A) 5E CONSTRUCTIVIST METHOD

B) 7E CONSTRUCTIVIST METHOD
C) INNOVATIVE METHODS-CONCEPT MAP,
ACTIVITY BASED, COLLABORATIVE LEARNING
 5E
CONSTRUCTIVIST
METHOD
5E instructional model has its root in the ideas of JOHN HERBART, JOHN
DEWEY,JIAN PIAGET.

The concept begin with students current knowledge ,make connections

between prior knowledge and new knowledge,provide direct instruction
of ideas.

This model has been used since 1980s in elementary,middle and high
school curricula.

The students would not be able to discover by their own and provide
opportunities to demonstrate understanding-ROGER BYBEE
KNOWLEDGE CONSTRUCTION IN CLASSROOM
( Main 3 pillars)
STAGE-5 -EVALUATE
• With examples differentiate between manmade and natural
environment.
• Conduct a discussion on how to care environment.
• Steps to save our environment
• Role of humans
Develops all these skills-
7E CONSTRUCTIVIST
METHOD
1) ELICIT:
 The objective of the first phase of the learning cycle is to determine what the students already know
about the about the concept to be taught.

The teacher can access the prior knowledge of the students through Questioning, chart, incomplete
concept maps, concept cartoons, activity sheets etc.

• For example, to find out the students‟ previous knowledge on the topic- “Water pollution”, the
teacher can ask questions like-
• What happens when harmful substances enter into
• water bodies & get dissolved in them?
• Why is it important to save water?
• What are the various sources of water contamination?
• Answers coming from students will disclose their
• knowledge about water & its contamination.
2) ENGAGE

The motive of this phase is to get the students mind focused on the topic.

The teacher arouses interest and stimulates the curiosity of the students towards learning the subject
matter so that they become ready to give all their attention on the contents taught.

E.g. To gain the students‟ attention on the topic - “Water pollution”, the teacher can tell them a story or
show them a video or diagram or a small science activity on water pollution and can ask a few questions
based on the material presented.
This way students will get to know the importance of clean water for human beings and will be naturally
motivated to learn.
3) Explore
The purpose of this phase is to provide the students with a common experience.
The students get involved in the topic directly, explore the concept themselves which help them build their own
understanding and realize the unsatisfactory explanations in their minds.
Teacher work only as a consultant for the students whereas student role is active in this phase.
They share their experiences, observations and findings with their peer group.
Involving the students to work together in activities develop teamwork, cooperative learning skills and helps them in
the process of sharing and communicating.
E.g. The teacher can divide the students in three groups with names cause, effect &
solution.
Students in group-I will explore the Causes of water pollution,
group-II will explore the Effects of water pollution and
group-III will explore ways for the prevention and control of water pollution with the
resources or study guides provided by the teacher.
After sometime each group can be asked to give a brief presentation of their topics
before the other two groups.
Each presentation can be further followed by peer group discussion. The teacher
will encourage the students to ask questions based on the information presented to
know their understanding & to reveal if any misconceptions they have related to the
concept.
4) EXPLAIN

In this phase, students discuss and express their conceptual understandings with the teacher and their
classmates. Both teacher and the students actively participate in this phase.

The teacher needs to question based on the information provided while explaining the subject matter to
examine students‟ understanding, to induce their thinking & to ensure that the concepts are correctly
formed in students‟ minds.

E.g. The teacher encourages the students to explain the concept of water pollution in their own words
to know their level of understanding of the concepts.

Then the teacher explains the whole concept of water pollution its causes and effects and solutions by
connecting students‟ explanations with scientific clarifications and examples from the nature.
5) ELABORATE
In this phase students gets the opportunity to apply the information learned in the “Explain phase” .
This benefits the students‟ in extending their conceptual understanding about the concept taught.
 Related activities or experiments can be shown to the students to get a deeper understanding of the
concept.

