The document discusses various techniques of teaching physical science, including debate, seminar, classification, brainstorming, and buzz sessions. Debate involves exploring truths through verbal exchanges between two or more people on a topic. Seminars involve experts presenting on a topic followed by discussion. Brainstorming promotes creativity by eliciting many ideas without criticism. Buzz sessions split a class into groups to discuss an issue before reporting back. These techniques encourage active participation and critical thinking.

1. TECHNIQUES OF TEACHING
PHYSICAL SCIENCE
Dr SAJEENA S.

2. TECHNIQUES OF TEACHING PHYSICAL SCIENCE
• Method of teaching refers to the arrangement of the ways and procedures
through which learning is achieved and while technique of teaching refers
to the special skill employed by the teacher in the course of teaching.
• Major techniques of teaching are:

3. • Debate
• The debate, which means scratching and digging, is a kind of dialogue to find
answer or solution. In other words, two or more people are talking about a topic,
exchanging ideas to deliver opinion. The debate is meant to explore, and exploring
the truths through interactions have a significant impact on the mental aspect of the
human mind. The "debate" includes regular and targeted verbal exchange of
concepts and ideas that can be done by a group of people. This form of learning is
used in formal systems to collaborative learning processes. The "debate" is a specific
training method that has specific steps.

4. • Socrates was the main designer of the irregular education debate through which
one could easily overcome the opponent. After Socrates, Aristotle was the first
who found fame in this method because he conducted Socratic teaching style into
methodological ones. Debate is a kind of learning method, and also functions as a
strategy for studying as well. This learner-oriented method is more comprehensive,
and bilateral relationship between teacher and learner will occur and each one has
his/her own share in the learning and teaching process. In the scope of
administering, "debate method" is a general concept that refers to three methods,
but in the theoretical domain, "debate" is a special method which does not have the
weaknesses of other forms of group learning methods. Despite this advantage, it
has been neglected in formal educational systems.

5. • One of the debate patterns refers to a debate between groups of learners in relation to the
issues presented in the classroom to be used solely by the students in order to understand
the subject better. It is a common practice in many educational systems.
• All members of a debate group actively attempts to answer the posed question and solve
the problem. Thus, multiplicity of ideas and the group collaborative effort causes and
explores the new issues because the learners focus on the power of their mind actively.
• This situation occurs in methods such as brainstorming, but in debate, it is possible to use
more from the power of the brain and to expand language and speech skills, to strengthen
communication skills, to change attitudes and even to extend human relationships.
Psychologically, this pattern helps learners to be more confident through motivation.

6. • Classroom debate is another example of application of the concept of debate and it refers to
the time of training and the time of the interaction between teachers and learners. In this
pattern, firstly a problem purposefully will be designed, and then the students will be
encouraged to participate in debates either directly or indirectly.
• They will search all together actively as a team. Then each group will present their
findings, and argue the issue using their own reasons. This approach functions as a
workshop in which the master is only a guide and controller of the discussions. He uses his
own educational experience to arouse and make the learners aware of thinking errors in the
path of discovering an idea. The results are obtained by the professor and cooperation of all
groups. In this connection, interactive debate engages the learner in the learning
opportunities and creates changes in the structure of individual acquaintance.

7. • In order to achieve a comprehensive understanding of knowledge, the learners
should be involved with the new knowledge that cannot be achieved only
through hearing information.
• And even if these data are transferred to them systematically and logically with
specialists, the learners will not be able to reach their understanding of that
information and they need to explore and experience it in different situations.

8. • Multi-stages debate is the third pattern of the debate. This pattern
includes both previous processes and other processes that besides
having all the advantages of previous stages have other positive
effects on teaching and learning, which distinguishes it from other
educational systems. This debate includes the systematic program of
preliminary study; preliminary debate, attending classes, studding,
and debating that are done in several stages.

9. • Seminar
• Seminars are simply a group of people coming together for the discussion
and learning of specific techniques and topics. Usually there are several
keynote speakers within each seminar, and these speakers are experts in
their own fields or topic.

10. • Classification
• Mini seminar at classroom level, Main seminar at the dept / institutional
level, National seminar at national level and International seminar at
international level.

