Teaching Physics Using Modern

Pedagogies

Submitted by
Student’s name Registration #
Yaqoob Ali BSP01183038
Muhammad Asif BSP01183020
Ghulam Ahmad BSP01183048
Sajid Hussain BSP01183038
BS
Submitted to
Mr. Muhammad Umar
Final year project / research project

DEPARTMENT OF PHYSICS

THE UNIVERSITY OF LAHORE

(2018-2022)

i
 Certificate of Approval

This is to certify that the work presented in this project Teaching Physics Using Modern
Pedagogies, was conducted by Ms. Sadia Saghar under the supervision of Mr.
Muhammad Umer.
This project is submitted to the Department of Physics, The University of Lahore in
partial fulfillment of the requirements for the degree of Master of Science in the field of
Physics.
Department of Physics
The University of Lahore

Student Name: Yaqoob Ali Signature:________________

Student Name: Muhammad Asif Signature:________________

Student Name: Ghulam Ahmad Signature:________________

Student Name: Sajid Hussain Signature:________________

Supervisor/s
Name: Mr. Muhammad Umer Signature:_________________

Convener (Project Committee)

Name:__________________ Signature:_________________
HOD
Name: Mr. Sadia Saghar Signature:_________________

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 Author`s Declaration

We hereby state that my BS project titled Teaching Physics Using Modern Pedagogies is
our own work and has not been submitted previously byus for taking any degree from
The University of Lahore or anywhere else in the country/world. All the work presented
here is referenced if taken from the literature properly and keeping in mind the plagiarism
policy of the institute.

At any time if my statement is found to be incorrect, the university has the right to
withdraw my BS degree.

Signature:_________________

Name of student:_________________

Date:__________________

Reg.No.: ______________

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 Dedications
I want to dedicate this work to my parents who always sacrifice their wishes and
my teachers who help us during our education journey so that I can achieve my goals in
life.

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 Acknowledgements

I would first like to thank my project advisor Mr. Muhammad Umer of the Physics
Department at The University of Lahore. The door to Prof. Umer office was always open
whenever I ran into a trouble spot or had a question about my project or writing.

I would also like to thank the experts who were involved in the validation survey for this
project: [List professional Titles, Name and Surnames of the experts who
participated/contributed]. Without their passionate participation and input, the validation
survey could not have been successfully conducted.

 I would also like to acknowledge [title] [Name Surname] of the [Faculty name] at
[University name] as the second reader of this project, and I am gratefully indebted to
his/her for his/her very valuable comments on this project.

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 Table of Contents

Certificate of Approval......................................................................................ii

Author`s Declaration.........................................................................................iii

Dedications........................................................................................................iv

Table of Contents..............................................................................................vi

Abstract.............................................................................................................ix

1 Introduction..................................................................................................1

1.2. Philosophy of Education.......................................................................2

1.2.1. Teacher-center philosophy............................................................3

1.2.1.1. Essentialism................................................................................3

1.2.1.2. Perennialism...............................................................................3

1.2.2. Student-Centered philosophy........................................................4

1.2.2.1. Cognitive....................................................................................4

1.2.2.2. Humanism...................................................................................4

1.2.2.3. Constructivism............................................................................5

1.2.2.4. Behaviorism................................................................................5

1.2.3. Society-centered philosophy.............................................................5

1.3. Bloom’s Cognitive Taxonomy of Learning.........................................6

1.4. Anderson's Taxonomy..........................................................................7

1.5. Quality Education.................................................................................8

1.5.1. Dimensions of a Quality Education...............................................8

1.5.2. Factors effecting the Quality of Education....................................9

1.5.2.2. Effect of environment on Quality education..............................9

1.5.2.3. Effect of Assessment................................................................10

1.6. Classroom management..................................................................10

2. Different views of Teaching...................................................................11

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 2.1.1. Teaching as transmission................................................................11

2.1.2. Apprenticeship................................................................................11

2.1.3. Teaching as transaction...................................................................12

2.1.4. DEVELOPMENTAL......................Error! Bookmark not defined.

2.1.5. Teaching as transformation................................................................13

2.2. TRANSFORMING EDUCATION....Error! Bookmark not defined.

2.3. Teaching pedagogies..........................................................................14

2.3.1. Pedagogical approaches...............................................................15

2.3.1.1. Constructivism and social constructivism................................15

2.3.1.2. Collaborative approach.............................................................16

2.3.1.3. E-portfolios...............................................................................16

2.3.1.4. Reflective teaching...................................................................17

2.3.1.5. Inquiry-base teaching...................................................................18

2.3.1.6. Integrative teachings.................................................................19

2.4. Pedagogy as Practice..........................................................................19

2.5. Importance of Pedagogy in Teaching.................................................20

2.6. STEM.................................................................................................21

2.7. Blended Learning Pedagogy...............................................................23

2.8. Interactive Techniques........................................................................25

3. Teaching Methodology..........................................................................27

3.1.1. Instructor/Teacher Centered Methods.........................................27

3.1.2. Student-Centered Methods..........................................................28

3.1.3. Contend-Focus Method...............................................................29

3.1.4. Interactive/Participative Methods................................................29

3.2. Knowledge, Understanding, Apply....................................................29

4. Result /observations and discussions.....................................................32

4.1. Lecture................................................................................................32

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 4.2. Discussion and Observation...............................................................43

4.3. Analysis and results............................................................................43

5. Conclusion..............................................................................................48

Reference..........................................................................................................49

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 Abstract

The aim of this work is to teach physics using different teaching method in
classroom. Particularly, the study utilized mixed methods involving questionnaires,
tests, interactive, classroom observations to explore the common teaching strategies
used by teachers and the effects of these strategies to gain knowledge with full
concept. Teachers and students in eight senior secondary schools were purposively
selected for the study. Findings from the study show that teachers and students were
at variance as to the most commonly used teaching strategy by teachers in the
teaching and learning of physics and other science subjects and that whereas teachers
reported the use of student-centered teaching, more students reported that this method
were ‘never’ used by teachers than those who reported otherwise. The study also
shows that the teaching strategy adopted by physics teachers directly influences the
enrolment and attainment of students in the subject.

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x
 Chapter 1

1 Introduction

Physics education is an important sub-field within science education, with foci on

the teaching and learning of physics at both school and university level, as well as
concerned with physics teacher preparation and development and public understanding of
physics. Historically, physics has been tough mostly through lecture methods in high
school and college, with laboratory exercise targeted at validating topics presented in the
lecture. Lectures that include demonstrations, hands-on experiments, and questions that
ask students to consider what will happen in an experiment and why are more effective.
Students who engage in active learning activities, such as hands-on experiments, learn by
self-discovery. They learn to adjust their beliefs about physics phenomena and find the
underlying principles through trial and error.
Physics Education based on constructive learning philosophy, which emphasize
that learner, is responsible for actively constructing knowledge and that should serve as
facilitator rather than the source of knowledge. Learner-centered education typically
emphasizes the active engagement and inquiry-base teaching learning methods, in which
learners can effectively construct their understanding the guidance of instruction, as
implied by the constructivist viewpoint. In learner-centered education, teachers need to
not only deliver knowledge but also need to focus on practice base approaches to
achieved education goal. To achieve these educational goal teachers needs to give quality
education(Aalst, 2000).

