Science Teaching resources in EDUBUNTU

B.Ed. Teaching Notes

Prepared by

SABARISH-P

M.Sc., M.Ed., JRF & NET

Lecturer in Physical Science, Arafa Institute for Teacher Education

Attur, Thrissur.

Science Teaching resources in EDUBUNTU

A large number of applications for Science Education including PhET, Celestia, Avogadro, Chemical Calculator, Gamgi, Ghemical, Gperiod, Kalzium, Kstars, Molecules Viewer, Periodic Table of the Elements, Rasmol, Stellarium etc are included in Edubuntu.

PhET: PhET is a suite of research-based interactive computer simulations for teaching and learning physics, chemistry, biology, maths, and other sciences. PhET simulations can be run online or downloaded for free from the PhET website. The simulations are animated, interactive, and game-like environments where students learn through exploration. They emphasize the connections between real-life phenomena and the underlying science, and help make the visual and conceptual models of expert scientists accessible to students. PhET simulations are primarily developed for and tested with university and high school students, but have been found to be educational and fun for students of all ages.

Celestia: Celestia is an application for real-time 3D visualization of space, with a detailed model of the solar system, over 100,000 stars, more than 10,000 galaxies, and an extension mechanism for adding more objects. The program allows users to travel through an extensive universe, modeled after reality, at any speed, in any direction, and at any time in history. Celestia displays and interacts with objects ranging in scale from small spacecraft to entire galaxies in three dimensions.

Step: It is a package available in Edubuntu for simulating Physics Experiments. It is an interactive physical simulator. It allows exploring the physical world through simulation. We can place bodies of different shapes like sphere, polygon etc on the scene, add some forces like gravity, spring etc and we can get the simulation according to the laws of physics.

Avogadro: Avogadro is an open source, free, graphical software written in Python and designed to act as an advanced molecular editor, as well as visualizer. Avogadro has been specifically designed to be used in molecular modeling, computational chemistry, materials science, bioinformatics, as well as other similar areas.

Chemical Calculator: It is simple and free software available in Edubuntu. It acts as a calculator for chemistry. It parses chemical formula to calculate raw formula, molecular weights, mass composition, and isotopic patterns.

Gamgi: GAMGI (General Atomistic Modelling Graphic Interface) is a program to build, view, and analyze atomic structures such as molecules, crystals, glasses, liquids, etc. It aims to be useful for:

1)    The scientific community working in Atomistic Modelling that needs a graphic interface to build input data and to view and analyse output data;

2)    The scientific community at large studying chemistry, physics, materials science, geology, etc., that needs a graphic interface to view and analyse atomic structural information and to prepare images for presentations in classes and seminars;

3)    Teaching chemistry and physics in secondary schools and universities; science promotion in schools, exhibitions and science museums.

Ghemical: Ghemical is computational chemistry package. It is a molecular modeling software package having some nice 3D-visualization tools. It supports methods based on both molecular mechanics and quantum mechanics.

Gperiodic: GPeriodic is a periodic table application for GNU/Linux. It allows you to browse through a periodic table of the elements, and view detailed information on each of the elements. 118 elements are currently listed. This program was originally written by Kyle R. Burton. GPeriodic is a program for looking up data of elements from the periodic table.

Kalzium: Kalzium is your digital replacement for the periodic table on paper. It is a program that visualizes the Periodic Table of Elements and includes basic information about all common elements. Its main features are

·         versatile overview of all important data from the elements like melting points, electron affinity, electron negativity, electron configuration, radii, mass, ionisation energy

·         tool to visualize the spectral lines of each elements

·         different colored views: separation of the different blocks, Year simulator, Temperature simulator

·         Molecular weight calculator

·         an Isotope table

·         3D molecule editor, with a load and save functionality

·         a equation solver for stoichiometric problems

·         file type conversion for different types of chemical programs

Kstars : KStars is free, open source, Astronomy Software. It provides an accurate graphical simulation of the night sky, from any location on Earth, at any date and time. The display includes upto 100 million stars, 13,000 deep-sky objects, all 8 planets, the Sun and Moon, and thousands of comets and asteroids. In addition, it provides tools to perform many astronomical calculations, an observation planner, and lots of information and resources to help you explore the universe!

Molecules Viewer:  It is a free open-source molecular editor and visualization package. It offers a range of features including a molecular editor, surface generation (orbitals and densities) and animations (vibrational modes and reaction pathways). It is a 3D structure molecule viewer generally called as GChem 3D Viewer.

