Tuesday, March 3, 2009

English Language Teaching & Methods and Approaches to English Lan

English Language Teaching

Introduction:
The deteriorating standard and quality of education in general and at elementary & secondary level in particular are due to substandard and low quality of ELT. The major drawbacks of our students up to secondary level are their poor pronunciation, fluency, comprehension and creative writing. Moreover, their skills of reading, writing, speaking and listening are also deficient. The major reason for these deficiencies is our English teachers who are not well-trained only but are also non –professionals. And even if they are somewhat trained, their training is not up to the mark. Usually graduate teachers with B.Ed. are appointed as English teachers whose training lacks many things .Keeping in view all these limitations and demands of the 21st century education ,we have designed these courses of ELT to meet the challenges of new-millennium . One of these two courses deals with the methods techniques and approaches to ELT. It focuses mainly on the latest methods & techniques especially the modern softwares & simulations available in the market. The second course in this regard consists of the review of English content from class I--X and its effective teaching by applying various methods studied in the first course. Moreover, we have a special course of four credit hours to improve the communication skills of the students in the first semester entitled as “Communication Skills” in English.


Course – 1: Content Teaching at Elementary & Secondary Level.

Code No. BED-510:

Objectives:

On the successful completion of this course the student teachers will be able to:

  • Review the English Language syllabi of elementary & secondary level and understand the linguistic units in them

  • Teach different units of the syllabi efficiently and effectively up to secondary level

  • Exhibit practical skills in teaching English language at secondary level bringing into use the theoretical knowledge about language teaching

  • Develop the four communication skills of reading ,writing ,listening & speaking effectively & efficiently


Outline

Unit-: I- Introduction:

  • Basic concepts

Unit-: II-Teaching Writing

  • Approaches to teaching writing at elementary & secondary level

  • Simple sentence

  • Complex sentence

  • Paragraph writing

  • Essay writing

  • Report writing

  • Creative writing

  • Story writing

  • Letter writing

  • Application writing

Guided and free exercises in above heads will be used in teaching the above elements of writing.


Unit-III-Teaching Reading

  • Approaches to teaching reading

  • Loud reading

  • Silent reading

  • Reading strategies

  • Scanning

  • Skimming

  • Dealing with comprehension question

  • Reading poetry

  • Reading prose

  • Extensive reading

  • Intensive reading

  • Checking faulty reading: subvocalization, fingerpointing, regressions

Guided and free exercises in above heads will be used in teaching the above elements of reading.

Unit-: IV-Teaching Speaking

  • Approaches to teaching speaking

  • Teaching pronunciation

  • Dialogues (simulation)

  • Monologues (Presentations & paper reading)

  • Discussions

  • What is efficient and effective speaking?

Guided and free exercises in above heads will be used in teaching the above elements of speaking.

Unit-: V-Teaching Listening

  • Approaches to teaching listening

  • Listening words

  • Listening utterances

  • Using different clues for understanding

  • What is efficient and effective listening ?

Guided and free exercises in above heads will be used in teaching the above elements of listening.

Unit-VI: Teaching Vocabulary

  • Introducing new words

  • Vocabulary through reading

  • Guessing through contexts

  • Spellings

  • Prepositions

  • Approaches to teaching grammar

Unit-: VII-Teaching Grammar

  • What is grammar? Basic concepts

  • Teaching parts of speech

  • Phrases

  • Clauses

  • Simple sentences

  • Joining sentences

  • Punctuation

  • Tenses

  • Aspect

  • Mood

  • Change of voice

  • Change of narration

  • Common grammatical errors


Note: Students will be required to exhibit practical teaching of the above topics based on contents of English language syllabi of elementary & secondary classes.

Recommended Books

Reading

Bernhard, B. (1991). Reading development in a second language. NJ: Albex

Greenball, S. and Swan, M. (1986). Effective reading. Oxford: OUP

Nuttall, C. (1996). Teaching reading skills in a foreign language. London: Heinemann

Wallace, C. (1992). Reading. London: OUP

Williams, E. (1984). Reading in the language classroom. NY: Macmillan

Listening

Anderson, A. and Lynch, T. (1988). Listening. London: OUP

Rixon, X. (1986). Developing listening skills. NY: Macmillan

Rost, M. (1990). Listening in language learning. NY. Longman

Underwood, M. (1990). Teaching listening. NY: Longman

Urwin, P. (1987). Teaching Listening comprehension. London: OUP

Writing

Bright,J.A. & Piggot, R. (1995). Handwriting. Cambridge: CUP

Donn, B. (1999). Teaching writing skills. NY: Longman

Donn, B. (2000). Wall pictures for language practice: Teacher’s handbook. NY: Longman.

Dictation

Hill, L.E. (1999). Sounds and spelling. Oxford: OUP

Teaching Vocabulary

John, H. (1998). Introduction to English language teaching. NY: Longman.

