B.

Ed ASSIGNMENT FOR TEACHING OF SCIENCE

Opinion of Author
The purpose of this article is to take a critical approach to the problems of learning science.
In my opinion, teaching is an art, and there are some teachers who are born as teachers, but
there are also a majority of teachers who need to improve by practice and by utilizing
various methods of teaching. Science is built on constant exchanges of information,
techniques, and concepts between scientists, and there is a shared understanding among them
of what constitutes a valid scientific investigation. Science instruction is an important and
complex activity that lies at the heart of the approach presented in the learning standards.
But, defining the teaching standards outlines is very challenging and what science teachers
all about their teaching grades. It should be understood and be able to be done in order to
make judgements about progress towards the teaching vision.

It should be noted that there are other ways of knowing, of understanding the universe, but
again, it is very challenging today to teach and learn science, but science teachers should be
aware that what they teach must be assessed in order for students to learn. When conducting
classroom teaching, cultural development and moral development take place, and some
sections of society and children do not feel comfortable studying subjects such as biology or
botany with different genders. It is possible that misconceptions are a combination of the way
terminology is used by leaders and others in our communities within education as well as the
changes in our educational system. To support quality science education, educators can help
students learn science most effectively if they have the opportunity to examine their own
beliefs and become familiar with the social standards.

1.1 Introduction
In science, pupils learn to think of problems, follow the method of inquiry, and it removes
room for uncertainty by accepting that which is proven by experimenting, using logic,
observing, and reasoning. In order to deliver a good science education, educators must be
faithful to the children, to their learning, and to science itself, because they are the most
important part of science education, so these standards should be presented. However, to
achieve the vision outlined in the teaching-learning standards, permanent changes need to be
made across the science education system with social belief. Education is central to the
success of society, but teachers cannot be the sole source of reform; they must work within
supportive social environments and policy-based as a part of the school curriculum. Science
instruction has been a pillar of learning; it holds a special place among other disciplines, but
good science instruction requires students and teachers to build relationships that last.
Students' social backgrounds, educators' teaching experiences, and current society's views of
science are the learning foundation. With these relationships, and if they are aware of the
similarities and differences, the result will be a better outcome.

1.2 Learning nature of science

It is important for all citizens to understand the tenets (characteristics) of science as taught in
science education. Nature has always been awe-inspiring to humans, and their curious nature
has led them to respond in different ways. Science education can be described as having
special characteristics, values, beliefs, assumptions, and principles upon which its knowledge
is built and by which it is developed. However, there are many aspects to science education,
which make its definition impossible. The definition of the term "science epistemology"
means the characteristics of scientific knowledge and science as a way of knowing. But these
methodical approaches are associated with scientific knowledge.

This consists of observations and inquiries because science education cannot answer all
questions and problems. It's true that science is insufficient to answer all those questions in
some way; however, an educator has to strike a balance between understanding and learning.
While science has been taken as a human activity that influences and is influenced by society,
and since acquiring knowledge is both a process and a body of knowledge, it is science.
Teaching about the nature of science may seem esoteric and far from students' daily
experiences. Every teacher has to take into account that purposeful instruction has to be
synonymous with direct instruction, and then children are most likely to develop meaningful
understandings of the nature of science.

1.3 Relationship between man and environment

The relationship between man and the environment has been well established from the
beginning, and we all live in nature and constantly interact with it. Their ecology also
provides us with a lot of information that we enjoy on the benefits of these ecosystems. These
ecosystem interactions happen between our social system and the ecosystem. Science
teachers have to share knowledge about ecosystems because they are taught, and students
need to understand how humans and the environment interact within their ecosystems. If
something happens in the environment, our social systems will adapt to it. We can do it for
our own purposes and receive benefits from it, and even our social perspectives have shaped
many innovations in learning environments.

However, these learning processes do not happen for every child. We know that nature is part
of our world, and it's up to man to decide what to do with it. This is a huge question today:
what is man’s responsibility to nature? Environmental education is about understanding
causal relationships, not just the cause/effect relationship. It is important to tell how ecology
and mankind may result, but the biggest problem is the lack of knowledge about the
environment. The teaching of environmental education has traditionally been in science
classrooms, and active learning and motivating students are two main components of
engaging in better learning. Students seek information and understand ecology, and it can
naturally engage children if they have positive learning experiences and control over their
learning emotions.

