Teaching of General Science

Teaching of General Science

Introduction:

 Science has become an essential and integral part of our life. Without the knowledge of basic principles , concepts , theories and laws of science one cannot understand and explain a number of   daily-life processes and many phenomena which one observes and experience in one’s life . Hence a basic knowledge about the fundamentals of science has become a necessity of everyone. Furthermore, science is not only a knowledge rather it is a attitude towards nature I a way of thinking as well as a way of life. Keeping this in view, science has been given the status of a compulsory subject in any education system in the form of “general science”. So it is being taught even to the students of arts, literature and social sciences. It is due to this large scale demand of science teaching that we need a large number of science teachers. These science teachers must be equipped with an in-depth knowledge with full understanding and well-developed skills to communicate (teach) the concepts, principles, theories and laws of science at elementary and secondary level. They must have competence and command over the content of science from class I-X as well as over the latest available methods, techniques and approaches towards science teaching. They must keep in mind the objectives of science teaching and its need and importance in the advancement and progress of the society and civilization. These courses on the “teaching of general science” have been designed to meet all these requirements. Course -1 deals with the content of general science from classes I-X and course-II discusses on the methods & techniques of teaching science. Course-III deals with the practical work & developing teaching materials in science.

Objectives:-

The general objectives of this course are to enable the student teachers to:

v  Understand and apply the concepts of science in daily life .

v  Develop scientific thinking and  scientific attitude among their students

v  Plan, organize and teach a lesson on a given topic of science in the light of theory and research in science education

v  Understand recent trends and issues in methods and techniques of teaching science at elementary and secondary level

v  Comprehend and teach theories , Laws and principles of science effectively upto secondary level

v  Understand and apply the scientific method in  daily life

v  Understand and apply various methods and techniques for teaching concepts of science

v  Develop scientific thinking and scientific attitude among their students

v  Select an appropriate method or technique for teaching a given topic of science by developing and arranging necessary materials and conditions

v  Plan organize and teach  a lesson  on a given topic of science in the light of theories and research in  science education

v  Understand recent trends and issues in methods and techniques of teaching science  at elementary and secondary levels

Course Outline

Part-I

Unit-1.Introduction & history of Science:

Ø    Nature, scope and importance of science education 

Ø    Scientific Method

Ø    Branches of science

Ø    Science and society

Ø    Important scientist

Ø    Islam and science

Unit:2. Cell as Unit of life

Animal and plant cell

Ø   Chemical composition

Ø   Chromosomes and genes

Ø   Microscopic Organisms

Ø   Bacteria and Viruses

Ø   Growth of human body

Ø   Components and role of nutrition

Unit-3.Essential Elements of Life

Needs, importance and role of following elements in plants & animals; Carbon, Hydrogen, Oxygen, Nitrogen, Calcium, Phosphorous, Potassium, Sulphur, Chlorine, Sodium, Magnesium, Iron etc.

Unit-4. Structure of Atom and Radioactivity

Ø   Atom

Ø   Fission and fusion

Ø   Peaceful use of atomic energy

Ø   Definition, unit and types of energy

Ø   Energy sources

Ø   Conservation of energy

Unit-5. Modern Technology

Engine, Radio, Computer, Laser, Tape Recorder, Radar, Telephone, Television, Astronomy, Pakistan’s Space Program

Unit-6. Environmental and Natural Resources

Ø   Minerals

Ø   Agricultural recourses

Ø   Marine Resources

Ø   Pollution and its types

Ø   Population explosion

Ø   Ecological balance

Ø   Water logging and salinity

Ø   Urbanization

Part II

Unit-7. Use of A.V-aids in teaching general science

Ø  Planning lessons

Ø  Activities in science classrooms

Ø  Imparting instruction

Unit-8.Different methods used in the teaching of general science (A detailed study of the nature, scope procedures, merits, demerits and application of the following methods and techniques)

Ø  Expository method

Ø  Laboratorial or practical method

Ø  Logical puzzles

Ø  Demonstration

Ø  Discussion method

Ø  Problem solving method

Ø  Project method

Ø  Modeling

Ø  Discovery and inquiry method

Ø  Modular instruction

Ø  Activity based

Unit-9.  New Trends in Science Teaching

Ø  CAI and ICT

Ø  Science technology and society

Ø  Science technology and literacy

Ø  New trends in teaching of  General Science at Elementary and Secondary level

Recommended Books

Feden ,P.D. and Vogal , R.M.(2003). Methods of teaching: Applying cognitive science to promote students learning .Boston: McGraw-Hill.