Broughton, G. (2000). Self-help lexis, in IATEFL Newsletter No. 70, P 21.

Speaking

Byrne, D. (1997). Teaching oral English. NY: Longman.

Course-II: Methods and Approaches to English Language Teaching

Course Code: BED. 511

Objectives:

To enable the students to:

  • Understand various methodologies and techniques of English language teaching

  • Use these methodologies in the language classroom

  • Select and use the most appropriate methodology in a language classroom with particular reference to Pakistani situation

  • Develop effective communication skills both oral as well as written

  • Evaluate and appreciate the need and importance of the English language and literature in our daily life


Course Outline

Unit-I: Introduction:

  • Theoretical background to language teaching

  • Difference between first language, second language and foreign language learning

  • Status of English in Pakistan

  • Why learn second language?

  • Theories of learning and their applications in language learning and teaching

Unit-II: Methodologies

  • The grammar translation method

  • The direct method

  • The audio-lingual method

  • The natural approach

  • The communicative language teaching

  • The eclectic approach

Unit-III: Error Analysis

  • What is error analysis?

  • The purpose of error analysis

  • Why do errors occur? (Causes or sources of errors)


  • Types of errors:

  1. Interlingual errors (L I interference)

  2. Intralingual errors

  3. Over generalization

  4. Faulty teaching & materials

  5. Literal translations

  • Contrast between the behaviorist and mentalist attitudes toward errors

  • The different stages of Error Analysis: Recognition, interpretation, reconstruction classification and explanation.

Recommended Books

Allen & Corder (Ed.). (1978).Techniques in applied linguistics.(Vol.III).

Oxford: OUP

Chomsky,N.(1959).A review of B.F. Skinner’s verbal behavior. NY: Longman

Corder-Freeeman., D. (1990). Introducing applied linguistics .Oxford: OUP

Krashen,S.D. (1982). Principles and practice in second language acquisition. London: Pergamon Press

Larsen-Freeman, D.(1986).Techniques and principles in language teaching Oxford: OUP

Mukalel, J.C. (1988) .Approaches to English language teaching. New Delhi:

Discovery Publishers

Norrish, J. (1989). Language learner and their errors.NY: Macmillan

Omaggio, A.C. (1986).Teaching language in context. London: HHP

Richardds, J.C. (1980).Error analysis. London: Longman

Richards, A. & Rodgers,B. (1986). Approaches and methods in language teaching a description and analysis. Cambridge: CUP

Steinberg, D.D. (1988). Psycholinguistic .London: Longman

Wilkins, D.A. (1985). Linguistics in language teaching. London: Arnold



Teaching of Mathematics & Methods and Techniques of Teaching Math

Teaching of Mathematics

Introduction:

Mathematics is the pure science which is often referred to as “mother of sciences’. The importance of mathematical knowledge can be realized from the fact that almost all educational philosophies have emphasized its teaching at all levels because it develops the abilities of logical and critical thinking among the students. Mathematics is a highly conceptual science and teaching mathematics is not an easy job. It requires highly trained teachers who know concept learning and concept teaching in detail. More -over an in-depth knowledge and understanding of latest methods and techniques in teaching of mathematics.

Better teaching of Maths leads to better understanding of Maths which in turn results in the development of science and technology. The following courses are intended to produce competent teachers of Math having command over contents of class I to X and O’& A’ levels as well as latest methodologies of teaching them.


Course –I: Content of Mathematics upto Secondary and O’ level

Course code: BED-526.

Objectives:

On the successful completion of this course the prospective teachers will be able to:

  • Understand the concepts, principles and laws of mathematics

  • Solve practical problems about various concepts, principles and laws of Maths included in the syllabi of elementary level

  • Teach the concepts, principles and laws of Mathematics effectively through the practical problems at elementary level

  • Apply the basic concepts, laws and principle of Maths in solving daily life problems related to Mathmatics

  • Develop analytical thinking, critical thinking and reasoning through mathematical problem solving

  • Understand the concepts, principles and laws of mathematics in ‘ O’ & ‘A’ levels

  • Solve practical problems about various concepts, principles and laws of Maths included in the syllabi in ‘O’ & ‘A’ levels

  • Teach the concepts, principles and laws of Maths, effectively through the practical problems at secondary level.

  • Apply the basic concepts, laws and principles of Maths in solving their daily life problems related to Maths.

  • Develop analytical thinking, critical thinking and reasoning through mathematical problem solving.


