physical science e-question bank
DESCRIPTION
Prof.L.R.Kulkarni Kamala Baliga College of Education KumtaTRANSCRIPT
http://lrkulkarni.blogspot.com
Solved Question Papers
(With Chapter wise Reference)
Kannada-English
Physical
Science First Edition
Prof.L .R.Kulkarni
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Physical Science
Solved Question Papers
(With Chapter wise Page Reference)
Prof. L.R.Kulkarni
Associate Professor
Kamala Baliga College of Education
Kumta
http://lrkulkarni.blogspot.com
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Dedicated to
My Parents
Shri. Ranganath Srinivas Kulkarni
Smt. Kaveribai Ranganath Kulkarni
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Foreword
Prof. Laxman Ranganath Kulkarni is a veteran teacher educator
with more than three decades of teaching experience.
Prof. L.R.Kulkarni has been conscious teacher educator with a
constant eye for professional growth & positive changes in his work as a
moulder of student teachers & his own colleague.
A year back he has opened his own blog lrkulkarniblogspot.com
which is useful to the budding teachers in the field of education. His blog
is being extensively used by student teachers, teacher educators & school
teachers.
Now the creative mind of Prof. L.R.Kulkarni has come out with a
“e – question bank on Physical science Teaching”.
I wish him every success in the present & future endeavors. May
the teaching fraternity derive maximum benefit out of the blog.
With warm wishes
Dr. Vishwanath. D. Kerur
Retired Principal
Kamala Baliga College Of Education, Kumta
Presently NAAC peer Committee member
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Preface
In modern times, the future of every country depends on scientific
& technological development. India is a developing nation. Her future is
very much dependent on the progress of science & technology.
Therefore it’s in the fitness of things that science teaching and learning
should be given special attention. The scientific attitude which Indians
lack so much should be ingrained right from the childhood. Most
schools have no proper facilities. The same is in case of colleges of
teacher education. Science teachers should be thoroughly conversant
with the objectives of teaching, teaching process & in evaluation
method.
In evaluation system, now a day’s question banks are playing a
greater role. So I taught of making available to our students e-question
bank. My e-question bank to start with covers only second semester
physical science methods of teaching.
In future, e question bank will be made available to all the subjects
for the B.Ed course. However, suggestions for improvement are invited
from the readers and learners.
Prof.L.R.Kulkarni B.sc., M.A., M.A., M.Ed. Associate Professor
Kamla Baliga College of Education
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Acknowledgements
It gives me immense pleasure to extend my acknowledgements to my beloved son Shri. Shrinidhi Kulkarni for taking the challenge of creating e – question bank & inserting into my blog.
I sincerely thank my former Principal Dr. Vishwanath.D.Kerur for inspiring me to start up a innovative unique method of teaching – learning & evaluation.
I extend my sincere thanks to our Principal & staff for supporting my blog.
I also thank the following students of this year (2011 – 2012) for creation of manual question bank on second semester Physical science syllabus.
Padmashree.B.M Maitri .Hegde
Asha. Keni Malati. Moger
Asma bi Wahab Namita. Hegde
Naheeda Anjum Nayana. Naik
Rehana Kanvalli Ragavendra. Naik
Shweta. NaIK Sadhana. Hegde
Amrutha. H.R Samprada. Palankar
Asha. Shet Seema. Naik
Bhaskar. Naik Sheetal. Bhandari
Dinesh. Naik Sherlin Fernandes
Divya Honnavar Shweta. N. G
Divya.Naik Supriya. Bhandari
Gayatri. Naik Swati. Nayak
C. Harsha Vasavi. Bhat
Jyothi.D. Naik Vidyashree. Naik
Jyothi. S. Naik Zubeda nazneen
Kavya. Shanbhag
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Contents
Unit – I Methods and Approaches of Teaching Physical Science
Unit – II Uses and Management of Physical Science
Unit – III Concept and Importance of Evaluation
Unit – IV Co-curricular Activities in Physical Science
Unit – V Role and Functions of Physical Science Teacher
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Questions Page No.
Examination
Unit – I Methods and Approaches of Teaching Physical Science
Long Essay (10 Marks) ¨sËvÀ«eÁÕ£À ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ zÁR¯ÉUÀ¼ÉAzÀgÉãÀÄ? CªÀÅ KPÉ ªÀĺÀvÀé ºÉÆA¢ªÉ? CªÀÅUÀ¼À£ÀÄß ¤ÃªÀÅ ºÉÃUÉ gÀQë¸ÀÄ«j ºÁUÀÆ §¼À¸ÀÄ«j? 9 2006
DzÀ±Àð ¨sËvÀ«eÁÕ£À ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ CªÀ±ÀåPÀ ®PÀëtUÀ¼ÁªÀªÀÅ? ¨sËvÀ«eÁÕ£À ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ°è vÉUÉzÀÄPÉƼÀÀÄzÁzÀ ¸ÀÄgÀPÀëvÁ ªÀÄÄAeÁUÀævÁ PÀæªÀÄUÀ¼ÁªÀªÀÅ? «ªÀj¹j.
15 2007
Write an essay on ’Guided-Discovery-Method’ of teaching physical science with reference to the following:
Meaning
Merits and Demerits
Teacher-Role
17 2007
Explain the steps of demonstration method in physical science teaching.
18 2008
critically analyse the advantages and disadvantages of following methods of teaching Physical Science:
Guided discovery method
Lecture cum demonstration method
Individual instruction technique
19 2008
‘¥ÀæAiÉÆÃUÁ®AiÀĪÀÅ ¨sËvÀ«eÁÕ£À ¨ÉÆÃzsÀ£ÉUÉ Cw CUÀvÀåªÁzÀ WÀlPÀªÁVzÉ’ F ºÉýPÉAiÀÄ£ÀÄß ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ ¥ÀæAiÉÆÃd£À ªÀÄvÀÄÛ PÉÊUÉƼÀÄîªÀ PÁAiÀÄðUÀ½AzÀ ¸ÀªÀÄyð¹.
21 2009
Critically analyse meaning, merits and demerits of the following methods of teaching physical science.
Demonstration Method
Laboratory Method
29 2010
Critically analyse the difference between Inductive approach and Deductive approach with reference to following:
Meaning
How and when to use
Merits and Demerits
31 2011
Short Essay (5 Marks)
Distinguish between ‘Demonstration method’ and ‘Laboratory Method’.
10 2006
¨sËvÀ«eÁÕ£À ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ CªÀ±ÀåPÀvÉ K£ÀÄ? CzÀgÀ ¸ÀÄvÀÛt ¥Àj¸ÀgÀªÀ£ÀÄß «ªÀj¹. 13 2006
¨sËvÀ«eÁÕ£À ÉÆÃzsÀ£ÉAiÀÄ°è ‘¥ÀæAiÉÆÃUÀ±Á É’AiÀÄ ¥ÁvÀæªÀ£ÀÄß «ªÀj¹. 15 2007
What are the merits and demerits of ‘Lecture Demonstration Method’? 16 2007
What are the advantages and disadvantages of ‘Inductive approach’? 19 2008
How to make use of deductive approach? Explain with suitable example.
20 2008
¥ÀæAiÉÆÃUÁ®AiÀÄzÀ zÁR¯ÉUÀ¼À §UÉÎ ¸ÀAQë¥ÀÛ n¥Ààt §gɬÄj. 23 2009
Write an essay on ‘Biographical method of Teaching’ with reference to its meaning, need, context of use and merits.
24 2009
¥ÀæAiÉÆÃUÀ±Á¯Á zÁR ÉUÀ¼À£ÀÄß ªÀåªÀ¹ÜvÀªÁV ªÀVÃðPÀj¹ ¸ÀAQë¥ÀÛ n¥Ààt §gɬÄj. 26 2010
Explain the organizational steps in problem solving approach. 31 2011
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Unit – II Uses and Management of Physical Science
Unit – III Concept and Importance of Evaluation
Short Essay (5 Marks) ¤Ã®£ÀPÉë «£Áå¸ÀzÀ ºÀAvÀUÀ¼ÁªÀªÀÅ? ¸ÀAQë¥ÀÛzÀ°è «ªÀj¹. 12 2006, 2007
Unit – IV Co-curricular Activities in Physical Science
Long Essay (10 Marks)
2006, 2008, 2011 Unit – V Role and Functions of Physical Science Teacher
Long Essay (10 Marks) ¨sËvÀ«eÁÕ£À ²PÀëPÀ£À ¥ÁvÀæzÀ PÀÄjvÀÄ F PɼÀV£À «µÀAiÀÄPÉÌ ¸ÀA§A¢ü¹zÀAvÉ ¤§AzsÀªÀ£ÀÄß §gɬÄj.
ªÀiÁ»w ©vÀÛj¸ÀĪÀªÀ£ÁV gÉÃrAiÉÆà ºÁUÀÆ n.«. PÁAiÀÄðPÀæªÀÄUÀ¼À ¸Á»vÀå §gÀºÀUÁgÀ£ÁV
gÀ¸À¥Àæ±Éß ¥ÀArvÀ£ÁV
11
¨sËvÀ«eÁÕ£À ²PÀëPÀgÀ PÀÄjvÀÄ F PɼÀV£À CA±ÀUÀ¼À£ÁßzsÀj¹, «ªÀıÁðvÀäPÀªÁV «±Éèö¹j.
CªÀgÀÄ JzÀÄj¸ÀÄwÛgÀĪÀ ¸ÁªÀiÁ£Àå ¸ÀªÀĸÉåUÀ¼ÀÄ CªÀgÀ ªÀÈwÛ ¨É¼ÀªÀtÂUÉUÉ EgÀĪÀ CªÀPÁ±ÀUÀ¼ÀÄ (ªÀiÁUÀðUÀ¼ÀÄ) «zÁåyðUÀ¼À°è D¸ÀQÛ ¥ÉÆõÀuÉ
26 2010
Short Essay (5 Marks) DzÀ±Àð ¨sËvÀ«eÁÕ£À ²PÀëPÀ£À UÀÄt®PÀëtUÀ¼À£ÀÄß «ªÀj¹j. 14 2006, 2008 ªÉÊeÁÕ¤PÀ ªÀiÁ»wAiÀÄ£ÀÄß «zÁåyðUÀ½UÉ ¥ÀæZÀÄgÀ ¥Àr¸ÀĪÀ°è ¨sËvÀ«eÁÕ£À ²PÀëPÀgÀ ¥ÁvÀæªÀ£ÀÄß «ªÀj¹. 25 2009
«zÁåyðUÀ¼À°è ¸ÀÈd£À²Ã®vÉ ¨É¼É¸À®Ä ¤ÃªÀÅ vÉUÉzÀÄPÉƼÀÄîªÀ ZÀlĪÀnPÉUÀ¼À£ÀÄß ZÀað¹. 28 2010
2. ¨sËvÀ«eÁÕ£À ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ zÁR ÉUÀ¼ÉAzÀgÉãÀÄ? CªÀÅ KPÉ ªÀĺÀvÀé ºÉÆA¢ªÉ? CªÀÅUÀ¼À£ÀÄß ¤ÃªÀÅ ºÉÃUÉ gÀQë ÀÄ«j ºÁUÀÆ §¼À¸ÀÄ«j?(2006) 10 CAPÀ
¥ÀæAiÉÆÃUÁ®AiÀÄzÀ PÁAiÀÄðPÉÌ ¸ÀA§A¢ü¹zÀAvÉ, ¨sËvÀ±Á ÀÛç ºÁUÀÆ gÀ¸ÁAiÀÄ£À±Á ÀÛçzÀ°è «zÁåyðUÀ¼ÀÄ ºÁUÀÆ ²PÀëPÀgÀÄ PÉ®ªÉÇAzÀÄ ¥ÀÄgÁªÉUÀ¼À£ÀÄß EqÀ ÉÃPÁUÀÄvÀÛzÉ. EªÀÅUÀ½UÉ ¨sËvÀ«eÁÕ£À ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ zÁR ÉUÀ¼ÀÄ JAzÀÄ PÀgÉAiÀÄĪÀgÀÄ.
