Theoretical base of Social Science education - Seminar

 

1. SOCIALIZED RECITATION METHOD

   The Socialized recitation may be defined as that form of recitation in which the pupils take an active part. The teacher’s work becomes the background rather than the working center of the class period. It aims at socialization of pupils by developing in them traits of initiative and responsibility.

* MAJOR SOCIALISED METHODS

Group Discussion, Panel Discussion, Symposium, Workshop, Seminar

* OBJECTIVES

a) To stimulate reflective thinking

b) To enrich previous knowledge

c) To encourage creative expression

d) To develop desirable social attitudes by participating in groups

e) To practice the technique of co-operative thinking

f) To develop the habit of group work

* TYPES OF SOCIALISED RECITATION

. Spontaneous Group Discussion

. Planned Group Discussion

* PROCEDURE

. Preparation for Discussion

. Conduction of Discussion

. Evaluation of Discussion

* ADVANTAGES                                                         * DISADVANTAGES

. Group feeling                                                                      Time Consuming

. Social Participation                                                           Lack of Preparation

. Self-confidence & sense of responsibility                   Not suitable for lower-level classes

. Analysis of Subject matter

. Communication skill

. Behavior of students

2. PROBLEM SOLVING METHOD

           ‘How we think’ reflects this approach. In this method the learner is required to solve a problem, making use of his previous knowledge. According to Dewey ‘the problem fixes the end of thought and the end controls the process of thinking’

 

* CRITERIA FOR PROBLEM SELECTION

. The problem should be intellectually challenging to children.

. The problem should not be entirely unfamiliar to the learners it should be      related to their previous experience.

. The problem should be related to a basic human activity.

. The problem should have practical relevance.

. The problem should have the potential to create interest among in the specific problem in particular and problem solving in general.

* MERITS

a) It serves as a preparation for adult life.

b) It develops the power for critical thinking.

c) It makes pupil active recipient of knowledge.

d) It develops values of tolerance and open mindedness.

e) It helps for the easy assimilation of knowledge.

f) It helps to establish harmonious relations between teacher and pupils.

* DEMERITS

a) This method will become monotonous if used too frequently.

b) The problem-solving method can easily lead to the selection of trivial and untimely topics.

c) This is appropriate for developing cognitive competencies, but not for bringing about affective changes.

 

3. PROJECT METHOD

            Project method is based upon the ideas of the great American educationalist, Mr. John Dewey. The credit of developing these ideas into a method goes to Mr. William Kilpatrick. According to him, ‘A project is a whole hearted purposeful activity, proceeding in a social environment’.

According to Dewey, ‘Children should be given education to satisfy their needs of life and the school should function like a mini society in which and through the students would acquire education by engaging themselves in a variety of group projects nothing is forced upon children. The teacher acts only as a guide.

* STEPS IN PROJECT METHOD

1. Providing a situation

2. Choosing the project

3. Planning the project

4. Executing the project

5. Evaluation of the project

* MERITS

(a) It gives freedom to children. (b) It enables the children to learn from their own experience. (c) It is free from the defects of the text book method. (d) It is a natural method of acquiring knowledge. (e) It gives training in social adjustment. (f) It gives training in democratic way of living. (g) It trains the children in solving problems. (h) It helps the teacher to understand his pupils.

* DEMERITS

(a) It hampers the completion of syllabus. (b) There is a possibility of giving more importance to less importance. (c) It may lead to unsystematic learning. (d) It may lead to monopolization by some students. (e) It may disturb the school working system. (f) It increases the workload of teachers. (g) It is an expensive method.