Course outline

Part-1: Content of Mathematics at Elementary Level

Unit-1: Numeration Systems

Unit-2: Concept of Addition and Subtraction

Unit –3: Concept of Multiplication

Unit-4: Division and Exponents

Unit-5: Measurement

Unit-6: Numbers Theory & Integers

Unit-7: Fractions

Unit-8: Set & Set Theory

Unit-9: Elementary Statistical Concepts and Information Handling:

Unit-10: Percentage, Ratio and Proportion

Units-11: Algebraic Expressions

Part –II

Section-1: (Matric)

Content of Mathematics at Secondary Level

Unit –I: Set and its Teaching

Unit-2: System of Real Numbers, Exponents and Radicals

Units-3: Logarithms

Unit-4: Algebraic Expression and Their Teaching

Unit-5: Factorization, HCF, LCM and Square Root

Unit-6: Matrices

Unit-7. Fundamental Concepts of Geometry

Unit-8: Demonstrative Geometry

Unit-9: Practical Geometry

Unit-10: Algebraic Sentences

Unit-11: Elimination

Unit-12: Variations

Unit-13: Information Handling

Unit-14: Fundamental Concepts of Geometry and Theorems of Geometry

Unit-15: Concepts of Circle

Unit-16: Practical Geometry

Unit -17: Trigonometry

Section –II. Content of Mathematics (O’ Level)

A review of the following topics from Mathematics Book 1 to 4 (O’ levels)

Unit -1: Congruence and similarity

Unit -2: Scales and maps

Unit -3: Symmetry and angle properties of polygons

Unit -: Solving quadratic equations by factorization

Unit -5: Simultaneous linear equations

Unit -6: Linear graph and their applications

Unit -7: Graphs of quadratic functions

Unit -8: Motion geometry

Unit -9: Pythagorean theorems

Unit -10: Measurement of areas

Unit -11: Linear equalities

Unit -12: Coordinate geometry

Unit -13: Area and volume of similar figures and solids

Unit -14: Geometrical properties of circles

Unit -15: Tangents and alternate segment theorem

Unit -16: Frequency distribution

Unit -17: Locus and construction

Unit -18: Vectors in two dimensions

Unit -19: Geometrical transformation

Unit -20: Probability

Unit -21: Exponential and logarithm function

Unit -22: Remainder and factor theorem

Unit -23: Linear law

Unit -24: Circular measures

Unit -25: Permutations and combinations

Unit -26: Binomial theorem

Unit -27: Differentiation and its techniques

Unit -28: Rates of change

Unit -29: Higher derivatives and applications

Unit -30: Integration

Unit -31: Relative velocity

Unit -32: System of real numbers: Exponent and radicals

Recommended Books

Anwar , M.; Qureshi, M.F. et al (2003). Mathematics -10 ( Part-II). Lahore: Punjab Text Board

Bennett –Jr., A. B. and Nelson. L.T. (2004). Mathematics for elementary teachers : A conceptual approach . (6th ). Boston: McGrew-Hill, Inc.

Bennett-Jr., A. B.and Nelson, L. T. (2004). Mathematics for Elementary teachers: A Conceptual approach. Boston: Mc Grew-Hill.

Lodhi, S.M. Sipea, G.S. et al (2003). Mathematics -9. Lahore: Punjab Text Board

Rabbani, M.I. (2003). New millennium: Introduction to Pakistan studies Lahore: Carvan Book House.

Saleemi, F. (2003). Mathematics. (from class 1 to 8 ). Lahore: P T B.

Sidhu, K.S. (1998). The teaching of mathematics (4th ed.). New Delhi: Sterling Publishers.

Thong , H.S. and Hong ,K.N.(2003). New additional mathematics (for O’ level ). Karachi: paramount publishing Enterprise.

Yee, L.P., Huo, F. L. et al (2003 a). New syllabus: Mathematics – 1. (5th ed.). Oxford: OUPS

Yee, L. P., Huo, F.L. et al (2003 b). New syllabus: Mathematics -2 ( 5th ed.) Oxford: OUP.

Yee, L.P. and Huo, F.L. et al (2003 c). New syllabus: Mathematics- 3 (5th ed.). Oxford: OUP.

Yee, L. P., Huo, F.L. et al (2003 d). New syllabus: Mathematics- 4 (5th ed.). Oxford: OUP.

Yee, L.P and Huo, F.L et al (2003 e). New syllabus: Mathematics -4.Work book. Oxford :OUP.





Course –II: Methods and Techniques of Teaching Mathematics

Course code: BED-527.

Objectives:

On the completion of this course the prospective teachers will be able to:

  • Understand the concepts, principles and laws of mathematics

  • Solve practical problems about various concepts, principles and laws of maths included in the syllabi up to secondary level

  • Teach the concepts, principles and laws of mathematics effectively through the practical problems at elementary level

  • Teach the concepts, principles and laws of math, effectively through the practical problems at secondary level

  • Apply the basics concepts, laws and principles of maths in solving daily life problems related to maths

  • Develop analytical thinking, critical thinking and reasoning through mathematical problem solving


Course outline


Part-1: Theoretical Perspective


Unit -1: Introduction

  • What is Mathematics?

