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 PEDAGOGY OF SCIENCE

PEDAGOGY OF SCIENCE

PHYSICAL SCIENCE
Teacher as
facilitator

Common

Part I
Goal

NCERT
13093

ISBN 978-93-5007-224-0
PART I
For further enquiries, please visit www.ncert.nic.in or contact the Business Managers at the addresses of the
regional centres given on the copyright page.
 G Y OF S C
GO IE
A
D

NC
PE

Physical Science

E
part I

Textbook for B.Ed.

 ISBN 978-93-5007-224-0
First Edition ALL RIGHTS RESERVED
May 2013 Vaisakha 1935  No part of this publication may be reproduced, stored in
a retrieval system or transmitted, in any form or by any
means, electronic, mechanical, photocopying, recording
or otherwise without the prior permission of the publisher.
PD 5T MJ  This book is sold subject to the condition that it shall not,
by way of trade, be lent, re-sold, hired out or otherwise
disposed of without the publisher’s consent, in any form
© National Council of of binding or cover other than that in which it is published.
Educational Research  The correct price of this publication is the price printed on
this page, Any revised price indicated by a rubber stamp or
and Training, 2013 by a sticker or by any other means is incorrect and should
be unacceptable.

OFFICES OF THE PUBLICATION

DIVISION, NCERT
NCERT Campus
Sri Aurobindo Marg
New Delhi 110 016. Phone : 011-26562708
108, 100 Feet Road
Hosdakere Halli Extension
Banashankari III Stage
Bangluru 560 085 Phone : 080-26725740
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P.O.Navjivan
Ahmedabad 380 014 Phone : 079-27541446
??.?? CWC Campus
Opp. Dhankal Bus Stop
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Publication Team
Head, Publication : Ashok Srivastava
Division
Chief Production : Shiv Kumar
Officer
Printed on 80 GSM paper Chief Editor (Incharge) : Naresh Yadav
Published at the Publication Chief Business : Gautam Ganguly
Division by the Secretary, Manager
National Council of Educational
Editorial Assistant : Mathew John
Research and Training, Sri
Aurobindo Marg, New Delhi Production Officer : ?
110 016 and printed at ...?
 Foreword

The Position Paper on Teacher Education for Curriculum Renewal of NCERT

observes that the exercise of revising school curriculum, with the aim to
revitalise school education, cannot be achieved without addressing the need for
creating reflective teaching practitioners. It envisions that the learning inputs
in new teacher education programmes will be predominantly learner oriented
as it would provide for variety in learning exposures, accommodate differential
learning and encourage divergence, reflection and insightful treatment of a
learning situation. The exercise of revising a curriculum also provides for
critical examination of diverse social conditions of learners, larger issues of
social disparity, inequity, gender divide and field specific administration and
organisational anomalies. All these contribute to each teacher evolving one’s
own conviction about teaching as a profession and a professional commitment.
In this context the National Council of Educational Research and Training
(NCERT) has developed syllabi for teacher education programme that attempt to
implement the above ideas. Based on the syllabi all the concerned departments
have initiated the development of textbooks to support the student-teachers.
In this series, the Department of Education in Science and Mathematics
has prepared textbooks entitled Pedagogy of Science (Physical Science and
Biological Science) and Pedagogy of Mathematics. We hope that these books
will serve the purpose of teacher education programmes that can engage them
in a child-centred system of education.
The success of this effort would be possible if freedom and flexibility are
given to teacher-educators, student-teachers and teachers at the school level in
their teaching-learning endeavours. Teachers need to recognise that every child
learns in her/his own unique way. Therefore, every teacher has to find her/his
own way of engaging the learners in the learning process. Teaching-learning
of science and mathematics should be closely intertwined with the content
and pedagogy of science and mathematics respectively. Involving learners in
the process of inquiry and investigation helps the teachers to gain a better
insight into the nature of science and mathematics and purpose of science
and mathematics education. We hope the textbooks will serve as a guide
to teacher-educators and student-teachers in enhancing their professional
competencies and motivating learners to learn science and mathematics
as a process of investigation and to solve day-to-day problems in a socially
responsible manner as a global citizen.
The National Council of Educational Research and Training appreciates
the hard work done by the textbook development committees constituted for
these textbooks. Several teachers also contributed to the development of the
textbooks. We are grateful to their Heads of Department and Principals for
making this possible. We are indebted to the institutions and organisations
which have generously permitted us to draw upon their resources, materials
and personnel.
 (iv)