ªÀĺÀvÀé:
EªÀÅUÀ¼ÀÄ ¥ÀæAiÉÆÃUÀ PÁAiÀÄðPÉÌ ÉÃPÁzÀAvÀºÀ G¥ÀPÀgÀtUÀ¼ÀÄ EzÉAiÉÆà E®èªÉÇà JA§ÄzÀ£ÀÄß w½ ÀÄvÀÛªÉ.
¥ÀæAiÉÆÃUÀ±Á ÉUÉ JµÀÄÖ G¥ÀPÀgÀtUÀ¼À£ÀÄß Rjâ À¯ÁVzÉ JA§ÄzÀ£ÀÄß w½ ÀÄvÀÛzÉ.
F zÁR ÉUÀ½AzÀ Rjâ¹zÀ G¥ÀPÀgÀtUÀ¼À ¨É É, AiÀiÁªÀ ªÀÄAqÀ½(PÀA¥À¤)¬ÄAzÀ Rjâ À¯ÁVzÉ JA§ ªÉÆzÀ ÁzÀ «ªÀgÀUÀ¼À£ÀÄß w½AiÀħºÀÄzÁVzÉ.
¥ÀæAiÉÆÃUÁ®AiÀÄzÀ zÁR ÉUÀ½AzÀ ÉÆúÀzÀ ªÀ ÀÄÛUÀ¼ÀÄ J¶ÖªÉ? UÁf£À ªÀ ÀÄÛUÀ¼ÀÄ J¶ÖªÉ JA©vÁå¢ «ªÀgÀUÀ¼ÀÄ ®¨sÀåªÁUÀÄvÀÛzÉ.
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®¨sÀå«gÀĪÀ G¥ÀPÀgÀtUÀ¼À AiÀiÁ¢AiÀÄ£ÀÄß £ÉÆÃrPÉÆAqÀÄ ªÉüÁ¥ÀwæPÉ vÀAiÀiÁj À®Ä C£ÀÄPÀÆ®ªÁUÀÄvÀÛzÉ.
¥ÀæAiÉÆÃUÀzÀ ªÉüÉAiÀÄ°è ºÁ¼ÁzÀ G¥ÀPÀgÀtUÀ¼ÀÄ ªÀÄvÀÄÛ SÁ°AiÀiÁzÀ gÁ¸ÁAiÀĤPÀUÀ¼À §UÉÎ ÀA¥ÀÆt𠫪ÀgÀ ¥ÀqÉAiÀħºÀÄzÁVzÉ.
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AiÀiÁªÀ AiÀiÁªÀ vÀgÀUÀwUÀ½UÉ AiÀiÁªÀ AiÀiÁªÀ ²PÀëPÀgÀÄUÀ¼ÀÄ ¥ÀæAiÉÆÃUÀPÁAiÀÄð PÉÊUÉÆArzÀÝgÀÄ JA§ÄzÀ£ÀÄß ÀÄ®¨sÀªÁV w½AiÀħºÀÄzÀÄ.
¥ÀæAiÉÆÃUÀ±Á¯Á PÉʦr¬ÄAzÀ «zÁåyðUÀ½UÉ ¥ÀæAiÉÆÃUÀªÀ£ÀÄß ºÉÃUÉ PÉÊUÉƼÀî¨ÉÃPÀÄ, AiÀiÁªÀ jÃw ªÀÄÄ£ÉßZÀÑjPÉ ªÀ» À ÉÃPÀÄ JA§AvÀºÀ «ªÀgÀªÀ¤ß ¤ÃqÀÄvÀÛzÉ.
«zÁåyðAiÀÄÄ JµÀÄÖ ¥ÀæAiÉÆÃUÀ vÀgÀUÀwUÉ ºÁdjgÀĪÀ£ÀÄ ºÁUÀÆ CªÀ£ÀÄ ¥ÀqÉzÀ ±ÉæÃt JµÀÄÖ JA§ÄzÀ£ÀÄß w½AiÀħºÀÄzÁVzÉ.
gÀPÀëuÉ ºÁUÀÆ §¼ÀPÉ:
±Á±ÀévÀ zÁR ÉUÀ¼À£ÀÄß ¯Áå«Ä£ÉõÀ£ï ªÀiÁr À ÉÃPÀÄ.
±Á±ÀévÀªÀ®èzÀ zÁR ÉUÀ¼À£ÀÄß CZÀÄÑPÀmÁÖV GvÀÛªÀÄ UÀÄtªÀÄlÖzÀ PÀqÀvÀUÀ¼À°è C£ÀÄPÀæªÀĪÁV EqÀ ÉÃPÀÄ.
¤ÃgÀÄ CxÀªÁ ÉAQ¬ÄAzÀ AiÀiÁªÀÅzÉà C£ÁºÀÄvÀUÀ¼ÁUÀzÀAvÉ JZÀÑjPɪÀ» À ÉÃPÀÄ.
wAUÀ½UÉƪÉÄäAiÀiÁzÀgÀÆ zÁR ÉUÀ¼À£ÀÄß ¸ÀéZÀÒUÉƽ À¨ÉÃPÀÄ. £Áå¥sÀ۰ãï UÀĽUÉUÀ¼À£ÀÄß ºÁQlÄÖ ÀAgÀQë À ÉÃPÀÄ.
zÁR É ¥ÀÄ ÀÛPÀzÀ°è ¥ÀæwAiÉÆAzÀÄ ¥ÀÄlUÀ½UÉ PÀæªÀÄ ÀASÉåUÀ¼À£ÀÄß £ÀªÀÄÆ¢ À ÉÃPÀÄ.
zÁR É ¥ÀÄ ÀÛPÀUÀ¼À£ÀÄß GvÀÛªÀÄ PÀ¥ÁlÄUÀ¼À°è ªÀåªÀ¹ÜvÀªÁV EnÖgÀ ÉÃPÀÄ.
PÀ©âtzÀ PÀ¥ÁlÄUÀ¼ÁVzÀÝgÉ ¥ÉÃAmï ªÀiÁr À ÉÃPÀÄ.
zÁR ÉUÀ¼À£ÀÄß DUÁUÉÎ ªÀåªÀ¹ÜvÀ jÃwAiÀÄ°è vÀ¥Á ÀuÉ ªÀiÁqÀ ÉÃPÀÄ.
zÁR É ¥ÀÄ ÀÛPÀUÀ¼À°è §gÉAiÀÄĪÁUÀ CZÀÄÑPÀmÁÖV vÀ¦®èzÀAvÉ §gÉAiÀĨÉÃPÀÄ.
MAzÀÄ ªÉÃ¼É zÁR ÉUÀ¼À ¥ÀÄlUÀ¼ÀÄ ºÀjzÀ CxÀªÁ £ÀµÀÖ ºÉÆA¢zÀ ¥ÀPÀëzÀ°è ªÀÄÄSÁåzsÁå¥ÀPÀ¤AzÀ ¥ÀæªÀiÁtÂÃPÀj À ÉÃPÀÄ.
6. Distinguish between ‘Demonstration method’ and ‘Laboratory Method’. (2006) 5M
Ans:
Laboratory Method Demonstration Method
It helps students understand complex, abstract ideas.
It helps the students to show or illustrate a procedure, process or phenomenon.
It helps students by giving an opportunity to All students may not be able to see the details
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participate in and have an appreciation for the methods of science.
and results of a demonstration.
Exploratory laboratory activities allow students to explore an idea, concept or principles without structured procedures.
Demonstrations allow the teachers to guide thinking and channelize learning in desired direction.
This method of teaching is student centred. This method of teaching is teacher centred.
It stresses the science process skills of observing, classifying measuring, inference, predicting, interpreting data and experimenting.
It improves the observational and reasoning skills of the students.
Scope for ‘Learning by doing’. No scope for ‘Leaning by doing’.
9. ¨sËvÀ«eÁÕ£À ²PÀëPÀ£À ¥ÁvÀæzÀ PÀÄjvÀÄ F PɼÀV£À «µÀAiÀÄPÉÌ ¸ÀA§A¢ü¹zÀAvÉ ¤§AzsÀªÀ£ÀÄß §gɬÄj. 1) ªÀiÁ»w ©vÀÛj¸ÀĪÀªÀ£ÁV 2) gÉÃrAiÉÆà ºÁUÀÆ n.«. PÁAiÀÄðPÀæªÀÄUÀ¼À ¸Á»vÀå §gÀºÀUÁgÀ£ÁV 3) gÀ¸À¥Àæ±Éß ¥ÀArvÀ£ÁV (2006, 2008, 2011)
ªÀiÁ»w ©vÀÛj¸ÀĪÀªÀ: PÀA¥ÀÆålgï AiÀÄÄUÀzÀ°è «eÁÕ£ÀzÀ ªÀĺÀvÀéªÀÅ ºÉZÁÑUÀÄvÁÛ £ÀqÉ¢zÉ. EAzÀÄ J®èjUÀÆ
ªÉÊeÁÕ¤PÀ ªÀÄ£ÉÆèsÁªÀ ªÀÄvÀÄÛ ÀvÀåªÁzÀ, ¤µÀàPÀë¥ÁvÀªÁzÀ ªÀiÁ»w ¨ÉÃPÀÄ. ºÁUÁV ¢£Éà ¢£Éà eÁÕ£À ÉÆàÃlªÁUÀÄvÀÛ°zÉ. CzÀPÁÌV «eÁÕ£À ²PÀëPÀ£ÀÄ ¤µÀàPÀë¥ÁvÀªÁzÀ ÀvÀåªÁzÀ ªÀiÁ»wAiÀÄ£ÀÄß ªÀiÁrPÉÆlÄÖ ªÀÄPÀ̼À£ÀÄß GvÀÛªÀÄ dªÁ¨ÁÝjAiÀÄÄvÀªÁzÀ £ÁUÀjPÀgÀ£ÁßV ªÀiÁqÀĪÀzÀÄ DVzÉ. EAzÀÄ AiÀÄĪÀPÀgÀÄ ºÉÆ À ºÉÆ À eÁÕ£À ¥ÀqÉAiÀÄĪÀzÀÄ Cw CªÀ±ÀåPÀ. EzÀPÉÌ ÀjAiÀiÁzÀ vÀgÀ ÉÃw ºÉÆA¢zÀ ²PÀëPÀgÀ CªÀ±ÀåPÀvÉ EzÉ.
