1. TEACHING OF
PHYSICAL SCIENCE
EDUCATION
By
Dr.S.JERSLIN

2. Bases for the Formulation and
functions of Objectives
• Formulation of Objectives
• In formulating objectives, we are trying to address a fundamental
question:
• What is the purpose of teaching this course?
• In other words, what should our students achieve as a result of taking
it?
• Educational literature abounds with terms like aims, goals, specific
objectives, criteria, standards and so on. All refer to expressions of
purpose and intention. The general term 'objectives' is used to refer to
these terms in a general way. http://www.nzdl.org/cgi-
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3. AIMS
Aims are the general targets we wish to achieve through teaching
the subject. Objectives are the ways of achieving the aim by
bringing desired changes in the behavior of the person. Aims of
teaching may be broken down into smaller achievable objectives.
These objectives act as steps in reaching the aim.

4. Aims & Objectives
Differences between aims and objectives
Aims Objectives
Aim is a long – term goal which
we wish to achieve through
teaching of a particular subject.
Objectives are the ways of achieving
the aim by bringing desirable
changes in the behavior of the
person.
Aims tell us why a subject is to
be taught.
Objectives answer the question
what will be achieved after teaching
a particular topic or lesson.
Aims are more comprehensive
and broader in concept.
Objectives are narrow than aims.
They give a direction to
education.
They are a step in reaching the aim.
It requires a long time period to
reach the targeted aim.
Objectives may be achieved after
teaching a single lesson or several

5. Formulation
• The objectives should be:
• Usually one or two
• Clearly spelled out
• Realistic and measurable
• Achievable in a reasonable frame of time

6. Characteristics of Objectives
• 1. Specific
Precisely(exactly) what you intend (aimed)to accomplish
2. Important
Indicate the relevance/importance
3. Measurable
What you would do/measure
4. Practical
Solution to a problem
5. Realistic
6. Feasible(POSSIBLE)
7. Evaluable

7. SMART OBJECTIVE
• The objectives should be SMART.
• Specific
• Measurable
• Achievable
• Relevant
• Time bound
• http://howmed.net/community-medicine/formulation-of-
objectives-in-research/

8. Hierarchy of objectives
The objectives are further classified into two types – education
objectives and instructional objectives. They are depicted as
follows

9. Educational Objectives
• Education objectives are broad ideals related to the education
system. These are general statements related to the philosophy
of education. The whole education system is directed towards
achieving these objectives. According to Bloom, “Education
objectives are not only goals towards which the curriculum is
shaped and towards which the instruction is guided but they
are also the goals which provided the detailed specification of
the construction and use of evaluation technique.

10. Instructional Objectives
Instructional objectives are the statements, which clearly
describe an anticipated(expected) learning outcome. Goal of
education is learning. Instructional objectives specify exactly
what is supposed to be learnt or what is to be taught. It is a
statement of proposed changes in the thoughts, feelings and
actions of the students. They can be written in general terms or
they can be very specific depending on where they are going to be
used

11. Example
By the end of the course, the student should be able to:
• identify the sources of danger in a workshop;
• describe how to deal with emergency situations in the
workshop.
• take precautionary measures in potentially dangerous
situations in the workshop.

12. General instructional
objectives
General instructional objectives are an intended(planned) outcome
of instruction that has been stated in appropriate general terms to
encompass(contain) a domain of students’ performance. These
objectives provide guidance and direction to the act of
teaching. It may cover the whole subject or may be related to a
topic.

13. Specific instructional
objectives
Specific instructional objectives are an intended(planned)
outcome of instruction that has been stated in specific and
observable student performance. It describes the type of
performance learners will be able to exhibit when they have
achieved the objective.
It specifies the immediate behavioral changes in the learner, as
a result of classroom instruction. It expresses in specific and
measurable terms the skills and attitudes the students develop on
following a particular method of instruction

14. Educational and Instructional
objectives
Comparison of educational and instructional objectives
Educational objectives Instructional objectives
They are broad ideas, based
on aims of education.
They are specific objectives
derived from educational
objectives
Principles of philosophy are
the basis of these objectives.
Principles of psychology are the
basis for these objectives
They require a longer time
period to achieve.
They can be achieved in short
time duration.
They are more
comprehensive and cover all
school subjects.
They are part of the educational
objectives and related to a
particular subject.

