Course title : Methods of Teaching Science Full marks : 100 (80T + 20P)

Course No. : Sc. Ed. 432 Pass marks : 28T + 8P

Nature of the course : Theoretical ( T) & Practical (P) Periods per week : 9 (6T + 3P) ,
Level : B.Ed. (4 Year) Practical ( 3P) : 3pds/day/Week/gr.
Year : Third Total Periods : 150
Time per period : 55 minutes

1. Course description
This course aims to provide knowledge and skills in teaching and learning science
with hands-on and minds-on instructional activities that help develop the
capability of students. It helps students construct and improvise instructional
materials and apply those in appropriate places by formulating teaching learning
objectives in behavioral forms. It emphasizes to impart the knowledge of science
education relating to recent trends of science education, developing scientific
temper and scientific attitude, developing creativity and critical mind set up,
enabling students to apply appropriate approaches and methods, individualized
instruction, uses of ICT and planning and evaluation of teaching science. It also
provides the preparation skills to design chart, model, 3D model animation, slide,
etc. by developing craze to study through minds-on activities. It also gives
opportunity to be familiar with the various theories of learning and their
implication in science education.

2. General objectives
After the completion of this course the students will be able:
 to provide knowledge of science education and its nature for uplifting
scientific literacy.
 to elaborate the importance of science education in school curriculum.
 to provide in-depth knowledge of teaching techniques and approaches.
 to make students familiar with instructional techniques.
 to develop knowledge and skills in teaching science through hands-on and
minds-on activities.
 to impart in-depth knowledge of critical awareness among the students.
 to generate constructive and innovative ideas about the learning theories.
 to suggest students and science education teachers to view thinking with
multiple perspectives.
 to impart the knowledge and skills of ICT education in science teaching
learning activities.
 to participate in professional activities in order to improve school science
teaching.

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 Part I: Theory

3.Specific Objective and Contents

Specific Objectives Contents

Unit 1 : Nature of Science (8)
 Explain science and science 1.1 Introduction
education. 1.2 Science as a process (science education)and as a
 Critically examine science as a product (science)
process and product. 1.3 Historical development of science and science
 Elaborate the concept of education
historical development in 1.4 Values and Importance of science and science
science and science education education
in Nepal 1.5 Paradigm shift in science and science education
 Describe the impact of science 1.6 Science for all
on modern life in agriculture,
heath, industry and modern
civilization.
 Illustrate importance of science
and science education.
 Discuss cultural, vocational,
intellectual, utilitarian,
disciplinary, moral, social and
aesthetic values of science.
 Elucidate the meaning of
paradigm shift in science and
science education.
 Discuss mechanistic world
view and vitalism world view
perspectives.

Unit II: Recent trends and issues in science

education (8)
 Elaborate prevalent issues of 2.1 Introduction
school science education in 2.2 Prevalent issues in school science education in
Nepal. Nepal
 Critique the meaning of 2.3 Integrated science concept
teaching science in the wilder 2.4 Teaching science in a wider context
context. 2.5 Teaching science for the future
 Discuss the vision of teaching 2.6 Correlation with other disciplines
science for the future. 2.7 Science Project 2000+
 Explain the importance of
integrated science.
 Establish the relation between

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 physics & chemistry, chemistry
& biology, chemistry and
mathematics, chemistry and
culture and chemistry with
daily life.
 Elaborate the science project
2000+ in terms of origin,
rationale, STL, STS and
evaluating local STL materials.

Unit III: Theories of learning and its implication

in science education (18)
 Explain Piaget's stages of
intellectual development. 3.1 Introduction
 Elaborate Ausubel's theory of 3.2 Piaget's stages of cognitive development
cognitive subsumption. 3.3 Ausubel's theory of cognitive subsumption
 Describe Bruner's model of 3.4 Bruner's model of concept learning
concept learning. 3.5 Gagne's model of sequential learning
 Describe the Gagne's model of 3.6 Dewey's theory of reflection
sequential learning. 3.7 Constructivism epistemology
 Explain Dewey's ideas of
reflection and experience based
learning.
 Elaborate the meaning of
praxis in terms of Dewey’s
theory.
 Describe the implication of
Piaget's, Bruner's, Ausubel's,
Gagne's and Dewey's work in
science teaching.
 Define constructivism
epistemology in science
teaching.
 Describesocial and radical
constructivism with examples.
 Illustrate 5Es model on the
basis of constructivism.
 Differentiate traditional science
culture and constructivist
science culture on the basis of
views of science, ole of
teachers, role of learners and
curriculum goals.
 Describe the educational
implication of constructivism
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 philosophy on science teaching
and learning.