There is misconception about physics education, among science educators, they

often consider that physics education is about the study of applications of science
education, while physics education is an important sub-field within the science education
and consider as pure physics due to its applications to teaching and learning the concepts
of physic. Science educators are concerned with science content with learners. The
science education field constitutes science content, some social sciences and some
teaching pedagogy. On the other hand, physics education is the conceptual understanding
of different topics of physics, social aspects, technological applications of computer

1
software and other devices in the process of teaching physics, and other educational
materials(Macleod, n.d.),(Aalst, 2000),(Hestenes, Wells, & Swackhamer, 1992).

1.2. Philosophy of Education

Philosophy of education is the branch of philosophy that addresses the
philosophical question concerning about the nature, aims and problem arising from
educational theory and practice. Because that practice is ubiquitous in and across human
societies, its social and individual manifestations so diverse, and its influence so
profound, the subject is wide-ranging, involving issues in ethics and social/political
philosophy, epistemology, metaphysics, philosophy of mind and language, and other
areas of philosophy. Because it looks both inward to the parent discipline and outward to
educational practice and the social, legal, and institutional contexts, in which it takes
place, philosophy of education concerns itself with both sides of the traditional
theory/practice divide. Its subject matter includes both basic philosophical issues (e.g.,
the nature of the knowledge worth teaching, the character of educational equality and
justice, etc.) and problems concerning specific educational policies and practices (e.g.,
the desirability of standardized curricula and testing, the social, economic, legal and
moral dimensions of specific funding arrangements, the justification of curriculum
decisions, etc.). All the philosopher of education prizes conceptual clarity, argumentative
rigor, the fair-minded consideration of the interests of all involved in or affected by
educational efforts and arrangements, and informed and well-reasoned valuation of
educational aims and interventions.

There are many different types of philosophies in education. Here we will focus
only on the four main types of philosophies that may help you to form your teaching
philosophy and write your teaching statement. The major philosophies of education can
be broken down into three main types (Winch & Gingell, 2008),(Bailin & Siegel, 2007),
(Adler, 2007),(‘4 Major Educational Philosophies like the axiology philosophy and logic
philosophy - 4 Major - StuDocu’, n.d.).

 Teacher-centered philosophy
 Student-centered philosophy
 Society-centered philosophy

2
1.2.1. Teacher-center philosophy
There are two types of teacher-centered philosophy.

1.2.1.1. Essentialism
Essentialism is also a subject-centered philosophy. Essentialism is the educational
philosophy of teaching basic skills. This philosophy advocates training the mind.
Essentialist educators focus on transmitting a series of progressively difficult topics and
promotion of students to the next level. Subjects are focused on the historical context of
the material world and culture and move sequentially to give a solid understanding of the
present day. Essentialism is a common model in U.S. public schools today. A typical day
at an essentialist school might have seven periods, with students attending a different
class each period. The teachers impart knowledge mainly through conducting lectures,
during which students are expected to take notes. The students are provided with practice
worksheets or hands-on projects, followed by an assessment of the learning material
covered during this process. The students continue with the same daily schedule for a
semester or a year. When their assessments show sufficient competence, they are
promoted to the next level to learn the next level of more difficult material. William C.
Bagley was one of the most influential advocates of essentialism(Curren, 2007),(‘What is
Essentialism? - Edupedia’, n.d.),(Null, 2022).

1.2.1.2. Perennialism
Perennialism values knowledge that transcends time. This is a subject-centered
philosophy. The goal of a perennialist educator is to teach students to think rationally and
develop minds that can think critically. A perennialist classroom aims to be a closely
organized and well-disciplined environment, which develops in students a lifelong quest
for the truth. They believe that education should epitomize a prepared effort to make
these ideas available to students and to guide their thought processes toward the
understanding and appreciation of the great works; works of literature written by
history’s finest thinkers that transcend time and never become outdated. They are

3
primarily concerned with the importance of mastery of the content and development of
reasoning skills. The adage “the more things change, the more they stay the same”
summarizes the perennialists’ perspective on education. In this philosophy skills are
developed in a sequential manner. Here, the teachers are the main actors on the
stage(Curren, 2007).

1.2.2. Student-Centered philosophy

1.2.2.1. Cognitive
Cognitive learning is a style of learning that focuses on more effective use of the
brain. To understand the process of cognitive learning, it’s important to know the
meaning of cognition. Cognition is the mental process of gaining knowledge and
understanding through the senses, experience and thought. Cognitive learning theory
merges cognition and learning to explain the different processes involved in learning
effectively.

The cognitive learning process aims to chart the learning process for optimal
thinking, understanding and retention of what we learn. When you master the
fundamentals of cognitive learning, it becomes easy to maintain a lifelong habit of
continuous learning. Not only can these strategies make you a better learner, but they can
make you more likely to excel in your profession.

With cognitive learning strategies, you can become a powerful public speaker, a
visionary leader or a motivated team player who helps your organization achieve its goals
and objectives.

1.2.2.2. Humanism
Humanistic learning is student-centered, so students are encouraged to take
control over their education. They make choices that can range from daily activities to
future goals. Students are encouraged to focus on a specific subject area of interest for a
reasonable amount of time that they choose. Humanism is also focuses on enhancing ones
innate goodness, rejects the idea of group-oriented education, and upholds the idea of

4
enhancing individual development. This philosophy also believes that students should be
actively involved with their education on all levels, and students should be able to make
choices about what they will be learning.

1.2.2.3. Constructivism
Constructivism is a student centered philosophy that emphasizes hands on
learning and students actively participating in lessons. Constructivists believe that
students should be able to discover lessons on their own through hands on activity
because it is the most effect way of learning and is considered true learning.

1.2.2.4. Behaviorism
Behaviorism or the behavioral learning theory is a popular concept that focuses on
how students learn. Behaviorism focuses on the idea that all behaviors are learned
through interaction with the environment. This learning theory states that behaviors are
learned from the environment, and says that innate or inherited factors have very little
influence on behavior.

Behaviorism is key for educators because it impacts how students react and
behave in the classroom, and suggests that teachers can directly influence how their
students behave. It also helps teachers understand that a student’s home environment and
lifestyle can be impacting their behavior, helping them see it objectively and work to
assist with improvement(Hoidn, 2017).

1.2.3. Society-centered philosophy

Society-centered philosophies go beyond focusing on the student and focus
instead on a group or a population. Society-centered philosophies focus on educating a
group of people—whether a minority group or the world as a whole—rather than a
curriculum or a student. The objective is to improve society as a whole(Macleod, n.d.).