  • The nature of mathematics : The science of logical reasoning

  • Mathematical language and symbolism

  • Pure and applied mathematics

  • Topology

  • The educational value of mathematics :

Practical, disciplinary, social, moral, aesthetic, intellectual, vocational, artistic, economical and scientific values of mathematics

  • The place of mathematics (scope ) in everyday life

Unit-2: History of Mathematics

  • The origin of mathematics / forms of mathematics in the beginning

  • Contributions of the followings in the historical development of mathematics :

  • The Babylonians

  • The Egyptians

  • The Greeks

  • The Romans

  • The Chinese

  • The Arabs / Muslims

  • The Japanese

  • The Hindus

  • Historical review of mathematical developments: From simple arithmetic’s to modern computer mathematics

  • Great Muslims & non-muslim mathematicians

Unit -3: Structure & Organization of Mathematics

  • Number system and comparison of arithmetics

  • Comparison of structures in the system of natural basic algebraic structures

  • Group theory, ring theory, field theory and vector space

  • Modern mathematics: Meaning, need, importance, essentials and applications

  • Euclidean and non-Euclidean geometries

  • Hilbert’s modified Euclidean geometries: Hyperbolic and elliptical geometrics

  • Relationship of mathematics with following subjects:

  • Physics, chemistry, biology, engineering, agriculture, economics, philosophy, logic, fine arts, geography, statistics etc.


Part –II: Pedagogical Perspective

Unit-4: Aims and Objectives of Teaching Mathematics

  • Aims and objectives of teaching mathematics

  • Objectives of teaching mathematics at elementary level

  • Objectives of teaching mathematics at secondary level

  • Formulation of objectives

Unit-5: Curriculum of Mathematics

  • Approaches to curriculum development in mathematics

  • Principles & criteria of curriculum development and design in mathematics

  • Mathematical projects & problems: Puzzle problems, catch problems, unreal and real problems, oral & written problems, theoretical / conceptual & practical problems

  • Analyzing & critically evaluating a mathematics syllabus

  • Why revision of the present curriculum of mathematics and by whom?

  • Defects in the current teaching of mathematics: Causes & remedies

  • Topical vs spiral arrangement of content

Unit -6: Methods and Approaches to Teaching of Mathematics

  • Lecture method / expository method

  • Dogmatic approach

  • Inductive and deductive approaches

  • Heuristic approach

  • Analytic & synthetic approaches

  • Laboratory / practical / constructivist approach

  • Project method

  • Problem solving method

  • Topical & concentric approaches

  • Advance organizer method

  • Conceptual approach : Concept teaching & concept building

  • Activity-based method

  • Selecting & applying an appropriate method or technique of teaching a mathematical topic.

Unit-7: Techniques of Teaching Mathematics

  • Oral and written work (problems and exercises) technique

  • Drill and homework techniques

  • Assignment technique

  • Self-study & supervised study techniques

  • Group work technique

Unit -8: Planning and Delivering Lessons

  • How to plan a mathematics lesson?

  • Lesson planning using a computer

  • Planning a lesson manually

  • Delivering a mathematics’ lesson

  • Some sample lesson plans

  • Selecting & applying an appropriate method or technique of teaching a

mathematics topic

  • Acquiring and placing equipment & material in mathematics laboratory

  • Establishing and organizing a mathematics library

  • Mathematics text books : Need, importance , uses and characteristics of a good text book of mathematics

  • Establishing a mathematics club

Unit -9: Measurement & Evaluation in Mathematics

  • Criteria of measuring tests

  • Prognosis & diagnosis

  • Different types of tests used in assessment of mathematical achievement

  • Construction of a quality test : Nature , steps , process , need & importance

  • Scheme for preparing an evaluation tool

  • What is special with measurement & evaluation in maths?


Part-III: Technological Perspective

Unit-10: Using Modern Educational Technology in Teaching of Maths

  • Integrating following educational technologies in teaching of mathematics:

Projectors, filmstrips, radio, T.V., interactive video, computer, internet etc.

  • Using following A.V. Aids in teaching of mathematics:

  • Blackboard, whiteboard, concrete material, number kit, Venn diagrams, place value pockets, fractional parts, charts, models, excursions, puzzlers, online activities, collections of locally prepared / developed low cost teaching material (home-made equipment) and some specials instruments etc.

Unit-11: Mathematics Laboratory, Library and Text-Books

  • Setting up a mathematics laboratory

  • Acquiring and placing equipment & material in mathematics laboratory

  • Establishing and organizing a mathematics library

  • Mathematics text books: Need, importance , uses and characteristics of a good text book of mathematics

  • Establishing a mathematics club


Part-IV: Teaching Perspective

Unit-12: Effective Teaching of Mathematics

  • Prerequisites of an effective teacher of mathematics: Qualification, training, professionalism and personality traits (aptitude, attitude & logical and critical thinking etc.)

  • Characteristics of the effective teachers of mathematics

  • Duties & activities of the teachers of Maths.