Periodic Table of Elements: It is generally called as GChemtable. This application have a table view which allows the elements to be coloured thematically by several properties, a sortable list view and an element properties dialog, displaying a variety of information, including historical, thermodynamic, electrochemical, and crystallographic properties. It provide scientific information on the elements and multiple table colour schemes.

Rasmol: RasMol is a molecular graphics program intended for the visualisation of proteins, nucleic acids and small molecules. The program is aimed at display, teaching and generation of publication quality images. RasMol runs on wide range of architectures and operating systems including Microsoft Windows, and Ubuntu. It was originally developed by Roger Sayle in the early 90s.

Stellarium: Stellarium is free open source software. It simulates a planetarium. It shows a realistic sky in 3D, just like what you see with the naked eye, binoculars or a telescope. 'Stellarium' simulates the skies from anywhere on Earth in close to photo-realism. It is a beautiful and engaging way to explore and increase your understanding of the night sky. Users can see constellation art, deep space objects, meteor showers, solar eclipses, transits, and more. It is particularly useful as an educational tool.

Software-Examples for application softwares.

Software

Prepared by

SABARISH-P

M.Sc., M.Ed., JRF & NET

Lecturer in Physical Science, Arafa Institute for Teacher Education

Attur, Thrissur.

The term software refers to the set of electronic program instructions or data a computer processor reads in order to perform a task or operation.

There are two main types of software: systems software and application software.

1)  Systems Software

Systems software includes the programs that are dedicated to managing the computer itself, such as the operating system, file management utilities, and disk operating system (DOS).

Example: Windows XP, Windows 7, 8, UBUNTU, LINUX MINT, etc..

2)  Application Software

Application software, or simply applications, enable the user to complete tasks such as creating documents, spreadsheets, databases, and publications, do online search, send email, create graphics, run businesses, and even play games!!!!!

Application software is specific to the task it is designed for and can be as simple as a calculator application or as complex as a word processing application.

Example for application softwares: Microsoft Word/Power point, Open office impress, GIMP, AUDACITY, KDENLIVE, TUPI, Adobe photoshop, illustrator, pagemaker, various media players  etc..

CONSTRUCTIVISM-B.Ed Teaching notes

CONSTRUCTIVISM

Prepared by

SABARISH-P

M.Sc., M.Ed., JRF & NET

Lecturer in Physical Science, Arafa Institute for Teacher Education

Attur, Thrissur.

Constructivism is a learning theory that has foundations in Philosophy, anthropology and Psychology.  In constructivism learners construct their own knowledge by testing ideas and approaches based on their prior knowledge and experience.  Learning is active reconstruction and re-interpretation of experience.  Learner constructs knowledge using

          1.       Previous Knowledge

          2.       Newly assimilated experience

          3.       Newly developed insights

In constructivist theory learner autonomy and initiative is accepted and encouraged.  Students learn how to learn as teachers give training for students in taking initiative for their own learning experiences.

According to Andrew Gray, the characteristics of a constructivist classroom are

•        The learners are actively involved.

•        The environment is democratic.

•        The activities are interactive and student centered.

•        The teacher facilitates learning in which students are encouraged to be responsible and autonomous.

          Furthermore in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic.  There is a greater emphasis on social and communication skills, as well as collaboration and exchange of ideas.  This is contrary to the traditional classroom where students work primarily alone, learning is achieved through repetition and the subjects are strictly adhered to and are guided by a textbook.

The underpinnings of constructivism:

•        Genetic Epistemology by Jean Piagget

•        Discovery learning by Jerome S. Bruner.

•        Social Developmental Theory by L. Vygotsky.

•        Multiple Intelligence by Howard Gardner.

Jean Piagget suggests that a learner experiences disequilibrium while facing a challenging unfamiliar situation which prompts him for learning it.  The learner links the new situation with his prior experiences (schemas)  and assimilates the new instance to be part of his cognition.  This process of tolerating the newness of the unfamiliar situation is called accommodation.  Thus the initial disequilibrium dissolves into a well adjusted equilibrated state by “adaptation”.

       Discovery Learning is a method of inquiry-based instruction and is considered a constructivist based approach to education. Jerome Bruner is thought to have originated discovery learning in the 1960s, but his ideas are very similar those of earlier writers (e.g. John Dewey). Bruner argues that “Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving".   Discovery learning takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

Vygotsky is of the opinion that social interaction plays a fundamental role in the development of cognition.  He suggests three zones of development. 

1)    The zone of actual development,

2)    The zone of proximal development and

3)    The zone of potential development. 

