102 Teaching of Biological Sciences

7.1 TEACHING-LEARNING APPROACHES A On the

--nee.,
C bas e d r etc.
There are following two approaches to teaching and learning biological sou
o f teache"
teacher plays an active role and instructs the students to learn various. concepts focus .oructive
role and position of teacher and students, teaching-learning environment, l s
1.
The Teacher-centred
approach. In this approach:
approach, the It is also
focus is known
on as memorizing
telling, expository, behaviourist
and recallingorinfc)rfrilthe
at ion.
subject ,

epts ctudents
e 3
he or she is teaching. Pupils are passive listeners and recipients of knowledg ' ' ' her has
the teac
participation is restricted to asking and answering questions about the topic occupies the
°el r ,
taught. The teaching-learning environment is completely formal, the teacher ' . ist11)-
central position and plays an autocratic role in the classroom (see Chapter
team
5, Behavi°""

teaching, inductive and deductive method.

7.2 LECTURE METHOD , lecture-cum-demonstration method, historical method,
Examples: Lecture method
Itknowledge
is the most
on widely used
their own but least
or jointly withuseful and effective-
the teacher. method
The teacher's of toteaching
role is at school
create conducive
level. In this method, the teacher plays the central role and is the most active process
p
participant in the teaching-learning process. Students are passive learners and theirst of
the pupils. Here,
interest1.and participation
Pu • are not taken into consideration. As the teacher delivers the
lesson with the help of chalkplays
the teacher and atalk so it role.
passive is also
Thecalled
pupilschalk and talk
play active rolemethod.
as theyItconstruct
is the
oldest and conventional
environment of learning,method
provideofandteaching' in which higher
create resources, developorder thinking,
problem, high
guide, level ofand
facilitate
understanding and creativity are least developed.
motivate students in the process of learning. No ready-made solution is given to students (See
Merits of lecture method
Chapter 5).
1. It is economical in terms of time, money, energy and resources, as no
equipments are required. A single teacher can teach many topics in less time.
Examples:
2. Problem -solvingof method,
Simplification teacher's discovery
task. The method, project
teacher has io domethod,
nothingdiscussion
except method,
lecture-cum-discussion and demonstration method, laboratory method, assignment method,
delivering the lecture.
3. It is helpful in providing factual information of the subject matter.

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