Hoong , T. L. Leng , H. P. (2003) . Lower Secondary Science 2 Singapore :SNPPanpac

Hoong , T. L. Leng,H. P. (2003). Lower Secondary Science I Singapore :SNPPanpac

Qureshi, N. A. et al (2002). Science 3.Lahore: Punjab Text Book Board .

Qureshi, A. M. et al (2003). General Science. Lahore: Punjab Text Book Board.

Saleemi, F. et al (2002 b).Science 1.Lahore: Punjab Text Book Board.

Saleemi, F. ( 2003 a). Science 2.Lahore: Punjab Text Book Board.

Saleemi, F. (2004).Science 3.Lahore: Punjab Text Book Board.

Saleemi, F. ( 2003 b). Science 7.Lahore: Punjab Text Book Board.

Saleemi, F.et al (2002 a).Science 6.Lahore: Punjab Text Book Board.

Table of Content

1. Introduction about topic                                         

2. History

3. Purpose                                                                 

4.  Methodology                                                               

5. Appendix                                            

6. Procedure                                                            

7. Interviews of students

8. Interviews 0f Teachers:

9. Conclusion                                                  

10. Suggestions

                        

 Introduction:

 B.S Programme is stands for Bachelor of science.it is an undergraduate    academic degree awarded for completed cources that generally last three to five years.

History:

B.S Education Started in 2006 in university of Sargodha.196 applicannts were applied for this programme.13 peoples selected in which 5 peoples completed their degree. There was not admission in 2007-2008.In 2009 “39” peoples selected in 2009.In 2013 B.S Eduaction“self support” programme were started.

Purpose of the Research:

The purpose behind research is the evolution of B.S programme in University of Sargodha. To know about the importance of B.S programme.the basic purpose of this programme is to know the scope and importance of B.S programme.

Methodology:

We have use two types of methodology

Appendix 1:

we make questioner for the B.S  students and other departments

Appendix 2:

We took Interviews from different teachersto gather information about B.S programme.

Procedure:

We met the coordinator of B.Sof Education programmeand collect information about history ofB.SEducation.We got their point of view about B.Sprogramme and evaluate them, and prepare a report in group to present this information.

Interviews 0f Teachers

Most of the teachers says that B.S programme is better than M.A.Because it take four years and give complete and suitable information about education programme. Students of B.S programme are so sharp because they spend their mostly time in different activity just like practical activity as well as lab activity.B.S programme is built lot of confidence in student compare to M.A programme.

Interviews Students

Q1)What is education Explain in your own word?

Ans:Education is the life learning process which starts from birth to death,this process include reconstruction and reorganization of experiences.

Q2)Whydid you choose this subject?

Ans:I chose this subject because this subject not only make you a good professional as well as a good person or citizen who can benefit not only a country but world.

Q3)If you will have an opportunity to change your department so you    will change your department?

Ans:yes if I have an opportunity to change my department then I will do it because in education department because my interst in different field. 

Q4)Do you want to any change in your department?what type of change?

Ans:Rooms problem is the major issue in education department.

Computer lab facility is not available all the time.

There is very low quality of multimedia devices and wifi is not available for student.

Q5)What is the scope of education in your point of view?

Ans:According to the students after completing your B.S Education programme you will be able for choose the only Teaching profession.

Conclusion:

The consequences of this research are that it is a way to enhance our knowledge. This degree is very purposeful, and valuable. After doing this degree the holders can know about management, assessment, and basic research.