E.g. During this phase students will get the opportunity to enhance their understanding of concepts
about water pollution control & the importance of clean water for healthy living.
 They will learn to clean “dirty water sample” by water treatment steps using supplies that are easily
available at home.
The teacher can divide the students in three groups (Group 1-Coagulation and Sedimentation, Group
2- Filtration & Group 3- Disinfection).
After few minutes each group will share their experiences with other two groups & with the teacher.
 This activity will encourage them to think critically on the impurities present in the water &
consequences of consuming dirty water on human health.
 It will also help them develop concern for keeping the water clean.
6) EVALUATE

The teacher uses rubrics, checklist, observation sheets, self-assessment, peer-assessment, writing
assignments, and other formative as well as summative evaluation techniques to guide students learning.
The teacher assesses if the students‟ have attained an understanding of concepts or not.
E.g. The teacher will use questioning throughout the lesson to reveal the student understanding (or
insufficient knowledge) about the concept.
EXTEND

 In this phase, students apply the concepts learned in real-world situations.

 Transfer of learning to a new context enhances their conceptual understanding.

 E.g. The teacher can give them an activity to make “water pollution awareness” posters from the
newspaper cut tings.

 The teacher will divide the students in groups of 5 or 6 students (or as appropriate), and involve them in
collecting and arranging the newspaper cuttings according to the news items which shows the issues
related to water pollution & displaying them on a big piece of cardboard that can be put up on the wall.

 From this activity, the students will be able to create and develop awareness on the issues concerning
water pollution. They will also be able to develop critical thinking, task orientation, team work and social
skills.
Innovative Methods- Concept mapping,
Activity based, Collaborative Learning methods
CONCEPT MAPPING
WHAT IS CONCEPT?
• An idea characterized by some essential features with a defined
boundary.
• Concepts may be concrete and abstract like table ,chair ,truth ,beauty.
• In digestive system is concept-heart –circulatory system is not there.
• Metals and mercury
Concept mapping was developed by Joseph Novak’s research team in 1972.
This strategy is based on the learning psychology of David Ausubel.
The principal idea of Ausubel’s cognitive psychology is that learning takes place by
assimilation.
Here, the student builds his/her knowledge by assimilating new concepts in his/ her
existing concepts.
This theory differentiated between rote learning and meaningful learning.
It is a graphical tool that organizes, connects and, synthesizes information. Concept
map shows a graphical relationship between the terminologies.
According to A.Barbara (1988), concept map is a technique of graphical representation
of concepts to show their hierarchical interrelationships .
According Ault Charles (1985), concept map is a study strategy which leads learners
away from rote learning and move them towards true understanding of concepts and
their interrelationships.
CONCEPT MAPPING
• A generic term that describes any process for representing ideas in
pictures or maps.

• It is way of organizing and representing knowledge in the form of a

diagram which shows relationship between concepts.
SIGNIFICANCE OF CONCEPT MAPPING

It helps to organize and represent knowledge in a meaningful way

It facilitates information processing

Clarity of thought, concept

It facilitates deep thinking by the learners

It gives students opportunity to reflect their ideas and thinking

It facilitates meaningful learning

It enhances mastery learning and retention of facts and concepts

LEVELS OF CONCEPT
TYPES OF CONCEPT MAP
FLOW CHART CONCEPT MAPPING
GUIDELINES FOR CONCEPT MAPPING
ACTIVITY BASED
METHOD
“Children learn best when learning is interactive, practical and
enjoyable”.

“It is important that children have opportunities to be actively involved in

practical, challenging play-based learning in a stimulating
environment”.

Activity-based learning is rooted in the idea that children are active

learners rather than passive recipients of information.
If children are provided the opportunity to explore on their own and are
provided with an optimum learning environment, then learning becomes
more joyful and long-lasting.
FOLLOWING ARE SOME ESSENTIAL BENEFITS OF ACTIVITY-
BASED LEARNING-:
• Encourages Students to express themselves in different ways

• Makes the Classes Interactive

• Helps the students to become Independent

• Supports Overall Development of children

• They can improve teamwork skills and help children feel included.

• They develop creative thinking skills.