5
1.3. Bloom’s Cognitive Taxonomy of Learning
Bloom’s Taxonomy is a classification of the different objectives and skills that
educators set for their students (learning objectives).(Adesoji, 2018),(‘Bloom’s
Taxonomy: The cognitive domain - Teaching and Learning | University of
Saskatchewan’, n.d.).
Bloom’s Level Keyword
Exhibit memory of previously learned
Remember materials by recalling facts, terms, basic
concepts and answers. Knowledge of
specifics terminology and specific facts.
Demonstrative understanding of facts and
Understand ideas by organizing, comparing, translating,
interpreting, giving description and stating
main ideas it includes Translation and
Interpretation.
By using new knowledge Solve problems to
Apply new situations by applying acquired
Knowledge facts, techniques and rules in a
different way.
Examine and break information into parts by
Analyze identifying motives or causes. It involves
analysis of elements, analysis of
relationships, and analysis of organizational
principles.
Present and defend opinions by making
Evaluate judgments about information, validity of
ideas or quality of work based on a set of
criteria. It involves the Judgments in terms of
internal evidence and Judgments in terms of
external criteria.
Create Compile information together in a different
way by combining elements in a new pattern
or proposing alternative solutions. It includes
the Production of a unique communication,
Production of a plan or proposed set of
operation.
6
Example Learning Objective
By the end of this lesson,
student will be able to r
Newton’s three laws of motion
By the end of this lesson,
student will be able to desc
Newton’s three laws of motio
in her/his own words
By the end of this lesson,
student will be able to calculat
kinetic energy of a projectile.
By the end of this lesson,
student will be able to differen
between potential and ki
energy.
By the end of this lesson,
student will be able to determ
whether using conservation
energy or conservation
momentum would be m
appropriate for solving a dyna
problem.
By the end of this lesson,
student will be able to desig
original homework prob
dealing with the principle
conservation of energy.
1.4. Anderson's Taxonomy
Anderson's taxonomy was developed directly from Bloom's Cognitive taxonomy,
with three important differences:

1. Bloom uses nouns, and Anderson uses verbs. This is important because it affects
the way we demonstrate these abilities as things we perform.
2. The Anderson taxonomy introduces the idea of creativity, and puts it at the very
top, the highest form of learning.
3. There is some relatively minor reshuffling of taxonomic levels.

E
v
Cr al
e u
at ti
e o
Evalaute n
Synthesis

Analyze Anslysis

Apply Application

Understand Comprehension

Remember Knowledge

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1.5. Quality Education
A quality education is one that focuses on the whole child—the social, emotional,
mental, physical, and cognitive development of each student regardless of gender, race,
ethnicity, socioeconomic status, or geographic location. It prepares the child for life, not
just for testing.

A quality education provides resources and directs policy to ensure that each child
enters school healthy and learns about and practices a healthy lifestyle; learns in an
environment that is physically and emotionally safe for students and adults; is actively
engaged in learning and is connected to the school and broader community; has access to
personalized learning and is supported by qualified, caring adults; and is challenged
academically and prepared for success in college or further study and for employment
and participation in a global environment.

A quality education also provides the outcomes needed for individuals,

communities, and societies to prosper. It allows schools to align and integrate fully with
their communities and access a range of services across sectors designed to support the
educational development of their students.

A quality education is supported by three key pillars: ensuring access to quality

teachers; providing use of quality learning tools and professional development; and the
establishment of safe and supportive quality learning environments(‘(PDF) Effect of
Curriculum on Quality of Education’, n.d.),(‘What Do We Mean by a Quality Education?
– PAL Network’, n.d.).

1.5.1. Dimensions of a Quality Education

Here are the some important dimensions of quality education that every
organization should meet:

 Equity
 Sustainability
 Contextualization and Relevance
 Balanced
 Child-friendly Teaching and Learning

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  Learning Outcomes

1.5.2. Factors effecting the Quality of Education

There are a number of factors which can influence the quality of education for
students. They are in constant contact with their teachers so their teachers can primarily
affect the quality they are attaining.

1.5.2.1. Effect of curriculum on Quality education

Every education system needs a curriculum. This program plays a role in
improving the quality of education. In some ways, the curriculum doesn't always run
smoothly. This is because each program has its pros and cons. When developing each
curriculum base on several factors. Among others: cognitive, non-cognitive,
technological, growth and social factors are also the socioeconomic conditions of the
country today. Education is strongly influenced by the application of the curriculum. Not
only that, the curriculum also plays an important role as a level or reflection of a nation.
In short, the better the curriculum in the education system better the quality of education
in the country (‘(PDF) Effect of Curriculum on Quality of Education’, n.d.).

1.5.2.2. Effect of environment on Quality education

Research has found that learning environments play a crucial role to get quality
education. Several factors can affect learning ability, including seating, light, noise, and
even color. Students who study in a positive learning environment have been shown to be
more motivated, engaged, and have a higher overall learning ability. On the other hand,
students learning in poor environments – those that are uncomfortable, loud, or full of
distractions – will find it far more difficult to absorb information and stay engaged. With
this in mind, let’s look at how your surroundings affect the way you study, and consider
some of the best ways to create your ideal learning environment(‘How your surroundings
affect the way you study | Undergraduate | UCAS’, n.d.).

9
 1.5.2.3. Effect of Assessment
Assessment environments were found to differ widely in their defining
characteristics and the way we assess students has a major impact on their learning. The
volume of critical thinking and problem solving type of assessment is known to have a
positive impact on the quality of learning outcomes. Also, the high volume of formative
only assessment and high volume of feedback are associated with coverage of syllabus,
quantity and quality of feedback, use of feedback, learning from examination, appropriate
assessment, clear aims and standards, and deep approach of learning. Finally, assessment
can be viewed as being a means of helping students to learn, a way of reporting on
student progress, and a way of making decisions about teaching.(Jimaa, 2011),

1.6. Classroom management

Classroom management is when a teacher exhibits complete control over their
classroom through a series of strategies and techniques that encourage positive student
behavior. The practice of effective classroom management turns your classroom into the
optimum learning environment where students can engage with their studies and work to
the best of their ability.

Classroom management is at the very heart of teaching; it affects your students’

learning outcomes and can also have an impact on your own wellbeing. Good classroom
management is a classroom environment where learning thrives; students are dedicated to
their studies and well behaved. Poor classroom management is a setting where students
are disruptive, disengaged and teachers aren’t listened to.

Effective classroom management isn't something that happens naturally. There are
core pillars that make up good classroom management and without a thorough
understanding of these pillars, your classroom is at risk of being poorly managed and this
can be detrimental to student achievement and development.(Bethany Spencer, n.d.)

10
 Chapter 2

2. Different views of Teaching

There are different perspectives of teaching but in this chapter we are going to
discuss some important perspective of teaching. These perspectives are: teaching as
transmission, teaching as transaction, teaching as transformation:

2.1.1. Teaching as transmission

From this perspective, teaching is the act of transmitting knowledge from teacher
to student. This is a teacher-centered approach in which the teachers deliver knowledge
and student receives this knowledge. Teaching as transmission puts the instructor at the
center of the learning process. Effective teachers take learners systematically through
tasks leading to content mastery: providing clear objectives, adjusting the pace of
lecturing, making efficient use of class time, clarifying misunderstandings, answering
questions, providing timely feedback, correcting errors, providing reviews, summarizing
what has been presented, directing students to appropriate resources, setting high
standards for achievement and developing objective means of assessing learning.
Effective teachers are enthusiastic about their content and convey that enthusiasm to their
students. For many learners, effective teachers are passionate presenters of their content.
From this perspective standardized tests are considered to be an apt measure of students.

2.1.2. Apprenticeship
In this teaching perspective, teachers introduce new behavioral standards and
professional practices in students. Also teachers are masters of their subject they teach
and recognized for their professional knowledge and skill in classrooms and clinical
settings. Effective teachers take the time to expose the inner workings of their expert
performance and put it into language that students can understand. They also let students
to participate in the work through an organized collection of tasks that typically progress

11
from simple to sophisticated, providing for various points of entry based on the learner's
capacity.

In this perspective, teachers know what their learners can do on their own and
where they need guidance and direction; they engage each learner within his or her ‘zone
of development’. As learners mature and become more competent, the role of a teacher
changes; they offer less direction and give more responsibility as students’ progress from
dependent learners to.

