INSTRUCTIONAL METHODS

​INSTRUCTIONAL METHODS

Some of the teaching methods used for teaching science are the following;

i. Activity method

ii. Question and answer method

iii. Demonstration method

iv. Discussion method

v. Guided discovery method

vi. Games

vii. Projects

viii. Field trips 

ACTIVITY METHOD

 It places the learner at the center of the learning process

 It enables the learner to find out things for himself

 The learner discovers knowledge, facts, concepts and skills through firsthand experience with materials provided by himself or the teacher
• Reasons for using the activity method in basic schools. 

The activity method is widely accepted as the most suitable method for teaching science at the basic education level. This is due to the following;

i. It satisfies the natural tendency of the child to collect materials from the environment

ii. Learning becomes easier and more meaningful when pupils use materials from the environment which they are familiar with.

iii. Individual differences are catered for when planning activity lessons

iv. The method takes care of children’s previous knowledge and experiences
• Role of the teacher during activity lessons

 Before the lesson

i. Selects topics from the syllabus and plans activities

ii. Selects and provides materials for the lesson

iii. Tries out activities before the lesson

iv. Anticipates problems and plans how to solve them

• Role of the teacher during the lesson

i. Introduces the lesson and gives out materials

ii. Gives clear and precise instructions

iii. Moves round and offers assistance to pupils

iv. Acts as a co-learner by taking keen interest in learners activities

v. Evaluates pupils work
• Role of the teacher after the lesson

i. Leads general discussion on the lesson

ii. Supervises cleaning or tidying up of the classroom

iii. Marks assignments and exercises

iv. Preserves specimen
• Role of the learners (before the lesson)

i. May be involved in gathering materials

ii. Should read about the topic and activities to be performed
• During the lesson

i. Interact with materials and find answers to their own questions by obeying instructions.

ii. Communicate with group members and with the teacher

iii. Record their own findings on the work done

iv. Draw conclusions on their experiments
• After the lesson

i. Participate actively in class discussion

ii. Do expression work, assignments and write chalkboard summary

iii. Tidy up the classroom

iv. Preserve items for the next lesson

• Advantages of the activity method

i. The learner learns through firsthand experiences

ii. It demystifies science.

iii. It creates interest in science at an early stage

iv. Learning becomes interesting i.e it eradicates fatigue and boredom

v. Facts and concepts are easily remembered

vi. It brings co-operation among learners

vii. It takes advantage of learners curiosity

viii. It takes advantage of the learner’s familiarity with the environment and to play with materials. 
• Disadvantages of the activity method

i. It is time consuming

ii. Fragile materials such as glassware are prone to damage

iii. It requires a resourceful and hardworking teacher

iv. Students are exposed to dangerous and harmful situations

QUESTION AND ANSWER METHOD

The question and answer method also known as the Socratic Method is used both in verbal and written form by teachers to;

i. Find out what pupils already know about a concept 

ii. Remind pupils draw up logical conclusion on their own

iii. Make pupils draw up logical conclusion on their own

iv. Clarify points 

v. Stimulate pupils to think

vi. Motivate pupils

vii. Diagnose pupils difficulties
• Good questioning techniques

i. Questions should be clear and precise

ii. Encourage responses to your questions by asking simple ones first

iii. After asking questions, wait for sometime before calling pupils to answer (pose, pause and pounce).

iv. Give positive re-enforcement by praising good answers

v. Re-state your question if students get it wrong

vi. Distribute questions evenly

vii. Ask questions before calling pupils to respond
• Advantages of the question and answer method

i. It gives instant feedback on whether learning is taking place or not

ii. It produces transferrable learning

iii. It enables teachers to diagnose pupils difficulty during lessons

iv. It allows the teacher to evaluate learning

v. It encourages the development of high level thinking skills

vi. It can be motivating since it gives students the opportunity to demonstrate their success in learning.
• Disadvantages of the question and answer method

i. It is time consuming

ii. It cannot measure certain skills (practical skills)

iii. Good questioning skills may take a longer time to develop

iv. It can demoralize a student

DEMONSTRATION METHOD

The demonstration method of teaching is a method of teaching in which the teacher does something or illustrates a principle in the presence of the class in order to show them how to do it.