• Collaborative learning is the educational approach of using groups to
enhance learning through working together. Groups of two or more
learners work together to solve problems, complete tasks, or learn new
concepts.
• This approach actively engages learners to process and synthesize
information and concepts, rather than using rote memorization of facts
and figures.
 BENEFITS OF COLLABORATIVE LEARNING

1. Develops self-management and leadership skills

2. Increases employee skills and knowledge
3. Improves knowledge acquisition and retention
4.Teaches how to think critically and quickly
5.Develops public speaking and active listening skills
6.Students socialization
7.To divide up tasks
MODES OF TRANSACTIONS
• 1. Techniques, Skills and Competencies
2. Approaches-
Inductive ,Deductive,Integrated,Ecological,Telological,Pr
oblem Solving,Systems approach,Exploratory Approach
3. Methods-Lecture,Lecture cum
Demonstration,Project,Laboratory,Assignment,5E & 7E
Constructivist method
Innovative Methods-Concept mapping,Activity based,
Collaborative Learning methods
1. Techniques, Skills and
Competencies
 TECHNIQUES
• A technique is implementation which actually takes place in a
classroom.
• According to Edward Anthony’s model, technique is the level at
which classroom procedures are described.
• At the level of procedure, technique explains how tasks and
activities are integrated into lessons.
• It is implementation of teaching skills.,
• Tools for teachers in teaching
 SKILLS

• Teaching skill is a set of related teaching behaviours which is specified types of

classroom interaction situations tends to facilitate the achievement of specified types
of educational objectives.

• Teaching skill is a group of teaching acts or behaviours intended to facilitate pupils

learning directly or indirectly.

• Teaching skills are indentifiable,observable,trainable,measurable.

 Types of teaching skills
1) Introduction skill
2) Questioning skill
3) Blackboard work skill
4) Explanation skill
5) Skill of illustration
6) Skill of probing
7) Skill of Stimulus variation
8) Skill of Recognizing Attending behaviour
9) Skill of Reinforcement
10) Skill of silence and non verbal cues
11) Skill of Audio visual aids
12) Skill of Achieving closure
13) Techno-pedagogical skills
 1. INTRODUCTION SKILL
Introduction skill is the skill required to begin the teaching – learning process

The objectives of this skill are to-:

 Get students attention and their readiness for learning
 Arouse students motivation
 Clearly indicate the learning experiences to be provided
 Suggest ways and means of the approaching to be activity to be done
 Review previous experiences /knowledge and make its link to the present content/task
Components of Introduction Skills
Teacher can use –
Examples
Teaching aids
Questioning
Narrating/illustrating
Story telling
Role playing
Drama
Experiments/demonstration
Audiovisual aids,ICT
By using voice,gestures,eye contacts
 2. QUESTIONING SKILLS

 It is the important tool of thinking.

 It is the tool of reasoning,learning and teaching.

 Questions are used at every stage of teaching-pre-active, interactive,

post-active stages.

 The process of teaching starts with questions ,such as why to teach,

what to teach, and how to teach at pre-active stage.

 During the interactive stage ,it is used to introduce lesson,testing

previous knowledge,and finding abilities of learners,to know whether
pupils are understanding the concept or not, to go deep into the content.

 The post-active stage of teaching ,i.e, evaluation of learning outcomes

totally depends on questioning.
  Finding previous knowledge/experiences
 Revising the topic
 Stimulating thought process
 Encouraging discussion
OBJECTIVES  Breaking monotony of the class
OF  Two way communication/Students participation

QUESTIONIN  Arousing pupils interest & curiousity

 Help students organize,use & evaluate information,
G  Examining level of understanding of students
 Motivating student
 Brainstorming
 Help students form and express ideas
 Instructing, controlling ,guiding & Evaluating
 Points to remember

A question should be well structured.

Grammatically correct language.
Must be relevant ,specific, precise.
Questions should not be asked neither too hurriedly nor too
slowly.
Teachers voice should be audible, clear to whole class
Take a brief pause after asking questions
 1. LOWER ORDER QUESTIONS :

 To test the preliminary knowledge of the student.