15. Importance
• objectives are central to our work as lecturers, because they:
• serve as a very useful stimulus to think clearly about the
whole course;
• act as guidelines in the course design process for the
selection of
• - course content and structure,
- appropriate teaching and learning methods,
- appropriate means for assessment and evaluation;

16. Con…
• help us to communicate our intentions of the course to our
students. Students are more motivated to learn and
contribute when they know what is expected of them. We
should also encourage students to formulate their own
objectives. In this way we get to know about their needs and
can cater for them in the course;
• help develop the student's capacity for self-evaluation;
• help us communicate with our colleagues which is important
in forging links among courses which have a common overall
purpose.

17. AIMS OF TEACHING PHYSICAL
SCIENCE IN SCHOOLS
• To know about the facts and principles of science and its
applications, consistent with the stage of cognitive
development.
• To acquire the skills and understand the methods of processes
that lead to generation and validation of scientific knowledge.
• To develop a historical and developmental perspective of
science. To relate science education to environment, local as
well as global and appreciate the issues at the interface of
science, technology and society.
• To acquire the requisite theoretical knowledge and practical
technological skills to enter the world of work.

18. • To nurture the natural curiosity, aesthetic sense and creativity
in science and technology.
• To imbibe the values of honesty, integrity, cooperation,
concern for life and preservation of environment.
• To cultivate scientific temper, objectivity and critical thinking.

19. OBJECTIVES OF TEACHING PHYSICAL
SCIENCE IN SCHOOLS
• To develop the power of observation.
• Pupil at this stage are curious to know about all things, they
come into contact with. It is therefore
• necessary to develop and train their power of observation.
• To make them know the relationship between physical and
social environment.
• Students at this age group come into contact with the natural
and social environment. They should be
• therefore trained to know about the relationship and the
various benefits that are derived from nature.

20. Con…
• To develop good character
• It is necessary to develop certain qualities of character in the
pupils of this age group and also to bring about the changes in
their behavior.
• To develop a habit of personal, family and society cleanliness
• To help them know the utility of science in life
• To develop scientific outlook
• To develop practical outlook
• To develop the skill of manipulation
• https://www.academia.edu/37710175/UNIT_I_AIMS_AND_O
BJECTIVES_OF_TEACHING_PHYSICAL_SCIENCE

21. INSTRUCTIONAL OBJECTIVES
• Instructional objectives (also known as behavioral
objectives or learning objectives) are basically statements
which clearly describe an anticipated(expected) learning
outcome. When objectives were first coming into their own in
education, they almost always began with the phrase: "Upon
completion of this lesson, the student should be able to…."

22. Characteristics of well written
objectives
• A well-written objective should meet the following criteria:
• (1) describe a learning outcome,
• (2) be student oriented,
• (3) be observable (or describe an observable product).
• A well-written objective should describe a learning outcome. It
should not describe a learning activity.
• Learning activities are important in planning and guiding
instruction but they are not to be confused with instructional
objectives.

23. Characteristics of a Useful
Objective
• To be useful for instruction, an objective must not only be well
written but it also must meet the following criteria:
• (1) be sequentially(serially) appropriate;
• (2) be attainable within a reasonable amount of time;
• (3) be developmentally appropriate.

