Maxims of teaching science

Starting from the assumption that deep learning, which seeks lasting mastery over a subject, is more desirable in professional education than shallow learning, which is merely designed to pass academic assessments, this blog suggests ways in which teachers in science education can encourage the former. Noting that students tend to adopt either a shallow or deep approach in response to their experiences in the classroom and their understanding of what the assessment regime requires, it argues that, as a consequence, it ought to be possible to prompt more students to adopt deep learning approaches by manipulating teaching and assessment strategies in science teaching. The literature on teaching and learning is explored in order to derive maxims of good practice which, if followed, can reasonably be expected to promote deep learning and discourage surface learning in science. It is argued that this will lead to more effective preparation for the real world of professional practice.

ESSENTIAL OF TEACHING THE SUBJECT MAXIMS OF TEACHING

In order to achieve the aims & objectives of the teaching of a particular subject certain maxims are laid

down. The teaching of the subject is then planned & carried out keeping these maxims as the guiding 

principles:

Simple to complex-

It is well known maxims of teaching & this is the natural process of mind. It is also psychologically successful methods for imparting the knowledge of abiotic and biotic resources like sea & ocean . A science teacher can show a pond or a tank to his students. Similarly a model of mountain can be used to explain various things about a mountain its role in giving shelter to various flora and fauna..

for example 

a teacher may give flower of hibiscus specimen to observe and learn. while learning the simple five whorls of the flower the students may learn initially only the simple structures or parts, its description and their immediate functions. 

it is only when the student leans the topic  on sexual reproduction in flowering plants will they learn about the stages of pollination and fertilization, followed by theory of  reduction division and formation of gametes. thus the topic evolves as the purpose of flowering is understood from simple to complex and also the maxim from whole to parts are also seen in this example. 

Known to unknown-

It is always better to proceed from known to unknown. It demands that the teacher should make efforts to establish some association with the previous knowledge of the students while imparting them any knew knowledge. For ex: while teaching about forests & their qualities the science or environmental education teacher can establish association with gardens that the students have seen. Due to this the

regional science as well as geographyy is quite important.

Concrete to abstract –

Though it is desirable to proceed from concrete to abstract but it is difficult in teaching of geography. Geographical factors, that are abstract in nature, cannot be displayed in concrete form. Now ever teacher should try his best to act according to this maxims the teacher sketches & diagrams

& try to establish the abstract facts in the minds of students.

Particular to general –

It is always better to cite some specific examples before proceeding to general principles of a phenomenon. It helps the students to follow things easily & properly. The geography teacher should

proceed from the geography of region and then go over to the geography of the general principles of 

the whole world.