html
http://www.krummefamily.org/guides/bloom.html
http://en.wikipedia.org/wiki/taxonomy_of_Educational_Objectives

13