«eÁÕ£À ²PÀëPÀgÀÄ vÀªÀÄä «µÀAiÀÄzÀ ªÉÄÃ É ¥Àæ¨sÀÄvÀé ºÉÆA¢gÀ ÉÃPÀÄ. «zÁåyðUÀ½UÉ ÉßûvÀ£ÁVgÀ ÉÃPÀÄ, ÀºÁ£ÀĨsÀÆwAiÀÄļÀîªÀ£ÀÄ, ºÉÆ À ºÉÆ À ÀA±ÉÆÃzsÀ£ÉUÀ¼À£ÀÄß PÉÊUÉƼÀîvÀPÀÌAvÀºÀ
ªÀÄ£ÉÆèsÁªÀ£É, ªÀÄPÀ̼À C©ügÀÄa ºÁUÀÆ D ÀQÛAiÀÄ£ÀÄß CjvÀÄPÉƼÀÄîªÀ£ÁVgÀ¨ÉÃPÀÄ. EzÀgÉÆA¢UÉ «zÁåyðUÀ¼À°è ªÉÊeÁÕ¤PÀ ªÀÄ£ÉÆèsÁªÀ ºÁUÀÆ ªÀiË®åUÀ¼À£ÀÄß ¨É¼É À®Ä ÀºÁAiÀÄ ªÀiÁqÀ ÉÃPÀÄ. ºÁUÁV ²PÀëPÀgÀÄ DUÁUÉÎ C¨sÁå À ¥ÀæªÁ¸ÀUÀ¼À£ÀÄß, PÉëÃvÀæ ¥ÀæªÁ ÀUÀ¼À£ÀÄß, PÁSÁð£ÉUÀ¼À£ÀÄß, G¢ÝªÉÄUÀ¼À£ÀÄß ¨sÉÃn PÉÆlÄÖ ºÁUÀÆ ªÀÄPÀ̽UÉ ¥ÀæªÁ À K¥Àðr¹ «zÁåyðUÀ¼À eÁÕ£ÀªÀ£ÀÄß ºÉaÑ À®Ä ¸ÀºÁAiÀÄ ªÀiÁqÀ ÉÃPÀÄ.
«eÁÕ£À ²PÀëPÀgÀÄ GvÁì»AiÀÄÆ ªÀÄvÀÄÛ PÀ°PÉUÉ ªÀÄPÀ̼À£ÀÄß ¥ÉÆæÃvÁì» ÀĪÀgÁVgÀ ÉÃPÀÄ. ¹zÁÞAvÀ ¨ÉÆÃzsÀ£ÉAiÀÄ£ÀÄß ¥ÀæAiÉÆÃUÀUÀ¼À ªÀÄÆ®PÀ ¥ÁævÀåQëPÉ ªÀiÁr ªÉÊeÁÕ¤PÀ ÀvÀåUÀ¼À£ÀÄß vÉÆÃj À ÉÃPÀÄ. ªÀÄPÀ̼ÀÄ ÀAvÉÆõÀ¢AzÀ ÀQæAiÀĪÁV ¥Á ÉÆμÀÄîªÀAvÉ ªÀiÁqÀ ÉÃPÀÄ. ªÉÊeÁÕ¤PÀ ¥ÀæzÀ±Àð£ÀUÀ¼À£ÀÄß, gÀ À¥Àæ±Éß, ZÀZÁðUÉÆÃ¶× ªÀÄvÀÄÛ ¥Àæ§AzsÀ ÀàzsÉð ªÀÄÄAvÁzÀªÀÅUÀ¼À£ÀÄß K¥Àðr¹, ªÀÄPÀ̼À eÁÕ£ÀªÀ£ÀÄß ºÉaÑ À®Ä ««zsÀ ªÀÄÆ®UÀ½AzÀ ªÀiÁ»wAiÀÄ£ÀÄß ÀAUÀ滹 ªÀÄPÀ̼À eÁÕ£ÀzÀ QëwdªÀ£ÀÄß ºÉaÑ À ÉÃPÀÄ. MmÁÖgÉ «eÁÕ£À ²PÀëPÀ vÀvÀéeÁÕ¤AiÀiÁV, «eÁÕ¤AiÀiÁV, ÉßûvÀ£ÁV ªÀwð À ÉÃPÀÄ.
gÉÃrAiÉÆà ºÁUÀÆ n.«. PÁAiÀÄðPÀæªÀÄUÀ¼À ¸Á»vÀå §gÀºÀUÁgÀ£ÁV:
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EAzÀÄ ªÀiÁzsÀå«ÄPÀ ±Á ÉUÀ¼À°è ¢£ÀªÀÇ ¨Á£ÀÄ° ¥ÁoÀUÀ½UÁV MAzÀÄ CªÀ¢üAiÀÄ£ÀÄß MzÀV¹gÀÄvÁÛgÉ. DzÀÝjAzÀ ¨sËvÀ«eÁÕ£À ²PÀëPÀ ¨Á£ÀÄ°AiÀÄ°è ºÁUÀÆ n.«.AiÀÄ°è §gÀĪÀ ¥ÁoÀUÀ¼À£ÀÄß CªÀ ÉÆÃQ À¨ÉÃPÀÄ, CªÀÅUÀ¼À£ÀÄß vÀAiÀiÁj À ÉÃPÀÄ ªÀÄvÀÄÛ CªÀÅUÀ¼À£ÀÄß ¥Àæ ÀÄÛvÀ ¥Àr ÀĪÀ PÀ É CªÀ£À°ègÀ ÉÃPÁUÀÄvÀÛzÉ. EAvÀºÀ PÁAiÀÄðPÀæªÀÄUÀ¼À£ÀÄß ¥ÀjtÂvÀ ²PÀëPÀgÀÄ vÀAiÀiÁj¹gÀÄvÁÛgÉ. CªÀÅUÀ¼À ¸Á»vÀåzÀ ºÀ ÀÛ¥ÀæwAiÀÄ£ÀÄß vÀAiÀiÁj¹, CªÀÅUÀ¼À£ÀÄß gÉÃrAiÉÆÃzÀ°è ¥Àæ ÁgÀ ªÀiÁqÀÄvÁÛgÉ. EAzÀÄ ««zsÀ jÃwAiÀÄ ªÉÊeÁÕ¤PÀ CzsÀåAiÀÄ£À ºÁUÀÆ ªÀiÁUÀðzÀ±Àð£ÀzÀ C£ÀĨsÀªÀzÀ CªÀ±ÀåPÀvÉ «eÁÕ£À ²PÀëPÀjVzÉ. DzÀÝjAzÀ ¥ÀæwAiÉƧ⠲PÀëPÀgÀÄ ªÀiÁUÀðzÀ±Àð£À ¥ÀqÉzÀÄ CxÀªÁ C£ÀÄ sÀªÀUÀ¼À£ÀÄß ¥ÀqÉzÀÄ, gÉÃrAiÉÆà ºÁUÀÆ n.«.UÀ¼À ¥ÁoÀUÀ¼À£ÀÄß ¥Àæ ÀÄÛvÀ¥Àr ÀĪÀzÀÄ Cw CªÀ±ÀåPÀ.
gÀ¸À¥Àæ±Éß ¥ÀArvÀ£ÁV:
¥Àæ¥ÀAZÀzÁzÀåAvÀ ²PÀët PÉëÃvÀæzÀ°è gÀ À¥Àæ±Éß PÁAiÀÄðPÀæªÀÄUÀ¼ÀÄ MAzÀÄ jÃwAiÀÄ PÀ°PÉAiÀÄ ªÁvÁªÀgÀtªÀ£ÀÄß ÀȶֹzÉ. gÀ À¥Àæ±Éß PÁAiÀÄðPÀæªÀÄzÀ°è PÉüÀĪÀ ¥Àæ±ÉßUÀ¼ÀÄ, «zÁåyðUÀ¼ÀÄ vÀªÀÄä «eÁÕ£À CzsÀåAiÀÄ£ÀzÀ°è UÀ½¹zÀ eÁÕ£ÀªÀ£ÀÄß DzsÀj ÀÄvÀÛªÉ. gÀ À¥Àæ±ÉßUÀ½UÉ GvÀÛj ÀĪÀ ¸ÁªÀÄxÀåðªÀÅ «eÁÕ£À AiÉÆÃZÀ£Á ±ÀQÛ ªÀÄvÀÄÛ KPÁUÀævÁ ªÀÄlÖ EªÀÅUÀ¼À ÀÆZÀåAPÀªÀ£ÀÄß DzsÀj ÀÄvÀÛzÉ.
AiÉÆÃZÀ£ÉAiÀÄ°è AiÀıÀ ÀÄì ¥ÀqÉAiÀÄ®Ä ªÀÄPÀ̽UÉ «eÁÕ£À±Á ÀÛçªÀÅ MAzÀÄ ¥ÀæªÀÄÄR PÉëÃvÀæªÁVzÉ. «µÀAiÀÄzÀ ¥Àj¥ÀÆtð eÁÕ£À, DvÀ䫱Áé À EªÀÅUÀ½AzÀ ªÀÄPÀ̼ÀÄ G¥ÀAiÀÄÄPÀÛvÁ ªÀiË®å, £ÉÊwPÀ ªÀiË®å ªÀÄvÀÄÛ ¨Ë¢ÞPÀ ªÀiË®åUÀ¼À£ÀÄß ¥ÀqÉAiÀÄÄvÁÛgÉ. ¥ÀæwAiÉÆAzÀÄ ±Á ÉAiÀÄÆ ¥ÁæxÀ«ÄPÀ ºÀAvÀzÀ°èzÀÝgÀÆ gÀ À¥Àæ±Éß PÁAiÀÄðPÀæªÀÄUÀ¼À£ÀÄß UÀÄgÀÄw¹ CªÀgÀ£ÀÄß ¥ÉÆæÃvÁ컹zÁUÀ ªÀiÁvÀæ CªÀgÀ ÀÆPÀÛªÁzÀ ¨sÁªÀ£ÉUÀ½UÉ fêÀPÉÆlÖAvÁUÀÄvÀÛzÉ. EA¢£À ¥Àæ¥ÀAZÀzÀ°è ¥Àæw sÁªÀAvÀ ªÀÄPÀ̼À£ÀÄß
¥ÀvÉÛºÀZÀÄѪÀzÀÄ, CªÀjUÉ ÀÆPÀÛ ªÀiÁUÀðzÀ±Àð£À, ¥ÉÆæÃvÁìºÀ ¤ÃqÀĪÀzÀÄ ºÁUÀÆ CªÀgÀ£ÀÄß ÀÆPÀÛªÁzÀ ºÀÄzÉÝUÀ½UÉ Dj ÀĪÀzÀÄ, CªÀgÀ PÉÆqÀÄUÉUÀ¼À£ÀÄß ÀªÀiÁdPÉÌ G¥ÀAiÉÆÃUÀªÁUÀĪÀAvÉ
ªÀiÁqÀĪÀzÀÄ vÀÄA¨Á CªÀ±ÀåPÀªÉ¤¹zÉ. «eÁÕ£ÀzÀ°è ¥Àæw¨sÁªÀAvÀgÀ£ÀÄß ¥ÀvÉÛºÀZÀÄѪÀ°è vÀÄA¨Á ÀgÀ¼À ºÁUÀÆ ¸ÀÆPÀÛªÁzÀ «zsÁ£ÀªÉAzÀgÉ «eÁÕ£À gÀ À¥Àæ±Éß PÁAiÀÄðPÀæªÀÄUÀ¼À£ÀÄß £ÀqÉ ÀĪÀzÀÄ.