Unit IV: Scientific Temper and Understanding (8)

 Describe the theoretical
understanding of scientific 4.1 Scientific temper
temper. 4.1.1 Meaning
 Define scientific attitude. 4.1.2 Development of scientific
 Describe the component of temper
scientific attitude. 4.2 Scientific attitude
 Elaborate the ways of 4.2.1 Meaning
developing scientific attitude 4.2.2 Characteristics
among the school children. 4.2.3 Importance
 Explain the teaching for 4.3 Ways of developing scientific attitude
understanding in science 4.4 Science education for global, local, glocal and
 Enlist the characteristics of social understanding
science teachers having
scientific temper.
 Describe the role of science
education for global, local and
glocal understanding.
 Explain the role of science for
social understanding
Unit V : Creativity and Critical Thinking (6)

 Explain the process of 5.1 Creativity

developing creativity. 5.1.1 Meaning
 Describe the techniques of 5.1.2 Ways of developing
developing the creativity creativity
among school children. 5.2 Critical thinking
 Define the meaning of critical 5.2.1 Meaning
thinking 5.2.2 Theoretical background of
 Critically analyze the meaning critical thinking
and process of critical thinking 5.2.3 Characteristics of critical
in science education. thinker
 List the ways of promoting 5.2.4 Critical thinking disposition
critical thinking among science 5.2.5 Models of critical thinking
teachers and students.
 Discuss the characteristics of
critical thinkers
 Explain the disposition of
critical thinking.
 Differentiate critical thinking
with creative thinking in
science education.

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 .

Unit VI : Objectives of Science Teaching (15)

 Define the meaning of goals, 6.1 Objectives

aims and objectives. 6.1.1 Meaning
 Differentiate between aims and 6.1.2 Goals
objectives. 6.2 Bases for the formulation of objectives
 Explain the bases of 6.3 Functions of behavioral objectives
formulation of educational 6.4 Criteria for the selection of objectives
objectives. 6.5 Meaning of goals, aims and objectives
 Illustrate the functions of 6.6 Revised Bloom's taxonomy of educational
educational objectives. objectives
 Analyze the criteria for the 6.7 Approaches of developing behavioral
selection of objectives in objectives
science teaching. 6.8 Critical analysis of objectives of secondary
 Elaborate the revised Bloom's level science curriculum
taxonomy of educational
objectives.
 Construct different level of
questions on the basis of
revised Bloom’s taxonomy
from the secondary level
science curriculum.
 Explain instructional
objectives.
 Elaborate the process of
formulation behavioral
objectives.
 Elaborate the Mager's, RCEM
and Robert Miller's approaches
of objectives.
Unit VII : Curriculum and Textbooks (15)
7.1 Science curriculum
 Describe the concept of 7.1.1 Concept
curriculum. 7.2 Curriculumas a process
 List the importance of 7.3 Principles of curriculum organization
curriculum in science teaching. 7.4 Approaches of curriculum development
 Elaborate the curriculum 7.5 Criteria for good curriculum
process of curriculum 7.6 Analysis of school science curriculum
development in science 7.7 Science curriculum projects
teaching 7.8 Text book
 Explain the principle of 7.9 Characteristics of science text book
curriculum construction. 7.10 Importance of science text book
 Describe the different 7.11 Evaluation of science text book.