24. Why Objectives
• As a matter of fact, the objectives are meant to help us bring about
changes in the individual in the desired direction. The achievement
of objectives enables the individual to perform certain tasks,
develop certain understandings, sustain thinking processes,
develop attitudes, add to his knowledge, etc., and thus to lead a
happy, productive and socially acceptable life. The question now
arises. "How are these objectives responsible for bringing about the
required change in the life of an individual"? The answer to this
question is presented as follows. The objectives
• provide desired direction to an educational activity; distinguish
between various aspects of learning; focus attention on proper
attributes of learning activity; determine the nature of an
educational activity;
• a provide a basis for systematizing or planning an educational
programme; decide emphasis on educational activity; help arrange
learning experiences and also evaluation material;
• guide educational decisions - curricular and co curricular,
• Instructional System & the selection of relevant content;

25. Con…
• give meaning and clarify to the curriculum; make learning
functional; articulate(clear/ expressive) learning at various
levels; help discover proper learning situations/context: fix
priorities in an educational programme; help identify
weaknesses and strengths in the learning process; provide a
basis for measurement of growth and development of the
child; guarantee valid evaluation and curriculum; help make
educational experiences tangible; and define the educational
process in totality.

26. Sources/Criteria for
Formulation of Objectives
• Now we will make an attempt to discover the sources for the
formulation of objectives. All of us agree that the objectives
should be formulated on solid philosophical, psychological,
sociological and scientific footings. The utility,
appropriateness, practicability and timeliness of the
objectives should always be considered. At the same time,
we cannot impose any strict limits to the variety of sources.
Society, individual and nature of knowledge can be considered
to cover most of the areas, if not all. Religion, philosophy or
life experiences, for example, may also be used as sources of
objectives in their own right. These and many such others can
either be considered separately or as part of any of the first
three major ones (viz. society, individual and nature of
knowledge)mentioned above. All the three can however be
accommodated under society.

27. Society
• We can not fail to recognize that objectives of education in
the broad sense are determined by society at the local
(community) as well as the national level. For instance, there
may be such needs as preserving and transmitting cultural
heritage, inculcating the democratic values of life and
supporting and enhancing the impact of science and
technology and other innovations. Social needs are essentially
taken into consideration while planning to develop certain
competences and qualities in members of society both to
develop it (i.e. society) and also to survive in it.

28. Individual
• We have already seen that though society determines the basic
requirements of Instructional Objectives education, it is the
individual whose needs are reflected through the society. In
addition, there are certain specific needs of the individuals. These
needs may be grouped as self-development or self-fulfilment. For
example, self-development encompasses physical and
psychological growth of the students. Psychological growth in turn
consists of thinking (cognitive), feeling latitudes (affective) and
doing psychomotor) aspects. Various theories of learning have tried
to explain the process and sequence of growth in the child. Needless
to say, psychology of learning is helpful in choosing, grading and
sequencing objectives to suit the individual growth. These aspects of
human growth will be considered while determining educational
objectives. Some educators believe that an individual has some
spiritual needs too. It will, therefore, be desirable to provide him
some opportunity to fulfill these spiritual needs too.

29. Nature of knowledge
• It is education that differentiates between human beings and
animals. One may says that human being are cultured and
civilized animals. We know that knowledge is the most
important condition to growth of civilization; in the absence
of knowledge, there cannot be any growth of civilization.
Knowledge has its own categories such as facts, processes,
basic ideas, concepts, thought systems, etc. Its classification
and organization into systems is known as disciplines or
subjects. Hence we should know that the nature of
knowledge (i.e. subject matter) is one of the most important
consideration in formulating educational objectives. This is
so because different disciplines (i.e. subjects) have different
bearing on the learning process. Therefore, in formulating the
objectives, the nature of knowledge should be given due
importance.

30. Interrelation between society,
individual and knowledge
Society is not static, and goes on changing and the individual has to
adjust in society. But individual has its individuality. The role of
knowledge comes to make the individual adjustable in society
without sacrificing his individuality. The nature of knowledge is
related to what is good for the society and for the individual. Rather
we can say that society and individual both are determinants of the
nature of knowledge. All the following questions are related to society.
The individual and nature of knowledge.
• May I be a good citizen May I be a good man
• May I be a good scientist May I be a good artist
• May I be a good sportsman May I be a good soldier
• May I be a good politician, etc.
• Answers to all the above questions proves the interrelationship
between these three.
• file:///C:/Users/user/Desktop/Unit-6.pdf

31. Kinds of Instructional
Objectives
• The most common taxonomy was developed by Benjamin
Bloom and his colleagues. The first level of the taxonomy
divides objectives into three categories: cognitive, affective,
and psychomotor. Simply put, cognitive objectives focus on
the mind; affective objectives focus on emotions or affect;
and psychomotor objectives focus on the body.