8. ¤Ã®£ÀPÉë «£Áå¸ÀzÀ ºÀAvÀUÀ¼ÁªÀªÀÅ? ¸ÀAQë¥ÀÛzÀ°è «ªÀj¹. (2006, 2007) 5 CAPÀ
¤Ã®£ÀPÉë «£Áå ÀzÀ ºÀAvÀUÀ¼ÀÄ ºÀAvÀ 1 ªÀiË®åªÀ£ÀÄß ¤zsÀðj À ÉÃPÁzÀ PÀ°PÁ ¥sÀ°vÀUÀ¼À£ÀÄß ¥ÀnÖ ªÀiÁqÀ ÉÃPÀÄ. £ÀAvÀgÀ EªÀÅUÀ¼À£ÀÄß
eÁÕ£À, P˱À®å, C£ÀéAiÀÄ, w¼ÀĪÀ½PÉ «¨sÁUÀUÀ¼À°è «AUÀr À ÉÃPÀÄ. ºÀAvÀ 2 eÁÕ£À, P˱À®å, C£ÀéAiÀÄ, w¼ÀĪÀ½PÉ ¨ÉÆâü¹zÀ ¥ÀoÀåªÀ ÀÄÛUÀ¼À ¥ÀnÖAiÀÄ£ÀÄß ªÀiÁqÀ¨ÉÃPÀÄ. ºÀAvÀ 3 ¥Àæ±ÉߥÀwæPÉAiÀÄ°è AiÀiÁªÀ ¥ÀæPÁgÀzÀ ¥Àæ±ÉßUÀ¼ÀÄ EgÀ ÉÃPÀÄ JA§ÄzÀ£ÀÄß ¤zsÀðj À ÉÃPÀÄ. ºÀAvÀ 4 ¢éªÀÄÄR ZËPÀlÖ£ÀÄß ¹zÀÞ¥Àr¹ ZËPÀnÖ£À ªÉÄîÎqÉAiÀÄ°è ¥ÀæxÀªÀÄ ¸Á°£À°è PÀ°PÁ
¥sÀ°vÀUÀ¼À ¥ÀæzsÁ£À CA±ÀUÀ¼À£ÀÄß §gÉAiÀÄ ÉÃPÀÄ. CzÀgÀ CrAiÀÄ°è ¥Àæ±ÉßAiÀÄ «zsÀUÀ¼À£ÀÄß ÀÆa À ÉÃPÀÄ.
ºÀAvÀ 5 ZËPÀnÖ£À JqÀUÀqÉAiÀÄ ªÉÆzÀ®£ÉAiÀÄ ¥ÀnÖAiÀÄ°è ¥ÀoÀåªÀ ÀÄÛUÀ¼À£ÀÄß §gÉAiÀÄĪÀzÀÄ. ºÀAvÀ 6 PÀ°PÁ ¥sÀ°vÀUÀ¼À ¥ÀæwªÀUÀðPÉÌ JµÉÖµÀÄÖ CAPÀUÀ¼À£ÀÄß ¤ÃqÀ ÉÃPÁUÀĪÀzÀÄ JA§ÄzÀ£ÀÄß
¤zsÀðj¹ DAiÀiÁ ªÀUÀðzÀ ºÉ Àj£À ¥ÀPÀÌzÀ°è £ÀªÀÄÆ¢ À ÉÃPÀÄ.
13 | P a g e
ºÀAvÀ 7 ¥ÀæwAiÉÆAzÀÄ «zsÀzÀ MAzÉÆAzÀÄ ¥Àæ±ÉßUÉ vÀ¯Á JµÀÄÖ CAPÀUÀ¼À£ÀÄß ¤ÃqÀ¨ÉÃPÁUÀĪÀzÀÄ JA§ÄzÀ£ÀÄß wêÀiÁð¤ ÀĪÀzÀÄ.
ºÀAvÀ 8 ¥Àæw «zsÀPÉÌ EgÀĪÀAvÀºÀ MlÆÖ CAPÀUÀ¼À£ÀÄß ÉPÀÌ ªÀiÁqÀĪÀzÀÄ. £ÀAvÀgÀ wêÀiÁð£ÀªÀ£ÀÄß ZËPÀnÖ£À PɼÀUÀqÉAiÀÄ §®UÀqÉ EgÀĪÀAvÀºÀ ªÀÄƯÉAiÀÄ ZËPÀnÖ£À°è MlÆ ÖCAPÀUÀ¼À ¥ÀPÀÌzÀ°è §gÉAiÀĨÉÃPÀÄ. £ÀAvÀgÀ CAPÀªÀ£ÀÄß §gÉzÀÄ ¥ÀPÀÌzÀ°è CzÀgÉƼÀUÀqÉ ¥Àæ±ÉßUÀ¼À ÀASÉåAiÀÄ£ÀÄß ÀÆa ÀĪÀzÀÄ.
ºÀAvÀ 9 ¥ÀæwAiÉÆAzÀÄ ¥ÀæPÁgÀzÀ ¥Àæ±ÉßUÀ¼À£ÀÄß PÀ°PÁ ¥sÀ°vÀUÀ¼À ¥Àæw ªÀUÀðPÉÌ ÀÆPÀÛªÁzÀ jÃwAiÀÄ°è ºÀAZÀ ÉÃPÀÄ. »ÃUÉ ºÀAZÀĪÁUÀ ¥ÀæwAiÉÆAzÀÄ ªÀUÀðPÉÌ ¤UÀ¢ ªÀiÁrzÀAvÀºÀ CAPÀUÀ¼À£ÀÄß UÀªÀÄ£ÀzÀ°èqÀ ÉÃPÀÄ.
ºÀAvÀ 10 ¥Àæw PÀ°PÁ ¥sÀ°vÀUÀ¼À ªÀUÀðzÀ ºÀ®ªÁgÀÄ ¥Àæ±ÉßUÀ¼À£ÀÄß ¥ÀoÀåªÀ ÀÄÛUÀ½UÉ ÀÆPÀÛ jÃwAiÀÄ°è ºÀAaPÉ ªÀiÁr CzÀPÉÌ ¤UÀ¢¥Àr¹zÀ ZËPÀUÀ¼À°è £ÀªÀÄÆ¢ À ÉÃPÀÄ.
ºÀAvÀ 11 ¥Àæ±ÉßUÀ¼À£ÀÄß ¤Ã®£ÀPÉëAiÀÄ DzsÁgÀzÀ ªÉÄÃ É gÀa¹zÀ £ÀAvÀgÀ ¥ÀæwAiÉÆAzÀÄ ¥Àæ±ÉßAiÀÄÄ AiÀiÁªÀ PÀ°PÁ ¥sÀ°vÀPÉÌ ¸ÀA§A¢ü¹zÉ J£ÀÄߪÀÅzÀ£ÀÄß ¥Àj²Ã° À ÉÃPÀÄ.
¨sËvÀ«eÁÕ£À ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ CªÀ±ÀåPÀvÉ K£ÀÄ? CzÀgÀ ¸ÀÄvÀÛt ¥Àj ÀgÀªÀ£ÀÄß «ªÀj¹. (2006) 5 CAPÀ
¨ÉÆÃzsÀ£ÉAiÀÄ°è ¨sËvÀ«eÁÕ£À ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ CªÀ±ÀåPÀvÉÀ:
¨sËvÀ«eÁÕ£À ¨ÉÆÃzsÀ£ÉAiÀÄ£ÀÄß Cwà ¥ÀjuÁªÀÄPÁj ºÁUÀÆ ÀªÀÄxÀðUÉƽ À®Ä ¨sËvÀ«eÁÕ£À ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ CªÀ±ÀåPÀvÉ EzÉ.
J®è «zÁåyðUÀ¼À°è ªÉÊeÁÕ¤PÀ ªÀÄ£ÉÆèsÁªÀ£ÉAiÀÄ£ÀÄß ªÀÄÆr À®Ä ¥ÀæAiÉÆÃUÁ®AiÀĪÀÅ CªÀ±ÀåPÀ.
«zÁåyðUÀ¼Éà ÀévÀB ¥ÀæAiÉÆÃUÀ PÉÊUÉÆAqÀÄ ¥ÀqÉzÀ eÁÕ£ÀªÀÅ GvÀÌøµÀÖªÁVgÀÄvÀÛzÉ. DzÀÝjAzÀ ¥ÀæAiÉÆÃUÀ±Á ÉAiÀÄÄ CªÀ±ÀåPÀ.
¥ÀæAiÉÆÃUÀ±Á ÉAiÀÄÄ «zÁåyðUÀ¼À°è C£ÀéAiÀÄ ¸ÁªÀÄxÀåð, ¥ÁæAiÉÆÃVPÀ vÀAvÀæUÀ¼ÀÄ, gÀZÀ£ÁvÀäPÀvÉ, QæAiÀiÁ²Ã®vÉ, «ªÉÃZÀ£Á ±ÀQÛ, ªÉÊeÁÕ¤PÀ ªÀÄ£ÉÆèsÁªÀ, D ÀQÛ, ÀägÀuÉ, ÀÈd£À²Ã®vÉ E£ÀÆß ªÀÄÄAvÁzÀ CA±ÀUÀ¼À£ÀÄß ¨É¼É À®Ä ¸ÀºÁAiÀÄPÀ.
ÀAUÀwUÀ¼À£ÀÄß ¨Á¬Ä¥ÁoÀ ªÀiÁqÀĪÀzÀQÌAvÀ®Æ ¥ÁæAiÉÆÃVPÀªÁV ÀévÀB PÀAqÀgÉ ªÀÄPÀ̼ÀÄ CªÀÅUÀ¼À£ÀÄß §ºÀÄPÁ® £É£À¦£À°èlÄÖPÉƼÀî®Ä C£ÀÄPÀÆ®ªÁUÀĪÀzÀÄ.
vÁwéPÀ «ZÁgÀUÀ¼À£ÀÄß MgÉUÉ ºÀZÀÑ®Ä ºÁUÀÆ ¸ÀvÀåzÀ ±ÉÆÃzsÀ£ÉUÉÊAiÀÄ®Ä ¥ÀæAiÉÆÃUÁ®AiÀÄ CªÀ±ÀåPÀ.