 Recall & Recognize type questions
 Memory level questions
 Requiring no processing of information
 Begins with what, where, who & when
 Example: What is a metal?
 Who is Watson?
 When is Diwali?
 2. MIDDLE ORDER QUESTIONS :

 Used to test middle order thinking ,such as test of

understanding,explaining,applying,describing etc.
These are-:
Follow up questions
Comprehension and application questions
Describe questions
Apply questions
 3. HIGHER ORDER QUESTIONS

 Are used to test higher order thinking skills(HOTS)

 Features of these questions are-:
 Requires intellectual processing of information
 Includes analysis,synthesis,analogy ,evaluation
 Why & how questions
 Expalins,proves,justifies,establishes relations etc.
 TYPES OF
QUESTIONS
 OPEN QUESTIONS
 Questions for which there is not a single definite
answer .
 The answers can be of many types and none of them
can be said to be completely correct or wrong.
 Examples- What is the aim of your life?
 Why do you want to be a doctor?
 CLOSED QUESTIONS

 Questions which have only one correct answer.

 Select the correct answer from the given options
 These questions test the memory of the respondent and
are of recall types.
 Examples- Name the capital of India.
 Name the types of tissues which transport water in plants?
RHETORICAL/DRAMATIC QUESTIONS

 Questions for which there are no easy answers.

 Higher order thinking questions which require
abstract ,logical , rational thinking and reasoning ability.
Components of Questioning Skill
1. Basic Questioning sub-skills
2. Advanced Questioning sub-skills
 1. Basic Questioning sub-skills

• Phrasing
• Focusing and refocusing
• Direction and redirection
• Distribution
• Pausing
• Prompting
2. Advanced Questioning sub-skills

• Level variation
• Recalling
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Probing
COMPETENCIES
 Required academic qualification
 Mastery of content
 Good communication skills
 Well trained in using various skills of teaching
 Should be aware about latest developments, research trend in the
subject
 Ability organize practical classes
 Using of different innovative methods,approach in class
 Use of ICT
 Skill of organizing ,manage educational experiences for students
 Lesson and Unit planning
 Classroom management
 Honesty,hardworking,confidence,energetic.
 Expertise in testing and evaluation process
METHODS

Lecture, Lecture cum

Demonstration,Project,Laboratory,Assignme
nt,5E & 7E Constructivist method
•LECTURE METHOD
 LECTURE METHOD
• Commonly used method of teaching any subject
• With large classrooms this method is used
• Teacher is active speaker and students are passive learners
• Teacher plays central role and active participant in the
teaching learning process
• Also called chalk and talk method
• It is the oldest and conventional method of teaching
• Two skills which make lecture effective are-
• Clear and Good command over language
• Ability to develop blackboard work neatly and clearly
• Mastery of content
 MERITS OF LECTURE METHOD

 It is economical in terms of money,time,energy,resources .

 Simplification of teachers task

 Helpful in providing factual information of the subject matter.

 Develop quality of listening in the students

 Convenient ,easy and attractive method.

 Voluminous can be shared to students in short time period.

 DEMERITS OF LECTURE METHOD

 Cannot develop scientific attitude in students.

 Cannot train learners in scientific method
 Cannot develop high level of creativity among students
 Gives little opportunity to learning by doing
 Does not cater to the needs of heterogenous group of students
 It is against the psychological principles of learning where students are
passive learners and teacher is a active speaker
 Encourages rote memorization,spoon feeding of information
 No assurance of students readiness attention ,motivation, and
understanding
 GUIDELINES TO IMPLEMENT IN THE CLASS

 Teacher should have continuous interaction with students while lecturing.

 Involve students
 Impart factual information
 Introduce new difficult topics
 Support discussion and demonstration, combine other methods of
teaching
 Summarize and recapitulate
 Correlate topics with students previous experiences ,other subjects ,daily
life experiences
 Use teaching aids
 APPLICATIONS

 Starting some new and difficult topics

 Explaining demonstration which has been done
 Summarizing recapitulating certain generalisations and
scientific principles at the end
 Explainging certain difficult ,theoretical points which can be
demonstrated
 Topics with historical backup
LECTURE-DEMONSTRATION METHOD
 When a lecture is supported with demonstration is called
Lecture-demonstration method.