32. What Is Bloom’s Taxonomy?
• Bloom’s taxonomy of educational objectives is a hierarchical
(ranked)ordering of skills in different domains whose
primary use is to help teachers teach and students learn
effectively and efficiently. The meaning of Bloom’s
taxonomy can be understood by exploring its three learning
domains—cognitive, affective and psychomotor. Each of
these domains further consists of a hierarchy that denotes
different levels of learning.
• The fact that each domain is hierarchical means that learners
need to move through these domains one step at a time. They
cannot proceed to a new level without completing the
previous one. This is an important characteristic of Bloom’s
taxonomy. It fits in with Bloom’s taxonomy objectives in
providing a systematic and gradual learning process.

33. A Brief History Of Bloom’s
Taxonomy
• Bloom’s taxonomy was originally devised by Benjamin Bloom
in 1965, published as a comprehensive classification of
learning objectives and outcomes. In 2001, Lorin Anderson
and David Krathwohl (one of Bloom’s original collaborators)
revised Bloom’s initial framework to produce a modified and
updated version of Bloom’s taxonomy. This revision also
involved contributions from curriculum theorists, cognitive
psychologists, instructional researchers and testing and
assessment specialists.

34. How Bloom’sTaxonomyHelps Teachers
And Learners
• Bloom’s taxonomy of educational objectives is meant to make learning
easier and more enjoyable both for teachers and learners. Here’s a list
of ways in which Bloom’s taxonomy objectives facilitate the process of
learning for both stakeholders:
• Helps Organize And Collect Information In A Methodical Manner
• Incentivizes Teachers And Learners To Constantly Upskill Themselves
• Builds Team Spirit And Promotes Values That Are Required To Work In
A Collective Environment
• Through Its Hierarchies, It Sets Up A Series Of Goals That Learners Can
Aspire To Achieve
• The Multiple Domains Categorize Different Elements Of Learning
Allowing Teachers And Learners To Prioritize Domains Where They
Might Be Lacking Insight And Information
• Involves Both Theoretical Knowledge And Practical Applications So
That The Learning Process Is As Holistic As Possible.
•

35. • Can Be Used To Create A Wide Variety Of Assessments And
Assignments, Both Personalized And Uniform
• Can Be Used To Simplify And Complicate An Activity In Order
To Track Learning Progress More Accurately
• Can Be Used To Create Digital Applications That Can Be
Customized Based On A Learner’s Specific Needs
• Its Flexible Design Means It Can Be Easily Updated Or
Revised In The Future, Taking Into Account The Changing
Needs Of Teachers And Learners
• The Nature Of Its Domains Means That It Can Be Applied To
Almost Anything That Requires A Stage-By-Stage System Of
Learning

36. The Three Domains Of
Bloom’s Taxonomy
• COGNITIVE
• AFFECTIVE
• PSYCHOMOTOR

37. Cognitive
• The cognitive domain of Bloom’s taxonomy of learning tries to cater
to Bloom’s taxonomy objectives such as critical thinking, problem-
solving and creating and enhancing a knowledge base. This was the
first domain created by Bloom’s original team of researchers and
includes hierarchies that are concerned with building new
knowledge as well as refining previously gathered information. The
different levels of the cognitive domain are as follows
• Remember:
• Concerned with all kinds of memorization techniques and optimal
use of information acquired in the past. For example, remembering
the names of all the prime ministers of India
• Understand:
• Concerned with going into the depths of a concept or an idea in
order to comprehend it in multiple ways. For example, identifying
the main challenges in governance each prime minister had to deal
with during their tenure

38. Con….
• Apply:
• Concerned with applying knowledge to produce something
tangible. For example, taking a political challenge from five
decades ago and applying its lessons to a similar issue in the
present
• Analyze:
• Concerned with examining and scrutinizing different aspects
of what is being learnt. For example, analysing the
personalities of different prime ministers and how that
affected their performance