1.4 Teaching aids to be used in science classroom

The amount of information available to learners has increased exponentially, and even today,
the learning equipment available in the classroom affects the process of teaching and learning
in many ways. So educators have to prepare teaching aids are materials that they can use to
help students understand the concepts in class. Teachers are encouraged to use technology in
order to promote educational engagement, because a student who has high levels of
intelligence gets a better idea of where something is in particular. Teachers have to keep
using multiple teaching methods with aids because the most effective way of teaching with
aids is integration of learning. Moreover, teachers need to be creative and professional to use
and combine these teaching methods. Teachers who incorporate these teaching aids into the
curriculum are better suited for children's learning processes. Although how a teacher uses
classroom learning aids may be different, the main factor is important in the effectiveness of
teaching aids.

This skill should be teacher behind the tools used. The method of teaching is particularly
interesting when a teacher uses different teaching materials because teaching materials are a
key factor in creating effective teaching and learning environments. While the process of
learning is effective, there are only five senses that do not forget. They need to develop
images in their minds so that children can learn easily and clearly. Teaching materials are
intended to give more input and enhance learning. It is not compulsory to require it in all
classes and subjects, but teachers have to choose it according to a student's needs. Moreover,
conducting science classes without any teaching aids is very difficult for children to
understand.

1.5 Teaching method to be adopted

There are a variety of ways any educator can teach science to students to help them better
understand the world around them. Although teachers integrate technology into the
classroom, reality can be different depending on the person. The goal of science education is
not simply to say things will happen around us, but to understand why things are happening
around us. Because developing a creative and innovative approach to teaching science is
essential. Kothari Commission strongly stressed the importance of teaching science in
schools, since mankind's future lies in scientific advances and the development of productive
activity. It is impossible for a teacher to use a better method based on a student's learning
abilities in a certain type of learning environment.

There are a number of teachers across the Indian education system. They need access to ICT
improvements for science classroom teaching-learning implementation and to keep up with
continuous technological teaching advancements. These systems need to be regular, scaffold,
and sustainable. Keeping the learning abilities of the students and the curriculum in mind,
educators must choose and implement the right teaching method. However, every method has
some good in it, and no method is perfect for all learners. However, learners should be taught
as little as possible and be induced to learn the most. Science learning is being assessed, and
new standards are being introduced to strengthen science education. Teachers need to use the
best strategies available that achieve the best possible results for students. The teaching
method adopted by a teacher should promote learning. It is the most important thing in
teaching for students. Without addressing these concerns, we risk creating a generation of
students that is unprepared for their future learning.

1.6 Complex scenario of science education in India

Indian education systems are based on general traditional education method. The science
curriculum should be used as an instrument of social change. Many children struggle with not
having enough abstract thoughts to comprehend complex systems. At the school level,
science is a vast subject consisting of physics, chemistry, and biology. Science teachers have
different preferences for the sciences. The Indian Education Commission started working on
curriculum reform in 1964. The Commission, founded by Dr. Kothari, emphasized the
importance of science education for India. In India, there are many complex issues pertaining
to science education, but there are three main issues that stand out unmistakably.

1. Our educational methods are far from reaching our constitutional goal of equal
development.
2. Our current science education doesn't inspire creativity and develop competence at its
best.
3. The overpowering examination system is a very basic problem for our science
education system.

It is important to ensure that children are not only well versed in science concepts, but can
also apply them when required. There are several terms that describe students' ability to
manage and regulate their behaviors. They may not be able to communicate this information
effectively to friends or other people. Educating privileged sections of society who face
challenges such as discrimination is also a hurdle. The education system in India has suffered
from many problems. However, the situation is getting better.

The present education system in India is afflicted by a wide range of challenges, and the
education component is among the most important parts of the Indian social infrastructure.
Even development in economics will be accelerated if our manpower is well-trained.
However, the lack of adequate funds is the main issue with the development of our education
system. Because of this reason, the desired child's learning cannot be achieved. Although
there is an increase in demand for education on a regular basis in the Indian education
system, there is an enormous gap in qualitative development. Teachers are also being
challenged to set different tasks for different students.