 Demonstration is technique through which the teacher shows

various phenomena and processes

 It is done with help of models,charts,flash cards, ppt ,etc

 PURPOSE OF DEMONSTRATION
 Stimulates students curiousity ,interest and makes them
attentive and motivated
 Teaching becomes effective and whole class is involved
 Develop higher order thinking
 ILLustrate how science concepts can be applied in daily life.
 Handle equipments,methods and techniques in science
 Able to solve problems
 CRITERIA OF GOOD DEMONSTRATION

 Demonstration should be planned in advance which makes it

systematic and organized
 Rehearsals befor actual demonstration
 The whole set up should be clearly visible to students
 Good quality apparatus should be used and be arranged &
organized in order
 Demonstration should be simple not lengthy.
 Demonstration should be accordance with
time ,weather ,season
 A black board,resources ,equipments should be there
 Active participation between students and teacher
 Requisites for good demonstration

PLANNING FOR A DEMONSTRATION

Teacher should keep in mind the following points-:
 Relevance and objective of demonstration
 Age,interest,level ,intelligence of student
 The required resources ,apparatus and their availability
 MERITS
 It is economical as it saves time and money
 It is psychologically based as it develops
curiousity,interest,creativity,interest and scientific attitude and
temper in students
 Students become active participant
 Promotes healthy discussion in classroom
 Develops higher order thinking skills,observing skill,listening
skills,reasoning ability
 This method is recommended where experiments apparatus
is costly,sensitive,involves danger,chemicals are expensive
 DEMERITS

 Learning by doing doesnot find place in this method

 Visibility is the biggest problem
 Students donot develop practical skills
 Requires a lot of preparation in advance
PROJECT METHOD
 Developed by William Kilpatrick (1871-1965)
 It is based on philosophy of pragmatism
 A project is a whole hearted purposeful activity proceeding in
a social environment.
 Gives students full opportunity to be involved in the process
of learning
 Learning by doing,learning by living,learning through
association,cooperation and coordination as these are 3
guiding principles and foundation stone of this method.
 Principles of the project method

 The principle of Freedom

 Reality
 Purpose
 Activity
 Experience
 Social experience
 Utility
 Coorelation
 Interest
 Types of Project
 Producer Projects –Emphasis is given towards the actual
construction of a material object
 Consumer projects- Obtaining direct /indirect experiences such
as reading and learning stories.
 Problem projects-Chief purpose is to solve a problem –
experiments
 Drill projects-To attain a skill like learning a vocabulary
 Individual projects-group projects
 Subject centered projects
 Interdisciplinary projects
 When a project is assigned and funded by any govt. agency –
Minor and Major Projects
 Role of the Teacher
 Guide,friend to students,partner
 Stage setter
 Motivator
 Problem solver
 Develop scientific method,attitude ,temper in students
 Inculcate social values
 Check and evaluate project
 Helps in every stage of project
 Suggest proper references for the project
 Create a democratic atmosphere
 Be alert and active
 Criteria of a good project
 The project should be purposeful, useful and practicable in daily
lifen
 Experience gained should be fruitful
 Project should be able to build knowledge base , nurture
values ,enrich skills in students
 Should be full freedom to students to work
 Should be economical in terms of resources time money and
feasible
 Should be according to the need,interest and abilities of the child
 Should be selected and completed under the guidance of teachers
 Active participation of students
 Students should have full freedom to work on their own accord
 Steps involved in a project
1) Providing a situation
2) Choosing and Purposing
3) Planning Executing
4) Evaluating
5) Recording
6) Reporting
Advantages
Disadvantages
 Evaluation of the Project

1) Topic and its understanding – weightage %- evaluation by

viva
2) Creativity- Report writing
3) Conceptual understanding and clarity ( problem definition,
material method, experiments, observation ,data
collection ,analysis ,interpretation)-Viva and report
4) Presentation -Report
ASSIGNMENT METHOD
• Assignment means a task or duty that has been selected for
someone to do, an exercise that is set for students.

• It is one of the best methods of teaching biology at secondary

and senior secondary level.

• It combines the merits of lecture –demonstration and

laboratory method.
 TYPES OF ASSIGNMENTS

1) HOME ASSIGNMENTS
2) SCHOOL ASSIGNMENTS-
Preparatory part and Laboratory Part

WHEN ASSIGNMENT IS GIVEN?