39. Con…
• Evaluate:
• Concerned with detecting the motivations and intentions
behind events, processes and situations. For example,
assessing why certain prime ministers decided to go to war at
certain junctures in history
• Create:
• Concerned with building something that’s original and
constructive. For example, creating a list of qualities that any
modern prime minister of India should possess. This particular
level was known as “Synthesis” in the original model, but was
later changed to acknowledge creativity as the highest form of
cognitive achievement in the revised version of Bloom’s
taxonomy.

40. Affective
• The affective domain of Bloom’s taxonomy of learning helps to
achieve Bloom’s taxonomy objectives in relation to attitudes,
values and interests of learners. Its primary focus is to trace
the evolution of values and how they develop across the
entire learning process. The different levels of the affective
domain are as follows:

41. Con…
• Receiving:
• Concerned with paying adequate attention to someone who’s
presenting or performing. For example, listening to a lecturer
and writing a summary of that lecture
• Responding:
• Concerned with producing a performance or a presentation to
increase self-confidence and technical skills. For example,
delivering a lecture to an audience on a specific subject

42. Con…
• Valuing:
• Concerned with expressing the values that one prioritizes in life and
justifying why they do so. For example, delivering a speech highlighting
any three values that one considers to be the most important for any
professional
• Organization:
• Concerned with organizing a particular value system and comparing it
with other systems to better appreciate different settings and cultures.
For example, delivering a presentation that compares value systems as
seen in government-funded charities and non-governmental
organizations
• Characterization:
• Concerned with projecting one’s values in real time to be able to work
successfully in a team. For example, writing an essay as part of a team
on how value systems need to adapt to the world of online learning

43. Psychomotor
• The psychomotor domain of Bloom’s taxonomy of learning helps to
realize Bloom’s taxonomy of educational objectives such as
physically accomplishing tasks and performing various movements
and skills. The different levels of the psychomotor domain are as
follows:
• Imitation
• Imitation begins with inner rehearsal of the muscular system guided
by an inner push or an impulse to imitate action. Such Coven
behaviour appears to be the starting point in the growth of
psychomotor skill. This is then followed by Oven performance of an
act and the capacity to repeat it.
• /Manipulation
• SIHe begins to differentiate between one set of act from another
and is able to select the required act. SkIe begins to attain skill in
manipulating chosen elements. With suficient practice of selected
action, she gradually moves towards the fixation of action. At this
level the performance is fairly well set

44. Con…
• Precision:
• At the level of precision, the proficiency of performance reaches a
higher level of refinement in reproducing a given act. The accuracy and
exactness in performance become significant. The student does not
need a model to reproduce or to guide hisher action. He is able to
increase or decrease the speed of the action and introduce several
variations according to specific requirements of different situations
• Articulation: The student becomes able to perform them in a
harmonious manner with appropriate articulation in terms of time,
speed, and other relevant variables. He develops proficiency in
performing a number of related acts simultaneously and sequentially
and thereby can produce the desired effect.
• Naturalisation
• The act is routinized to such an extent that it results in an automatic
and spontaneous response. Ultimately, it is automatized to the extent
that it is carried out unconsciously. The student does not even know
that the act is being performed, until he is obstructed or severely
disturbed. In other words, the habit of performance becomes his second
nature.

45. Con…
• Through this breakdown of each of the domains of Bloom’s
taxonomy, it’s clear how the taxonomy can cater to all kinds of
learners and attempt to meet a vast collection of learning
requirements. While it isn’t necessary for learners to
experience all three domains, the cognitive domain is usually
considered indispensable in any learning process.
• https://harappa.education/harappa-diaries/blooms-
taxonomy-of-educational-objectives/

46. Instructional objectives
• There can be two types of objectives as far as the
instructional process is concerned. These are
• instructional objectives, and behavioral objectives The
objectives of teachers and students are called instructional
objectives. In this context an objective is a statement of a
measurable learning that is intended to take place as a result
of instruction. Instructional objectives are derived from the
terminal behaviors the students are expected to display as a
consequence of receiving instruction. Thus instructional
objectives are part of the terminal behaviors. But you will
find that these terms are quite often used interchangeably.
The teacher is accountable for the achievement of
instructional objectives.