2.1.3. Teaching as transaction

The view of teaching as transaction involves the philosophy of constructivism as
it aims to create learning situations in which students are given opportunities to interact
with the material rather than act as nothing but a receiving vessel. While teaching as
transmission reflects more behaviorist learning theories, teaching as transaction is rooted
in more constructivist perspectives. Here, knowledge is not passively received; rather, it
is actively built up or constructed by students as they connect their past knowledge and
experiences with new information. Teachers are not expected to pour knowledge into the
heads of learners; rather, they assist learners in their construction of knowledge by
creating experiences where students’ old information can transact with new information
to create meaningful knowledge (knowledge that is connected to something students
already know). Academic achievement from a constructivist perspective is seen as
students’ ability to use this knowledge to solve real-world problems or to create products
or performances that are valued in one or more cultural settings.

2.1.4. Developmental
In this teaching perspective, teaches must be planed and conduct from student
point of view. From this this perspective, effective teachers must understand how their
learners think and reason about the content to be learned. The primary goal is to help
learners develop increasingly complex and sophisticated cognitive structures related to
the content. The key to changing those cognitive structures lies in a combination of two
skills:

12
 (1) teaching that engages learners with content while also challenging them to
move from relatively simple to more complex forms of thinking,

(2) ‘Parking’ their own answers in order to allow learners time to construct their
own understanding of the content. Questions, problems, cases, and examples form
bridges that these teachers use to transport learners from simpler ways of thinking and
reasoning to new, more complex and sophisticated forms of reasoning. It is crucial,
particularly in the initial stages of learning, within this perspective, that teachers adapt
their professional knowledge to learners’ levels of understanding and ways of thinking.

2.1.5. Teaching as transformation

Transformational teaching involves creating dynamic relationships between
teachers, students, and a shared body of knowledge to promote student learning and
personal growth.

From this perspective, teaching is creating conditions that have the potential to
transform the learner on many different levels (cognitive, emotional, social, intuitive,
creative, spiritual, and other). Transformational teaching invites both students and
teachers to discover their full potential as learners, as members of society, and as human
beings. Transformational teaching is based on the idea that an instructor’s purpose is
greater than delivery of information. Rather than being content-focused, transformational
teachers help students become meta-critical participants in the learning process and well-
practiced at critical thinking, goal setting and reflection.

Academic achievement from this perspective is similar to self-actualization. That

is, it is perceived as discovering and developing each individual’s unique talents and
capabilities to the fullest extent possible. Academic achievement also involves becoming
aware of the multiple dimensions of self and expanding one’s consciousness(Andrew
Johnson, n.d.),(Johnson, 2015).

13
2.2. Transforming Education
Knowledge can be acquired through any of the three perspectives or approaches;
however, I have found that transactional and transformational approaches produce the
most powerful and long-lasting learning experiences.

Transformational education includes inquiry-based learning, service learning, and

project-based learning. Teachers that employ these approaches face a significant amount
of preparation and flexibility, but the short-term time investment pays off in the long run,
especially when a classroom of students becomes a close-knit and engaged community
capable of reflecting on their own needs and interests as learners.

The transformational approach to education integrates constructivism's core

aspects while also adding meaning, consciousness, and connectivity. From this approach,
public schools are spaces of inquiry where questions are just as vital as solutions.
Teachers' major goal is to help students find and embrace their inner selves, as well as
develop their interests and unique abilities to the fullest extent feasible; in other words, to
help them achieve self-actualization.

The key point of transformational education is to engaging students in active

learning. Class or small-group discussions built around real-world problems that
encourage students to apply their learning and synthesize and empathize with ideas can
be incredibly helpful for engaging students as problem solvers.(Demie & McLean, n.d.),
(‘Teaching: Transmission, transaction or transformation | The 8 Blog’, n.d.)

2.3. Teaching pedagogies

In the context of education, the term pedagogy has come to mean "teaching
methodologies." This instrumental understanding of pedagogy has reified the term in
educational jargon as well as research on teaching and teacher education, leading to the
scientific pursuit of pedagogy excluding the relationship between pedagogy and
pedagogue. This paper will examine the aesthetic and relational components of pedagogy
in teacher education in light of this concern. This study attempts to outline a more holistic

14
concept of pedagogy in teacher education by drawing on the idea that pedagogy is similar
to painting. Then, as an epistemic frame for appreciating the artistry of pedagogy in
higher education, I recommend self-study of teacher education.

In teacher education, pedagogy refers to more than techniques or instructional

strategies used in classrooms. Because the nature of the pedagogical interaction between
teacher educator and student necessitates a dedication to that student's growth, pedagogy
necessitates artistry. However, positivist notions of scientific inquiry in education have
suppressed the deeper and implicit understandings of pedagogic action's participatory and
deliberative nature in the quest of pedagogy. Education research, on the other hand,
stifles access to the moments and discourses that are, in many ways, the core of pedagogy
by transcribing and finishing the artistry of pedagogy into instrumental techniques and
strategies—the only value-free conceptions of pedagogy feasible(Cuenca, 2010).

We discuss pedagogy under four main headings: pedagogical approaches,

pedagogy as practice, pedagogy as ideas, and pedagogy and equity.

2.3.1. Pedagogical approaches

The three pedagogical terms most commonly used in the studies to describe or
promote. Specific approaches were learner- or student-centered, child-centered and
activity-based learning. However, the spread of these terms varied by region, with
approaches reported as student-centered dominating in sub-Saharan Africa, whilst
activity-based, student-centered and child-centered approaches. More than a third of the
studies did not explicitly use a pedagogical approach, but four main terms were found to
be the most frequently occurring when describing practices: ‘active’, ‘participatory’, ‘co-
operative’ and those promoting ‘inquiry’.

2.3.1.1. Constructivism and social constructivism

Constructivism and social constructivism were the most frequently referred to
theories. In some cases this reference outlined the approach underpinning the intervention
itself. Examples included studies which explicitly drew on social constructivism to
examine strategies for teaching argumentation in science teaching. Research which tied
support and guidance for teachers in social constructivist approach to adult learning and
15
donor-supported reforms encouraging active-learning pedagogies based on constructivist
notions of teaching and learning. However, in many other cases, references to these terms
framed the theoretical orientation of the study rather than any actual initiative.

Constructivism and social constructivism were also mentioned in a number of

studies that claimed there was a clash between imported theories and local culture,
practices, and beliefs, particularly where hierarchical relationships are based on gender or
ethnicity, and children asking adults questions is considered disrespectful. Constructivism
and social constructivism were also featured in a number of studies which claimed that
there was a clash between imported theories and local culture, practices and beliefs,
especially where hierarchical relations are based on gender or ethnicity and where
children asking questions of adults is viewed as disrespectful.(Westbrook Naureen
Durrani Rhona Brown David Orr John Pryor Janet Boddy Francesca Salvi, 2013)

2.3.1.2. Collaborative approach

Support and collaboration constitute the guiding principles for improving
instructional practice, and specifically teacher support is noted as an important
instructional practice. Edwards and Hensien (1999) argue for the strong influence of
efforts to support teachers and advocate providing teachers with regular feedback – a
voice in curricular decisions in the enhancement of teaching. Furthermore, successful
implementation required active and ongoing assistance that is based on good teamwork.
Collaboration also offers teachers with feedback so that they can improve their reflective
teaching approach.

