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Teaching Science: Methodology (Physical and Biological) · Chapter 8

Science Curriculum, Science Textbook and the Science Teacher

What to remember

  • Curriculum is everything a school plans for learning: aims, content, methods, activities and evaluation. The syllabus is only the list of topics; the textbook is one resource.
  • A good science curriculum is child-centred, activity-based, spiral and linked to daily life, and it develops scientific attitude and method, not only facts.
  • The science teacher is a facilitator who knows the subject, plans well, uses activities and aids, shows scientific attitude and keeps learning.

Meaning of curriculum

The word curriculum comes from the Latin *currere*, "to run", meaning a course or path to be run. In the modern view, curriculum includes all experiences that a child gets under the guidance of the school: classroom learning, laboratory work, play, clubs, trips and values.

TermMeaning
CurriculumTotal plan of learning experiences, wide
SyllabusList of topics for a class or exam, narrow, with time allotted
TextbookA book that covers the syllabus for children
Co-curricular activitiesActivities such as science club, quiz and fair that support the curriculum
Hidden curriculumValues and habits learned silently from school culture and teacher behaviour (term used by Jackson)
Core curriculumCommon subjects and learning needed by all children

Curriculum, syllabus and textbook should match each other. A textbook should not be treated as the curriculum.

Principles of a science curriculum

  • 1. Child-centred: based on the age, interest, ability and needs of the learner.
  • 2. Activity and experience based: learning by doing, observing and experimenting.
  • 3. Linked to life: uses the child's home, village, health, environment and local problems.
  • 4. Scientific method and attitude: emphasis on observing, questioning, testing, concluding.
  • 5. Flexible: allows local examples, choices and change over time.
  • 6. Integrated: connects physics, chemistry and biology with each other and with society, technology and environment.
  • 7. Logical and psychological order: from simple to complex, known to unknown, concrete to abstract.
  • 8. Balanced: gives knowledge, skills and values their place.
  • 9. Inclusive: gives all children, including those with special needs, a fair chance.
  • 10. Forward-looking: includes new developments and prepares for further study and for citizenship.

Ways of organising science content

ApproachIdea
Topical (logical)Topics arranged in a logical order of the subject; each is complete once
ConcentricThe same topic is repeated in higher classes with wider scope
SpiralIdea of Bruner: key concepts return at higher levels with greater depth, building on earlier learning
Unit approachContent is divided into units, each with a central idea and activities
Integrated or thematicThemes (for example "water", "food") bring together several branches

At the upper-primary stage science is usually taught as general science, while at the secondary stage it is arranged as physical science and biological science. Environmental studies is taught in the early classes.

Curriculum documents and the national frame

  • National Curriculum Framework (NCF) 2005, prepared by NCERT, calls for learning without burden, links to life outside school, constructivist ideas, and science as inquiry and activity rather than memory.
  • Right to Education Act 2009 requires a curriculum that fits the child's all-round development, learning in a child-friendly way and mother tongue as far as possible.
  • NCERT designs national frameworks and textbooks. The SCERT of the state adapts them to its needs. In Andhra Pradesh the SCERT prepares state curriculum material and textbooks. State frameworks follow the national frame while adding local examples.
  • The National Education Policy 2020 also stresses experiential learning, reduced content load and a new curriculum framework.

The science textbook

A textbook is a main source of content for children and a guide for teachers, but it is only one resource. Others are the laboratory, teacher guide, library, internet and the environment.

Qualities of a good science textbook:

  • Content: accurate, up to date, suited to the class level, and in line with the curriculum.
  • Language: simple, clear, short sentences; technical terms explained when they first appear.
  • Organisation: logical order of chapters, headings and a summary.
  • Illustrations: clear, labelled, accurate pictures, diagrams and tables.
  • Activities: simple experiments and projects that use local material and are safe.
  • Evaluation: questions that test understanding and application, not only recall.
  • Local relevance: examples from the child's surroundings.
  • Physical features: good paper, clear print, strong binding, attractive cover and a reasonable price.
  • Author's role: should be an expert, with the help of practising teachers.

Use of the textbook by the teacher: read it carefully before teaching; plan activities from it; use it as a guide, not as the only source; encourage children to read it after the activity; and give feedback on its use to the authors.

Evaluation of a textbook looks at content, presentation, language, activities, evaluation items, teacher guidance and physical quality.