11. SEMINAR AS A METHOD OF TEACHING
• Seminar is a form of a class organization that utilizes a scientific approach for the
analysis of a problem chosen for discussion. It is a discussion method of teaching
where an informal group of 10-15 (not more than 25) learners participate to solve
problems in a scientific approach and analysis. It is an organized, guided
discussion with a focus on the discovery of new relationship by the participating
individuals. It differs from intellectual initiative. The student plays an active role
in seminar.

12. • The objective of the seminar is to give students the opportunity to
participate in methods of scientific analysis and research procedures.
Students are expected to do considerable library search prior to the
seminar.

13. • A seminar group is mainly concerned with academic matters
rather than individual students and commonly involves the
reading of an essay or paper by one group member followed by
a discussion by the total group on the topic.

14. • The role of a teacher is to help students to select, formulate and
resolve the most significant problems and suggest the available
sources of information. As the seminar progresses, the students
assume greater responsibility for addressing the problems and
conducting discussion.

15. • CHARATERISTICS
• • Teacher is the leader.
• • The group generally consists of 10 to 15 participants.
• • An ideal seminar lasts for 1-2 hrs.
• • The topic is initially presented by the presenter followed by group
discussion.
• • The leader should keep the discussion within limits so the focus of
discussion can be mentioned.

16. • • Care should be taken to avoid stereotypes.
• • In student seminars, students present their data in an informal way under the
leadership of the teacher, followed by a teacher monitored discussion.
• • All members take part in discussion in an informal but orderly manner.
• • The chairman should be skilled in encouraging the timid participants.
• • A student secretary may record the problems that come up and the solutions
given to them.

17. ORGANIZING A SEMINAR
• 1. Define the purpose of the seminar.
• 2. Relate the topic of seminar and discussion to the main concept or the objectives to be
attained.
• 3. Direct and focus on the discussion topic.
• 4. Help students to express their ideas and keep the discussion at a high level of interest so
that the students listen attentively to those who contribute the ideas.
• 5. Plan comments and questions that relate to the subject and also guide and direct the
discussion.

18. • 6. Set time limitations for each person's contribution.
• 7. Guard against monopoly of the discussion by any member of the seminar.
• 8. Plan for summary at intervals during the discussion and also at the end of the
discussion and relate the ideas expressed to the purpose of discussion.
• 9. Have the discussion recorded by a student as a recording secretary or by tape
recording.
• 10. Plan for teacher and student self-evaluation of the progress made towards the
immediate objectives.

19. ROLE OF A TEACHER
• • Select the topic. (Give reasonable time for preparation).
• • Remain in the background in the seminar, but sit where the whole group can be seen.
• • Prepare to help out in the initial stages of using this method in case of long silence.
• • Be sure that essential points are not overlooked and that gross inadequacies are corrected
(preferably by the other members of the class).
• • Make sure that all members have a share in the discussion and that irrelevant discussion
is avoided.

20. ADVANTAGES
• • Student plays an active role; it pre-supposes that the student has background knowledge.
• • A properly conducted seminar has potentials to teach students the method of scientific
analysis and technique or research.
• • Individual student and the group as a whole try to solve the problem.
• • Exchange of facts and efforts to crystalize group opinion is a clear advantage in seminar
method.
• • The problem solving skills of the students are sharpened by participation.

21. • • The students develop vocabulary, articulation, problem solving and
critical thinking skills as they participate in the seminar.
• • A seminar helps in self learning and promotes independent
thinking.
• • Ability to see own problems is increased because of personal
difficulties can be compared with those of the group.
• • Skillfully directed seminar promotes group spirit and
cooperativeness.

22. • • Seminar is a time-consuming process.
• • It cannot be applied to new students.
• • Timid students may initially feel nervous.
• • If subject knowledge is poor, unnecessary discussions arise.
• • The approach to problem solving extends to student's professional and
personal activities
DISADVANTAGES

23. SYMPOSIUM
• The term symposium has come to refer to any event where multiple speeches are made.
A symposium suggests that more than one person is speaking.
• A symposium is typically a more formal academic gathering, featuring multiple experts
delivering short presentations on a particular topic. In other words, symposium is
meeting of a number of experts in a particular field at which papers are presented by
specialists on particular subjects and discussed with a view to making recommendations
concerning the problems under discussion. Symposium is a meeting or conference for
the discussion of some subjects, especially a meeting at which several speakers talk on
or discuss a topic before an audience. The different members of academic world would
gather at the symposium to talk and take questions from the audience about public
funding of academic institutes.

24. DISCUSSION
• This method should also find its due place in the teaching of science. It can
be followed in an institution depending upon the time and resources
available. There can be two different approaches in which any one can be
chosen depending upon the available time.

25. • 1. The teacher gives a brief introduction of the topic for discussion. The
students allowed to prepare individually for an hour or so. However,
teacher would guide them if necessary. After the scheduled time, the
teacher initiates the discussion by probing the students by some questions
or problems. By putting some key questions in logical sequence, the topic
is covered through discussion. The main points are written on the
blackboard.

26. • 2. The first approach is time consuming. This method could be used only
when 2 or 3 periods are available continuously. In other cases, the second
approach may be useful.
• Hence the teacher gives the introduction to the discussion earlier, say a
couple of days before he has planned to have the discussion. The students
are divided into groups depending upon the strength of the class, So in the
next days the students would collect data with regard to the topic of the
discussion and get their materials and points prepared for discussion.

27. • On the day of the discussion the teacher initiates the discussion by recollecting some of
the points which he gave as introduction and also he poses some questions. Thus the
students are motivated to take part in the discussion actively. As they are all already
prepared, even a single period is enough to carry out the discussion. In this way this
second approach saves time. Whenever this method is followed the teacher should keep in
view the following points.

28.  The topic for discussion should commonly be of general nature - neither very simple nor too
technical.
 Extra reading and beyond the text reading should be emphasized to the students. The best
group among the students could be appreciated so as to motivate them.
 The discussion should stick on to the theme and time shouldn't be wasted in irrelevant
discussions.
 Maximum number of students are to be encouraged to take part in the discussion actively. At
the same time class discipline should not be disturbed.

29. BUZZ SESSION
• In buzz session students are split into small groups for a specific period of
time to discuss a given issue or topic. Reports of the results of the various
buzz groups are then presented to the entire class and a thorough
discussion is stimulated. This technique is employed when, in the course of
a lecture or some other similar programme. the students become very
motivated and raise arguments regarding a particular issue.

30. ORGANIZATION OF A BUZZ SESSION
• A buzz session can be organized in the following manner:
• 1. Divide the class into sub-groups of 6 or 7 in each.
• 2. The sub-groups are then given a minute to select a group leader
and a rapporteur. The rapporteur is the person who is responsible to
report the activities and summary of discussion to others.
• 3. The group members are then asked to discuss the topic.

31. • 4. After the discussion all the groups reassemble.
• 5. The rapporteur of each sub-group then presents before the whole group a short
summary of the reactions of the group members.
• 6. Then the unsolved problems if any are referred back to the sub-group concerned. This
is again followed by discussion in the larger group
• 7. Finally the general group reaches a consensus regarding the final solution of the
problem under consideration.

32. ADVANTAGES OF THE BUZZ SESSION TECHNIQUE
i. It develops critical thinking among the students.
ii. It is an effective way to find out a feasible solution to a problematic situation in a
classroom.
iii. The discussion always leads to in depth knowledge in the subject.
iv. The technique helps to develop positive attitudes such as democratic outlook, tolerance
to different view points, group cohesion, etc.
•

33. DISADVANTAGES OF BUZZ SESSION TECHNIQUE
1. Lack of proper knowledge in the organisation of this technique will lead
to confusion and hence waste of time.
2. If proper control is not exerted by the teacher, the programme would have
an adverse effect.
3. It is not applicable at lower level classes.

34. BRAIN STORMING
• Brain storming is basically an activity designed to promote creativity. It is
a form of discussion which enables the group to do collective creative
thinking. The emphasis in brain storming is on eliciting from the students
as many different ideas as possible for more careful consideration at a later
time.

35. • Under brain storming, the mind is stimulated to think without any inhibition
whatsoever. The ideas are just accepted as they are. They are never rejected
during the process of brain storming, how much inappropriate or even irrelevant
they might appear to be. The time for a person to express his ideas is limited to
3-5 minutes. The suggestions are taken for comment and close scrutiny
subsequently. Everyone is allowed to comment upon, to adopt and to elaborate
the ideas suggested by others.