  • Arousing and maintaining interest in Maths

  • Principles of productive thinking & meaningful learning in mathematics

  • Physical & psychological conditions for studying Maths: Some suggestions


Unit-13: The Teaching of Arithmetics

  • Basic concepts: Meaning, aims, and importance of arithmetics

  • Methods of teaching arithmetics: Numeration and notation

  • Teaching of four simple rules of arithmetics

  • Teaching of the selected topics of arithmetics up to secondary level

Units –22: Problems of Teaching Math at Elementary and Secondary Level.

Units –23:Issues and Trends in Teaching of Math at Elementary and Secondary Level.


Recommended Books


Bennett-Jr, A.B and Nelson , L.T.(2004).Mathematics for elementary teachers: A conceptual approach. (Sixth ed.). Boston: McGraw-Hill

Sidhu, K.S. (1998). The teaching of mathematics (4th ed.) New Delhi: Sterling publishers.

Ellington, H. and Race, P. (1994). Producing teaching materials: A hand book for teachers and trainers. (2nd ed.). London: Kogan Page



Teaching of General Science Methods and Techniques of Teaching Sc

Teaching of General Science

Introduction:

Science has become an essential and integral part of our life. Without the knowledge of basic principles , concepts , theories and laws of science one cannot understand and explain a number of daily-life processes and many phenomena which one observes and experience in one’s life . Hence a basic knowledge about the fundamentals of science has become a necessity of everyone. Furthermore, science is not only a knowledge rather it is a attitude towards nature I a way of thinking as well as a way of life .

Keeping this in view, science has been given the status of a compulsory subject in any education system in the form of “general science”. So it is being taught even to the students of arts, literature and social sciences. It is due to this large scale demand of science teaching that we need a large number of science teachers. These science teachers must be equipped with an in-depth knowledge with full understanding and well-developed skills to communicate (teach) the concepts, principles, theories and laws of science at elementary and secondary level. They must have competence and command over the content of science from class I-X as well as over the latest available methods, techniques and approaches towards science teaching. They must keep in mind the objectives of science teaching and its need and importance in the advancement and progress of the society and civilization. These courses on the “teaching of general science” have been designed to meet all these requirements. Course -1 deals with the content of general science from classes I-X and course-II discusses on the methods & techniques of teaching science. Course-III deals with the practical work & developing teaching materials in science.



Course –I: Contents of General Science up to Secondary and O’ Levels

Course Code: BED-516.

Objectives:-

The general objectives of this course are to enable the student teachers to:

  • Understand and apply the concepts of science in daily life .

  • Develop scientific thinking and scientific attitude among their students

  • Plan, organize and teach a lesson on a given topic of science in the light of theory and research in science education

  • Understand recent trends and issues in methods and techniques of teaching science at elementary and secondary level

  • Comprehend and teach theories , Laws and principles of science effectively upto secondary level

Course Outline

Unit-1. Introduction to Science:

  • Nature, scope and importance of science education

Part-I

Unit-2. History of Science

        • What is science?

        • Islam and science

        • Scientific method

        • Branches of science

        • Evolution of modern sciences

Unit:3. Science and Society

        • Facilities: agriculture, medicine, pharmacy, engineering etc.

Unit:4. Cell as Unit of life

      • Start of life

      • Chemical composition

      • Chromosomes and genes

Unit-5. Microscopic Organisms

      • Bacteria

      • Viruses

      • Growth of human body

      • Role of nutrition

      • Components of nutrition

      • Role of hormones in body

Unit-6. Essential Elements of Life

Needs, importance and role of following elements in plants & animals:

Carbon, Hydrogen, Oxygen, Nitrogen, Calcium, Phosphorous, Potassium, Sulpher, Chlorine, Sodium, Magnesium, Iron etc.

Unit-7. Structure of Atom and Radioactivity

  • Atom

  • Fission and fusion

  • Pakistani nuclear program

  • Peaceful use of atomic energy

Unit-8. Modern Technology

Engine, Radio, Computer, Laser, Tape Recorder, Radar, Telephone, Television, Astronomy, Pakistan’s Space Program

Unit-9. Energy

  • Types of energy

  • Energy sources

  • Measurement of energy and its units

  • Use of energy in Pakistan

  • Conservation of energy

Unit-10. Environmental and Natural Resources

    • Minerals

    • Agricultural recourses

    • Marine Resources

    • Pollution and its types

    • Population explosion

    • Ecological balance

    • Forests

    • Water logging and salinity

    • Urbanization

Unit-11. Science and Technology

  • Science and technology in Pakistan

  • Futurism

Part II

Review of Content of Class 1 – 5

Review of Content of Class 6—8

Review of Content of Class 9th and 10 th



Recommended Books

Feden , P.D. and Vogal , R.M.(2003). Methods of teaching: Applying cognitive science to promote students learning . Boston: McGraw-Hill.