Vygotsky's term Zone of Proximal Development (ZPD) relates to the gap between what the child can learn without others help, and what he or she can learn with the help of an adult or a more capable peer.  The notion of ZPD implies that a child's development is determined by social interaction and collaborative problem-solving.  Research indicates that communicating knowledge is essential for understanding. There are many ways in which knowledge can be shared for example, conferencing between teacher and student, small group activities in which students voice their interpretations, oral reports, projects, role playing and demonstrations.

Gardner suggests that each individual manifests varying levels of these different intelligences, and thus each person has a unique "cognitive profile."  Gardner lists 9 areas of intelligence.  1. Linguistic 2. Logical –Mathematical 3. spatial 4. Bodily-Kinesthetic 5. Musical 6. Interpersonal 7. Intra personal 8. Naturalistic 9. Existential.   A child who masters the multiplication table easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach, may excel in a field outside of mathematics, or may even be looking through the multiplication learning process at a fundamentally deeper level that hides a potentially higher mathematical intelligence than in the one who memorizes the concept easily.  Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence.

A SHIFT TOWARDS THE NEW APPROACH

Traditional instructional concepts are based on behavioural psychology which explains learning on the basis of stimulus – response theories -   right from the twentieth century, the conclusions of which were questioned throughout the world. Gestalt Psychology, Psycho-analytical theory, Humanistic Psychology etc were the schools which questioned the mechanical nature of behaviourism. 

The human intelligence is acknowledged to have more of powers than just remembering and reproducing. Information processing, reasoning, analysis, problem solving, attention, anticipation etc are also attributed to the learning process.  The cognitive abilities of the learner makes him capable of constructing knowledge by assimilating new experiences with the past.  Students must activate prior knowledge in order to extend and refine this knowledge. The most effective activities for knowledge use are problem-solving activities (Steffe & Gale, 1995). This encourages students to continue to examine and build on their knowledge. When students work in groups to solve problems, it is more useful than when they work alone because they have the opportunity to constantly voice ideas and receive feedback (Chaille & Britain, 1991).

A list of activities that can be used in a constructivist classroom

q  Collection of specimens

q  Small scale survey

q  Model making

q  Projects

q  Experiments

q  Observation

q  Group discussion

q  Seminar

q  Symposium

q  Debate

q  Bulletin board

q  Nature observation

q  Fieldtrip

q  Outdoor learning

q  Study tour

q  Library reference

Classroom Management (managing group work)

1.  The task to be performed in the group should be clearly told before the group work.

2.  If the activity is an experiment provide the required learning materials and handouts with instructions and questions to assist them consolidate the experiment results.

3.  If the activity is an observation give the necessary hints as “what to observe” what and to note down the necessary points.

4.  If the activity is a discussion give clear cut directions, points for discussion and necessary support materials to facilitate discussions.

5.  If the activity is a classification provide paper slips to do so or classify and consolidate with the help of a chart

6.  If the activity is solving numerical problem necessary steps and required data should be given in paper slips.  The consolidation may be done on black board.

7.  If the activity is brain storming teacher may encourage group members to come out with wild ideas and to list them in a paper slip.

8.  If the activity is book reference sufficient books along with necessary hints should be supplied.

9.  For any activity to be successful, the teacher should give hints, provide support materials, do scaffolding during the activity, and lead the essential part of “consolidation of group activity”.

10.         Teacher should ensure participation of of all members of the group for the group activity.

11.         Teacher should fix the time for completion of the activity.  The activity should not prolong as the spirit looses within the group as time elapses.  For this (1) make the task simple (2) the instructions about doing the task should be clear (3) scaffold properly so as to make the groups on right path towards completion.

12.         Teacher should constantly evaluate the group as well as individual performances.

13.         Teacher may ensure that each group is a mix of slow learners as well as fast learners.

14.         Teacher may try to foster healthy competition among groups to complete the task perfectly

Role of the Teacher in a Constructivist classroom

Role of the Teacher in a Constructivist classroom

Prepared by

SABARISH-P

M.Sc., M.Ed., JRF & NET

Lecturer in Physical Science, Arafa Institute for Teacher Education

Attur, Thrissur.