Integrating Grammar for Communicative Language Teaching

Integrating Grammar for Communicative Language Teaching

BayramPekoz
Girne American University (Girne, Cyprus)
bpekoz(at)yahoo.com

Introduction

There has been a lot of progress in English language teaching since the introduction of Communicative Language Teaching (CLT). This progress has been reflected in the teaching of the four skills, which has moved from the presentation, practice and production (PPP) to pre-, while- and post-stages. However, teaching grammar has lagged behind the integration of pre, while and post stages. Although grammar instruction has recently been associated with contextual teaching (Clandfield, nd; Mora, 2003; Tennant, nd; Weaver 1996), we need to go beyond this movement to bring grammar instruction fully to life and to make it purposeful and communicative.

In the following section, I will note some problems associated with grammar teaching in general, then I will introduce a framework for implementing pre-, while- and post-stages to teach grammar.

• Direct grammar instruction is still very common.
• Contextual instructional techniques are not readily accessible to practitioners.
• In most cases grammar instruction is not integrated into the four skills but given in isolation.
• Mostly it is teachers that formulate the grammar rules. Grammar rules will be clearer and be remembered better when students formulate them themselves (inductive learning) than when teachers formulate them (deductive learning).
• Learners need repeated input of a grammar item. Just one grammar presentation is not enough.
• Learners should not be overwhelmed with linguistic terminology (Brown, 2001).
• Grammar should be taught in digestible segments bearing the cognitive process in mind.

Traditional grammar teaching, for instance, tends to cover the following points in the same lesson:

• the passive voice with all the tenses,
• all the uses of indirect speech (i.e. reporting statements, negative statements, question forms, imperatives, requests, time expressions, etc.)
• all the forms of a structure (i.e. statements, negative statements, questions, exceptions, etc).

Following a review of some common problems, the next step is to introduce a unique approach to teaching grammar. Grammar teaching, like teaching the four skills, should involve pre-, while- and post-stages in an attempt to provide integrated learning environments. In the pre-grammar stage, the teacher should bring grammar instruction to life, stimulate interest in the topic, and raise awareness by providing a reason for learning. The while-grammar stage should facilitate noticing of the new grammar point, and provide meaningful input through contextual examples, pictures, and texts. Finally, the post-grammar stage should provide an opportunity to put grammar to use, and relate grammar instruction to real life situations. The main distinction between the while- and post-stages is that the while-stage involves the clarification of the  meaning, whereas the post-stage focuses on the productive aspects of the new structure.

Steps of an Integrated Grammar Lesson

Traditional grammar teaching starts with the teacher's statement of the grammatical point on the board. Integrated grammar teaching is a unique and an authentic approach because it implements the pre-, while- and post-stages.

The application of pre-, while- and post-stages into teaching grammar are shown below in two sample grammar lessons.

Sample Grammar Lesson 1: Used to

1. Pre-grammar

a)  The teacher discusses the topic "changes in people over the years"

b)  The teacher shows two pictures of a woman. One picture was taken 20 years ago and the other one is new. The old picture shows her playing the guitar while the new one displays her painting pictures. The teacher then asks them to compare the two pictures.

2.   While-grammar

a)  This stage provides a context for input generation and an opportunity to notice the new grammatical structure. The teacher tells them they are going to learn a new structure (for the purpose of noticing) but does not mention the name of  structure  (for motivational purposes).

b)  The teacher makes a transition from the context created in 1b to the grammatical point by showing the same pictures and telling the picture differences with "used to" and "simple present tense" (i.e. "She used to play the guitar as a hobby, but now she doesn't, she paints pictures as a hobby now", etc).

c)  The teacher creates other contexts for the teaching of grammatical point through some other picture comparisons, discussions, stories, or reading/listening texts.

d)  The teacher asks some clarification check questions to ensure that the meaning is clear. Some  examples:

Did she often play the guitar in the past?/Does she play the guitar now?
Did she often paint pictures in the past?/Does she paint pictures now?
Did she have long hair in the past?/Does she have long hair now?

  
e)   The teacher asks the students to formulate the rule on the board for the given sentence providing help if needed.

       She   used to     play the guitar.
       S  +  Used to + V 1 …

(Note: The while-stage may involve production of the new structure through some questions about the pictures. In this case, however, the purpose is to confirm whether the meaning has been clarified.)