I sincerely acknowledge and appreciate the hard work done by Dr Shashi

Prabha, Professor B.K. Tripathi and Dr R.P. Maurya, member coordinators,
DESM and faculty members of NCERT who contributed to the development of
the textbooks. I would also like to acknowledge the efforts of Professor Hukum
Singh, Head, Department of Education in Science and Mathematics (DESM)
for his keen interest and continuous support. As an organisation committed to
systemic reform and continuous improvement in the quality of its products and
teacher education programmes, NCERT welcomes comments and suggestions
which will enable us to undertake further refinement.

Director
New Delhi National Council of Educational
April, 2011 Research and Training
 Preface

The National Focus Group on teacher education formed while developing

NCF–2005 strongly recommends that teacher education programmes should
be redesigned to respond to the school curriculum renewal process and in
accordance with the state and regional context in which they are situated.
Existing teacher education programmes neither accommodate the
emerging ideas in content and pedagogy, nor do they address the issue of
linkages between school and society. NCF – 2005 envisions a teacher education
programme that should facilitate prospective teachers to understand that
learners are active participants rather than passive recipients in the process of
learning. They construct their own knowledge by connecting new ideas to the
existing ideas on the basis of activities/materials presented to them. If student-
teachers are provided with such opportunities to construct their knowledge,
they can appreciate how knowledge is constructed by actively involving the
learners in teaching-learning process. This can further help them to become
active participants in a wider context of their professional role as teachers.
Science is dynamic, expanding body of knowledge covering ever new
domains of experience. It is an organised system of knowledge which is based
on inquiry born out of natural curiosity, logical reasoning and experimentation.
The role of a science teacher has evolved in recent years from that of transmitter
of knowledge to one of facilitator of knowledge. The teacher is also expected to
be a participant in the construction of knowledge and to develop in students
an understanding of the nature of science.
Keeping in view the above concerns of science and its pedagogy and to
bring quality, excellence and acceptance of diversity in the field of science
teacher education in the country, the Department of Education in Science
and Mathematics (DESM) has made an attempt to develop a textbook on
Pedagogy of Science (Physical Science). This book is based on the syllabus
of the two year B.Ed. programme designed by the NCERT for the RIEs. It is
hoped that this book would be equally helpful to prospective teachers of other
teacher education institutes of the country and to a wider clientele in the field
of pre-service and in-service training in teaching-learning of physical science.
The book will also help practising teachers and teacher-educators to update
their knowledge of pedagogy and to deal with context based understanding
and analysis of their classroom experiences.
This book is intended to be unique in the sense that various aspects of
pedagogy of physical science, spread over fifteen chapters, are discussed on
the basis of the concrete context of the school and the learners by forging
linkages among learners, the context and the content as well as the processes
of the subject matter in a seamless manner. Concepts of pedagogy have been
illustrated with the help of classroom experiences of practising teachers. This
book is not just for reading, but should be used to get actively involved in the
teaching-learning process. It is suggested that student-teachers perform a
number of activities which can be done while interacting with their classmates,
immediate environment and various teaching-learning materials including
 (vi)