¥ÀæPÀÈw «eÁÕ£ÀªÀ£ÀÄß ¥ÁæAiÉÆÃVPÀªÁV w½AiÀÄ®Ä CªÀ±ÀåPÀ.
‘ªÀiÁqÀÄvÁÛ PÀ°’ JA§ vÀvÀé C£ÀÄ Àj¹ «³ÀAiÀÄ ¥Àæ ÀÄÛvÀ¥Àr À®Ä CªÀ±ÀåPÀ.
ÀvÁå£ÉéõÀuÉUÉ ¥ÉÆæÃvÁìºÀ ¤ÃqÀ®Ä ºÁUÀÆ ¥ÁæAiÉÆÃVPÀ P˱À®å ¨É¼É À®Ä ¥ÀæAiÉÆÃUÁ®AiÀÄ CªÀ±ÀåPÀ.
«zÁåyUÀ¼À°è DvÀ䫱Áé À, zÀPÀëvÉ ºÉaѹ CªÀgÀ£ÀÄß ±ÉÆÃzsÀPÀgÀ£ÁßV ªÀiÁqÀ®Ä ¥ÀæAiÉÆÃUÁ®AiÀÄ CªÀ±ÀåPÀ.
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¥ÀæAiÉÆÃUÁ®AiÀÄzÀ ¸ÀÄvÀÛt ¥Àj ÀgÀzÀ «ªÀgÀuÉ:
¥ÀæAiÉÆÃUÀ±Á ÉAiÀÄÄ vÀgÀUÀw PÉÆÃuÉ, ¸ÀAVÃvÀ PÉÆÃuÉ, PÉÊUÁjPÁ PÉÆÃuÉUÀ½AzÀ zÀÆgÀ«gÀ ÉÃPÀÄ.
DlzÀ ªÉÄÊzÁ£À ªÀÄvÀÄÛ PÀlÖqÀzÀ ªÀÄÄRå zÁégÀ¢AzÀ®Æ zÀÆgÀzÀ°ègÀ ÉÃPÀÄ.
PÀlÖqÀzÀ ªÀÄÄRåzÁégÀ¢AzÀ zÀÆgÀzÀ°èzÀÝgÉ ¸ÁªÀðd¤PÀgÀ UÀzÀÝ® ªÀÄvÀÄÛ ªÀÄzsÀå¥ÀæªÉñÀUÀ½AzÀ®Æ zÀÆgÀ«gÀ®Ä ¸ÁzsÀå.
12. DzÀ±Àð ¨sËvÀ«eÁÕ£À ²PÀëPÀ£À UÀÄt®PÀëtUÀ¼À£ÀÄß «ªÀj¹j. (2006, 2008)
DzÀ±Àð ¨sËvÀ«eÁÕ£À ²PÀëPÀ£À UÀÄt®PÀëtUÀ¼ÀÄ:
DzÀ±Àð «eÁÕ£À ²PÀëPÀ£ÀÄ vÀ£Àß «µÀAiÀÄ ªÀÈwÛ ªÀÄvÀÄÛ «zÁåyðUÀ¼À §UÉUÉ UËgÀªÀ ¨sÁªÀ£ÉAiÀÄ£ÀÄß ºÉÆA¢gÀĪÀ£ÀÄ.
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14. What are the merits and demerits of ‘Lecture Demonstration Method’? (2007)
Lecture Demonstration Method is considered to be a method superior to lecture method as it combines the
advantages of both the lecture method and the demonstration method. In this method both teacher and
taught are active participants in the process of teaching.
Merits:
All shortcomings of lecture method are removed.
All plus points of demonstration method are included.
The students get the clear picture of the topic.
It is a psychological method as students take active interest in the learning process.
It is useful for all students of varying abilities.
It is an economical method as compared to purely student-centred methods.
It leads the students from concrete experiences to abstract concepts.
It encourages students’ participation in learning.
It trains mental faculties such as power of observation, reasoning and drawing inferences.
Demerits:
The students do not get a chance to make use of apparatus independently.
They do not perform experiments, but only observe it. Each child is not able to observe and collect
proper data.
This method is not economically feasible.
It does not provide first-hand experience to the students.
It does not provide for individual differences. It caters to the needs of average students.
It does not develop manual and manipulative skills and cannot be a substitute for laboratory method.
If not very attentive, the students fail to observe minute details of the demonstration.
17 | P a g e
15. a. Write an essay on ’Guided-Discovery-Method’ of teaching physical science with reference to the
following:
i. Meaning
ii. Merits and Demerits
iii. Teacher-Role (2007) 10M
Ans:
Meaning:
This is systematic study of physical science under the guidance of physical science teacher.
J.S.Brunes, the originator of this method, “In this method the students discover new facts/knowledge in an
original manner as per their mental level, age, class and the other related facts. The facts are explained in a
manner by which they give a sense of new facts.”
It deals with the initial stages of development of research work conducted in connection with an
invention. The students are placed in the situation in which they are able to see how the faith of curious
inventor changes with facts related to new discoveries and inventions from time to time, how one principle
leads to the other or principle change into another.
Merits:
It makes students explore and help them becoming conversant with method of exploration.
It makes use of observation, thought and perception and develops these senses.
It helps in understanding social and scientific facts rather than learning them.
It helps in development of creative thinking.
It is helpful in achieving the high level objectives of knowledge and expression.
The students are able to discover new knowledge and try to retain it permanently.
They develop the qualities of analysis and synthesis.
They are able to understand how several changes can be brought about with the help of scientific
invention.
They are able to learn how one principle is converted to another and new principle is formed.
It is an interesting method for students.
The knowledge acquired by it is permanent.
Demerits:
It is not applicable to all subjects or topics.
The process of teaching is slow.
The students remain active but do not get a chance to become sharp.
It is more useful for brilliant students.
Role of Teacher:
He should be guide, friend and philosopher.
He should have thorough knowledge of subjects.
To conduct research or discovery equipment should be provided.
18 | P a g e
1. Explain the steps of demonstration method in physical science teaching. (2008)
Ans:
Planning and Preparation:
A great care should be taken by the teacher while planning and preparing demonstration method. He
should keep the following points in mind:
Subject matter.
Questions to be asked.
Apparatus required for the experiment.
The teacher should prepare his lesson plan which includes the principle to be explained, list of
experiments to be demonstrated and the type of questions to be asked from the students. The
apparatus should be arranged in a systematic order on the demonstration table.
Introduction of the lesson:
It is always considered more useful to introduce the lesson in a problematic way which would make
students realise the importance of the topic. A good experiment when carefully demonstrated is
likely to leave an everlasting impression on the young mind of the pupil. The teacher can introduce
the lesson by asking the questions related to that topic.
Presentation:
To make the demonstration interesting the teacher may not be rigid to remain within the prescribed
course rather he should make the demonstration as much as broad based as is possible. For widening
of his demonstration the teacher may think of various useful application of the principle. He can also
take example and illustrations from other allied branches of science.
The demonstration should be presented in a clear voice and the teacher should speak slowly with
correct pronunciation. He should avoid the use of any bombastic and ambiguous terms.
Performance of experiments:
The experiment should be presented by the teacher in a model way. He should work in a tidy, clean
and orderly manner while demonstrating an experiment. The following points should be kept in
mind:
Experiments should be simple and speedy.
The experiment should work and their results should be clear and striking.
Experiments be properly spaced throughout the lesson.
Keep some reserve apparatus on the demonstration table.
Black board summary:
A summary of the important results and principles be written on the blackboard. The blackboard
should be frequently used for drawing necessary sketches and diagrams. The blackboard summary
should be written in a neat, clean and legible way.
Supervision:
Students be asked to take the complete notes of the blackboard summary including the sketches and
diagrams drawn. The teacher should check the student notebook frequently, going to the seats of
the students.
19 | P a g e
3. What are the advantages and disadvantages of ‘Inductive approach’? (2008) 5M
Ans:
Advantages :
Develops scientific attitude.
Develops scientific thinking among the students.
Develops the skill of observation and critical thinking among the students.
Develops self-confidence and self-dependence.
Makes classroom instructions interesting.
A logical method based on – ‘Learning by doing’.
Generates the habit of intelligent thinking among the students.
It sustains students’ interest because they move from known to unknown.
Disadvantages:
A slow and lengthy method.
It is time consuming and laborious method.
It cannot be applied to all the topics of physical science.
Insufficient data leads to hasty and wrong conclusions.
Conclusions need to be verified by deductive approach.
This method can be used only when there are rules to be learnt.
16. b. critically analyse the advantages and disadvantages of following methods of teaching Physical
Science:
i. Guided discovery method
ii. Lecture cum demonstration method
iii. Individual instruction technique (2008) 10M
Ans:
Guided Discovery Method:
Advantages:
Student will gain first-hand experience.
Scientifically sound method.
Sort of training in discovery.
Self-study is possible.
It develops scientific attitude.
There will be a close relationship between teacher and pupil.
Disadvantages:
Well-equipped library and laboratory is not present in all the schools.
Lack of trained teachers.
Time bond is there in classroom.
Textbooks are not written to do discovery method.
20 | P a g e
It becomes burden to the teacher.
Lecture-cum-demonstration Method:
Advantages:
It will make students absorb the knowledge and they will understand how an experiment is
conducted.
It is economical compared to Laboratory.
This is semi-psychological method.
It is a safe method to students.
No doubts will remain in the minds of the pupil as explanations are given time to time.
It saves time money and energy.
Retention will be more.
Disadvantages:
It is not purely scientific method.
It will not provide first-hand experience.
Process and product skill are partially developed.
This is a teacher centred method not a child centred one.
‘Learning by observation’ instead of ‘Learning by doing’.
Individual Instruction technique:
Advantages:
It provides for a learning environment that encourages the child to be motivated intrinsically.
It permits each child to progress at his own pace.
It helps each child to learn according to his interests, abilities and mode of learning.
It increases experiences for investigating by each child.
Disadvantages:
It requires a small class.
It needs increased time for the teacher to prepare and collect materials.
Materials for it are not available easily.
It is too costly compared to other methods.
It requires well-equipped science laboratory as well as other physical facilities.
How to make use of deductive approach? Explain with suitable example. (2008) 5M
Ans:
Deductive approach is opposite of Inductive approach. In this approach learner proceeds from
general to particular, from abstract to concrete. In this, facts are deduced or analysed by the application of
established formula or experimentation. In this case, the formula is accepted by the learner as a duly
established facts.
In this approach teacher announces the topic of the day and he also gives the relevant
formula/rule/ law/principle etc. The law/formula is also explained to the students with the help of some
examples, which are solved on the blackboard. From these, students get the idea of use or application of
concerned law/ principle/formula. Then the problems are given to the students who solve the problems
following the same method as explained to them earlier by the teacher. Students also memorise the results
for future application
21 | P a g e
Example:
Principle: Cooling is caused by evaporation.