3)     Post-grammar (adapted from FatmaToköz, former student)

Brainstorming

The teacher asks students to think back to when they were a child and asks the following questions: "What are the differences and similarities between your life then and now? Think about where you lived, your likes/dislikes, your holidays and your family, and fill in the following lines with appropriate sentences".

Your life as a child...
________________________________________
________________________________________
________________________________________

Your present life...
________________________________________
________________________________________
________________________________________

Role-play

The teacher forms pairs of students and gives a role play to each student. The role playing students are supposed to be old friends meeting after a long time. They are supposed to communicate and note the differences in each using either their imagination or the role play cues.

Writing

The teacher asks students to write a story about the following topic for the school magazine.

Imagine that you have been asleep from 2007 till 2050. You have just woken up to be shocked about everything around you. Compare your old and new lives and write your story using "used to".

Sample Grammar Lesson 2: The present perfect passive voice

Pre-grammar Stage

First, the teacher has a discussion on burglaries. Following this discussion, the teacher shows a picture of a living room and says: "Today, a burglar has broken into this room. What do you think he has taken?" (The teacher tries to elicit responses such as he has taken the lap-top computer, he has stolen the jewellery, etc ).

While-grammar Stage

The teacher shows a different picture of the same living room and turns attention to the missing items and says the following:

"The lap-top computer has been taken from the room.
The jewellery has been stolen.
The small TV has been taken as well.
The picture on the wall has been taken, too".

The teacher asks questions to elicit the passive voice structure. Following this, the teacher asks clarification check questions such as:

What is the difference between "the burglar has stolen the jewellery", and "the jewellery has been stolen"?; when do you think we need the second structure?, etc.

The teacher asks the students to formulate the rule on the board.

Alternatively, or additionally, the context can be created through a reading text written in the present perfect passive voice.

Post-grammar Stage

The teacher gives the following hand-out to be filled out and asks students to walk around and ask questions to the class members.

Find someone                                                              Class members name
                                                                                                      
who has been blamed for something he/she hasn't done.

who has been disappointed by a close friend.

who has been told some good news today.

who has been told some bad news today.

who has been abandoned by his/her girlfriend/boyfriend.

who has been misunderstood today.

who has been forgiven by an old friend recently.

who has been given a present today.

Role-play

The teacher forms pairs of students and gives a role play to each student. One of the pairs holds the names of the cities and their weather reports, the other holds information about some football matches and the name of the cities where they are being held. They will exchange the information and find out which football matches have been cancelled.

The teacher assigns an incomplete writing task and asks them to complete it using some cue words and the present perfect passive tense as in the following:

Your wedding is very soon, but most of the arrangements have not been made yet. Write a complaint letter to the wedding specialist using these clues: wedding invitations, wedding dress, wedding party, wedding cake, wedding photographer, honeymoon, limousine cars.

Dear wedding specialist,
  
I visited your office today but you were out. I have seen that most of the wedding arrangements have not yet been made.

To begin with, …

Conclusion

During grammar instruction, teachers should provide meaningful input through context and provide an opportunity to put grammar to use, and relate grammar instruction to real life situations. This is best achieved if grammar instruction is treated in the same way as the teaching of the four skills which involves smooth and organized transitions of pre-, while and post grammar stages.

References

• Brown, H. D. (2001). Teaching by principles. An interactive approach to language teaching pedagogy. Newyork: Longman
• Clandfield, L. (n.d). Task-based grammar teaching. Retrieved 15th July 2007, from     http://onestopenglish.com/english_grammar/grammar_task_based.htm
• Mora, J. K. (2003). Major components of the study of grammar and syntax:  Teaching grammar in context. Retrieved 15th July 2007, from http://coe.sdsu.edu/people/jmora/grammar.htm
• Tennant, A. (n.d). Using the discovery technique for teaching grammar. Retrieved 15th July 2007, from http://onestopenglish.com/english_grammar/grammar_discovery_technique.htm
• Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Boynton/Cook Publishers, Inc.

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