Improvisation promotes clarity and understanding in learners in teaching of science and

technology . Commenting on the importance of learning through real objects and situations

the place of improvisation in the teaching and learning process is undoubtedly essential.

More so improvisation can help achieve the following goals, attracting and sustaining

attention, developing interest, adjusting the learning climate and promotes acceptance (of an

idea) in the teaching and learning of science and technology . From what the writer earned

during her teaching practice, learners learn best in an environment that allows them to

explore, discover and play science and technology. The essay shall look on discuss four

advantages of improvisation and any two limitations of improvisation in teaching science and

technology .

Carlson (2015) explains improvisation as making the most of what you have and getting the

most of what you make. Crossman (2018) states that improvisational techniques sometimes

are referred to as activities, exercises or games, are tools that can be added to any existing set

of teaching strategies. From the above definitions the improvisation can be defined as the use

of available materials at the present to replace those materials that may be expensive or

unavailable and promotes creativity as well.

The use of improvisation during the lessons of science and technology during my teaching

practice yielded positive results. The writer observed that improvisation is the only way of

increasing the performance of the learners. When the writer was teaching about Human

reproductive system to grade 6 learners they were not performing well in the concepts due

to the lack of laboratory resources; therefore, the teacher found that there is a need of using

improvisation materials to concretize the lesson or the lesson more understandable .In
relation to teaching practice the teacher improvised a female reproductive using different

materials .In using the improvised model learners were able to participate during the lesson

most of learners managed to grasp the concepts .Hence it can be argued that one of the

advantage of iprovisation is increased participation during science lessons .

One of the advantages of improvisation is that improvisation on enables learners to explore

their creativity, affords and allows them to follow their analytic while exploring while

interacting. (Chiromo , 2016 ) is of the opinion that improvisation facilitate first-hand

experiences that encourage children to develop scientific concepts and expression. These

objects arouse anxiety experiences that encourage children to experiment with improvised

objects on the concepts learnt freely within the learners’ community. Through improvisation

it emboldens the development of self-confidence by offering children multiple opportunities

to make choices, such as deciding projects, or inviting classmates to be a part of an activity.

Therefore, by so doing improvisation brings reality to learners allowing them to meet real-

life situations and this gives a clear evidence that improvisation is of importance

In addition to the above in light of the insights of Piaget, Vygotsky, and Freire,

improvisation encourages interaction which is a constructivist approach to education in

which learners actively create, interpret and reorganize knowledge in individual ways

(Plourde and Alewife, 2010). Therefore, in this sense improvisation is basic because it

enables both the teachers and learners to work together towards attainment of set objectives at

the same time-sharing various experiences which stimulate cognitive, moral and social

development which are crucial components in learner development.

Improvisation gives learners a sense of belonging to the class as well as a sense of ownership

of the teaching and learning media used in lessons since they take part in its construction.

Improvisation also encourage minds and hands coordination, making hands on approach

more effective says Mastermind (2016). Improvisation makes Science and technology more

practical since most teachers from surrounding areas teach this topic theoretical only due to

lack of media. Teacher and learners collaborate in media construction. For example, in

teaching the concept of wild animals, most learners only see wild animals on pictures without

knowing them in real life, if a teacher improvise using pottery skills or sculpture, he or she

can make different animals which makes learning interesting and learners get learners a

sense of belonging.

Improvisation enables learning interesting, through much effort from learners, learning can

be expected to reach an acceptable competency level. Learning can be enhanced since there is

reduction of repeated information through improvisation deduce Gessell (2017). This enables

important aspects of lessons to be delved into through manipulating improvised media.

Learning becomes interesting. Thus, alert instructors are continuously searching for

refreshing ways of generating and expanding interest through improvisation in science and

technology. This is because data presented represent situations, and pose questions in exciting

ways. The clarity and coherence of a message, the attractiveness of changing images, the use

of certain special effects, as well as the impact of ideas that can create or cause effect, cause

an audience to laugh or be thoughtful, contributing to the motivational and interest-calling

aspects of media.
However, when improvisation have some drawbacks and challenges. The main challenge

that a teacher may face when improvising for science media may wise from a large

number of learners. A large number of learners requires that the teacher produces

more objects so that all learners may be able to manipulate during the lesson denotes

Duhanie (2020) .So due to larger classes teachers are limited in improvisation due to the fact

that the improvised materials cannot cover all learners ,therefore most teachers end up

abandoning improvisation .

It must be noted that improvisation is time consuming. Many educators simply cannot

spend time creating and implementing active, engaging lessons because they have a crowded

curriculum that they need to get through before the end of the course Crosnan (2018)

speculates that the teaching of Science and Technology using improvised media on is usually

not taken seriously, requires lot of time to prepare them . This may mean that teaching of

Science and Technology using improvisation materials will cause the teacher to abandon

some of the subject due to time constrains therefore the teachers always tend to use the

lecture methods and other ineffective methods.

In summary improvisation brings reality to the classroom they give learners an opportunity

to manipulate things in science and technology. The correct use of improvised media

promotes some recommended teaching methods as group work which promote learner to

learner interaction as well as creating a conducive environment in the classroom.

REFERENCES

1. Carlson, S. (2015). The net generation goes to college. The Chronicle of Higher

Education, 52 (7).

2. Chiromo, A.S (2016) Research Method and Statistics in Education. Gweru: Beta Print.

3. Crossan, M. M. (2018). Improvisation in action. Organisation science, 9 (5), 593- 599.

4. Duhanie (2020). Playing along 37 group activities. Duluth, MN: Whole Person

Associates.

5. Gessell, I. (2017). Playing along 37 group activities. Duluth, MN: Whole Person

Associates. Howard, W. (2015). Millennial Rising: The Next Great Generation. New

York: Vintage Books.

6. Mastermind (2019) Research Method and Statistics in Education. Gweru: Beta Print.

7. Plourde , I.I. (2010). Improvisation: An Essential Requirement For Effective Teaching

and Learning. Rtrieved 13 July 2020 from https://smithsystem.com>color-world.