Orientation of Secondary Science Teachers to develop the skill to use constructivist pedagogy in classroom situations

Abstract

Science is a dynamic, expanding body of knowledge, covering ever new domain of experiences. So the teaching of science should be so planned that it enable students to examine and analyse everyday experiences. More so at secondary stage where students should be learning science as a composite discipline and for doing this, first teachers should be trained. The same is also recommended in NCF 2005. It is also pointed out in NCF 2005 that teacher education programs today train teacher to adjust to a system in which education is seen as the transmission of information. (p.107) Teacher education must become more sensitive to the emerging demands from the school system, it mentions. More so far the teaching of science. So it recommends the in-service programs like refresher courses, seminars, workshops etc. for the teachers which can play significant role in the professional growth of teachers and function as an agent in school related practices. (p.111). But before this some training material should be prepared in advance on which the above programme can be organized and the material thus prepared can be distributed to science teachers. This training package should employ a constructivist approach to learning and teaching using five phases, known as the 5Es (Engage, Explore, Explain, Elaborate and Evaluate). The Engagephase aims at promoting interest and motivation. During this phase the emphasis is on activities to arouse curiosity, puzzle students and raise questions for further investigation. TheExplorephase provides students with practical experiences. During this phase students continue to raise questions, listen to the views of others and begin to investigate different phenomena. Students are encouraged to express and share views while value judgments about views are suspended. In the Explain phase students explain their findings to others and their ideas aresubjected to greater scrutiny. During this phase, the teacher introduces relevantscientific explanations. By theend of the explain phase students should have developed greater understanding of phenomena under investigation. The emphasis inElaborate phase is on students applying their new understandings developed during previous phases, to a range of familiar and unfamiliar situations. During this phase, students can see how fruitful their new ideas are. This phase is important as it allows students to see how well their ideas work in a range of contexts. The Evaluate phase is the final phase. Here students' understanding is assessed formally and students are encouraged to reflect on and question the ideas which they have developed. Each lesson taught involves aspects of each phase, and each phase should be evident in the planning and implementation of the unit as a whole. Keeping this in mind this PAC program is organized.