There are several advantages to collaborative teaching: First, this teaching

technique helps students enhance their capacity to critically evaluate problems, debate
persuasively, and apply newly taught concepts to new circumstances or contexts. Second,
by changing teaching scholarship into a participatory activity with critical assessment and
quality assurance, the method improves the quality of teaching scholarship. Third,
because collaborative teaching is peer-reviewed and monitored, it can be seen as a way to
improve teaching outcomes. It's also designed to take into account a variety of
disciplinary viewpoints. Fourth, collaborative teaching puts standard teaching methods to

16
the test. Its power comes from the combination of forces used to achieve common goals
or solve difficulties. If the types and natures of faculty aims differ, the partnership may
have a bad consequence. The efficacy of a team might be harmed if the goals and
expected performance levels are not clearly specified at the outset(Doolittle et al., 2009).

2.3.1.3. E-portfolios
In the teacher education setting, the e-portfolio is defined as a purposeful
collection of learner artifacts and reflections saved in an electronic format (e.g., disk, CD-
ROM, website) to demonstrate how pre-service and in-service teachers are meeting the
current established standards for teaching. They are used as assessment tools providing
learners with opportunities to showcase their academic work, teaching experiences, and
technical expertise (Hewett, 2004). In particular, the e-portfolio is a way to document
students’ progress over time, identify patterns of growth and competencies in their
teaching, develop their self-reflection and self-assessment skills, and improve overall
teaching practices (Hewett 2004; Lankes, 1988). “Through portfolios students also come
to see their meanings as something socially constructed over time rather than something
they were born with but were unable to articulate fully” (Pullman, 2002, p. 151). E-
portfolios are gaining the attention in instructional settings by challenging holistically
graded, one-time assignments and projects. Rather, the e-portfolios focus on cumulative
growth (Gathercoal, Love, Bryde, & McKean, 2002). Nonetheless, they have been
challenged as having setbacks which include cost, hardware and software, technical
issues, pedagogical and software incompatibility, and classroom logistics. Despite these
setbacks, e-portfolios do offer possibilities and have advantages over non electronic
portfolios, including opportunities for revision, reflection, and collaboration. In addition,
e-portfolios are more portable, are easier to share or distribute, and require less physical
storage space(Doolittle et al., 2009).

2.3.1.4. Reflective teaching

Reflective teaching stems from John Dewey’s concept of “reflective inquiry”
(Dewey, 1998). Dewey viewed the student as an inquirer and an active participant in
learning. Dewey describes the reflective thought as “active, persistent, and careful

17
consideration of any belief or supposed form of knowledge in light of the grounds that
support it and the further conclusions to which it tends” (Dewey, 1933, p.9).

The principles of reflection and involvement in the process of thinking and self-
awareness is the pre-requisite for a teacher and teacher educator to facilitate reflection.
Generally, reflection contributes more to motivation, confidence level and shared an
interest in the subject area. Reflective teaching has been advocated increasingly because
of the complexity of education and pedagogical concern. In the light of 21st-century
challenges, teacher training programmers seems irrelevant and unequipped without
adequate reflective teaching practices to prepare teacher educators into thoughtful
decision-makers. Reflective teachers and teacher educators first collect information about
student’s performance in the classroom and then use this information to think about what
they do in class, why they do it, and how their teaching methods affect students’
performance. Developing habits of continuous growth and improvement requires self-
reflection. As a teacher, as we reflect on our actions, we get information about the quality
or effectiveness of our thinking. These types of experience enable us to practice the habit
of continuous growth through reflection. In conclude remark, five thinking skills of
reflective teachers as observation, communication, team working, judgment, and decision
making can be applied by reflective teachers and teacher educators based on some
reflective thinking tools such as recording lessons, writing, drawing, photography,
learning journal, portfolio, lesson plan, co-teaching and collaborative practitioner enquiry
in their classrooms(Gupta, 2019).

2.3.1.5. Inquiry-base teaching

Inquiry-based teaching is a pedagogical approach that invites students to explore
academic content by posing, investigating, and answering questions. Also known as
problem-based teaching or simply as ‘inquiry,’ this approach puts students’ questions at
the center of the curriculum, and places just as much value on the component skills of
research as it does on knowledge and understanding of content. The role of the teacher in
an inquiry-based classroom is quite different from that of a teacher in a conventional
classroom. Instead of providing direct instruction to students, teachers help students
generate their own content-related questions and guide the investigation that follows. .

18
When teachers choose to use an inquiry-based approach, they commit to provide rich
experiences that provoke students’ thinking and curiosity; to plan carefully-constructed
questioning sequences; to manage multiple student investigations at the same time; to
continuously assess the progress of each student as they work toward their solution or
final product; and to respond in-the moment to students’ emerging queries and
discoveries.

There are strong arguments for choosing an inquiry-based approach over more
conventional models of direct instruction. An inquiry-based curriculum develops and
validates ‘habits of mind’ that characterize a life-long learner: It teaches students to pose
difficult questions and fosters the desire and skills to acquire knowledge about the world.
Students are given opportunities to take ownership of their own learning, a skill necessary
for one to succeed in college and in most professional settings. Additionally, an inquiry-
based approach allows students to draw connections between academic content and their
own lives, which can be particularly important for culturally and linguistically diverse
learners(Rehorek, 2004).

2.3.1.6. Integrative teachings

Integrative learning is an approach where the learner brings together prior
knowledge and experiences to support new knowledge and experiences. By doing this,
learners draw on their skills and apply them to new experiences at a more complex level.
The concept behind integrative learning is that students take ownership of their own
learning, becoming critical inquiries who are able to make meaningful connections
between different disciplines and utilize critical thinking to real-life problems. When
well-conceived, integrative learning enables students to focus on multidimensional issues
in their full complexity. It invites them to weigh, apply, and combine disciplinary insights
to move beyond naive views. Clearly disciplinary learning too can focus on topics of
present and future relevance and do so with effective precision, but because integrative
learning expands the nature of the questions that we can legitimately ask in class it
expands the epistemic jurisdiction of our courses. Framed in the context of the future of
learning, integrative learning sets the stage for pedagogy of the contemporary. That is a
pedagogy in which systematically, students are rigorously tooled to reflect upon and

19
address the questions of environmental and cultural survival of our times; and gain
practice for the work that they will need to do as members of their generation(Mansilla,
2008).

2.4. Pedagogy as Practice

When addressing the idea of innovative pedagogical practices, it is critical to
grasp what it means; it refers to attempts to initiate reform within the classroom as well as
the inclusion of technical resources that have sparked the development of the information
society. Audio-visual technology, computers, and other communication tools have
steadily found their place within the walls of educational institutions and the process of
changing pedagogical practice, keeping pace with the advancements of the age. The more
free and rapid flow of information is also indicative of the changing roles of participants
in school life. Teachers' traditional roles as knowledge conveyors/evaluators are being
replaced by a more tutorial approach in which educator’s aid students in learning.

Pedagogical practice is only ingenious when a teacher uses resources, materials,

methods, principles and explanations that have not been employed before, therefore, the
employment of technical resources is not necessarily a satisfactory condition for
innovative practice - it can serve only to support, assist or elicit innovation. During the
course of pedagogical practice, education is adorned by the following aspects, which is
the opportunity to handle and publish data and information, easier accessibility and
storage of large volumes of data and the rapid and inexpensive transfer of
information(Denzin, 2018).