1.7 Importance of laboratory work in science teaching

There have been numerous studies conducted that show how important laboratory work is to
science. Because learning science is by looking beyond the textbooks and children can
understand concepts that could be taught within a laboratory. Educationists believe that the
laboratory is a very important tool for teaching science. In particular, in order to teach
science, an educator needs to be in a constant state of show and tell. There are several
scientific theories that are difficult to explain directly from textbooks. Laboratory work is a
good way to help students understand what is going on in a scientific study.

In an effective science classroom, the students have to be physically involved in numerous

activities. Although, this is not always so easy, because for what purposes should the
laboratory be used with children? Under what conditions, and which students with? A good
science teacher should maintain an active role and a consistent pace of interaction throughout
the laboratory period so that students can learn what to expect from him as an instructor.
Learning with laboratory work is important to science education, and in fact, these students
will not understand the purpose of laboratory work if educators do not utilize laboratory work
teaching-learning effectively.

1.8 Development of Science Curriculum

Children can wonder more about the world around them and find out how things work. A
teacher's knowledge of science helps them understand why things work so well. Living things
and materials are taught using energy and forces in the curriculum. The curriculum needs to
provide adequate knowledge to children. The development of a systematic strategy is largely
dependent on improving the education of students. Children's science education activities can
give children the opportunity to study and practice many skills. The curriculum stresses the
entire learning experience for pupils in schools. Education is the process of making changes
in an individual in a desired direction. Students should allow choosing to do things deeply
about the material. Students should be able to think critically and form their own opinions on
the subject. Science education should not treat a dogmatic.

Some science teachers teach the subject as it was taught decades ago. However, modern
science classrooms should adopt a modern approach to teaching their students. It should help
learners to be more capable and to bring out the best from within. In order to bring these
changes about, we teach various subjects at different levels of school. The science curriculum
is framed similarly to other curricula, but objectives and learning outcomes, content, and
teaching methods are outlined as well. These learning curriculum materials can be identified
as any set of resources designed for teachers in the classroom, because of their unique
position within the classroom. These materials influence what teachers and students do on a
daily basis, and hence can have a significant impact on both student and teacher learning.
Many studies show that curriculum materials that provide some guidelines can lead to
positive outcomes for both teachers and students. Perspectives in science education, student
creativity should be essential in the classroom.

1.9 Importance of Teaching Science to Children

The benefits of learning science at primary school are very important for every child, and
teaching them about science at a young age during pre-school can help them develop a
lifelong interest in many subjects. These experiences can help a child flourish in school.
Learning science is critical to the learning of natural sciences and natural history, because in
science classrooms, students have to come up with many solutions to their grasp of how
things work. In addition, this learning can provide tactile evidence of many facts we learn in
books. However, science education can produce an interest in studies and positive attitudes
towards science in society. When a child records a learning experience and shares it with
their peers, they are really practicing literacy and numeracy skills. According to recent
research, children with a positive learning attitude toward science may be beginning to grow
up. They'll continue to adopt this attitude into adulthood. Teachers need to make science a
learning tool that they can use in a way that will make them love learning science while
assisting them with the hard work. Remember, kids have already come to school with
positive learning and concepts right from the start.

2.0 Conclusion
Student experiences with scientific theories and application methods are essential in order to
achieve meaningful learning in science. It is the ability of a successful teacher to integrate
information scattered throughout multiple subjects that is the cornerstone of integrated
teaching. Education in science is playing an increasingly significant role in our lives, and
science education has become an integral part of our lives, since a wide range of learning
activities are controlled and regulated by science education. People's thinking, learning, and
behavior are fundamentally shaped by the need to engage in meaningful activity within social
systems. The objectives of these activities infuse the learning process with a deeper sense of
meaning.

Despite this, laboratories play a vital and distinct role in science education. There are
numerous questions concerning the problems and issues existing in educational systems and
how they can be solved. It is possible to attain such a quality of education if we search for it.
The question is; how would we go about finding such a quality of education? Despite that,
the teacher's profession has always been a chaotic, neglected, and deficient part of the vast
education system. As they literally control the destiny of the future generations, the situation
needs to be changed. The goal of science teachers is to encourage students to be curious and
to respect the natural environment, however Science teachers must be lifelong learners and
who are curious about new ideas and enjoy discovering new things for classroom teaching.

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Author By
Mrs. Bidyapati .K
(B.Sc : Botany, MA : Public Administration,
B.Ed : Biological Science)

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