 OBJECTIVES OF ASSIGNMENT

1) Inculcate scientific attitude among people

2) Trains student in scientific method
3) Develops student interest in science
4) Develops habit of self study
5) Utilizes students leisure time
6) Develop hidden abilities of students
7) Develop the attitude of self help,self reliance, self confidence
 KEY POINTS FOR PLANNING
ASSIGNMENT
1) Assignment must be appropriate to the topic or unit under
the study
2) It should have clear and realistic objective
3) Should stimulate reflective thinking,imagination and
creativity
4) Should be according to age,level,abilities,interest,available
resources of students.
5) Assignment should be neither too brief nor too lengthy
6) Language must be simple,understandable ..
 CRITERIA OF GOOD ASSIGNMENT

The assignment must be appropriate to the topic or unit under the study.
It should have clear and realistic objectives
In students, it should reflect stimulate reflective thinking ,imagination and
creativity.
It should consider individual differences of each student
MERITS OF ASSIGNMENT METHOD

It is based on learning by doing approach

This method takes care of the individual differences
Develops scientific attitude and trains pupils in scientific method
Economical method
 DEMERITS OF ASSIGNMENT METHOD

All topics and units cannot be taught through this method

Laborious,lengthy method
Requires well equipped library and laboratory.
 2. Approaches:
Inductive, Deductive, Integrated, Ecological,
Teleological, Problem Solving, Systems
Approach, Exploratory Approach
INDUCTIVE APPROACH
• Begins class with Examples of Insects to class 7 students
• Like lady bugs,grasshoppers etc
• Pictures of insects
• Samples of insects
• By showing all these-
DEDUCTIVE APPROACH
ECOLOGICAL APPROACH
Organized to provide information about the structure of the web of life
its sources of energy, its seemingly endless diversity, its development
through evolutionary processes, its elegant simplicity, the often
aesthetic beauty of its complexity.

Urbanization, increase in population density, population shifts are

increasing the urgency for ecological education.
Environmental education in our school is based on ecosystem approach.

Ecosystem approach & systems thinking should help us to solve global

environmental problems.

Students must understand that our Biosphere functions as a single ecosystem &
even small changes can lead to environmental disasters.

Even the disappearance of one plant or animal species can lead to irreversible
consequences.
TELEOLOGICAL APPROACH
Teleological explanations commonly appeal to ends, goal directedness,
agency, purpose and intent.

Teleological explanations of evolution include the ideas that organisms

evolved according to some predetermined direction or plan,
purposefully adjusted to new environments, or intentionally enacted
evolutionary change scientifically unacceptable teleological
explanations.
Teleology is the study of the ends or purposes that things serve,
Aristotle's emphasis on teleology has impact throughout philosophy

Aristotle believed that the best way to understand why things are the
way they are is to understand what purpose they were designed to
serve.
The manifest appearance of function purpose in living systems is responsible
for the prevalence of apparently teleological explanations of organismic
structure behavior in biology.

Although the attribution of function purpose to living systems is an ancient

practice, teleological notions are largely considered ineliminable from
modern biological sciences, such as evolutionary biology, genetics, medicine,
ethology, psychiatry, because they play an important explanatory role.
An intuitive cognitive bias as a major type of student conception There
is controversy regarding whether teleological explanations are a central
obstacle to, are legitimate in, or are even supportive of science learning.

Teleological ethics , (teleological from Greek telos, “end”;

logos,“science”), theory of morality that derives duty or moral obligation
from what is good or desirable as an end to be achieved.
EXPLORATORY
APPROACH
Defined as a research used to investigate a problem which is not clearly
defined.

Conducted to have a better understanding of the existing problem, but

will not provide conclusive results

For such a research, a researcher starts with a general idea uses this
research as a medium to identify issues, that can be the focus for future
research
CHARACTERISTICS
Not structured studies

Low cost, interactive & open ended

No set of rules to carry out the research, flexible, broad & scattered

Go through all the information available for the particular study

Enable a researcher answer questions like what is the problem? What is the purpose of
the study? And what topics could be studied?