textbooks of Science, Physics and Chemistry from Classes VI to XII. The idea
is that the student-teachers are able to contextualise their teaching-learning
experiences. It is expected that this would discourage the tradition of studying
the content of the subject matter and pedagogy separately. Many open ended
activities have been included with a view that the student-teacher can dwell
on them and then try to perform them by sharing their views with others.
This will enable them to develop various skills such as communication, team
spirit, respect for other’s ideas, inquiry and self-reflection.
Keeping in view that knowledge evolves continuously from experiences
and is constructed through the active process of exchange of ideas, beliefs and
reflection on issues in shared and collaborative contexts, ample opportunities
have been provided to student-teachers to revisit the concepts of physical
science at Upper Primary, Secondary and Higher Secondary stages.
It is important to adopt such pedagogic practices in science that engage the
learners in groups in meaningful investigations – particularly of the problems
they perceive to be significant and important. The classroom atmosphere
should be such that it provides space for questions, discussions and debates
and enhances learners’ metacognitive skills. However, no such reform in
science education can succeed unless a majority of teachers feel empowered
to put it in practice. Teachers need exhaustive training in pedagogy as well
as in the content to transact it through observation, experimentation and
investigation. With active participation of student-teachers and teacher-
educators, the ideas discussed in the book could have a cascading effect on
all stages of science teaching-learning in our schools to meet the needs of all
the learners in a flexible manner.
The content in this book was prepared through a series of workshops
organised by DESM for its development and refinement involving practising
teacher-educators, teachers, subject experts from universities and institutes
of higher learning and members of the science group of DESM. We gratefully
acknowledge their efforts and thank them for their valuable contribution in
our endeavour to provide good quality teaching-learning materials to student
-teachers and teacher-educators.
I express my gratitude to Director and Joint Director, Professor,
G. Ravindra, NCERT for his valuable motivation and guidance from time to
time. Special thanks are also due to Dr. Shashi Prabha, Assistant Professor in
Physics, DESM for coordinating the programme, and making the manuscript
press worthy.
We welcome suggestions and comments from our valued users,
especially student-teachers and teacher-educators for further refinement and
improvement of this book.
Hukum Singh
Professor and Head
New Delhi DESM
April, 2011
 About The Book

This book is an attempt to assist you in your pursuit of enhancement of

effectiveness, excellence, diversity and creativity in the area of teaching-
learning of physical science. We have tried to provide you with some basic ideas
and strategies to help you in the development of concepts of physical science
among your students. We intend to encourage you to organise learner-centred,
activity-based, participatory learning experiences through observation,
dialogue, discussion, projects and field work to integrate the learning of
physical science with its content and process. This book is meant not only
to be read, but to be engaged with. This can be done by your involvement in
thinking critically about what it says, performing the suggested activities,
reflecting on your experiences, developing motivation to inquire and to look
for various resources of teaching-learning.
In order to achieve these aims we have tried to give many examples
emphasising basic principles and relating content and process of physics and
chemistry at Upper primary, Secondary and Higher secondary stages with its
pedagogy. This book contains plenty of activities to encourage you to inquire
and reflect on your work as a regular feature and as a continuous process
of your professional development. It will also help you to acquire the skills of
self-learning and critical thinking in a collaborative set up. You can think of
some new activities suited to the teaching-learning situations and academic
environment around you. You should try to perform as many activities as you
can. However, do not get discouraged if you cannot perform all of the them
in the first go. You will get insight into many activities during your practice
teaching. It is important that you work on these activities in collaboration with
your classmates and communicate your ideas through multiple channels.
In some cases you might need to collaborate with the teacher-educator also.
While sharing your views and experiences, many a time you will find that your
classmates come out with different approaches to an activity as there can be
many ways to perform that activity. Similarly, your classmates may respond
to an exercise question in different ways as there can be divergent thinking
among them. A large number of exercises given at the end of each chapter
will provide you an opportunity to reflect on your teaching-learning process
of physical science.
Some conventions followed in the book are as under:
 Each activity is meant to highlight the process of construction of knowledge
for conceptual understanding as indicated by the jigsaw pattern appended
to the activity. The pattern is also meant to highlight the communication
among prospective teachers and teacher-educators.
 In the book, ‘she’ has been used for the learner, teacher and student-
teacher instead of he/she for the sake of convenience.
 In order to visualise teacher preparedness in a learner-centred context
Visit https://ebookgate.com today to explore
a vast collection of ebooks across various
genres, available in popular formats like
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 (viii)

