PRATHMIK MADHYAMIK SHIKSHAN SHISHYVRUTTI PARIKSHA SHISHYVRUTI BABAT NO LATEST GR
Topinfoindia Teachers
working with Key Stage pupils might, for instance, focus on the subject
content of science and develop science skills from these areas of
experience. This product centred approach could, for example, give rise
to oral explanations and demonstrations of scientific knowledge, and,
from time to time, practical activities designed to provide direct
experience of phenomena with opportunities to explore and investigate
these phenomena. In providing a conceptual structure to help the learner
build a functional mental representation, the teacher highlights what
is relevant and the nature of the relationships between the elements.
For example, the teacher might explain the compressibility of air in a
bicycle pump by describing it as dispersed particles which may be
brought closer or else by comparing it with the behaviour of a spring.
In contrast,
teachers might focus on the processes of science and develop scientific
conceptual understanding from it. This process-centred approach could,
for instance, offer the children experiments and investigations as
starting points for acquiring conceptual knowledge with little or no
direct teaching of concepts. In this case a conceptual structure is
withheld. The onus is on the children to recall or construct a
functional mental representation without reference to a teachers'
description of one. Pupils might infer relationships in the topic under
study and may be given an opportunity to test and revise their ideas.
Of course,
other teachers might focus on a combination of these two approaches and
develop scientific skills and conceptual understanding from in this
combination. This mixed approach could be a balance or, perhaps, a
compromise, between a product-centred and a process-centred approach, in
which the teacher provides a partial conceptual structure and leaves
the remainder for children to construct by inferring, hypothesising, or
testing their ideas. It could encourage lessons where children do
investigations with some features already identified by the teacher, and
with some conceptual knowledge about the subject that enables them to
appreciate the purpose of the activity. In contrast, it could encourage
lessons without a clear purpose which mixed different types of activity,
but did not develop either conceptual or procedure understanding
exclusively.
Science Activities and Experiments
Science
activities help little learners of all ages understand important
concepts, and these science activities for kids give them the
opportunity to discover something completely new. What's more, science
activities are fun! Some, like Oobleck, are messy. Others are
impressive, like the classic erupting volcano project. Whatever activity
you end up trying, your child will be developing new skills as he forms
predictions and makes observations. No matter where your child's
interests may lie, we have a science experiment that will teach him
something cool and make him smile.
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