Confirmation by application: it can be confirmed by numerous application, such as, by wearing wet clothes,
observing feeling after taking bath, by applying alcohol on your hand etc.
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EzÀÄ «zÁåyðUÀ¼À°è ÀA±ÉÆÃzsÀ£Á ªÀÄ£ÉÆèsÁªÀ£ÉAiÀÄ£ÀÄß ¨É¼É ÀÄvÀÛzÉ. «zÁåyðUÀ¼À£ÀÄß ±ÉÆÃzsÀPÀgÀ£ÁßV ªÀiÁqÀÄvÀÛzÉ.
ºÀ®ªÁgÀÄ ¥ÁæAiÉÆÃVPÀ PÁAiÀÄðUÀ½AzÀ «zÁåyðUÀ¼À°è DvÀ䫱Áé À ºÁUÀÆ zÀPÀëvÉ ºÉZÀÄѪÀzÀÄ.
¥ÁæAiÉÆÃVPÀ PÁAiÀÄðªÀÅ ¥Àæw¨sÁªÀAvÀ «zÁåyðUÀ½UÉ AiÉÆÃUÀåªÁzÀÄzÀÄ.
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¥ÀæAiÉÆÃUÁ®AiÀÄzÀ ¨ÉÆÃzsÀ£É ºÉZÀÄÑ ¥ÀjuÁªÀÄPÁjAiÀÄÆ ºÁUÀÆ PÀ°PÉAiÀÄÄ ºÀZÀÄÑ ÀzÀÈqsÀªÁVAiÀÄÆ DVgÀÄvÀÛzÉ.
¥ÀæAiÉÆÃUÀ ZÀlĪÀnPÉUÀ¼À£ÀÄß PÉÊUÉƼÀÄîªÀ CA±ÀUÀ¼ÀÄ:
¥ÀæAiÉÆÃUÁ®AiÀÄzÀ°è «zÁåyðUÀ¼ÀÄ PÉêÀ® PÀ°AiÀÄĪÀzÉÆAzÉà C®è vÀªÀÄä PÀ°PÁ C£ÀĨsÀªÀUÀ¼À£ÀÄß ±Á±ÀévÀªÁV fêÀ£À ¥ÀAiÀÄðAvÀ ºÉÆvÉÆÛAiÀÄÄåvÁÛgÉ.
PÀæªÀħzÀÞªÁV ªÉÊeÁÕ¤PÀ ¥ÀæAiÉÆÃUÀUÀ¼À°è ¥ÁæAiÉÆÃVPÀ PÀ°PÁ£ÀĨsÀªÀUÀ¼ÀÄ zÉÆgÉvÀzÉÝà DzÀgÉ §ºÀıÀB J¯Áè «zÁåyðUÀ¼ÀÄ zÀPÀë £ÁUÀjPÀgÀÄ AiÀıÀ¹é ªÀåQÛUÀ¼ÁUÀĪÀzÀgÀ°è ÀAzÉúÀ«®è.
E°è eÁÕ£À ÀA¥ÁzÀ£É, P˱À®åUÀ¼À ¨É¼ÀªÀtÂUÉ ªÀÄvÀÄÛ C¨sÁå À, ªÉÊeÁÕ¤PÀ ¥ÀzÀÞwUÀ¼À°è vÀgÀ ÉÃw, ªÉÊeÁÕ¤PÀ ¥ÀæªÀÈwÛUÀ¼À ªÀÄvÀÄÛ ªÉÊeÁÕ¤PÀ ªÀÄ£ÉÆèsÁªÀUÀ¼À CAPÀÄgÀªÁUÀÄvÀÛzÉ.
ªÀÄÆvÀð ªÀÄvÀÄÛ CªÀÄÆvÀð ¥ÀjPÀ®à£ÉUÀ¼ÀÄ gÀÆ¥À vÀ¼ÉAiÀÄÄvÀÛªÉ.
PÀ°vÀ eÁÕ£ÀzÀ C¼ªÀÀrPÉAiÀiÁUÀÄvÀÛzÉ.
ÀªÀÄ ÉåUÀ¼À ¥ÀjºÁgÀ ªÀiÁrPÉƼÀÄîªÀ ¸ÁªÀÄxÀåð, AiÀÄÄPÀÛ wêÀiÁð£ÀUÀ¼À£ÀÄß PÉÊUÉƼÀÄîªÀ À±ÀPÀÛvÉ ¨É¼ÉAiÀÄÄvÀÛzÉ.
ªÀiÁ£ÀªÀ fêÀ£ÀPÀÆÌ ªÀÄvÀÄÛ ÀfêÀ ¤fÃðªÀ ¥Àj ÀgÀPÀÆÌ EgÀĪÀ ¤PÀl ¥ÀgÀ ÀàgÀ ¸ÀA§AzsÀUÀ¼À ¥ÀÆtð UÀæ»PÉAiÀiÁUÀÄvÀÛzÉ.
Erà «±ÀézÀ°è ªÀiÁ£ÀªÀ CxÀªÁ ªÀåQÛAiÀÄ ¥ÁæAiÉÆÃVPÀ C£ÀĨsÀªÀUÀ¼ÀÄ, ¨sËwPÀ, ¨Ë¢ÞPÀ, ¨sÁªÀ£ÁvÀäPÀ, ªÀÄ£ÉÆêÉÊeÁÕ¤PÀ, ¸ÁªÀiÁfPÀ ªÀÄvÀÄÛ ¥Àj ÀgÁvÀäPÀ «PÁ ÀUÀ½UÉ ¸ÉÆÃ¥Á£ÀUÀ¼ÁV «zÁåyðAiÀÄÄ vÀ£Àß fêÀ£ÀzÀ°è C¼ÀªÀr¹ ªÀiÁ£À¹PÀ ªÀÄlÖzÀ°èAiÀiÁzÀgÀÆ, «±ÁévÀä ¨sÁªÀªÀ£ÀÄß vÀ¼ÉzÀÄ ªÀiÁ£À«ÃAiÀÄ ªÀvÀð£ÉUÀ¼À ²¯ÁªÀÄÆwðAiÀiÁV zÉʪÀvÀézÀ CxÀªÁ ¸ÁwéPÀvÀ£ÀzÀ ªÀiÁUÀðzÀ²ðAiÀiÁVzÉ.
¨sËvÀ«eÁÕ£ÀªÀÅ ¸ÀvÀå ÀAUÀwUÀ½AzÀ PÀÆrzÀ MAzÀÄ ªÀåªÀ¹ÜvÀªÁzÀ eÁÕ£À. F eÁÕ£ÀªÀ£ÀÄß PÉêÀ® vÁwéPÀªÁV ¥ÀqÉzÀgÉ ¥ÀæAiÉÆÃd£À«®è. ¥ÁæAiÉÆÃVPÀªÁVqÉzÀ eÁÕ£ÀªÀÅ CxÀðAiÀÄÄvÀªÀÇ, ¥ÀjuÁªÀÄPÁjAiÀiÁzÀÄzÀÄ DVgÀÄvÀÛzÉ. PÉüÀĪÀzÀQÌAvÀ £ÁªÀÅ £ÉÆÃrzÀÝ£ÀÄß £ÀA§ÄvÉÛêÉ. £ÉÆÃrzÀQÌAvÀ ªÀiÁrzÀÝ£ÀÄß E£ÀÆß ºÉZÀÄÑ £ÀA§ÄvÉÛêÉ. CAzÀgÉ ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ°è «zÁåyðUÀ¼Éà ¸ÀévÀB ¥ÀæAiÉÆÃUÀ PÉÊUÉÆAqÀÄ ¥ÀqÉzÀ eÁÕ£ÀªÀÅ GvÀÌøµÀÖªÁVgÀÄvÀÛzÉ. «zÁåyðUÀ¼À°è C£ÀéAiÀÄ ¸ÁªÀÄxÀåð, ¥ÁæAiÉÆÃVPÀ vÀAvÀæUÀ¼ÀÄ, gÀZÀ£ÁvÀäPÀvÉ, QæAiÀiÁ²Ã®vÉ, «ªÉÃZÀ£Á ±ÀQÛ, ªÉÊeÁÕ¤PÀ ªÀÄ£ÉÆèsÁªÀ, D¸ÀQÛ, ¸ÀägÀuÉ, ÀÈd£À²Ã®vÉ E£ÀÆß C£ÉÃPÀ CA±ÀUÀ¼À£ÀÄß ¨É¼É¸ÀĪÀzÉà ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ UÀÄjAiÀiÁVzÉ.
¥ÀæAiÉÆÃUÁ®AiÀÄ¢AzÀ ªÀåQÛAiÀÄ ¸ÀªÀðvÉÆêÀÄÄR ¨É¼ÀªÀtÂUÉ ¸ÁzsÀå. ¨sËvÀ«eÁÕ£À «µÀAiÀĪÀÅ ªÀåªÀ¹ÜvÀªÁzÀ CzsÀåAiÀÄ£ÀzÀ «µÀAiÀĪÁVgÀĪÀzÀjAzÀ EzÀgÀ ¨ÉÆÃzsÀ£ÉUÉ ¥ÀæAiÉÆÃUÁ®AiÀĪÀÅ Cwà CUÀvÀåªÁzÀ WÀlPÀªÁVzÉ JAzÀÄ ºÉüÀ¯ÁUÀÄvÀÛzÉ.
23 | P a g e
5. ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ zÁR¯ÉUÀ¼À §UÉÎ ¸ÀAQë¥ÀÛ n¥Ààt §gɬÄj. (2009) 5 CAPÀ
¥ÀæAiÉÆÃUÁ®AiÀÄzÀ J®è «ªÀgÉUÀ¼À£ÀÄß M¼ÀUÉÆArgÀĪÀAvÀºÀ ¥ÀÄ ÀÛPÀUÀ¼Éà ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ zÁR ÉUÀ¼ÀÄ.
¥ÀæAiÉÆÃUÁ®AiÀÄzÀ zÁR ÉUÀ¼À°è 2 «zsÀ: 1. ²PÀëPÀgÀÄ EqÀĪÀ zÁR ÉUÀ¼ÀÄ 2. «zÁåyðUÀ¼ÀÄ EqÀĪÀ zÁR ÉUÀ¼ÀÄ.
²PÀëPÀgÀÄ EqÀĪÀ zÁR ÉUÀ¼ÀÄ:
G¥ÀPÀgÀtUÀ¼À gÉf¸ÀÖgï: J®è G¥ÀPÀgÀtUÀ¼À «ªÀgÀ §gÉAiÀÄĪÀzÀÄ.
±Á±ÀévÀ ªÀ ÀÄÛUÀ¼À gÉf¸ÀÖgï: ¨Á½PÉ §gÀĪÀ, ºÁ¼ÁUÀzÀ ªÀ ÀÄÛUÀ¼À «ªÀgÀ §gÉAiÀÄĪÀzÀÄ.