The first principle of true teaching is that nothing can be taught.  The teacher is not an instructor or taskmaster, he is a helper and a guide. (Aurobindo, 1910).  Teacher’s main focus should be on guiding students that will lead them to develop and consolidate their own inferences on the subject.    Constructivist teachers pose questions and problems, then guide students to help them find their own answers. They use many techniques in the teaching process. For example, they may:

• prompt students to formulate their own questions (inquiry)
• allow multiple interpretations and expressions of learning (multiple intelligences)
• encourage group work and the use of peers as resources (collaborative learning)

In a traditional setting, the teacher takes charge of a lot of the intellectual work in that classroom. The teacher plans the scope and sequence, pre-synthesizes and prepackages a lot of the learning. In the constructivist classroom, the student is in charge of that packaging. The student gets amorphous information, the student gets ill-defined problems, and it's the student who has to put together his or her own personal question and figure out how to go about answering it with the teacher being the mediator of that meaning-making process.  The core of the process of teaching is the arrangement of environment with which the student can interact. (Dewey, 1918)

In such a process,

-         Teacher is a mediator.

-         Teacher is a facilitator.

-         Teacher organizes learning experiences to promote the zone of proximal development.

-         Teacher is a co-learner.

-         Teacher is a democratic leader.

          In constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product.  Thus assessment should not only be based on tests but also on observation of the student, the student’s work and the student’s point of view.

Differences between Traditional Classroom and Constructivist Classroom

Strict adherence to fixed curriculum is highly valued.	Pursuit of student questions and interests is valued.
Materials are primarily textbooks and workbooks.	Materials include primary sources of material and manipulative materials.
Learning is based on repetition.	Learning is interactive, building on what the student already knows.
Teachers disseminate information to students; students are recipients of knowledge.	Teachers have a dialogue with students, helping students construct their own knowledge.
Teacher's role is directive, rooted in authority.	Teacher's role is interactive, rooted in negotiation.
Assessment is through testing, correct answers.	Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.
More teacher centered	More pupil centered
Content oriented	Process oriented
Based on behaviourist theories of learning	Based on cognitive and humanist theories of learning
Learner is a receiver of knowledge	Learner constructs knowledge

It is a fact that a “traditional classroom” strictly following pure behaviourist pattern do not exist and similarly a “constructivist classroom with pure constructivist methodology do not exist. Every classroom behaviour is a mix of different methods and different approaches.  Anyway, a shift towards the constructivist pattern is appreciated.

LEARNING - THE GENERATIVE PROCESS

B.Ed. Teaching Notes

Prepared by

SABARISH-P

M.Sc., M.Ed., JRF & NET

Lecturer in Physical Science, Arafa Institute for Teacher Education

Attur, Thrissur.

LEARNING - THE GENERATIVE PROCESS

(“Learning is the process of building up the tree of cognition. Adding new branches to the existing ones”.)

Children learn by changing their first ideas.  We too change our ideas because they agreed with some new evidence.  And we change our preliminary ideas by testing them against evidences.

For example a small boy has a preliminary idea about the size of an aeroplane; it is as big as a dragonfly!  (This notion he has acquired by direct seeing the plane flying in the sky).  But as he grows he sees the enlarged picture of an aeroplane from a magazine and he corrects his earlier idea to accommodate the new features of the plane he has observed.  Later when he sees the real aeroplane he further modifies his ideas in the light of the new evidences.

Testing of ideas require thinking, experimenting, generalizing, observing etc.  These are the processes of acquiring knowledge.  It requires mental skills and physical skills to process evidence and ideas.  Thus such skills are called process skills.  But the changing of ideas using process skills need to be systematic and scientific, otherwise it leads to misconceptions.  Thus the development of ideas depends crucially on the processes used. 

DEVELOPING CHILDREN’S CONCEPTS (LEARNING)

Children do not come to their classrooms with empty heads but with ideas which they have formed in earlier activities and observations.  If we value this notion of children “owning” their ideas, then teachers are supposed to provide certain kind of opportunities for these changes to take place in a way which gives the child this ownership.

By modifying, ideas become,

-           more widely applicable.

-           More abstract, more complex

-           More precise and quantitative

Ways of helping children develop their concepts

-           helping children to test their ideas

-           helping children to apply ideas in new situations

-           discussions to know other’s ideas.

-           Representing ideas in appropriate ways

Concept

A concept is a generalized idea about things, persons or events that satisfy certain common attributes. It stands for a general class. It is the general mental image of objects or events perceived earlier. Example: Tree, fruit, Father, mother, teacher, Honesty, atom, molecule etc.

Levels of concept attainment.

1)      Concrete level: Meaningfully perceive the object

2)      Identity level: Able to discriminate the object from others.

3)      Classificatory level: Able to classify

4)      Formal level: Individual can give the name and attributes of the concept.

Five elements of a concept

Every concept has

1)      Name : Common name

2)      Exemplar : Examples for concept

3)      Attribute : Characteristics of the items

4)      Attribute value: How much the characteristic is present?

5)      Definition: Complete description in a statement