where learning goes on in learner specific ways at various paces and with
various styles, the word ‘teaching-learning’ is used instead of teaching.
The word ‘teaching’ has an underlying tone of what a teacher does in a
teacher centred class and therefore is not appropriate.
 Some box items are introduced in many chapters to highlight some features
of the contents requiring additional attention of the student-teachers.
 Classroom experiences of practising teachers and examples to illustrate
the concepts are presented in boxes of a different colour for the ease of
reading.
We wish you a joyful reading and learning!
 Textbook Development Committee

Members
Alka Mehrotra, Associate Professor, DESM, NCERT, New Delhi
Anjali Khirwadkar, Assistant Professor, Department of Education,
M.S. University, Baroda
Anjni Koul, Assistant Professor, DESM, NCERT, New Delhi
Arbind K.Jha, Assistant Professor, R.B.S. College of Education, Rewari,
Haryana
Kavita Sharma, Assistant Professor, Department of Elementary Education,
NCERT, New Delhi
Madhuri Mohapatra, Associate Professor, RIE, Bhubaneshwar
Pooja Tyagi, Assistant Professor, Department of Education, Modern Institute
of Technology, Dhalwala, Rishikesh
Rachna Garg, Assistant Professor, DESM, NCERT, New Delhi
Rakesh Kumar, Assistant Professor, Maharshi Valmiki College of Education,
Delhi
R.R. Koireng, Assistant Professor, DESM, NCERT, New Delhi
R.S. Sindhu, Professor, DESM, NCERT, New Delhi
Santosh Sharma, Professor, Department of Teacher Education and
Extension, NCERT, New Delhi
Shoeb Abdullah, Associate Professor, IASE, Jamia Millia Islamia, New Delhi
Talat Aziz, Professor, IASE, Jamia Millia Islamia, New Delhi
V.B. Bhatia, Professor (Retired), Delhi University, Delhi

Member Coordinator
Shashi Prabha, Assistant Professor, DESM, NCERT, New Delhi
 Acknowledgement

The National Council of Educational Research and Training (NCERT), besides

expressing its gratefulness towards the members of the Textbook Development
Committee for their contribution to the development of the Pedagogy of Science
(Physical Science), a textbook for pre-service teachers, also acknowledges the
valuable contribution of the following members for reviewing, refining and
finalisation of the manuscript of the book – Charu Maini, PGT (Chemistry),
D.A.V. Public School, Sector–14, Gurgaon (Haryana); Charu Verma, Sr.
Lecturer, DIET, Keshavpuram, Delhi; Jayavir Singh, PGT (Physics), Holy Cross
School, Najafgarh, New Delhi; G.R. Prakash, Associate Professor, RIE, Mysore;
Kirti Kapur, Assistant Professor, Department of Languages, NCERT, New Delhi;
K.K. Sharma, Professor (Retd.) Govt. College, Ajmer; Madhu Mehta, PGT
(Chemistry), Kulachi Hansraj Model School, Ashok Vihar, Delhi; M.N. Siddiqi,
Professor, (Retd.), CIE, Delhi; Mona Yadav, Associate Professor, Department of
Women’s Studies, ncert, New Delhi; S.C. Agarkar, Professor, Homi Bhabha
Centre for Science Education, Mumbai; Vandana Gupta, Assistant Professor,
Maharshi Valmiki College of Education, Delhi; Vandana Saxena, TGT, Science
(Retd.), Kendriya Vidyalaya Sangathan, New Delhi; Veer Pal Singh, Associate
Professor, Department of Educational Measurement and Evaluation, NCERT,
New Delhi; Vinay Kumar Singh, Associate Professor, Department of Education
of Groups with Special Needs, NCERT, New Delhi.
We owe a sense of debt to K.G. Ojha, Professor and Head (Retd.),
Department of Chemistry, M.D.S. University, Ajmer for drawing meaningful
cartoons relevant to the content of the chapters.
Special thanks are due to Hukum Singh, Professor and Head, DESM,
NCERT for his guidance and support.
The Council also acknowledges the support provided by APC Office and
Administrative Staff of DESM; Deepak Kapoor, Incharge, Computer Station;
Surender Kumar and Mukesh Kumar, DTP Operators; Shashi Devi, Copy
Editor; Anupama Bhardwaj, Proof Reader; Anamika Rawat; Hemlata Rajput
and Arun Verma, Computer Typist in shaping the book. Ramesh Kumar, DTP
Operator deserves deep appreciation for his hard work.
The efforts of the Publication Division, NCERT in bringing out this book
are highly acknowledged.
 contents

Foreword iii
Preface v

PART I
1. nature of science 1
1.1 What is science? 1
1.2 Nature of science 2
1.3 Scientific method : A critical view 21
1.4 An illustration of how science works 24
1.5 Role of a science teacher 25
1.6 Summary 27
2. Science and Society 30
2.1 Introduction 30
2.2 Physical science and society 33
2.3 Role of the teacher 42
2.4 Contributions of some eminent scientists 43
2.5 Summary 48
3. Aims of Learning Physical Science 51
3.1
Introduction 52
3.2
Aims of learning Science 52
3.3
Knowledge and understanding through science 53
3.4
Nurturing process skills of science 54
3.5
Development of scientific attitude and scientific temper 57
3.6
Nurturing the natural curiosity, creativity and
aesthetic sense 63
3.7 Relating physical science education to natural and
social environment, technology and society 69
3.8 Imbibing the values through science teaching 72
3.9 Development of problem solving skills 74
3.10 Role of a science teacher 75
3.11 Summary 76
4. learning objective of physical science 78
4.1 Introduction 78
4.2 Meaning of learning objectives 79
4.3 Developing learning objectives 80
 4.4 Anderson and Krathwohl’s taxonomy 84
4.5 Writing learning objectives 92
4.6 Illustrations on learning objectives for upper primary,
secondary and higher secondary stages 99
4.7 Learning objectives in the constructivist perspective 102
4.8 Summary 106
5. Exploring Learners 108
5.1
Introduction 108
5.2
Each learner is unique 109
5.3
Motivating learners to bring their previous knowledge into
classroom 111
5.4 Involving learners in teaching-learning process 116
5.5 Role of learners in negotiating and mediating
learning in physical science 125
5.6 Encouraging learners to raise and ask questions 128
5.7 Encouraging learners to collect materials from local
resources 134
5.8 Summary 138
6. School Curriculum in Physical Science 140
6.1 Introduction 140
6.2 History of development of curriculum framework 142
6.3 Curriculum framework, curriculum and syllabus 143
6.4 From subject-centered to behaviourist to constructivist
approach to curriculum development 149
6.5 Recommendations of NCFs on science curriculum 156
6.6 Trends of NCERT syllabi 158
6.7 Moving from textbook to teaching-learning materials 161
6.8 Teacher as curriculum developer 162
6.9 Summary 163
7. Pedagogical Shift in Physical Science 168
7.1 Introduction 168
7.2 Pedagogical shift from science as fixed body of knowledge
to the process of constructing knowledge 170
7.3 Democratising science learning: Critical pedagogy 187
7.4 Pedagogical shift: Planning teaching-learning experiences 189
7.5 Pedagogical shift: Inclusion 194
7.6 Summary 199
8. Approaches and Strategies for Learning Physical
Science 202
8.1 Introduction 203
8.2 Scenario from 1950-1980 204
8.3 Post 1980 scenario 206
8.4 Approaches and strategies for learning physical Science 207
8.5 Constructivist approach 210
8.6 5E learning model 212
8.7 Collaborative Learning Approach (CLA) 214
8.8 Problem Solving Approach (PSA) 221
8.9 Concept mapping 229
8.10 Experiential learning 235
8.11 Cognitive conflict 238
8.12 Inquiry approach 242
8.13 Analogy strategy 244
8.14 Facilitating learners for self-study 245
8.15 Communication in science 250
8.16 Summary 255
9. Community Resources and Laboratory 259
9.1 Introduction 259
9.2 Learning resources from immediate environment 261
9.3 Using community resources 265
9.4 Pooling of learning resources 269
9.5 Improvisation of apparatus 271
9.6 Some inexpensive sources of chemicals 274
9.7 Science kits 276
9.8 Laboratory as a learning resource 279
9.9 Handling hurdles in utilisation of resources 296
9.10 Summary 299
PART II

10. Print and ICT Resources in Learning Physical Science

11. Tools and Techniques of Assessment for Learning
Physical Science
12. Planning for Teaching-learning physical science
13. Lifelong learning in physical science
14. Professional Development of Physical Science
Teachers
15. Teacher as a Researcher
Chapter
1
Nature of Science

1.1 What is Science?

1.2 Nature of Science
1.2.1 Science is a particular way of looking at nature
1.2.2 Science is a rapidly expanding body of knowledge
1.2.3 Science is an interdisciplinary area of learning
1.2.4 Science is a truly international enterprise
1.2.5 Science is always tentative
1.2.5 (a) Tentative nature of scientific theories
1.2.6 Science promotes scepticism; scientists are highly
sceptic people
1.2.7 Science demands perseverance from its practitioners
1.2.8 Science as an approach to investigation and as a
process of constructing knowledge
1.3 Scientific Method : A Critical View
1.4 An Illustration of How Science Works
1.5 Role of a Science Teacher
1.6 Summary

1.1 What is Science?

Humans are curious by nature. This curiosity has driven them
since time immemorial to explore the world around them. Over time,
manipulation and controlling nature for the benefit of humans has
become an objective of exploration.
Initially the pace of exploration was slow. But with the availability
of better tools of exploration in the last few hundred years and also as
 a result of industrial revolution in the west, the pace of exploration has
increased manifold. Unfortunately, the industrial revolution introduced
an undesirable element into the exploration of nature. Exploration
became a tool for not only modifying and controlling nature for the
benefit of all, but also for controlling natural resources for the benefit
of a select few.
Humans’ exploratory activities have resulted in the accumulation of
a vast source of knowledge called natural science. In natural science, we
study about nature which means the entire universe. The knowledge is
Science: Physical Science

now organised in several disciplines for the convenience of study. This

knowledge is based on inquiry, observations and logical extensions,
and is testable by experiment or has logically convincing explanation.
It is this organised knowledge with inquiry, logical reasoning and
experimentation as its central themes, that we call science. Science
may rightly be said to be a domain of inquiry.

Activity 1.1
Is political science a science? Discuss in the light of the definition of science
given above. Can they be compared? Give reasons for your answer.

1.2 Nature of Science

Science has certain characteristics which distinguish it from other
spheres of human endeavour. These characteristics define the nature
of science. These also set the terms on which you can engage with
of

science. These are discussed below.

1.2.1 Science is a particular way of looking at nature
Pedagogy

 A morning walker looks at the rising sun, pays obeisance to the sun-god
for bestowing the earth with light and energy and may offer prayer to
propitiate Him. Another walker with a scientific bent of mind or scientific
attitude, while recognising it to be the source of all energy on the earth,
may wonder where the sun gets its energy from, tries to understand the
process of energy generation and may think of duplicating this process
on the earth for the benefit of humankinds.
 At the time of an epidemic, people take to praying and seek divine
intervention to save humanity. A scientist, on the other hand, seeks
to isolate the pathogen responsible for the epidemic and develops
preventive and curative strategies to fight the disease and save people.
 At the time of an eclipse, people pray, observe fast, and give alms
 as insurance against any ill effects flowing from the phenomenon. A

2
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26

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