The science teacher

The teacher is the most important factor in the curriculum. A science teacher should have the following qualities.

AreaQualities
AcademicStrong command of subject; reads widely; knows recent developments
ProfessionalKnows teaching methods; plans lessons; uses aids; evaluates with care
Scientific attitudeOpen-minded, curious, honest, objective, rational
Practical skillsHandles apparatus, improvises, practises lab safety
PersonalPatient, friendly, fair, enthusiastic, a good role model
SocialWorks with colleagues, parents and community; guides clubs and fairs

Roles of the science teacher:

  • Facilitator who guides children to discover and does not simply tell.
  • Planner of lessons, activities and evaluation.
  • Organiser of the laboratory, club, fair and field trip.
  • Guide and counsellor who notices children's difficulties and interests.
  • Researcher in the classroom (action research) who tries and improves methods.
  • Learner who attends in-service training and updates knowledge.

Scientific attitude

A scientific attitude is a habit of mind found in good scientists. Its main components are curiosity, open-mindedness, objectivity, critical thinking, suspended judgement (waiting for evidence), rationality (no belief in superstition), honesty and humility, and respect for evidence. Teachers develop it by questioning, by letting children test claims, and by their own example. Scientific attitude is different from scientific method, which is the sequence of steps used to solve a problem.

Planning teaching from the curriculum

A teacher turns the curriculum into daily teaching in three levels. The year plan divides the syllabus over months. The unit plan takes one theme with its objectives, activities, aids and evaluation. The lesson plan covers one period, with objectives, previous knowledge, steps (introduction, development, application, recapitulation) and evaluation. A good lesson plan includes simple activities, questions and TLM, and the teacher keeps a teacher diary to note what worked.

Constructivism, a key idea of NCF 2005, says children build knowledge from their own experience. In practice the teacher begins with a question or a real object, lets the children explore in groups, and then helps them to explain the idea in their own words. The textbook and laboratory support these steps.

Curriculum change: the curriculum is reviewed from time to time using feedback from teachers, children, parents and experts, and the findings of classroom research. A curriculum that is never reviewed becomes out of date.

Exam traps

  • 1. Curriculum vs syllabus: curriculum is wide; syllabus is a list of topics.
  • 2. Concentric vs spiral: concentric repeats the topic with greater scope; spiral (Bruner) returns to key concepts at greater depth.
  • 3. Hidden curriculum is learning not planned in documents, such as values from school culture.
  • 4. NCERT vs SCERT: national vs state.
  • 5. Textbook is a resource, not the curriculum.
  • 6. Scientific attitude vs scientific method: habit of mind vs steps of enquiry.
  • 7. Facilitator vs lecturer: the modern role is facilitator.
  • 8. Core curriculum is common learning for all children.

One-liners

  • 1. The word curriculum comes from the Latin word currere.
  • 2. Syllabus is narrower than curriculum.
  • 3. Bruner proposed the spiral curriculum.
  • 4. NCF 2005 was prepared by NCERT.
  • 5. A science textbook should have simple language and clear, labelled illustrations.
  • 6. Science at the secondary stage is arranged as physical science and biological science.
  • 7. Hidden curriculum refers to unplanned learning from school life.
  • 8. A good textbook includes activities and evaluation items.
  • 9. A science teacher acts as a facilitator of learning.
  • 10. Open-mindedness and objectivity are parts of scientific attitude.
  • 11. Curriculum should move from simple to complex and known to unknown.
  • 12. In-service training helps teachers to update their knowledge.

Practice questions

  1. The word 'curriculum' is derived from the Latin word

    1. cursus magnus
    2. currere
    3. curare
    4. curia
    Answer

    B. currere

    Currere means to run, hence a course or path.

  2. Which of the following is the widest term?

    1. Textbook
    2. Curriculum
    3. Lesson topic
    4. Syllabus
    Answer

    B. Curriculum

    Curriculum covers all planned learning experiences.

  3. A list of topics to be taught in a class, with time allotted, is called the

    1. syllabus
    2. hidden curriculum
    3. core curriculum
    4. curriculum
    Answer

    A. syllabus

    A syllabus is narrower than curriculum.

  4. The spiral curriculum was proposed by

    1. Herbert Spencer
    2. B. F. Skinner
    3. Jerome Bruner
    4. Edgar Dale
    Answer

    C. Jerome Bruner

    Bruner said key ideas should return at increasing depth.