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 approaches of curriculum
development.
 Review critically the current
school science curriculum in
Nepal.
 Explain science curriculum
projects such as BSCS, CHEM
study, CBA, PSSC and
Nuffield project.
 Differentiate between
curriculum and syllabus.
 Explain the importance of text
book in science teaching and
learning.
 Elaborate the characteristics of
science textbook.
 Describe the application of
textbook in teaching school
sciences
 Evaluate the secondary school
science textbook.
Unit VIII : Approaches and Methods of Teaching
Science (18)
 Illustrate the approaches of
science teaching methods. 8.1 Introduction
 Explain the importance of 8.2 Approaches of teaching science
teaching methods in science 8.3 Selection of teaching method
education. 8.4 Importance of teaching methods
 Describe the techniques of 8.5 Large group methodologies (Lecture,
selection of teaching methods demonstration, Project, inductive, deductive,
in science education. Assignment, Seminar, Symposium, panel
 Develop the lesson on the basis discussion and team teaching)
of lecture, demonstration, 8.6 Small group methodologies (Experiment, inquiry,
project, inductive, deductive, multimedia package, buzz group, rubrics case
assignment, seminar, study analysis, brain storing simulation, problem
symposium, panel discussion solving, laboratory, field study, workshop,
and team teaching methods. remedial teaching and heuristic methods).
 Develop the lesson on the basis
of experiment, inquiry, brain
storming, simulation, problem
solving, field study, work shop
and heuristic methods of
teaching science.
 Classify teaching methods on
the basis of teacher and student
centered.
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 Describe the merits, demerits
and application large group
methodologies and small group
methodologies in science
teaching.
 Compare and contrast small
and large group methodologies.

Unit IX : Individualized instruction in Teaching Science

(8)
 Explain the role of
individualized instruction in 9.1 Introduction
science teaching. 9.2 Approaches of individualized instruction
 Differentiate individualized 9.3 Methods for preparing individualized instructional
versus group instruction materials
 Describe the approaches of 9.4 Programmed instruction
individualized instructions. 9.4.1 Principle
 Define programmed instruction 9.4.2 Types
with examples. 9.5 Role of teacher for using computer assisted
 Elaborate the principle and instruction (CAI)
types of programmed 9.6 Computer education for the post- modern science
instruction. teaching
 Differentiate between linear
with branch programming.
 List the advantages and
disadvantages of programmed
instruction.
 Define computer assisted
instruction.
 Write the implication of CAI in
science teaching.
 Critically analyze the role of
computers and ICT in teaching
science in the modern time.
Unit X : Microteaching and Teaching Competencies (8)
 Define the meaning of
microteaching and real 10.1 Introduction
classroom teaching. 10.2 Microteaching
 Explain the historical 10.2.1 Conceptual meaning
background of microteaching. 10.2.2 Theoretical meaning
 Elaborate the conceptual and 10.2.3 Principle
theoretical base of micro 10.2.4 Process of making micro teaching
teaching. 10.2.5 Components of micro teaching
 Enlist the principle of micro 10.3 Real classroom teaching simulation
teaching. 10.4 Teaching competencies
10.5 Development of teaching skills for
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 Elaborate the process of micro increasing competencies
teaching on the basis of
different stage
 Write and explain main
component of microteaching.
 Define the meaning of teaching
competencies.
 List the nature and types of
teaching competencies.
 Explain the various teaching
skills such as introduction,
white board
writing,illustration,
questioning, explaining,
argumentation, reflection and
demonstration of teaching
competencies.

Unit XI : Planning of Teaching Science (10)

 Explain different approaches of 11.1 . Introduction
unit plan. 11.2 . Unit plan
 Explain the importance of unit 11.2.1 Importance
plan. 11.2.2 Format
 Define and explain lesson plan. 11.3 . Lesson plan
 List the steps of a lesson plan. 11.3.1 Importance
 Develop lesson plan on the 11.3.2 Steps of lesson plan
basis of different approaches. 11.3.3 Format of lesson plan
 Prepare lesson plan on the 11.3.4 Preparation of lesson plan
basis of investigative, 11.3.5 Evaluation of lesson plan
discovery and laboratory 11.4 ABC model lesson plan
method.
 Explain lesson plan according
to ABC model.

Unit XII : Construction and management of

instructional aids (12)
 Explain the importance of 12.1 . Introduction
teaching aids in science 12.2 . Teaching aids
teaching. 12.2.1 Importance
 List the principle of selection 12.2.2 Principles of selection
of teaching aids. 12.2.3 Application
 Classify teaching aids on the 12.3 . Types of instructional aids
12.4 . Preparation and uses of teaching aids
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 basis of sensory stimulation, 12.4.1 Charts
kinds of experiences and Dale's 12.4.2 Models
cone of experience. 12.4.3 Transparencies
 Describe the process of 12.4.4 Tape recorder
preparation and uses of charts, 12.4.5 Audiotape
models, transparencies, tape 12.4.6 Radio
recorder and audio tape, radio, 12.4.7 Slide
slide, video. 12.4.8 Video
 List the principles of effective 12.5 . Projected aids
projected aids and their 12.6 . Improvisation of apparatus and equipment
advantages. 12.7 . Selection of appropriate teaching aids
 Explain the process of
improvisation of instructional
materials.
 Describe the principle of
selection of appropriate
teaching aids.
 Defineevaluation. Unit XIII : Evaluation of Science Teaching (16)
 Explain the types of evaluation 13.1 Introduction
with examples. 13.2 Types of evaluation
 Discuss the purpose of 13.3 Purpose of evaluation
evaluation. 13.4 . Defects in present evaluation system
 Explain the defects of present 13.5 Difference between measurement and
system of evaluation evaluation
techniques. 13.6 . Test items
 Differentiate between 13.7 . Criteria of a good science test
measurement and evaluation. 13.8 . Standardization of achievement test items
 Critically analyze the 13.9 . Analysis of test items
placement, formative, 13.9.1 Discrimination index
summative and diagnostic 13.9.2 Difficulty level
evaluation. 13.10 Tools of evaluation
13.10.1 Achievement test
 Describe different criteria of a
13.10.2 Observation testing techniques
good test item.
13.10.3 Intelligent test
 Construct objective and
13.10.4 Self-reporting techniques
subjective test items of
13.11 CCE model
different level.
13.12 Grading system
 Analyze the test items on the
basis of their discriminative
index, difficulty level &
selection of distracters.
 Elaborate the theory of
construction and
standardization of achievement
test.
 Describe merits and demerits

222
 of the tools of evaluation such
asobservation technique,
testing technique, intelligent
test & self-reporting
techniques.
 Compare criterion referenced
and norms referenced
evaluation and their
application.
 Draw the model for the
continuous and comprehensive
evaluation. (CCE).
 Differentiate between
scholastic andnon-scholastic
achievement for their grading
system.
 Review critically SEE test
items and present it for class
room discussion.
 Critically analyze the merits
and demerits of grading
system.

Part II: Practical Activities

Specific Objectives Contents

 To prepare the chart of life-cycle 1. Preparation of chart
of fern, circulatory system of  Life cycle of fern
human body, periodic table,  Circulatory system of human body
somatic cell division, meiotic cell  Periodic table
division, human eye and domestic  Somatic cell division
circuit.  Meiotic cell division
 To prepare the model of DNA,  Human eye
RNA, Aquarium, molecular  Domestic electric circuit
model, virus, human skeletal
system, green house and 2.Preparation of model
ecosystem.  DNA and RNA
 To demonstrate the distillation of  Aquarium
water by using improvised  Molecular models
materials.
 Bacteriophage virus
 To prepare and demonstrate the
 Human skeletal system
electroplating of metal by using
improvised materials.  Artificial greenhouse
 Ecosystem
 To prepare and demonstrate the

223
 simple reflecting telescope, series
and parallel combination of cells 3.Preparation of improvised materials
and preparation of carbon dioxide  Distillation of water
gas by using improvised materials.  Electroplating of metal
 To prepare the magnetic line of  Simple reflective telescope
forces by using iron dust ,wax and  Solar and lunar eclipse
bar magnet.  Series and parallel combination of
 To verify the pressure of liquid cells
increases with increasing in its  Preparation of CO2 gas
depth.  Causes of day and night
 To verify the laws of reflection.  Phases of the moon
 To verify the laws of refraction.
 To study the different types of 4.Laboratory Activities
rocks.  Gas preparation
 To study the cause of day and  Separation of mixture
night through improvised  Crystallization
materials.  Study rate of chemical reactions
 To prepare the permanent slides of  Slide preparation
roots, stem and leaves.
 Study different parts of a complete
 To prepare hydrogen gas in the flower
laboratory and study its properties.  Study life cycle of silkworm
 To prepare oxygen has in the  Prepare permanent slides
laboratory and study its properties.
 To separate the given mixture of
iron dust, sand and common salt.
 To prepare crystals of blue vitriol
from the given copper sulphate
solution.
 To study the rate of reactions in
terms of concentration and
temperature.
 To prepare carbon dioxide gas by
using alternate chemicals and
materials.
 To prepare the temporary slides of
onion cells.
 To prepare the temporary slides of
dicot and monocot steam.
 To study and expose the different
parts of a typical flowers.
 To study the life cycle of
silkworm.
Note: Students should prepare and submit report, models (at least three), charts (at
least five), improvised materials (at least three- 1 from biology, 1 from physics and 1
from chemistry). And need to perform at least two practical activities from each

224
discipline during practical examination. Students need to pass in theory and practical
separately.