47. Con…
• Instructional objectives are classroom objectives, unique to
each course, subject, or a teaching point. These instructional
objectives should be so planned that they are consistent with
the educational aims. Instructional objectives are set
according to the level of the students in a particular class and
adopted to the classroom situation. They are formulated in
such a way that they are concrete and tangible(clearly seen).
The objectives should involve information, skills, attitudes
and interest that could be developed through a particular
topic or subject taken up in classroom.
• For example, "to enable the students to develop skill in finding
topics in reference books", or "to help him/her know how to
dig a compost pit in a village" are quite acceptable
instructional objectives.

48. Con…
• Instructional objectives thus relate and contribute to the total
educational process. Educational aims we indirect, not
immediately achievable, while instructional objectives are
direct, specific and functional and are directly achievable in
classroom within a period or couple of periods. According of
Dececco and Crawford (1974) instructional objectives for
teachers are narrower in scope than educational objectives.
Instructional objectives guide the teacher in the selection,
emphasis, and omission of subject matter, materials and
activities while preparing lesson plan and classifying
instruction

49. BEHAVIOURAL OBJECTIVES
• Instructional objectives can be stated by identifying the
product of instruction in terms of observable performance.
These outcomes have now referred to as behavioral
objectives or terminal performances. Thus when we
formulate instructional objectives for students we have to
ensure that they are observable or measurable.
• An instructional objective certainly tells us about the
change(s) we propose to bring about in the student but it will
be still clearer if we isolate the critical aspects of a particular
change. Statements of objectives in terms of the change in
the behaviour of the students are called behavioural
objectives. Instructional objectives can be transformed into
behavioural objectives.

50. OBJECTIVES OF TEACHING PS
• An objective, when it is framed in terms of student's behavior,
becomes tangible(real/strong) and capable of attainment. It is
clear that a clearly formulated objective has two dimensions:
• one deals with the behavior and
• the other deals with the content area in which the behavior
operates.

51. Primary level
• to nurture the curiosity of the child about the world (natural
environment, artifacts and people),
• to have the child engage in exploratory
(Investigating/examine)and hands on activities to acquire the
basic cognitive and psychomotor skills through
observation, classification, inference, etc.;
• to emphasize design and fabrication, estimation and
measurement as a prelude(introduction) to development of
technological and quantitative skills of later stages; and
• to develop the basic language skills: speaking, reading and
writing not only for science but also through science.

52. Upper primary level
• As a science teacher, you will agree that scientific concepts are
learnt better if learners explore them through activities and
experiments.
• Learners should be given opportunity to explore science in
their everyday experiences.
• You should engage learners (preferably in groups) in
meaningful investigations -particularly of the problems they
perceive to be significant and important.

53. Con…
• As a science teacher, you should encourage discussions with
the teacher and peers.
• You can ask your learners to gather information from
newspapers, knowledgeable persons in the neighbour hood,
and from easily available sources and discuss about them in
class with peers and teachers.
• Role play, skits, cooperative learning strategies should be
adopted to ensure larger participation and sharing of learning
outcomes.
• It is advised that biographical narratives of scientists and
inventors can be used. You should keep in mind that efforts
should be continued for development of the process skills of
science

54. Secondary stage
• You should engage your learners in learning science as a
composite (complex) discipline.
• As a science teacher at this level, you should provide them
opportunity to engage in activities and analysis on issues
surrounding environment and health.
• Aims and Objectives of Science Teaching-Learning
• As secondary stage, systematic experimentation is suggested
as a tool to discover/ verify theoretical principles, and
working on locally significant projects involving science and
technology.
• Concepts, principles and laws of science should be
introduced at this level with an emphasis on comprehension
and not on mere formal definitions.