  5. In a spiral curriculum, key concepts

    1. return at higher levels with greater depth
    2. are taught once and never repeated
    3. are taught only in the last class
    4. are replaced by new topics every year
    Answer

    A. return at higher levels with greater depth

    Learning builds on earlier understanding.

  6. The National Curriculum Framework 2005 was prepared by

    1. NCTE
    2. UGC
    3. CBSE only
    4. NCERT
    Answer

    D. NCERT

    NCERT developed the NCF 2005.

  7. Values and habits that children learn silently from school culture and teacher behaviour are called the

    1. formal syllabus
    2. core curriculum
    3. hidden curriculum
    4. co-curricular plan
    Answer

    C. hidden curriculum

    Hidden curriculum is the unplanned learning of a school.

  8. Which of the following is a principle of a good science curriculum?

    1. It should be based on memory only
    2. It should be activity-based and linked to life
    3. It should avoid local examples
    4. It should not change with time
    Answer

    B. It should be activity-based and linked to life

    Science should be learned by doing, with links to daily life.

  9. Which of the following is the best description of the role of a science teacher in the modern view?

    1. Facilitator of learning
    2. Only a lecturer
    3. Only an examiner
    4. Only a textbook reader
    Answer

    A. Facilitator of learning

    The teacher guides children to discover.

  10. At the secondary stage in schools, science is usually arranged as

    1. only physics
    2. only environmental studies
    3. only chemistry
    4. physical science and biological science
    Answer

    D. physical science and biological science

    Secondary classes use two science subjects.

  11. Which of these is a component of scientific attitude?

    1. Rote memory
    2. Blind belief
    3. Open-mindedness
    4. Dislike of questions
    Answer

    C. Open-mindedness

    Open-mindedness, curiosity and objectivity are parts of scientific attitude.

  12. Which body adapts national curriculum ideas for a state and prepares state textbooks?

    1. ICMR
    2. BIS
    3. UGC
    4. SCERT
    Answer

    D. SCERT

    The State Council of Educational Research and Training works at the state level.

  13. A science textbook with simple language, clear labelled diagrams and activities is likely to be considered

    1. a good textbook
    2. a poor textbook
    3. unsuitable for children
    4. a reference book only
    Answer

    A. a good textbook

    These are features of a quality textbook.

  14. Which approach arranges content so that the same topic is repeated in higher classes with wider scope?

    1. Topical approach
    2. Concentric approach
    3. Single-unit approach
    4. Random approach
    Answer

    B. Concentric approach

    Concentric repeats the topic with a wider range.

  15. Which curriculum principle is followed when teaching moves from the known to the unknown?

    1. Teacher's convenience
    2. Psychological order of learning
    3. Textbook price
    4. Random arrangement
    Answer

    B. Psychological order of learning

    Starting from the child's knowledge supports understanding.

  16. Which of the following best distinguishes scientific attitude from scientific method?

    1. Attitude is a set of steps; method is a habit
    2. Attitude is a habit of mind; method is a sequence of steps
    3. Both mean exactly the same
    4. Attitude is only for teachers
    Answer

    B. Attitude is a habit of mind; method is a sequence of steps

    Scientific method is the sequence of inquiry; attitude is how a person thinks.

  17. A teacher uses the textbook as a guide, plans extra activities and uses the laboratory. This shows that the textbook is

    1. a replacement for the teacher
    2. useless
    3. the whole curriculum
    4. one resource among several
    Answer

    D. one resource among several

    A textbook is a resource, not the curriculum.

  18. A teacher who believes only what evidence supports and waits before drawing conclusions shows

    1. prejudice
    2. bias
    3. suspended judgement
    4. superstition
    Answer

    C. suspended judgement

    Suspended judgement is waiting for evidence.

  19. Which of the following is NOT a feature of a good science textbook?

    1. Accurate content
    2. Clear illustrations
    3. Examples that are far from the child's surroundings
    4. Activities and evaluation items
    Answer

    C. Examples that are far from the child's surroundings

    A good textbook uses the child's surroundings.

  20. A teacher notes that children in the village know about local plants but the textbook uses only city examples. The best curriculum principle to apply is

    1. avoiding examples
    2. local relevance and linkage with life
    3. teaching only definitions
    4. skipping activities
    Answer

    B. local relevance and linkage with life

    Examples should come from the child's environment.

  21. