UNIT-I-
OBJECTIVES OF TEACHING BIOLOGICAL SCIENCE

Notes Prepared by

Dr. M.Maria Saroja

Research Director, IQAC Coordinator &

Associate Professor of Biological Science

 

Major Instructional Objectives

If science programme in the schools is to be effective, we must know what we are trying to accomplish and then put in all our efforts to achieve it.

Any subject in the school curriculum should try to achieve the general aims of education set to make the child a good citizen who can adjust himself and participate in the democratic set up of society. Individual development in all the dimensions of child’s personality and the social efficiency and the like are some other general aims of education. It is, however, out of the scope of this book to discuss all those aims. We shall limit our discussion to the main objectives of science teaching which are dealt under the following heads :

1. Knowledge   

2. Skills         

3. Abilities.   

4. Attitudes.

5.Training in scientific method   

6.Interests and Habits.

7. Appreciation.   

8. To provide work for leisure.

9. Training for better living.  

10. To form basis for vocation and specialization.

1. Knowledge

This is one of the major aims which has been over-emphasised so far at the cost of other aims of teaching science. However, the pupils studying science should acquire the knowledge of:

·         Fundamental principles and concepts useful in daily life.

·         A body of facts to understand the scientific literature.

·         Inter-relationship and interdependence of different branches of science.

·         Knowledge of plants, animals - their interdependence.

·         Knowledge of natural phenomenon etc.

·         Knowledge of the origin and evolution of plants and animals, origin of earth, moon and other plants and satellites.

·         Knowledge of general rules of health and human body etc.

·         The student should be able to apply this knowledge in his daily life.

2. Skills

The student should acquire skill in experimentation, construction, observation, drawing and problem-solving.

The skill in experimentation will include : -

(a) Experimental Skill.

Ø  handling of apparatus and instruments.

Ø  arranging apparatus for an experiment.

Ø  preserving chemicals, specimens, apparatus etc.

(b) Constructional Skill

Ø  making hand-made apparatus.

Ø  repairing of certain instruments.

(c)Drawing Skill.

Ø  Drawing skill includes drawing the sketches of certain experiments, Biological specimens, instruments etc.

(d) Problem-solving Skill.

(e) Observational Skill.

3. Abilities

The teaching of science should also aim at developing certain abilities in the students such as :

Ø  Ability to sense a problem.

Ø  Ability to organise and interpret.

Ø  Ability to analyse.

Ø  Ability to generalise.

Ø  Ability to predict from a given data.

Ø  Ability to organise science exhibitions, fairs etc.

Ø  Ability to locate reliable and necessary information from appropriate source.

Ø  Ability to discuss, argue and express using scientific terminology.

Ø  Ability to improvise and manipulate instruments using his acquired knowledge.

4. Attitudes

Scientific attitudes are the most, important outcomes of science teaching. Though some people view the scientific attitudes as the by-products of teaching science, yet a majority of the people consider them as equally important as the knowledge aim. Science should be taught directly and systematically because developing scientific attitude has a number of characteristic features which distinguish it from other attitudes.

A man with scientific attitude

Ø  Is critical in observation and thought.

Ø  Is open-minded.

Ø  Respects other’s points of view and is ready to change his decision on presentation of new and convincing evidence.

Ø  Is curious to know more about the things around him. Wants to know ‘Why’, ‘what’s’ and ‘How’s’ of the things he observes.

Ø  Is objective in his approach to problems?

Ø  Does not believe in superstitions and false beliefs.

Ø  Suspends judgments until suitable support is obtained.

Ø  Believes in cause and effect relationship.

Ø  Is truthful in his observations and draws conclusions based on accurate facts.

Ø  Is unbiased and impartial in his judgments.

Ø  Adopts a planned procedure in solving a problem.

Ø  Believes that truth never changes, but his ideas of what is true may change as he gains better understanding of that truth.

Ø  Accepts no conclusion as final or ultimate.

Ø  Seeks to adopt various techniques and procedures to solve the problem.

Ø  Selects the most recent, authoritative and accurate evidence related to the problem.

Ø  Seeks the facts and avoids exaggeration.

5.Training in scientific method or reflective thinking.

The method by which the scientists approach a problem may be termed as Scientific Method. He will attack the problem in the same way even in an area in which he is quite ignorant i.e., the training in method of attacking a problem, which he gets in the pursuit of science, is transferable to other situations in life. He will adopt a definite procedure, characteristic of a scientist in arriving at desired conclusions. First of all, he will sense a problem, define it, collect suitable evidence, organise and interpret the data, formulate the hypothesis, test its validity and accuracy and finally draws conclusions. All these steps will involve scientific attitude of mind, habits and skills which are characteristic of reflective thinking. The training in scientific method should be one of the important aims of the teaching of science.

6. Interests and Habits

The teaching of science should also aim at developing some interests in reading scientific literature, in scientific hobbies, in activities of science clubs, in vocational fields, in nature etc. The teacher should stimulate interest in the students by providing such activities and situation as may foster the above mentioned interest e.g. organisation of science fairs, excursions, library reading etc. The motivational techniques, like rewards and punishments, praise and blame, rivalry may be made use of at times. The psychological principles of learning viz. Readiness, Exercise and Effect, should invariably be utilised by the teacher. The students must be prepared to accept the problem in hand. When the problem becomes real to the students their interest in the solution will always follow. Once the interest in the pupils is aroused the learning becomes easier.

Certain socially desirable habits of honesty, truth, tolerance, self- confidence, self-reliance etc., should be inculcated through the teaching of science.

7. Appreciation

The student of science should be able to appreciate the contribution of science in the progress of civilization, the adventures of scientists, natural phenomena, contribution of scientific method etc. The appreciation must come as an outcome of science teaching and the teacher must make the students conscious of the benefits bestowed by science for the comforts of the mankind. The adventures of scientists in exploring the truth should be told by the teacher.

The students should occasionally be taken for outings so as to appreciate the beauty of nature.

8. Providing work for leisure

The problem of leisure can be easily solved by teaching the students different types of hobbies and other scientific activities. For example, students should be taught to prepare articles of their daily use such as inks, soaps, cream, boot-polish etc. They should also be given knowledge and training in some useful activities like gardening, maintenance of acquarium and other livestock, preservation of animals and plants, collection of plants, animals etc. The students, after having learnt the technique and procedure involved in different hobbies and scientific activities, can engage himself in a useful and productive work in his leisure hours. He can also improvise certain instruments etc.

9. Training for better living

The students of science should know the laws of health and hygiene and should be given training in healthful living. They should be taught to take special care of the body and so improve their surroundings, and thereby improving the standard of living. He should know the ways and means of prevention with his own domestic, social and national environment and the economic and cultural conditions.

10. Forming basis for career and later specialisation

In addition to being an integral part of general education, whole science programme at Secondary stage should prepare the student for some vocation and specialisation in the individual subjects. So, a different type of knowledge and training should be given to those students who intend to go for higher studies or want to enter some profession. This should form a basis for further pursuit in the field of science.