55. Con…
• At this stage, those concepts, which are beyond direct
experience, should also be introduced and learners should
make understand that all scientific phenomena are not directly
observable; science also relies on inference and
interpretation.
• You should use experimentation as an important tool to
discover/verify theoretical principles at this stage.
• At this level, you should organize co-curricular activities
like some small group projects on local issues and use
problem-solving approach.

56. Higher secondary stage
• • Developing conceptual(theoritical) competence among the
learners and making them realize and appreciate the interface of
Physics, Chemistry or Biology with other disciplines
• • exposing the learners to different processes used in industrial and
technological applications;
• • developing process-skills and experimental, observational,
manipulative, decision-making and investigatory skills in the
learners;
• • promoting problem-solving abilities and creative thinking to
develop interest in the learners in the study of various disciplines;
• • helping learners to understand the relationship between nature and
matter on scientific basis, develop positive scientific attitude, and
appreciate the contribution of different science disciplines
towards the improvement of quality of life and human welfare.
•

57. Con…
• https://egyankosh.ac.in/bitstream/123456789/46664/1/Unit-
2.pdf

58. VALUES OF TEACHING
PHYSICAL SCIENCE
• Intellectual Value Physical Science helps pupils to think of
problem, and follow the method of inquiry. During the process
they think at every stage. Science sharpens our intellect and
lead us to critical observation and reasoning.
• Utilitarian Value We are living in an age of science and
technology. Physical Science has entered in our life and daily
activities. All our activities are controlled and fashioned by it.
There is a vast storehouse of natural power such as wind,
waterfall, heat of the sun, etc. which science shows how it is
useful for us. Science has revealed from nature almost all the
hidden treasures. It restores eyes to the blind, hearing to the
deaf, legs to the lame, even life to the dead. So it is very
essential to have some

59. Con…
• elementary knowledge of science for becoming a full member in the
society.
• Vocational Value Knowledge of science forms the basis for many
vocational studies like medicine, engineering, agriculture or any other
profession. Further the study of science forms the basis for many hobbies
like bee keeping, radio servicing, photography, etc.
• Cultural Value Science has aided the growth of consciousness by
making us more aware of the universe we live in. Through the practical
application of scientific discovery our civilization is undergoing constant
change which in turn brings about situations that threatens the well-being
of the future generations. Scientists take an active part in the vital issues
of the country so as to bring about consideration and integration of
scientific development and our cultural heritage.
• Moral Value Science has more moral value. It is the search for truth in a
faithful manner. When a scientific theory has religious and philosophic or
any other kind of human interest, it no longer remains disintegrated
passion for the truth. It teaches the pupil to be intellectually honest and
• truthful.

60. Con…
• Aesthetic Value Aesthetic sense is the most important consideration
with all scientific men for it meets one of the deepest needs of human
nature which manifests itself as the desire for beauty. To a man of
science, practical application is just a by-product of his autonomous
activity. The search for universal laws and comprehensive theories
undoubtedly the manifestation of the aesthetic motive is very
apparent and the satisfaction they get from it seems to be
indistinguishable from those of an artist.
• Conclusion There are as many preconceptions and misconceptions
about science. Science is not a finished enterprise and many things in
science are still need to discover. Science offers solution to the
problems. The application of science can offer solution to some of the
problems where as it can also cause some problems.
• file:///C:/Users/user/Downloads/UNIT_I_AIMS_AND_OBJECTIVE
S_OF_TEACHING_P.pdf

61. NCF2005
• “developing awareness among the learners about the interface
of science, technology and society, sensitizing them,
especially to the issues of environment and health, and
enabling them to acquire practical knowledge and skills to
enter the world of work.” (NCF-2005). Emphasis is more on
acquiring process skills so that learners are able to deal with
every changing and expanding world of science. Keeping
these key points in mind, science curriculum at different level
has been organized.