• Conditions for using the demonstration method of teaching

i. When materials are scarce

ii. When materials are expensive

iii. If materials are delicate or fragile

iv. When the operation involved is dangerous

v. When complex skills are involved
• Guidelines for using the demonstration method of teaching

i. Learners should be placed so that they see or hear the demonstration very well

ii. Articles that can distract attentions should be removed from the bench

iii. Materials needed for the demonstration should be present before the class begins

iv. Teacher should run a commentary on the demonstration as it takes place and ask questions so that the students stay in tune with events.

v. Teacher should rehearse the activities before going to class

vi. Review all the steps used after the demonstration

vii. Let a few students replicate the demonstration if there is time

• Advantages of the demonstration method 

i. It trains students to be good observers

ii. It reduces accidents on the part of the students

iii. It is very economical

iv. It is the most appropriate method when teaching pupils how to operate gadgets and other forms of machinery
• Disadvantages of the demonstration method

i. It can lead to imitation without understanding

ii. It is not suitable for very large classes

iii. It requires much planning

DISCUSSION METHOD

This involves a free-flowing conversation which gives students the opportunity to express their opinions and ideas and to hear those of their peers.

• When to use discussion

i. Where students opinions and experiences need to be known by the teacher and colleagues

ii. When the topic involves values, attitudes, feelings and awareness rather that exclusive factual information.
• Teacher’s role in the discussion

i. Poses problem and initiates discussion

ii. Reminds pupils of the rules to be followed

iii. Direct or control the discussion

iv. Encourage pupils to participate

v. Discourage dominance by other pupils
• Guidelines for effective discussion

i. Topics to be discussed must be familiar

ii. Questions should be open, personal and controversial

iii. Students should be given adequate time to prepare for the discussion

iv. Teacher must serve as a moderator for the discussion
• Advantages of the discussion method

i. It leads to the development of higher order cognitive skills such as evaluation

ii. It adds fun to the learning situation

iii. It leads to the development of oral communication skills

iv. Students learn easily from each other

v. It gives training in the democratic process
• Disadvantages of the discussion method

i. It can turn into chaos if not controlled

DISCOVERY METHOD

This method uses the human innate tendency of curiosity to enhance knowledge. Two types of discovery are encouraged for instructional purposes. These are guided discovery and unguided discovery. 
• Guided Discovery

It uses the principles of inductive and deductive reasoning to seek solutions to problems. 
Inductive reasoning enables the learner to observe the general principles that govern or control the solution to a problem. Such principles are derived from facts gathered through observation and experiment.

Example;

Every cow that has been observed has a tail;

Therefore every cow has a tail
When the general evidences, principles and premises are given to a learner and he/she is asked to use them to find solutions or make valid conclusions to the problem, then guided discovery has been employed through deductive method.

Example;

All metals conduct electricity (Major premise)

All transition elements are metals (minor premise)

All transition elements conduct electricity (deduction/conclusion)

• Unguided Discovery

When the teacher neither gives the general principles nor conclusions or solutions to a problem, the discovery is unguided. This method just gives several isolated questions and problems for learners to answer.
• Advantages of the discovery method of teaching

i. Retention is greatly enhanced since learners discover knowledge for themselves

ii. Pupils are motivated to enjoy the fun of puzzling things out for themselves

iii. Pupils develop attention and skills necessary for self-directed learning

iv. It encourages students to see learning as something they can do for themselves

• Disadvantages of the discovery method of teaching

i. It is time consuming

ii. It not handled properly, pupils can get stuck or lost

iii. It requires a lot of materials to be effective

iv. It is dependent on other methods

GAMES

A game is a structured system of competitive play which incorporates concepts to be learnt

OR

It is an activity with a set of rules and regulations, it is played by two or more people (competitors) and a winner is declared in the end.