Hoong , T. L. Leng , H. P. (2003) . Lower Secondary Science 2 Singapore :SNP Panpac

Hoong , T. L. Leng,H. P. (2003). Lower Secondary Science I Singapore : SNP Panpac

Qureshi, N. A. et al (2002). Science 3. Lahore: Punjab Text Book Board .

Qureshi, A. M. et al (2003). General Science. Lahore: Punjab Text Book Board.

Saleemi, F. ( 2003 a). Science 2. Lahore: Punjab Text Book Board.

Saleemi, F. ( 2003 b). Science 7. Lahore: Punjab Text Book Board.

Saleemi, F.et al (2002 a). Science 6. Lahore: Punjab Text Book Board.

Saleemi, F. et al (2002 b). Science 1. Lahore: Punjab Text Book Board.

Saleemi, F. (2004). Science 3. Lahore: Punjab Text Book Board.

Course-II: Methods and Techniques of Teaching Science


Course Code:-BED-517.

Objectives:

The general objectives of this course are to enable the student teachers to:

  • Understand and apply the scientific method in daily life

  • Understand and apply various methods and techniques for teaching concepts of science

  • Develop scientific thinking and scientific attitude among their students

  • Select an appropriate method or technique for teaching a given topic of science by developing and arranging necessary materials and conditions

  • Plan organize and teach a lesson on a given topic of science in the light of theories and research in science education

  • Understand recent trends and issues in methods and techniques of teaching science at elementary and secondary levels


Outline

Unit-1. Introduction

        • Science: Its nature, scope and importance

        • Science education

        • Scientific process / method : Its nature , steps ,stages and characteristics

        • Scientific attitude , nature and importance

        • Science education in Islamic perspective


Unit-2. Use of A.V-aids in teaching general science

Unit-3. Planning lessons

Unit-4. Developing required instruction & helping for teaching science material

Unit-5. Imparting instruction

Unit-6. Different methods used in the teaching of general science

A detailed study of the nature, scope procedures, merits, demerits and application of the following methods and techniques:

        • Lecture method

        • Expository method

        • Laboratorial or practical method

        • Logical puzzles

        • Demonstration

        • Discussion method

        • Problem solving method

        • Project method

        • Modeling

        • Tutorial method

        • Discovery and inquiry method

        • Using computer technology (Simulations, PDA’S, Artificial Intelligence System, Programmed Instructions, Integrated Learning Systems)

        • Modular instruction

        • Brains forming

        • Activity based

Unit-7. New Trends in Science Teaching

        • CAI and ICT

        • Science technology and society

        • Science technology and literacy

        • New trends in teaching of Chemistry

        • New Trends in teaching of Physics

        • New trends in teaching of Biology

        • New trends in teaching of Maths

        • New trends in teaching of General Science at Elementary and Secondary level

Unit-8. Evaluation of student’s achievement in science subjects

Recommended Books

Alsop, S. and Hicks, K. (2003). Teaching science: A hand book for primary & secondary school teachers. New Delhi: Kogan Page

Amos, S. and Boohan, R. (Eds.). (2002) Teaching science in secondary school –A reader. London: Routledge.

Ashman, K.M. and Baringer, P.S. (Eds.).(2001). After the science wars. London: Rouledge.

Back,I . and Earl .M.(Eds.). (2003). Key issues in secondary education. (2nd ed.) London: Continuum.

Ediger, M. and Rao , D.B. (2003). Teaching science in elementary schools. New Delhi: Discovery Publishing House.

Hand, B . and Prain, V. (Eds.).(1995).Teaching and learning in science: The constructivist class room. Sydney: Harcourt brace

Mohapatra , J.K . and Mathapatan, M.(1999). New dimensions of science curriculum: An operational approach. New Delhi: Commonwealth.

Rifat, O. (compiler). (n.d.)Foundation s of science education. Islamabad: AIOU Press.

Science Education Department, AIOU. (1998). Allied material on assessment in science education. Islamabad: AIOU.

Siddiqui, S.A. (Compiler). (2001). Trends & issues in education. Islamabad: AIOU press.

Watts , M. (Ed.). (1991). Science in the natural curriculum. London: Cassell.









Teaching of General Science

Teaching of General Science

Introduction:

Science has become an essential and integral part of our life. Without the knowledge of basic principles , concepts , theories and laws of science one cannot understand and explain a number of daily-life processes and many phenomena which one observes and experience in one’s life . Hence a basic knowledge about the fundamentals of science has become a necessity of everyone. Furthermore, science is not only a knowledge rather it is a attitude towards nature I a way of thinking as well as a way of life .

Keeping this in view, science has been given the status of a compulsory subject in any education system in the form of “general science”. So it is being taught even to the students of arts, literature and social sciences. It is due to this large scale demand of science teaching that we need a large number of science teachers. These science teachers must be equipped with an in-depth knowledge with full understanding and well-developed skills to communicate (teach) the concepts, principles, theories and laws of science at elementary and secondary level. They must have competence and command over the content of science from class I-X as well as over the latest available methods, techniques and approaches towards science teaching. They must keep in mind the objectives of science teaching and its need and importance in the advancement and progress of the society and civilization. These courses on the “teaching of general science” have been designed to meet all these requirements. Course -1 deals with the content of general science from classes I-X and course-II discusses on the methods & techniques of teaching science. Course-III deals with the practical work & developing teaching materials in science.



Course –I: Contents of General Science up to Secondary and O’ Levels

Course Code: BED-516.

Objectives:-

The general objectives of this course are to enable the student teachers to:

  • Understand and apply the concepts of science in daily life .

  • Develop scientific thinking and scientific attitude among their students

  • Plan, organize and teach a lesson on a given topic of science in the light of theory and research in science education

  • Understand recent trends and issues in methods and techniques of teaching science at elementary and secondary level

  • Comprehend and teach theories , Laws and principles of science effectively upto secondary level

Course Outline

Unit-1. Introduction to Science:

  • Nature, scope and importance of science education

Part-I

Unit-2. History of Science

        • What is science?

        • Islam and science

        • Scientific method

        • Branches of science

        • Evolution of modern sciences

Unit:3. Science and Society

        • Facilities: agriculture, medicine, pharmacy, engineering etc.

Unit:4. Cell as Unit of life

      • Start of life

      • Chemical composition

      • Chromosomes and genes

Unit-5. Microscopic Organisms

      • Bacteria

      • Viruses

      • Growth of human body

      • Role of nutrition

      • Components of nutrition

      • Role of hormones in body

Unit-6. Essential Elements of Life

Needs, importance and role of following elements in plants & animals:

Carbon, Hydrogen, Oxygen, Nitrogen, Calcium, Phosphorous, Potassium, Sulpher, Chlorine, Sodium, Magnesium, Iron etc.

Unit-7. Structure of Atom and Radioactivity

  • Atom

  • Fission and fusion

  • Pakistani nuclear program

  • Peaceful use of atomic energy

Unit-8. Modern Technology

Engine, Radio, Computer, Laser, Tape Recorder, Radar, Telephone, Television, Astronomy, Pakistan’s Space Program

Unit-9. Energy

  • Types of energy

  • Energy sources

  • Measurement of energy and its units

  • Use of energy in Pakistan

  • Conservation of energy

Unit-10. Environmental and Natural Resources

    • Minerals

    • Agricultural recourses

    • Marine Resources

    • Pollution and its types

    • Population explosion

    • Ecological balance

    • Forests

    • Water logging and salinity

    • Urbanization

Unit-11. Science and Technology

  • Science and technology in Pakistan

  • Futurism

Part II

Review of Content of Class 1 – 5

Review of Content of Class 6—8

Review of Content of Class 9th and 10 th



Recommended Books

Feden , P.D. and Vogal , R.M.(2003). Methods of teaching: Applying cognitive science to promote students learning . Boston: McGraw-Hill.

Hoong , T. L. Leng , H. P. (2003) . Lower Secondary Science 2 Singapore :SNP Panpac

Hoong , T. L. Leng,H. P. (2003). Lower Secondary Science I Singapore : SNP Panpac

Qureshi, N. A. et al (2002). Science 3. Lahore: Punjab Text Book Board .

Qureshi, A. M. et al (2003). General Science. Lahore: Punjab Text Book Board.

Saleemi, F. ( 2003 a). Science 2. Lahore: Punjab Text Book Board.

Saleemi, F. ( 2003 b). Science 7. Lahore: Punjab Text Book Board.

Saleemi, F.et al (2002 a). Science 6. Lahore: Punjab Text Book Board.

Saleemi, F. et al (2002 b). Science 1. Lahore: Punjab Text Book Board.

Saleemi, F. (2004). Science 3. Lahore: Punjab Text Book Board.


Computer in Education course outline

Computer Applications in Education

Course Code: BED-507.

Introduction:

Computer is nowadays being used in almost all academic disciplines. It is the latest and most advanced technology of the present era. Education too is not an exception. Computer technology is being applied as a major AV- aid in instruction as well as planning. Moreover, numerous soft wares have been developed that are used in research (for data analyses and data presentation) and teaching. This course is intended to introduce the students with recent developments and applications of computer technology in the field of education. It will enable the students to equip themselves with the use of modern technologies in the classroom. It also enables them to use these technologies in school management. Information technology plays a vital role in the development of every organization, whether, business organization or social organization like school. Information is becoming an intangible asset and organizations give importance to the tools, equipments and resources used for managing information. Knowledge of computer applications is helpful in this regard.