MqÉAiÀÄĪÀ ªÀ¸ÀÄÛUÀ¼À gÉf¸ÀÖgï: MqÉzÀÄ ºÁ¼ÁUÀĪÀ ªÀ ÀÄÛUÀ¼À «ªÀgÀ §gÉAiÀÄĪÀzÀÄ.
ªÀåAiÀĪÁV ºÉÆÃUÀĪÀ ªÀ¸ÀÄÛUÀ¼À gÉf¸ÀÖgï: RZÁðUÀĪÀ ªÀ ÀÄÛUÀ¼À «ªÀgÀ §gÉAiÀÄĪÀzÀÄ.
«zÁåyðUÀ¼ÀÄ ¥ÀqÉzÀ ªÀ¸ÀÄÛUÀ¼À gÉf¸ÀÖgï: «zÁåyðUÀ¼ÀÄ ¥ÀqÉzÀ ªÀ ÀÄÛUÀ¼À «ªÀgÀ §gÉAiÀÄĪÀzÀÄ.
ºÁdj ¥ÀÄ ÀÛPÀzÀ gÉf¸ÀÖgï: «zÁåyðUÀ¼À ºÁdjUÀ¼À£ÀÄß §gÉ¢qÀĪÀzÀÄ.
±Á±ÀévÀ ªÀ ÀÄÛUÀ¼À gÉf¸ÀÖgï£À ªÀiÁzÀj:
wAUÀ¼ÀÄ / ¢£ÁAPÀ
«ªÀgÀUÀ¼ÀÄ PÀA¥À¤AiÀÄ zÀgÀUÀ¼À «ªÀgÀ
MqÉzÀ ªÀ ÀÄÛUÀ¼À ÀASÉå
PÉÊAiÀÄ°ègÀĪÀ ªÀ ÀÄÛUÀ¼À ÀASÉå
²PÀëPÀgÀ À»
MqÉAiÀÄĪÀ ªÀ¸ÀÄÛUÀ¼À gÉf¸ÀÖgï£À ªÀiÁzÀj:
¢£ÁAPÀ MqÉzÀ ªÀ ÀÄÛ«£À «ªÀgÀ
«zÁåyðAiÀÄ À»
ªÀ ÀÄÛ MqÉAiÀÄ®Ä
PÁgÀtzÀ «ªÀgÀ
¨sËvÀ«eÁÕ£À ²PÀëPÀgÀ À»
¨sËvÀ«eÁÕ£À «¨sÁUÀ
ªÀÄÄRå ÀÜgÀ À»
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«zÁåyðUÀ¼ÀÄ EqÀĪÀ zÁR¯ÉUÀ¼ÀÄ:
¥ÀæAiÉÆÃUÀzÀ £ÉÆÃmï§ÄPï: «zÁåyð vÁ£ÀÄ PÉÊUÉÆAqÀ ¥ÀæAiÉÆÃUÀzÀ «ªÀgÀ §gÉ¢qÀĪÀzÀÄ.
¥ÀæAiÉÆÃUÀzÀ PÉʦr: sËvÀ«eÁÕ£ÀzÀ J®è ¥ÀæAiÉÆÃUÀzÀ «ªÀgÀ §gÉ¢qÀĪÀzÀÄ.
¤jÃPÀëuÁ £ÉÆÃmï§ÄPï: ¥ÀæAiÉÆÃUÀ PÉÊUÉÆAqÁUÀ CªÀÅUÀ¼À ¤jÃPÀëuÉAiÀÄ£ÀÄß ºÁUÀÆ ¯ÉPÁÌZÁgÀ ªÀiÁr CªÀ£ÀÄß §gÉ¢qÀĪÀzÀÄ.
6. Write an essay on ‘Biographical method of Teaching’ with reference to its meaning, need, context of
use and merits. (2009)
Ans:
Biographical Method:
“Living, intelligent biography should connect, somehow, to the central concerns of civilisation. Ours is science-based one.”
- Andrew Marr The biographical method involves the study, use and collection of personal-life documents, stories,
accounts and narrations which describe turning point moments in individuals’ life. (Sir Issac Newton, the
apple falling on his head; Archimedes, bathing in a tub). The subject matter of the biographical method is
the life experiences of a person. When written in the first person, it is called an autobiography, life story or
life history. When written by another person, observing the life in question, it is called a Biography. This
method would rely upon the subjective verbal and written expressions of meaning given by the individuals
burg studied, these expressions being the windows into the inner life of the person.
Merits:
Life stories of Raman, Bose, Abdul Kalam, Faraday etc. would be really useful and interesting to
students.
It would enable the students to look into their life and perhaps dream big.
Like in the Historical Method, the link between science and values can be clearly brought out by the
teacher.
Experiences of the scientists could inspire students to reach great heights.
Skilful use examples from life stories show deficiencies in current research procedures and the new
dimensions that further analysis can add.
Need:
To enable the students to look into their life.
To link between science, society and values can be clearly brought out.
To inspire the students to reach great heights.
To enable the students for skilful use of examples from life stories.
Context of use:
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The Biographical method is used while narrating about the life of scientist which come across while
teaching Physical Science.
For Example: While dealing with ‘The Universe’ chapter we come across Galileo Galilei in IX standard
textbook.
Similarly, Sir Issac Newton, while dealing with Newton’s laws of motion in VIII standard.
9. What is ‘Inquiry Method’? Explain its merits and demerits. (2009) 5M
Ans:
Inquiry Method:
Inquiry method, as the word implies, relates to the inquiry about the topic. In this method the
student is an active learner. He subjects every information or fact to ruthless inquiry in order to know the
fact for himself and to test its validity, hi puts to rove the theories proposed by his teachers.
Merits:
Teaching science through inquiry method leads to unfolding of child’s mind, instead of stuffing it with
dead material. Curiosity is an innate urge of human beings whether young or old, educated or
illiterate; everyone has the desire to know the unknown. This urge of curiosity has been responsible
for all the discoveries and inventions.
Inquiry teaching has a supplementary character. It supplements the existing set of knowledge by
throwing open flood-gates of knowledge to be picked in both hands by the students.
Inquiry method supplies impetus to work with double zeal. The students feel themselves in
extraordinary high spirit with the topic. They take lessons just like play.
Inquiry method blesses the students with extra energy to face new challenges.
It is both rewarding and gratifying. It is only through this way of teaching that ever developing
subjects like science can be judiciously taught.
Inquiry technique ensures sublimation of natural endowments.
Besides being responsible for growth of civilization, spirit of inquiry infuses bits of good moral values.
Demerits:
In this method the teacher does not give readymade notes.
There is no single and ultimate method to arouse inquiry.
The objects or problems chosen for the purpose must be familiar with the students’ previous
knowledge.
14. ªÉÊeÁÕ¤PÀ ªÀiÁ»wAiÀÄ£ÀÄß «zÁåyðUÀ½UÉ ¥ÀæZÀÄgÀ ¥Àr¸ÀĪÀ°è ¨sËvÀ«eÁÕ£À ²PÀëPÀgÀ ¥ÁvÀæªÀ£ÀÄß «ªÀj¹. (2009) 5 CAPÀ
ªÉÊeÁÕ¤PÀ ªÀiÁ»wAiÀÄ£ÀÄß «zÁåyðUÀ½UÉ ¥ÀæZÀÄgÀ ¥Àr¸ÀĪÀ°è ¨sËvÀ«eÁÕ£À ²PÀëPÀgÀ ¥ÁvÀæ:
26 | P a g e
ªÀiÁ»wAiÀÄ£ÀÄß ¨sÉâ ÀĪÀªÀ / ¤µÀàPÀë ªÀiÁ»w ¤ÃqÀĪÀªÀ (2006£Éà ¸Á°£À ¥Àæ±ÉߥÀwæPÉAiÀÄ ¥Àæ±Éß ÀASÉå 9gÀ GvÀÛgÀªÀ£ÀÄß UÀªÀĤ¹.)
¨Á£ÀÄ° ºÁUÀÆ zÀÆgÀzÀ±Àð£ÀUÀ¼À ¥ÁoÀUÀ¼À£ÀÄß §gÉAiÀÄĪÀzÀÄ ªÀÄvÀÄÛ ¥Àæ¸ÀÄÛvÀ¥Àr¸ÀĪÀzÀÄ (2006£Éà ¸Á°£À ¥Àæ±ÉߥÀwæPÉAiÀÄ ¥Àæ±Éß ¸ÀASÉå 9gÀ GvÀÛgÀªÀ£ÀÄß UÀªÀĤ¹.)
gÀ¸À¥Àæ±Éß ¥Àæ ÀÄÛvÀUÁgÀ (2006£Éà ¸Á°£À ¥Àæ±ÉߥÀwæPÉAiÀÄ ¥Àæ±Éß ¸ÀASÉå 9gÀ GvÀÛgÀªÀ£ÀÄß UÀªÀĤ¹.)
¥Àj ÀgÀPÁÌV PÁ¼ÀfAiÀÄ£ÀÄß ªÀ»¸ÀÄ«PÉ:
¨sËvÀ«eÁÕ£À ²PÀëPÀ «eÁÕ¤AiÀiÁV, aAvÀPÀ£ÁV, §gÀºÀUÁgÀ£ÁV, PÀ¯ÁPÁgÀ£ÁV ¥Àj ÀgÀzÀ PÁ¼ÀfAiÀÄ£ÀÄß ªÀ» À¨ÉÃPÀÄ. «zÁåyðUÀ¼À°è ªÀÄÆqsÀ£ÀA©PÉAiÀÄ£ÀÄß ºÉÆÃUÀ¯Ár¹ ÀAzÀ¨sÉÆÃðavÀªÁV ªÀÄ¼É ¤Ãj£À PÉÆAiÀÄÄè, ¤Ãj£À ÀzÀâ¼ÀPÉ, ¨sÀ«µÀåwÛ£À°è ¤Ãj£À C¨sÁªÀ ºÁUÀÆ
¥Àj ÀgÀ «£Á±À¢AzÀ DUÀĪÀ vÉÆAzÀgÉUÀ¼À£ÀÄß ZÀað À ÉÃPÀÄ.
6. ¥ÀæAiÉÆÃUÀ±Á¯Á zÁR ÉUÀ¼À£ÀÄß ªÀåªÀ¹ÜvÀªÁV ªÀVÃðPÀj¹ ÀAQë¥ÀÛ n¥Ààt §gɬÄj. (2010) 5 CAPÀ
2009£Éà ¸Á°£À ¥Àæ±ÉߥÀwæPÉAiÀÄ ¥Àæ±Éß ¸ÀASÉå 5gÀ GvÀÛgÀªÀ£ÀÄß UÀªÀĤ¹.
13. ¨sËvÀ«eÁÕ£À ²PÀëPÀgÀ PÀÄjvÀÄ F PɼÀV£À CA±ÀUÀ¼À£ÁßzsÀj¹, «ªÀıÁðvÀäPÀªÁV «±Éèö¹j.
