Theoretical base of Social Science education - Online Assignment
EDU: 04.10
THEORETICAL BASE OF
SOCIAL SCIENCE EDUCATION
ONLINE
ASSIGNMENT
TOPIC: NEED AND SIGNIFICANCE OF METHODS AND STRATEGIES FOR TEACHING SOCIAL SCIENCE.
Submitted to,
Mrs Thaslima
Social Science Tutor
F.M.T.C Kollam
Submitted by,
Gayathry. P
B. Ed 1st year
Social Science
F.M.T.C Kollam
Table of Contents
1. Introduction
2. Need for Right Methods
2.1
Need for a Variety of Methods
2.2 Characteristics of a good Teaching Method
2.3
Factors which determine the selection of a Teaching Method
2.4
Major Methods of Teaching Social Science
3.
Conclusion
4.
References
1.
INTRODUCTION
A method of
teaching is primarily a scientific way of transacting curriculum, keeping in
mind the psychological and physical requirements of the children. Methods are
the means of attaining predetermined goals. In fact, it forms the most
important link in the total teaching-learning cycle. It has on the one hand,
the goals and purposes, and on the other hand results. Results can be in terms
of cognitive development or the development of desirable habits, interests,
attitudes and values and skills related to the various domain of human life. A
method connects the objectives with its results. Methods of teaching is a
dynamic phenomenon. There had been methods suggested by the traditional
theories and practices of education. But, as a result of recent psychological
and technological development many novel tracks have been introduced as Models
of Teaching, Strategies of Teaching, Approaches, etc. But still, one cannot
argue that the term ‘method’ is out dated.
2. Need for Right Methods
The Secondary
Education Commission has rightly put it…. “The best curriculum and the most
perfect syllabus remain dead unless quickened into life by the right method of
teaching and the right kind of teacher……Good methods which are psychologically
and socially sound may raise the whole quality of life; bad methods debase it. So,
in the choice and assessment of methods, teachers must always take into
consideration their end products, namely the attitudes and values inculcated in
them consciously and unconsciously.”
All decisions regarding
teaching procedures in social science should be governed by the objectives of
teaching this subject. The objectives, the specific goals or purposes projected
by a particular unit as well as the nature of the content area of the unit
would largely determine the methods to be used in teaching the unit. For the realization of comprehensive objectives of teaching social science, methods are
needed which could expose the pupils to knowledge and experiences helpful in
the development of understandings, critical thinking, scientific outlook to
social issues, practical skills and interests. The procedures adopted should
also give training in constructive thinking, reasoning and critical judgement.
The goal expectations in the teaching of social science warrant deeper and
extensive participation of students in learning. The good old lecture method
alone would not be adequate for realizing this wide variety of goals. Students
will have to be exposed to a variety of learning experiences involving book
learning, observation, interviewing, surveying, interpreting, reviewing,
recording, reporting and evaluating if comprehensive objectives of teaching
social science are to be realized in students. The type of growth and behavior changes to be brought about in learners and the need to make them enlightened,
critical, dynamic, productive and democratic citizens would make it imperative
to provide them learning experiences geared to that end.
2.1 Need for a Variety of Methods
There may be more
than one method of teaching, in the same way as there are more than one road
for going to a destination. But in the case of methods of teaching, selecting
more than one method in a judicious manner and integrating them with a view to realize the diverse objectives in the most effective way preferable.
The social
science teacher must be well equipped with the theory and practices of
different methods of teaching the subject for mainly three reasons.
First, the
teacher should be able to use a combination of methods, devices, and techniques
to make the subject interesting, vital and lively. For example, he could adopt
lecture or discussion method or a combination of these two, to lend color to
class teaching. The point which needs emphasis is the urgency of the teacher to
be conversant with a variety of methods of social science instruction.
Second, for
avoiding monotony, different lessons or units demand different approaches of
teaching. If a teacher always adopts the same method, it can be very monotonous
indeed. A tremendous increase in equipment, materials and teaching procedures
has been witnessed by the past few decades. It is necessary to be able to
utilize all these to provide variety and color to instruction in social
science. Let children be exposed to varied experiences to create and maintain
interest and avoid monotony.
Third, and the
most important reason is that the development anticipated by education has to
be ‘total’ (comprehensive) and this warrants the realization of a variety of
goals – cognitive, personal, social, etc. A single method cannot lead the
learners to such a total development.