4. Instructional Techniques
4.1. General Instructional Techniques
 Discussion (Discussion among peers, discussion with teachers and with the
experts)
 Demonstration method and power point presentation
 Inquiry method
 Project method
 Cooperative and collaborative methods
 Paper writing and presentation in the classrooms
 Home assignments and class participation
 Internet (web) surfing
 Report writing and presentation
 Team teaching and feedback session

5. Evaluation

Theory part
Annual examination will be held by the Office of the Controller of Examinations at the
end of the academic session for which 80 percent of total marks will be allocated. The
number and types of questions are given below:

Number of
questions
Total questions Total
Types of questions to be
to be asked marks
answered and
marks allocated
Group A: Multiple choice
14 questions 14x 1 mark 14
items
Group B: Short answer 6 with 2 or 6x7
42
questions questions
Group C: Long answer 2 with 1
2 x 12 marks 24
questions or question
80
Total
Marks

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 Practical Part
The marks allocated to practical part are given in the following table.
Examination Area of examination Marks Total
Internal Regularity 1 4
Presentation and practical performance 1.5
Record Book 1.5
External Experiment/s 8
Project work , collection and construction 4 16
of teaching materials
Viva 4

Recommended Books

Agrawal J.C. 92005): Essential of educational technology, Teaching learning

innovation in
education, Vikas publishing House Pvt. Ltd. (Unit II)

Ahmad, S. (2007). Teacher's Handbook of Science. Anmol Publications Pvt. Ltd:

New Delhi.
(Unit VIII)

Bhatnagar, S.S. (2004): Teaching of Science, Third Edition, Surya Publication,

Meerut, India. (Unit I, III to VIII1, X, XI, XIII)

Bloom, B.S., Hastings, T.J., and Madaus, G.F. (1971): Handbook on formative and
summative evaluation of student learning, New York: McGraw-Hill. (Unit VI, XIII)

Davar, M. (2012): Teaching of Science, PHI Learning Pvt. Ltd. New Delhi. (Unit
I, III, VI to VIII, X, XIII)

Radha, M. (2010): Innovative Science Teaching, Prentice-Hall of India Pvt. Ltd., New
Delhi.
(Unit I, III, VI, VII, X, XIII)

Sharma, R.C. (2010). Modern Science Teaching. DhanapatRai Publishing Company

(P) Ltd:
New Delhi. (Unit II to V, VIII, XI to XIII )

Sood, J.K. (1989). Teaching of Science. Chandigrah: Kohli Publishers. (Unit II to IV,
IX)

226
Reference

Anderson, R.C., Spiro, R., and Montague, W. (ed.), (1977): Schooling and the
acquisition of
knowledge, Hillsdale, N.J., Erlbaum. (Unit III. IV. IX)

Anyon, J. (1980): Social class and the hidden curriculum of work, Journal of
education, 162,
67-69. (Unit VII)

Argyris, C., Putnam, R., and Smith, D.M. (1985): Action Science, San Francisco:
Josey-Bass.
(Unit II)

Armstrong Robert J. And friends (1998): The development and evaluation of

behavioural
objectives, Charles & Johns Worthington. (Unit VII, XIII)

Gangne, R.M., and White, R. (1978): Memory structures and learning outcomes,
Review of
Educational Research, 48 (2), 187-222. (Unit III)

Kalra, R.M. and Gupta, B. (2012): Teaching of Science, PHI Learning Pvt. Ltd. New
Delhi.
(Unit I, III, VI, VII, X, XI to XIII)

Leinhardt, G. and Greeno, J. (1986): The cognitive skill of teaching, Journal of

Educational
Psychology, 78, 75-95. (Unit III)

Pandit, C. N. (2070). Modern Science Teaching for B.Ed., Bidur Prakashan,

Kathmandu: Nepal. (Unit I to VIII, X, XI, XIII )

Richard. I. A. (2007): Learning to Teach, McGraw Hill, Ind. New York, U.S.A. (Unit
II, VIII)

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