CªÀgÀÄ JzÀÄj ÀÄwÛgÀĪÀ ¸ÁªÀiÁ£Àå ¸ÀªÀÄ ÉåUÀ¼ÀÄ
CªÀgÀ ªÀÈwÛ É¼ÀªÀtÂUÉUÉ EgÀĪÀ CªÀPÁ±ÀUÀ¼ÀÄ (ªÀiÁUÀðUÀ¼ÀÄ)
«zÁåyðUÀ¼À°è D¸ÀQÛ ¥ÉÆõÀuÉ (2010) 10 CAPÀ
¨ÉÆÃzsÀ£Á ºÁUÀÆ PÀ°PÁ ¥ÀæQæAiÉÄAiÀÄ°è ²PÀëPÀ ¥ÀæzsÁ£À ªÀÄvÀÄÛ dªÁ¨ÁÝjAiÀÄÄvÀ ªÀåQÛAiÀiÁVgÀÄvÁÛ£É. DzÀÝjAzÀ ²PÀëPÀ¤UÉ J®è ¸ËPÀAiÀÄðUÀ¼À£ÀÄß ¨ÉÆÃzsÀ£ÉUÉ ¥ÀÆgÀPÀªÁzÀÄzÀÝ£ÀÄß MzÀV¹zÁUÀ ªÀiÁvÀæ CªÀ¤AzÀ GvÀÛªÀÄ ¥ÀæwQæAiÉÄ ¥ÀqÉAiÀÄ®Ä ¸ÁzsÀå. EAzÀÄ §ºÀ¼ÀµÀÄÖ ²PÀëPÀgÀÄ ºÀ®ªÁgÀÄ ÀªÀÄ ÉåUÀ¼À£ÀÄß JzÀÄj ÀÄwÛzÁÝgÉ. F ÀªÀÄ ÉåUÀ¼À »£Éß ÉAiÀÄ Éèà CªÀgÀÄ PÁAiÀÄðªÀ£ÀÄß ªÀiÁqÀÄwÛzÁÝgÉ. D ÀªÀÄ ÉåUÀ¼ÀÄ F PɼÀV£ÀAwªÉ:
±Á ÉAiÀÄ ¨sËwPÀ PÉÆgÀvÉUÀ¼ÁzÀ ±Á¯Á PÀlÖqÀ, ÀªÀÄ¥ÀðPÀ ªÀUÀðPÉÆÃuÉ, ±ËZÁ®AiÀÄ, DlzÀ ªÉÄÊzÁ£À, ¥ÀæAiÉÆÃUÁ®AiÀÄ ªÀÄÄAvÁzÀªÀÅUÀ½AzÀ DPÀµÀðuÁgÀ»vÀªÁVªÉ.
¨É¼ÉAiÀÄÄwÛgÀĪÀ d£À ÀASÉå¬ÄAzÁV, DyðPÀ zÀĹÜw¬ÄAzÁV ÀjAiÀiÁzÀ ¦ÃoÉÆÃ¥ÀPÀgÀtUÀ¼À PÉÆgÀvÉ.
27 | P a g e
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‚¨sÁgÀwÃAiÀÄ ÀA¸ÀÌøw ºÁUÀÆ ªÀiË®åUÀ¼ÉÆA¢UÉ «eÁÕ£ÀªÀ£ÁßzsÀj¹zÀ ²PÀët ªÀiÁvÀæªÉà gÁ³ÀÖçzÀ ¥ÀæUÀw, gÀPÀëuÉ ºÁUÀÆ eÁ£ÀåvÀéPÉÌ §Ä£Á¢ ªÀÄvÀÄÛ ¥Àæ§Ä® ¸ÁzsÀ£À JA§ÄzÀÄ ¤¸ÀìA± ÀAiÀĪÁzÀ ªÀiÁvÀÄ.‛
- sÁgÀwÃAiÀÄ ²PÀët DAiÉÆÃUÀ 1964-66
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15. «zÁåyðUÀ¼À°è ¸ÀÈd£À²Ã®vÉ ¨É¼É¸À®Ä ¤ÃªÀÅ vÉUÉzÀÄPÉƼÀÄîªÀ ZÀlĪÀnPÉUÀ¼À£ÀÄß ZÀað¹. (2010)
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15. a. Critically analyse meaning, merits and demerits of the following methods of teaching physical
science.
i. Demonstration Method
ii. Laboratory Method (2010) 10M
Ans:
Meaning of Demonstration method:
A demonstration is a technique designed to show or illustrate a procedure, process or
phenomenon. Demonstrations are concrete experiences that can be used for structuring future information
for students; when used discriminately, science demonstrations are effective and provide excellent at
induction for science with and lessons.
Merits of Demonstration Method:
It is appropriate for small classes.
The experiment is conducted by the teacher so there is no, or less breakage of apparatus.
It is less time consuming.
Students learn by seeing and observing.
The sight and hearing sense of the students’ is more active.
The students develop the power of observation, thinking and reasoning.
The students are able to understand the principles clearly and the knowledge acquired is permanent.
The teaching is effective if the numbers of apparatus are less.
There is possibility of using more sophisticated apparatus.
More difficult experiments can be undertaken.
More hazardous experiments may be attempted.
There is possibility to demonstrate manipulative and allied practical skills.
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There is possibility to draw the attention of all the pupils of the class simultaneously.
All students can see the same operation and techniques simultaneously.
Demerits of Demonstration Method:
The students do not get a chance to perform experiments.
Some students are not able to observe properly.
Sometimes the teacher is not able to perform the experiment properly and this creates a lot of
doubts about the subject in the minds of the students.
Only general knowledge about science can be demonstrated.
The concept of learning by doing has no place in this method.
It fails impart training in the scientific attitudes among the students.
Meaning of Laboratory Method:
Laboratory method usually involves carrying out experiments by either individuals or in small
groups. According to Dr. Mangal “Students are encouraged to derive the laws and principles of science
themselves by actually performing the experiments. The students are given all necessary materials and
equipment in the laboratory along with proper instructions for carrying out their experiments with their
own initiative and effort, then they carry on the experiments and record the observation and infer their
own results. They learn by their own experience, observation, testing and verification. The teacher
supervises their work and also guides them wherever needed.”
Merits of Laboratory Method:
The students to find out the qualitative or quantitative solutions to their problems.
Students learn by ‘Learning by Doing’ method; which is the best method.
It follows the child centred method.
It is based on important maxims of teaching/learning, such as known to unknown, simple to complex
and concrete to abstract etc.
It helps in developing scientific attitude, scientific outwork and scientific temper.
It makes students active and alert.
It provides training in scientific method.
Students become systematic in their day today affairs.
It paves the way for the exploration, experimentation and verification of scientific facts and
principles.
As it provides concrete and direct self-experience, the knowledge becomes clear and permanent.
Students learn the practical skills and proficiency in handling scientific apparatus and equipment.
It assists in providing good virtues like honesty, truthfulness and dignity of labour etc.
It helps in developing the habit of thinking, reasoning and problem solving.
It helps in inculcating the spirit of discovery.
Demerits of Laboratory Method:
It is expensive and uneconomical.
It takes more time to require at certain conclusions.
It requires strenuous efforts on the part of the teacher and students.
The speed of learning and teaching in this method is a demerit.
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It has limited applicability as every information cannot be verified through the laboratory work.
5. Explain the organizational steps in problem solving approach. (2011)
Ans:
The steps to be followed are as below:
Identifying and defining the problem:
Students come across several situations where they can apply skills and knowledge to a problem that
motivates them to participate in exploring. These problems can be stem from daily life or from the
background literature on some topic or from the place of the work of the student. Problems must be
chosen so that the student can partially but not completely understand them in terms of old ideas
and sufficient time must be allowed for the student to grapple with the situations, possibly with
appropriate hints to put the ideas together himself.
Formulating the hypothesis:
The student should focus on hypothesizing the relationship between two or more variables or
difference between two treatments. A review of literature would give students more content
information; various possible causes of the problem may be listed. Next the students are asked to
outline a laboratory procedure to test out their proposed solution.
Testing hypothesis by collecting and evaluating data:
Students are permitted to enter the laboratory to conduct their tests and note down observations.
The teacher’s job at this juncture is to ensure that the students work carefully and collect accurate
data.
Interpreting results:
All inferences bearing on the data at hand must be considered tentatively. This phase of problem-
solving demands an unusual amount of guidance from the teacher. Interpretation of data should be
based on proper use of techniques and charts, graphs, tables can be used to record the data.
Drawing conclusion:
The students are asked to determine if their results substantiate the expected solution. Conclusion
drawn on the basis of data should be accurately reported after proper interpretation. Findings should
be reported concisely and recommendations for further work should be mentioned. The students
should be able to make generalisations and apply it to their daily life.
15. a. Critically analyse the difference between Inductive approach and Deductive approach with
reference to following:
i. Meaning
ii. How and when to use
iii. Merits and Demerits (2011) 10M
Ans:
Aspects Inductive Method Deductive Method
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Meaning
It is a method of derivation of rule, or law or principle by considering several known examples.
It is a method where in rule or formula is stated first, then verified with on example, practiced several examples and to take application.
How and when to use
Steps in Inductive Approach: The following are the steps followed while using inductive approach to problem solving.
Sensing the problem ↓
Analysing the situation ↓
Organising the information ↓
Framing possible solutions ↓
Eliminating or Rejecting Irrelevant solutions
↓ Verification
↓ Generalisation
Steps in Deductive Approach: The steps to be followed while using deductive approach are as below:
Understanding the problem ↓
Collecting information ↓
Reviewing the relevant principle/rules/laws/formulae etc.
↓ Applying relevant rules to case in hand
↓ Drawing inferences
↓ Verifying the rule by applying to new
instances
Merits and Demerits
Merits of the Inductive Approach:
It helps understanding.
It is a scientific method.
It develops scientific attitude.
It is a logical method and develops critical thinking and habit of keen observation.
It is a method with psychological base and provides ample opportunities for student activities.
The method is based on the actual observations, thinking and experimentation.
It sustains students’ interest because they move from known to unknown.
It develops self-confidence.
It develops the habit of intelligent hard work.
Demerits:
It is limited in range and cannot be used in solving and understanding all topics in science.
The generalisation obtained from a few observations is not the complete study of the topic. To fix the topic in the mind of the learner a lot of supplementary work and practice is needed.
Inductive reasoning is not absolutely
Merits of the Deductive Approach:
It is a short and time saving method and hence is preferred by teachers. It is suitable for all classes.
It emphasises memory because students are required to memorise a large number of laws, formulae etc.
It is adequate and advantageous method for the revision of a topic.
It supplements inductive method and thus completes the inductive-deductive method of problem solving.
It enhances speed and efficiency in solving numerical problems.
Demerits:
It is not a scientific method because the approach of this method is confirmatory and not explanatory.
It encourages rote memory because pure deductive work requires some law, principle, formula for every type of problem and it demands blind memorization of a large number of such laws and formulae etc.
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conclusive. There are expectations to every rule and also certain limitations.
It is time consuming and laborious method.
This method can be used only when there are rules to be learnt.
In this method students are not completely active. It does not develop thinking, reasoning or discovery.