A common discourse for reporting on ineffective pedagogic practices across the

studies involved the terms ‘teacher-centered/-dominated/-directed’, ‘ritualized’ and
‘authoritarian’, all carrying negative connotations(Westbrook Naureen Durrani Rhona
Brown David Orr John Pryor Janet Boddy Francesca Salvi, 2013).

2.5. Importance of Pedagogy in Teaching

 Improves Quality of Teaching

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 If a well-thought pedagogy is implemented in the classrooms, the quality of
education can show a drastic improvement. This will benefit the students by helping them
thoroughly understand the education material, thereby improving the learning outcome.
 Encourage Cooperative Learning Environment
The implementation of pedagogy in education encourages the students to work
together towards completing a task and learn together. This increases their perceptions by
understanding and taking views from the other students, thereby adapting the cooperative
learning environments making them better leaders in the future.

 Eliminates Monotonous Learning

Pedagogy and child development work hand in hand. It helps the student to think
in different ways and move beyond the traditional methods of memorization and
comprehension for learning. It invokes complex processes of learning among the students
such as analyzing, creative thinking, and evaluation. Further, it makes students more
receptive to what the teacher is teaching.
 Student Can Follow Their Ways of Learning
A well thought pedagogy can help the students to grasp education in various
ways. It caters to the learning abilities of different students. Students can follow their
preferred ways of learning and stick to them. In this way, the students develop a better
understanding of the subject, which eventually improves their skills and learning
outcomes.
 Convenient Learning Approach for All
Students with special needs require different ways of learning and teaching in the
institutes. Implementation of a suitable pedagogical approach will help them learn better
and encourage them to be a part of the mainstream learning community.
 Improves Teacher-Student Communication
The teacher understands the student in a better way which helps them to focus on
the student’s weaknesses and guide them.

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2.6. STEM
The term “STEM education” refers to teaching and learning in the fields of
science, technology, engineering, and mathematics; typically including educational
activities across all grade levels, from pre-school to post-doctorate, and in both formal
and informal classroom settings. While scientific inquiry involves the formulation of a
question that can be answered through investigation, engineering design involves the
formulation of a problem that can be solved through constructing and evaluating during
the post design stage. STEM education brings these two concepts together through all
four disciplines.

Perspective of teachers, from the perspective of teachers, an integrative view

means that teachers offer instructional support, so learners can recognize related concepts
in different STEM subjects. In this respect, one of the key questions for an integrative
view of STEM subjects is: Which instructional methods most effectively support the act
of learning in STEM subjects so that learners can understand the interdisciplinary
concepts in STEM subjects.

For science subjects, Treagust (2007) as well as Treagust and Tsui (2014) have
drawn up a rough classification of instructional methods. The classification includes
seven instructional approaches: demonstration, explanation, questions, representation,
analogy and metaphor, cooperative teaching, inductive / deductive approach. For STEM
subjects, STEM programs (see Committee on Integrated STEM Education, 2014, p. 145)
propose to favor the instructional methods of problem-based learning and project work:
“One implication of this finding is that practices such as engineering design and science
inquiry, and instructional approaches like problem- and project-based learning, may offer
special opportunities to support STEM integration when sufficient and intentional
instructional support is provided.”

Perspective of learners, from the perspective of learners, an integrative view

means that learners have understood related concepts in individual STEM subjects for
solving problems. For example, when building a wind turbine, concepts of various STEM
subjects must be combined: from science concepts to capture relationships over real

22
world facts (e.g. wind), from technology concepts to simulate a wind turbine, from
engineering concepts to realize artifacts, from mathematics concepts to model real world.

2.7. Blended Learning Pedagogy

Blended learning is one of the most important pedagogical formats that can
enhance student learning, optimize the use of active learning strategies, and potentially
improve student learning outcomes via electronic and online media as well as traditional
face-to-face teaching. Hybrid learning is also known as blended learning due to the
blending of online and face-to-face work. Hybrid courses include face-to-face (in class)
interactions with online learning (Buzzetto-More & Sweat-Guy, 2006). According to
Hol-lis and Madill (2006), in their review of online learning research, they concluded that
best practice occurs when combining technologies that enhance interactions between
students and between students and instructors. Blending the face-to-face learning with
active learning assignments and online learning activities facilitates interactions between
(a) learner to learner, (b) learner to instructor, and (c) learner to community-based

23
partners. It also promotes lifelong learning through the developed skill of “discovering”
information utilizing online activities, while also increasing interactive skills with a
variety of others and enhancing engagement. Corcoran et al. (2011),state that “hybrid
courses encourage instructors to develop new ways to engage their learners online and
foster online communities. This greater online interaction will emerge in the classroom as
well and in collaborative assignments that allow learners to relate, create and donate”
(AOTA, 2011).(Pizzi, 2014).

Active learning activities like as discussion boards, wikis, podcasts, and iMovie’s
are all part of blended learning. Weekly assignments and other learning activities are put
on a blackboard. Learners must be self-directed and have access to and use the necessary
technologies. They must also be able to manage their time and activities effectively.
Adult learners are motivated to learn if they believe the learning will help them
accomplish tasks or solve issues in real life, and they learn best when new information is
provided in the context of applicability to real-world circumstances. As a result, not all
pupils are ready for online learning.

24
 Blended Learning
Model

Face-to-Face online
Learning Learning

Traditional Formal online

instruction leraning

Technology rich Full time

Instruction online
Leraning

25
2.8. Interactive Techniques
These techniques have multiple benefits: the instructor can easily and quickly
assess if students have really mastered the material (and plan to dedicate more time to it,
if necessary), and the process of measuring student understanding in many cases is also
practice for the material—often students do not actually learn the material until asked to
make use of it in assessments such as these. Finally, the very nature of these assessments
drives interactivity and brings several benefits. Students are revived from their passivity
of merely listening to a lecture and instead become attentive and engaged, two
prerequisites for effective learning. These techniques are often perceived as “fun”, yet
they are frequently more effective than lectures at enabling student learning(Yee &
White, 2005).

Some Interactive Technique

1. Picture Prompt – Show students an image with no explanation, and ask them to
identify/explain it, and justify their answers. Or ask students to write about it
using terms from lecture, or to name the processes and concepts shown. Also
works well as group activity. Do not give the “answer” until they have explored
all options first. 2.
2. Think Break – Ask a rhetorical question, and then allow 20 seconds for students
to think about the problem before you go on to explain. This technique
encourages students to take part in the problem-solving process even when
discussion isn't feasible. Having students write something down (while you write
an answer also) helps assure that they will in fact work on the problem.
3. Instructor Storytelling – Instructor illustrates a concept, idea, or principle with a
real-life application, model, or case-study.
4. Pop Culture – Infuse your lectures, case studies, and sample word problems for
use during class with current events from the pop culture world. Rather than citing
statistics for housing construction, for instance, illustrate the same statistical
concept you are teaching by inventing statistics about something students gossip
about, like how often a certain pop star appears in public without make-up.
5. Background Knowledge Probe – Use questionnaire (multi-choice or short
answer) when introducing a new topic.
6. The Half Class Lecture – Divide the class in half and provide reading material
to one half. Lecture on that same material to the other half of the class. Then,
switch the groups and repeat, ending with a recap by pairing up members of
opposite groups.
7. Think-Pair-Share – Students share and compare possible answers to a question
with a partner before addressing the larger class.
8. PowerPoint Presentations – For those teaching in computer-mediated
environments, put students into groups of three or four students. Students focus