62. Con…
• NCF 2005 focus on the Learning should be an enjoyable act where
children should feel that they are valued and their voices are heard.
The curriculum structure and school should be designed to make
school a satisfactory place for students to feel secure and valued. The
curriculum should focus on the holistic development of the students
to enhance physical and mental development in individuals and as
well as with the peer interactions.
• The NCF, 2005 emphasized in the following points –
• Strengthening a National system of education in a pluralistic
society,
• Reducing the Curriculum lode based on insights provided in
learning without Burden,
• Systematic changes in tune with curricular reforms,
• Ensuring quality education for all children,
• Languages, Mathematics, Science, Social Science, Pedagogical
Work, Art, Peace, Health and Physical Education should be
emphasize considering different levels of education.

63. Con…
• NCF-2005 states that .good science education is true to the
child, true to life and true to science..
In the context of NCF- 2005 .
• True to child - means that the science we teach should be
understandable to the child and be able to engage the child in
meaningful and joyful learning.
• True to life - means that the science we teach should relate to
the environment of the child, prepare her for the world of work
and promote in her concerns for life and preservation of the
environment.
• True to science - means the science we teach should convey
significant aspects of science content at an appropriate level
and engage the child in learning the processes of acquiring and
validating scientific knowledge.

64. FRAMEWORK FOR TEACHER
EDUCATION
• The NCFTE, 2009 has given a systematic and comprehending
framework of curriculum for the teacher education and also
highlights the strategies to implement it. Almost every aspect
of teachers education got preference in this framework.
• The NCFTE, 2009 focused on the following concerns of
teacher education before making the Curriculum Framework—
• · Professionalization of teacher education.
• · Preparing teacher educators.
• · Research and innovation in teacher education.
• · Open and distance learning (ODL) in Teacher
Education.
• · Education of teachers in health and physical ed.

65. Brief Introduction of the NCF
2009
• This framework is the creation and project of the National
Council for Teacher Education. Further, it encourages
interested elements and parties to provide their views on
improving the system. In other words, this endeavour aims at
encouraging opinion on qualitative and quantitative
educational improvements. Moreover, the NCF 2009 also
aims to help teachers in the following aspects.
• Professionalization of teacher education
• Further, prepare teacher educators
• ODL (open and distant learning) in teacher education
• Vocational education for teachers
• Also, health and physical education for teachers
• Research and innovations in teacher education is critical as
well

66. Core Purpose of the NCF
2009
• Following are some of the focus areas that the NCF 2009
targets. Therefore, discussed below are the core objectives of
this framework.
• Context, Concerns and Vision of Teacher Education
• Curricular Areas of Initial Teacher Education
• Sample Redesigned Schemas of Current Teacher Education
Programmes
• Evaluating The Developing Teacher
• In-Service Education and Continuous Professional
Development
• Preparing Teacher Educators
• https://www.toppr.com/bytes/national-curriculum-framework-
for-teacher-education/

67. Features of the NCF ’09
• Social and personal needs of children
• The framework often considers teachers to be the agent for social
transformation. Moreover, it is very important that the education and
teachings are close in relation to the personal and social life of
students. In addition, it is all the more crucial that the teacher
education is relevant to the student’s needs and aspirations.
Therefore, the council should ensure that the student curriculum and
the teacher education is in coordination with one another.
• Flexibility
• Education plays a vital role in providing an overall knowledge to
students. Education should include the inclusion of various theories,
fields and streams. Some of the few areas that it includes are
psychology, sociology, economics and philosophies such as science
and math. However, it is also important to make sure that it is easy
for students to shift from one stream to another without much hazard.
And with the

68. Changing and emerging needs
of the school
• changing and developing trends in science and technology, flexibility
is essential. In order to make the best of the condition and reap the
most benefits without causing harm to the resources of nature,
being well educated is important rather than being ill-educated.
Here comes the role of flexibility in education – be it student
education or teacher education.
• With emergence in science, social trends, technological
advancements and research growth, it is safe to say that education
should be taken up a notch. With regard to the changing needs of
the society, it is rather important that education should include an
upgrade from time to time. Therefore, considering the above
condition, the council and the education institution should provide
an updated course for both teachers and students to match the
emerging needs of the school.