No prior research done or the existing ones do not answer the problem precisely
enough

Time consuming research, needs patience & has risks associated with it.
Important aspect here is that the researcher should be willing to change his/her direction subject to the
revelation of new data or insight.

Such a research is usually carried out when the problem is at a preliminary stage. It is often referred to as
grounded theory approach or interpretive research as it used to answer questions like what, why & how.
 EXPLORATORY RESEARCH: STEPS TO CONDUCT A
RESEARCH
1) IDENTIFY THE PROBLEM
Researcher identifies the subject of research & the problem is addressed by carrying out multiple methods to
answer the questions .

2) CREATE THE HYPOTHESIS

When the researcher has found out that there are no prior studies & the problem is not precisely resolved, the
researcher will create a hypothesis based on the questions obtained while identifying the problem .

3) FURTHER RESEARCH
Once the data has been obtained the researcher will continue study through descriptive investigation.
Qualitative methods are used to further study the subject in detail & find out if the information is true or not.
ADVANTAGES

Has a lot of flexibility & can adapt to changes as the research progresses

Helps lay the foundation of a research, which can lead to further research

Enables the researcher understand at an early stage, if the topic is worth investing
the time & resources & if it is worth pursuing

Assist other researchers to find out possible causes for the problem, which can be
further studied in detail to find out, which of them is the most likely cause for the
problem
 DISADVANTAGES

Even though it can point you in the right direction towards what is the answer,
it is usually inconclusive ,if the data is being collected through secondary
research, then there is a chance of that data being old & is not updated.

Provide qualitative data. Interpretation of such information can be judgmental

& biased

Involves a smaller sample , hence the results cannot be accurately interpreted

for a generalized population
SYSTEMS RESEARCH
• System approach is a rational, problem solving method of analyzing the educational process and making it more
effective.
• The system approach in instruction is an integrated programmed complex of instructional media, hardware and
personnel whose components are structured a single unit with a schedule of time and sequential phasing.

THE CONCEPT OF SYSTEM:

• The system concept provides a framework for visualizing internal and external environmental factors as an
integrated whole.
• The system analysis is a way of identifying goals of any system and synthetically working out different steps to
move towards the goals.
STEPS OF SYSTEM APPROACH:

1. Understanding and analyzing present situations.

2. Framing the goals for the desired outcomes.
3. Identifying the various tools for evaluating the obtained goals.
4 Creating alternative situations.
5. Finding out solution considering cost-benefit analysis.
6. Making framework of the system.
7. Making design of the supervision of the system.
8. Making framework to introduce the new solution.
STEPS OF INSTRUCTIONAL SYSTEM:

1. To determine instructional objectives in behavioral terms.

2. To ascertain tasks for obtaining objectives.
3. To determine multi-media approach.
4. To state past experiences of the learners or entering behaviour.
5. To consider suitable instructional strategies for permanent learning.
6. To consider appropriate learning experiences of the learners.
7. To select proper teaching aids and other resources to influence learning of the learners.
8. To assign roles for the teachers in team teaching.
9. To try out the whole programme on a small group of learners.
10. To make the evaluation of learning outcomes of the learners in terms of stated
behavioural objectives.
THE SYSTEMS APPROACH IS A PROBLEM-SOLVING METHOD WHICH HELPS
TO:
1. Define the problem as clearly as possible.
2. Analyse the problem and identify alternative solutions.
3. Select from the alternatives and develop the most viable solution mix.
4. Implement and test the solution.
5. Evaluate the effectiveness and worth of the solution.
 PHASE OF INSTRUCTIONAL DESIGN:

The system approach could be applied for best instructional design into three phases:
Phase-I: Planning instructional approach
There are three steps for this phase as under:
• Step A: To ascertain objective
• Step B: To determine past experiences/entering behaviour.
• Step C: To identify suitable strategies.

Phase-II: Execution of instructional approach

• There are two steps for this phase.
• Step A: To fix the role of teachers
• Step B: To make the synthesis and implementation.

Phase-III: Evaluation of instructional approach.

• Step A: To evaluate the outcomes of the learners with the consideration of behavioural objectives.
• Step B: To make the analysis of the results with the follow up of modification