• Guidelines

i. Adequate advance preparation is needed

ii. Enough materials are needed

iii. Teachers should ensure that pupils play according to the rules

iv. Discussion after the games (summary)
• Principles

i. Appropriateness of the game to the topic

ii. Will the game lead to the achievement of the set objectives

iii. Intellectual level of the learners

iv. Time needed 

v. Rules and regulations
• Advantages of using games as a method of teaching science.

i. It makes students relax and learn at the same time

ii. Lesson is more practical and interesting

iii. It develops cohesion and makes pupils to work together as a group

iv. It breaks the monotony of listening to the teacher all the time
• Disadvantages of using games as a method of teaching science

i. Games are difficult to construct

ii. Pupils enjoy games when they are new but get bored after using them for some time

iii. Unhealthy competition may be encouraged

iv. It is time consuming

PROJECT METHOD

A project is essentially a learning unit designed and constructed by students under the guidance of a teacher.

• Steps in the project method

1. Selecting the project 

2. Planning the project

i. Desirable skills, ideas, attitudes

ii. Suitability to level of learners

iii. Varied learning experience to sustain students interest

iv. Availability of materials

3. Conducting the project

4. Evaluating the project
• Advantages of the project method of teaching science

i. It encourages creativity, co-operation and initiative.

ii. It gives pupils the opportunity to learn by doing

iii. It gives experience in planning and organising

iv. It aids discovery

v. It helps to enhance social interaction among learners and workers.
• Disadvantages of the project method of teaching science

i. It is very expensive to administer and use

ii. It consumes much time and effort

iii. It does not always take care of individual differences

iv. Order and discipline are sometimes difficult to maintain

v. It is difficult to choose topics of interest to students

EXCURSION/FIELD TRIP/STUDY TRIP

It is a planned trip sanctioned by school authorities to points outside the classroom or places of interest such as factories, universities, farms etc, to obtain firsthand information and to study real situations. 

• Steps in planning and organizing trips

 Administrative arrangements

i. Getting written permission from the headmaster, District Director of Education and the PTA Executive Committee of the school.

ii. Permission should be sought from the area to be visited

iii. Class teacher should visit the area to acquaint himself with the operations at the place.

iv. Arrangements for transportation, feeding and accommodation should be made.

v. Additional teachers should accompany the class teacher in order to help maintain discipline and order
 Preparing the class

i. Brief the pupils on the purpose of the excursion (What to look out for and what to do at the place)

ii. Inform the pupils to carry with them, jotters, pens and cameras in order to gather as much information as possible.
 During the trip

i. Ensure that all pupils are together and they should be under the supervision of the teachers.

ii. Questions should be asked for the necessary explanation to be given
 After the trip

i. Follow-up activities like class exercises should be given on the excursion. Reports can also be written.

ii. The whole trip should be evaluated to see whether it was successful

iii. Letters should be written to thank the authorities of the places visited, the District Director of Education, the PTA and the headmaster.

• Benefits of Field trips

 To the teacher

i. It enables the teacher to teach real life situations. This makes explanations easy.

ii. It enables the teacher to assess the observation and recording skills of students

iii. It offers the teacher the opportunity to update his/her knowledge

iv. It helps the teacher to gain organizational experience
 To the pupils

i. It provides interesting firsthand experiences 

ii. It provides the students with meaningful and lasting learning experiences

iii. It makes pupils aware of environmental issues

iv. It reduces the boredom which arises from constant classroom activity

v. It arouses and sustains interest in science

vi. It gives re-inforcement to what has been learnt

• Disadvantages of field trips

i. Planning and organization of trips consumes a lot of time

ii. It can involve additional expenses

iii. Travelling can increase the risk of accidents