36. • Brainstorming in the class situation invariably leads to generation of
new ideas and approaches related to the topic studied. This technique
is very useful in Science, because students get immense opportunity
to participate and involve in the instructional process and thus to
make substantial contribution. Topics like group farming,
environmental pollution, etc. can be subjected to thorough discussion
by this technique.

37. STAGES IN BRAINSTORMING
1. Warm up - in this stage, anchor presents the problem formally and asks different
groups to express their ideas freely. The anchor should make the situation more
interesting for the groups so that they can express freely. In the classroom
situations, normally the teacher takes the role of anchor. After three or four
sessions, his/ her role can be given to students. Warming up can be done by citing
an event, through a small story or through an interesting description.

38. 2. Ideation - this is the stage where the groups express their ideas
freely. The anchor should make sure that all the ideas are recorded.
3. Evaluation - this is the last stage and in this stage, the evaluation of
different ideas is done. The criteria, which are formulated through
discussion, are used as references to evaluate the ideas. From these,
the most suitable idea is selected as the solution of the problem under
consideration.

39. PRINCIPLES OF BRAINSTORMING
• For brainstorming to be effective, it should be based on the following principles:
1. Freewheeling: Once the brain storming session is started, it should work as a free wheel. It means
that there should be no obstructions to express the ideas. The ideas may be irrelevant or foolish.
Whatever it may be, the group can express it.
2. No criticism: There should be no such act which hinders the ideas of groups; even gestures should
be avoided.

40. 3. Quantity breeds quality: As the number of ideas (quantity) increases, there will
be more ideas, which are relevant to the purpose. The anchor should encourage the
group to give more ideas.
4. Hitch-hiking: For the formulation of a suitable solution to the problem, the
different ideas can be adopted or accepted. Based on these ideas, we can create and
modify new ideas. Hitch-hiking is a popular usage; a person reaches his destination
with the help of others.

41. • Steps in brain storming
• 1. Plan all phases of the problem and think about the sub-problems which may emerge
• 2. Select sub-problems to be attacked
• 3. Think about the differences which may help involving them
• 4. Select the probable sources of data and collect the most relevant data

42. • 5. Decide the possible ideas through free-wheeling with suspended judgements,
which hints to the solution
• 6. Select ideas that are most likely to lead to the solution
• 7. Consider possible ways to test these ideas
• 8. Test the ideas in terms of relevance, adequacy and sufficiency
• 9. Imagine all possible contingencies and ways of meeting them
• 10. Take decisions about the final solution of the problem

43. ADVANTAGES OF BRAINSTORMING
• 1. It has both psychological and educational basis of teaching
• 2. It is a creative strategy of teaching and encourages for eliciting original ideas
• 3. It provides a number of ideas of good quality
• 4. It creates the situations for independent thinking among learners

44. SIMULATION
• Simulations are condensed learning exercises especially designed to
represent vital real life activities by providing learners with the essence
or essential elements of real situation without hazards, costs or time
constraints. They have come into effective use in education during the
past decade. Simulation is the process of presenting a situation, event
or task in an artificially created environment similar to that of the real
one.

45. • The presentation is made as similar as possible to the real situation or event. Here the
students get an opportunity to better understand a concept that is too abstract and too hard
to imagine. A mini working model of an aeroplane being used in training pilots to learn
and practice the working of an aircraft is an example of simulation. Now a days various
computer programmes are used for giving training through simulation. Micro teaching
used in teacher training for skill development can also be considered as a form of
simulation.

46. ROLE PLAY
• Role play is a teaching technique in which students assume an identity
other than their own to cope up with real or hypothetical situations in life
with a view to internalize ideas and relations realistically. While playing
such roles, participants exhibit behaviour patterns they believe are
characteristics of those roles in specific social situations. For example, two
students might enact an interview, one taking the role of a scientist and the
other that of a curator. Through role playing the students get a vicarious
experience.

47. • There are two types of role playing. They are structured role playing and
spontaneous role playing. In structured role playing the teacher selects the
situations to be enacted in advance and specifies the goals of the activity.
Proper planning is required for this. In some cases written material which
describes the role and situations also is presented in advance. Spontaneous
role playing arises in the midst of a discussion in a natural way.