26
 their attention on a chapter or article and present this material to the class using
PowerPoint. Have group’s conference with you beforehand to outline their
presentation strategy and ensure coverage of the material.(Yee & White, 2005)
9. Clickers - enables instructors to pose questions to students and immediately
collect and view the responses of the entire class. This is how clickers work:
1). Instructors present multiple-choice questions (verbally or with presentation
software or with the i>clicker software).
2). Students click in their answers using remote transmitters, available at the
bookstore (i>clicker, the system supported at Carnegie Mellon, uses radio
frequency transmitters, which are more reliable than previous versions of this
technology).
3). The system instantly collects and tabulates the results, which instructors can
view, save, and (if they wish) display anonymously for the entire class to see.
A physics instructor checks students’ comprehension of the material by
posing questions at several points in every lecture, and asking students to click in
their answers. The system immediately displays a graphic representation of
students’ answers to the instructor, who uses it to determine whether he should
slow down, repeat information, clarify a concept, provide an alternative example,
pick up the pace, etc.(‘What are clickers and how do they work? How might I use
clickers? Eberly Center for Teaching Excellence Your Support Team Eberly
Center for Teaching Excellence Office of Technology for Education’, n.d.)

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 Chapter 3

Literature review

3. Teaching Methodology

The term teaching method refers to the general principles, pedagogy and
management strategies used for classroom instruction. These strategies are determined
partly on subject matter to be taught and partly by the nature of the learner. For a
particular teaching method to be appropriate and efficient it has to be in relation with the
characteristic of the learner and the type of learning it is supposed to bring about.
Suggestions are there to design and selection of teaching methods must take into account
not only the nature of the subject matter but also how students learn. In today's school the
trend is that it encourages much creativity. It is a known fact that human advancement
comes through reasoning. This reasoning and original thought enhances creativity.
(‘Teaching Methodology- Different Types Of Teaching Methods | Updated 2021’, n.d.)

There are different types of teaching methods that can be categorized into four
broad types.

3.1.1. Instructor/Teacher Centered Methods

Here the teacher casts himself/herself in the role of being a master of the subject
matter. The teacher is looked upon by the learners as an expert or an authority. Learners,
on the other hand, are presumed to be passive and copious recipients of knowledge from
the teacher. In a teacher-centered classroom, teachers choose what the students will learn,
how the students will learn, and how the students will be assessed on their learning.

Teacher centered thus not so useful in terms of learning practical’s skills. In

physics there are some topics which do not have practical lessons therefore the lecture

28
method is applicable. Atomic structure, quantum mechanics, introduction to nuclear
physics requires the use of lecture method. Lecture method used should not be the
straight jacket lecture - this is the kind of lecture, which is used at the university level;
where the student listens quietly and sometimes takes notes. At school level, integrated
lecture method should be used. It is integrated by using questions, examples, resources,
and class activities so that it is not so much of an expository method. This method is
improved by using the following model(Maera, 2016).

TEB Teacher, Example on the Board.

SEB Student, Example on the Board.

SEE Student, Examples in the Exercise books.

Examples of such methods are expository or lecture methods – which require little
or no involvement of learners in the teaching process. It is also for this lack of
involvement of the learners in what they are taught that such methods are called “closed-
ended”.

3.1.2. Student-Centered Methods

Student-centered learning, also known as learner-centered education, broadly
encompasses methods of teaching that shift the focus of instruction from the teacher to
the student. In original usage, student-centered learning aims to develop learner
autonomy and independence by putting responsibility for the learning path in the hands
of students by imparting to them skills, and the basis on how to learn a specific subject
and schemata required to measure up to the specific performance requirement. Student-
centered instruction focuses on skills and practices that enable lifelong learning and
independent problem-solving. Student-centered learning theory and practice are based on
the constructive learning theory that emphasizes the learner's critical role in constructing
meaning from new information and prior experience.

Student-centered learning puts students' interests first, acknowledging student

voice as central to the learning experience. In a student-centered, students choose what
they will learn, how they will pace their learning and how they will assess their own

29
learning by playing the role of the facilitator of the classroom. In student-centered
learning requires students to be active, responsible participants in their own learning and
with their own pace of learning. In this method

3.1.3. Contend-Focus Method

In this category of methods, both the teacher and the learners have to fit into the
content that is taught. Generally, this means the information and skills to be taught are
regarded as sacrosanct or very important.

A lot of emphasis is laid on the clarity and careful analyses of content. Both the
teacher and the learners cannot alter or become critical of anything to do with the content.
An example of a method that subordinates the interests of the teacher and learners to the
content is the programmed learning approach.

3.1.4. Interactive/Participative Methods

This fourth category borrows a bit from the three other methods without
necessarily laying emphasis unduly on the learner, content, or teacher. These methods are
driven by the situational analysis of what is the most appropriate thing for us to learn/do
now given the situation of learners and the teacher.

3.2. Knowledge, Understanding, Apply

Knowing is one of the most specific human processes and knowledge is its result.
That means that knowing and knowledge have been subjects of human inquiry from the
ancient times. Philosophers, starting with Plato and Aristotle developed Epistemology as
a theory of knowledge, trying to answer to the fundamental question: What is
knowledge? There were many answers and many arguments used in supporting them, but
none of those theories has been accepted so far as being fully satisfactory. Defining
knowledge and explaining its nature proved to be elusive and without a convincing and
universally accepted result (Neta and Pritchard 2009; Russell 1972). Most of the theories
have been integrated into two major perspectives: rationalism and empiricism.
Simplifying, we may say that both theories accept that knowledge is a justified true

30
belief, but they depart in showing the ways through which one can find the truth or
justifying the true belief.

As mentioned before, a frequently adopted definition of knowledge is that of

“justified true belief” (Nonaka and Takeuchi, 1995; p.87). That definition incorporates
three basic conditions, fact for which some authors call it the tripartite account of
knowledge. These conditions are the following (Neta and Pritchard, 2009).

The truth condition It requires that if one knows a proposition then that
proposition must be true. If the proposition is not true, then that person does not know
what he claims to know. The truth condition makes the difference between opinion and
knowledge.

The belief condition that condition demands that if one knows a proposition then
he believes that proposition.

The justification condition that condition requires a practical way of justifying

that the belief one has is true. Putting together these conditions for knowing, one may
conclude that “the necessary and sufficient conditions for knowing that something is the
case are first that what one is said to know be true, secondly that one be sure of it, and
thirdly that one should have the right to be sure” (Ayer, 2009; p. 13). The right to be sure
can be earned in different ways which are culturally and contextual dependent.

Kinds of knowledge

Experiential knowledge is what we get from the direct connection with the
environment, through our sensory system, and then it is processed by the brain. For
instance, if we want to know what snow is then we must go where there is snow and
touch it, smell it, taste it and play with it. We cannot get that knowledge only from books
or seeing some movies with people enjoying winter sports in beautiful mountain areas.
People living in geographical zones where there is never snow have real difficulties
knowing what snow is.

Knowledge claims are what we know, or we think we know. We don’t know how
much we know since knowledge means both explicit knowledge and tacit knowledge,

31
which means experience existing in our unconscious zone and manifesting especially as
intuition. Explicit knowledge is something we learn in schools and reading books, or just
listening to some professors or conference speakers. Knowledge claim is what we frame
in an explicit way by using a natural or symbolic languag.(Bolisani & Bratianu, 2018).

