|Published online: May 11, 2015||$US5.00|
Researchers’ proclaim that visuals and hands-on are effective for teaching Science, but in India Science teaching at elementary level remains in realm of conventional lecturing mode, as they usually introduce a redesigned curriculum and are met with bureaucratic inertia and paucity of resources. This study assesses the efficacy of integrating visuals and hands-on within an existing curriculum. Three intact groups were selected using non probability sampling technique. Groups were equated on mental ability and previous knowledge using Raven’s progressive matrices (RSPM) and through self-constructed pre-test on concept attainment of science (TOCAOS) and processes of science (TOPOS). Instructional packages were formulated for each teaching strategy (conventional, visual, and hands-on). Post-tests on TOCAOS and TOPOS were administered after forty lessons were completed. Although all three strategies were found to be effective, hands-on learning facilitated attainment of Science concepts and acquisition of Science processes skills the most. The study demonstrates that “hands on” activities can be integrated suitably in to an existing Science curriculum. Activity sheets based on visual literacy strategies enabled children to concretize abstract concepts. Eco-friendly and user-friendly visuals used during the study are now being employed by pre-service teachers during their internships.
|Keywords:||Hands-on, Visuals, Visual Literacy, Science Teaching, Elementary Level|
The International Journal of Science, Mathematics, and Technology Learning, Volume 22, Issue 2, June 2015, pp.35-48. Article: Print (Spiral Bound). Published online: May 11, 2015 (Article: Electronic (PDF File; 968.606KB)).
Associate Professor, Department of Teacher's Training and Non Formal Education, (Institute of Advanced Studies in Education), Jamia Millia Islamia, New Delhi, Delhi, India