Objectives:

At the end of this course, the students will be able to:

  • Understand computer systems and information technology

  • Differentiate among different work environments of computer systems

  • Exhibit capabilities of using computer in education

  • Develop and maintain database of an educational institute

  • Design classroom presentations and plan their lessons

  • Use internet, e-mail and intranet for educational purposes

  • Equip themselves with computer skills according to the market demands

  • Justify all requirements of an office administrator (to write memos, circulars, office orders etc.)

  • Develop practical capabilities required in using computers

  • Produce computer literate human capital

  • Apply computer in analyzing and presenting research data




Outline

Unit-I: Fundamentals of Computer

  • Introduction to computer system and data processing

  • Types of computer

  • Classification of computer

  • Hardware configuration

  • Central processing unit

  • Computer software

  • Uses of computer in education

Unit -2: Disk Operating System

  • Definition of disk operating system.

  • Features of DOS

  • What is a file? And how to create, save, edit and reopen a file.

  • Types of commands in MS-DOS.

  • Some important commands:

CD, MD, RD, CLS, COPY, XCOPY, DATE, TIME, DEL, DIR, DOSKEY, AUTOEXEC.BAT & CONFIG.SYS files FORMAT, LABEL, PATH, UNDEL, REN, SYS, VER, TREE,

Unit-3: Windows operating system

  • Introduction to graphical user interface

  • Features of windows

  • Comparison of DOS and windows

  • Desktop: Icons for my computer, explorer, recycle bin

  • Task bar

  • Start button, application icons in task bar e.g., date , time ,etc.

  • Start menu

  • Program settings , documents settings , help run and shutdown

  • Working in windows

  • Operating an icon , maximizing and minimizing a window etc.

  • Using my computer

  • View files and folders on floppy and /hard disk

  • Managing files: Moving and copying file , creating new files and folders

  • Using explorer: Collapsing / expanding levels to view folders and files; properties of files and folders

  • File management: Copy, move, delete, rename, displaying hidden files, creating a folder, finding a file with various options

  • Accessories

  • System tools, calculator, address book, paint, word pad etc.

Unit-4: Word Processor

  • Facilities of word processor.

  • Typing and formatting of any document e.g. notes, applications, and letters.

  • formatting of articles, term papers and theses( according to APA style)

  • Maintaining date using tables.

  • Mail merge E-mail.

  • Address book management.

Unit-5: Spread sheet

  • Uses of MS-Excel.

  • Entering and maintaining data in worksheets.

  • Formula entry and data analysis.

  • Graphical presentation of data

  • Advance features

  • Preparing and presenting students reports

Unit-6: Designing Presentations

  • Introduction to MS-Power point

  • Preparing presentations

  • Audio and video effects

  • Advance features

Unit-7: Data Base Management

  • Introduction to data base

  • Why data base is prepared or make?

  • Other data base management programs e.g. Oracle, Internet data bases etc.

  • Introduction to MS- Access

  • Developing data base in Access

  • Using data base

Unit-8: Scheduling and Maintaining Personal Information

  • MS-Outlook Express

  • Address book

  • E-Mail

  • Diary

  • Scheduling class room activities

  • Advance features

Unit-9: Computer in Education

  • Areas of application in education

  • Using different types of programs for delivering lessons in classrooms

  • Lesson planning by using Roblyer’s data base of strategies and lesson plans

  • Management of student related information

  • Preparing result cards and reports

Unit-10: Searching for Information

  • Introduction to internet

  • Searching and browsing

  • Sending and receiving

  • Downloading and uploading information

Note: Teacher will provide required material

Recommended Books


Altman, R. B.(1999). Visual quick starts guide; Power point 2000 for windows. Berkley: Peach Pit.

Baver, D.G. (1997). Educators internet funding guide, class room connections. Delhi: Prentice -Hall of India.

Black, U. (1999). Advanced internet technologies. New Jersey: Prentice Hall.

Bott, E. D. (Ed.). (2000). Special Microsoft office 2000. New Delhi: Prentice Hall of India.

Bott, E. D. (Ed.). (2000). Practical Microsoft windows 2000 professional. New Delhi: Prentice Hall of India.

Capron, H . I. (1998). Computer tools for an information age. Massachusetts: Addison Weley

Crumlish, C. (1996). The ABC’S of the internet. New Delhi: BPB Publications.

Maloney,D. (1998). User friendly using Microsoft word 97. New Delhi: Prentice Hall of India

Minasl, M., Anderson, C., Smith, B.M & Loombs, D. (2000). Mastering windows 2000 (Server). New Delhi: BPB publications.

Roblyer , m.D.(1999). Integrating techonology across the curriculm: A data base of strategies and lesson plans. NJ: Merril an imprint of prentice-Hall.

Ray, S. & Ray, E. J. (1999). Visual quick start guide: Access 2000 for windows. Berkley: Peach pit Press.

Segman, S. (1999). Visual quickstart guide, Micrsosoft office for windows. Berkley: Peach pit Press.

Sinnah, P. K. (2000). Fundamentals of computer. New Delhi: Prentice -Hall of India.