Knowledge for understand, Educators would undoubtedly agree that it is

important for students to understand the knowledge, concepts, relationships, principles,
and processes they encounter in the courses that comprise their formal education. The
evidence is fairly compelling, however, that students often manage to get through courses
without acquiring a clear understanding of some of the most fundamental aspects of the
material the courses are intended to cover.

In education, understanding can be viewed as a process by which the student

creates a personal meaning or representation of what is being experienced. When it
comes to content taught in school (and information gained elsewhere) the understanding
the students create may be the same as the teacher's. Here, learners may grasp and
comprehend existing structured information as it was presented. Alternatively, learners
may personally create mental structures (understanding) possibly different from or even
"deeper" than the teacher's.

Skills mean knowledge about how to do something (know-how). It is based on

experiential knowledge but it is a well-structured and action oriented knowledge we get
by performing repeatedly a certain task and learning by doing it. This is the way of
learning swimming, biking, skiing, playing piano or doing many other similar activities.
It is like learning un- 9 consciously to perform a certain procedure or to follow a given
algorithm. We don’t learn swimming by reading in a book about fluid mechanics and
objects floating. We have to learn by doing it with the whole body and reflecting upon it
to improve coordination between breathing and moving our arms. Know-how knowledge
is often called procedural knowledge since it is about performing a task in concordance
with a given procedure or algorithm.

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 Chapter 4

4. Result /observations and discussions

4.1. Lecture

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4.2. Discussion and Observation
In this project work we use Student-centered/Active Learning method to teach
physics in transformational teaching view. This teaching method provide better
opportunity to both teacher and student to get knowledge, understand the concept and
apply the knowledge. The analysis, results and data are given below.

The participant in this work consist of student from different levels. Forty five
student from school level, forty student from college level and fifty student from
undergraduate level. We gave lecture to all three levels by using Student-Centered/Active
Learning method

In this method, we start from Do you know to check student prior knowledge
about the topic and then we took forty minutes lecture session and divide this forty
minutes session into four session. In first fifteen minutes session, we deliver a lecture and
show animation for better understanding. In second session, after the fifteen minutes
lecture we interact with students and asked questions to check their understanding. In
third session, again we deliver fifteen minute lecture and show animation for better
understanding. In forth session, we repeat the second session asking questions regarding
third session’s understanding.

During the lecture, we observe that students are actively participate in lecture and
easily gave answer about the asked question after 15 mints lecture while in other in other
lecture method students face difficulties to give the answer about the asked questions.

4.3. Analysis and results

The result from the used of Student-centered/ Activity is significantly lead to
better understanding of the topic than the results from the used of traditional and other
Learning methods. The result of interactive session to check how much student
understand about the topic during first lecture session and this help us to start next lecture
session. The use of simulation help student to understand the topic in better way and to
relate the topic to the everyday life experiences. Student apply their understand

45
knowledge to experience new things and to solved problems. After convening lecture,
we’ll preform our analysis according to Knowledge, Understanding and Apply (KUA).

Questionnaire

1. Projectile motion is
A) One Dimensional B) Two Dimensional C) Three Dimensional
2. On calculating which of the following quantities, the mass of the body has an
effect in simple projectile motion?
A) Velocity B) Range C) Flight time D) Force
3. For projectile , the physical quantity that remain constant
A) Velocity of horizontal Component B) Acceleration of horizontal
component C) Both A and B
4. Height of projectile motion is given by the formula
A) 2 as=V 2f −V 2i B) 2=V 2f −V 2i C) 2 a=V 2f −V 2i D) 2 s=V 2f −V 2i
5. Time flight of projectile can be given by formula
2V Sinθ V Sinθ 2V 2V −sin
A) t= i B) t= i C) t= i D) t= i
g g g g
6. Trajectory of Projectile Motion followed which type of shape
A) Parabolic B) Circular C) Horizontal D) Vertical
7. When do we get maximum height in a simple projectile motion?
A)  θ = 45° B)  θ = 60° C)  θ = 90° D)  θ = 120°
8. When do we get maximum range in a simple projectile motion?
A) θ = 45° B)  θ = 60° C)  θ = 90° D)  θ = 0°
9. At what angle of projectile (θ) is the horizontal range minimum?
A) θ = 45° B)  θ = 60° C)  θ = 90° D)  θ = 0°
10. A big stone of mass 1000 g, projected at an angle of 30° from the ground it covers
a maximum vertical distance of 5 m, acceleration due to gravity is g = 10 m/s2,
what is the velocity with which it was thrown?
A) 11.55 m/s B) 11.5 m/s C) 1.155 m/s D) 10.9 m/s
11. A body of mass 55 kg, projected at an angle of 45° from the ground with an initial
velocity of 15 m/s, acceleration due to gravity is g = 10 m/s2, what is the
maximum horizontal range covered?
A) 25 m/s B) 22.5 m/s C) 20 m/s D) 20.5 m/s
12. A bag of mass 1000 g, projected at an angle of 90° from the ground with an initial
velocity of 5 m/s, acceleration due to gravity is g = 10 m/s2, what is the maximum
height attained?
A) 1.25m B) 3m C) 1.8m D) 2.0m
13. A football is projected at an angle of 45° from the ground with an initial velocity
of 10 m/s, take acceleration due to gravity is g = 10 m/s2.What is the time of
flight?
A) 1.4142 s B) 1.54142 s C) 1.6142 s D) 1.142 s
14. 4. A body of mass 55 kg, projected at an angle of 45° from the ground with an
initial velocity of 15 m/s, acceleration due to gravity is g = 10 m/s2, what is the
maximum horizontal range covered?

46
 A) 25 m/s B) 22.5 m/s C) 20 m/s D) 20.5 m/s
15. The maximum range of gum on horizontal terrain is 16 km. If g = 10 m/s2. What
must be the muzzle velocity of the shell?
A) 400 m/s B) 100 m/s C) 200 m/s D) 50 m/s

47
 Teaching physics using different Teaching method
100
90 90
90
80
80
70
70

60
50
50

40

30

20
15

10

0
Student-Centered Teacher-Centered

Knowledge Understanding Apply

48
 Student-Centered
Apply
29% Method Knowl
edge
39%

Understanding
Knowledge 32% Understanding Apply

Teacher-Centered Method
Apply
10%
Un-
der-
stand-
ing
22%

Knowledge
67%

Knowledge Understanding Apply

49
 Chapter 4

5. Conclusion
From this project work we drawn two conclusion in physics teaching. Use of
student-centered/Active learning as a teaching method in Physics teaching process lead
significantly better result from the use of traditional and other physics teaching methods.
It was concluded that learners imparted Physics via Student-centered/ Active Learning
Method attained high academic achievement than learners imparted via Traditional and
other teaching methods. Student-centered/Active Learning Method was more effective
than traditional and other physics teaching methods in growing learning levels like
knowledge, understanding, application, problem solving, observation, and reasoning of
the Physics students at high school level. The second conclusion was that in the Active
Learning process student become active participant which is good for development of
student skills and students move from being passive recipients of knowledge to being
participants in activities that encompass analysis, synthesis and evaluation besides
developing skills, values and attitudes.
This model of learning provides an alternative to the conventional teacher-
centered learning and enabled the students to enjoy a more meaningful learning
environment.

50
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