It is thus
evident that no single method can be advocated as the best for all situations, and
for all teachers and pupils. The method adopted by the teacher should emerge
out of the abundance of information and skill of the teacher and, to top it all,
should harmonize with the curriculum material to be transacted.
2.2 Characteristics of a good Teaching
Method
1. It should
awaken interest in the materials and techniques used by a social scientist. It
should provide the learner with an entry into the workshop of the social
scientists so that the subject is learnt by students with a scientific outlook.
2. It should give
scope for the creative expression of the child’s individuality.
3. It should
provide a group of related activities and experiences, arranged on an
individual as well as group basis, specially designed to produce certain
changes in terms of knowledge, understandings, habits, attitudes, skills and
values in the students.
4. It should
arouse a large range of interests in the minds of the students rather than be a
mechanical device for passing on facts and figures.
5. It should
shift emphasis from verbalism and memorization to learning through purposeful,
concrete and realistic situations and that too in a scientific manner.
6. It should
train the students in the techniques of self-study and the methods of acquiring
knowledge through personal effort.
7. It should
stimulate the desire for further study and exploration.
2.3 Factors which determine the selection
of a
Teaching Method
The following
aspects have to be considered while selecting the teaching method for a given
situation.
1. The nature
of the child: In modern educational practice, the child should be the center of all educational programs and activities. The method of teaching to
be used must provide experiences appropriate to the ability, interest and needs
the specific developmental stage of the learners.
2. The
objectives of instruction: The objectives of instruction envisaged for a
particular learning situation should form the basis for selecting the teaching
method for that situation.
3. The nature
of the subject matter: The nature of the subject matter dealt with in the
lesson must be well considered in selecting the method of teaching. The term
subject matter refers to the learning material around which the curricular
experiences are to be given.
4. Class room
environment: The environment of the class-room should also be taken into
consideration while selecting the suitable method of teaching.
5. Expertise
of the teacher who adopts the method: Before selecting a particular method,
the teacher should ensure that he gains mastery over the theoretical and
practical competencies required for adopting the method effectively in the
class room.
2.4 Major Methods of Teaching Social
Science
With regard to
approaches to pedagogy and resources in social science points out “Problem
solving, dramatization and role play are some hitherto underexplored strategies
that could be employed. In order to make the process of learning participative,
there is a need to shift from mere imparting of information to debate and
discussion. This approach to learning will keep both the learner and the
teacher alive to social realities.”
Corresponding to
the different aims of social science education, there are different methods of
teaching. The following methods which the teachers may use according to the
needs of a situation.
1. Lecture method
– Lecture is the oldest procedure of teaching social science for imparting
authentic and systematic information about events and trends.
2. Story Telling
method – It is a skill where teacher communicates through oral and non-verbal
gestures.
3. Problem
Solving method – It can be defined as an organised attack upon a puzzling
situation in which a person makes use of his cognitive competencies to find a
suitable and satisfying solution.
4. Project method
– A project is a unit of whole-hearted purposeful activity carried on
preferably in its natural setting.
5. Discussion
method – It denotes exchange of ideas, opinions or knowledge in a group with a
view to more increased understanding and comprehension of these between and
among the members involved in it.
6. Socialized recitation method – Socialized recitation is an educational program which
directly aim socialization of pupils by developing in them traits of initiative
and responsibility.
7. Supervised study
method – It is the study of assigned work by the students in the presence and
under the direct supervision of the teacher.
8. Source method
– It implies the use of original sources and materials while teaching.
9. Assignment
method – It is an instructional technique comprises the guided information,
self-learning, writing skills and report preparation among the learners.
10. Role Playing
– It is a task in which an individual or group enacts the roles of others.
3. CONCLUSION
When all has been
said, it will have to be admitted that there is no single method of teaching
social science which could be recommended for all topics and all situations. It
is very aptly said that there is no single method to successful teaching. One thing
is certain – in order to make education the tool for ensuring ‘total,
sustainable and transferable’ development of the learners, a teacher has to
adopt ‘the multi-methodology approach’. For transacting the curriculum with
regard to a specific unit, the domains of the anticipated development relevant
to that unit have to be ascertained in advance and the most appropriate method
or methods should be followed in a judicious manner at each stage of curriculum
transaction.
4. References
. THE
METHODOLOGY OF TEACHING SOCIAL SCIENCE (2020)
Prof (DR)K SIVARAJAN
. THE TEACHING OF SOCIAL STUDIES (2000) S.K
KOCHHAR
. AGGARWAL J.C (1996) A PRACTICAL APPROACH. NEW
DELHI.
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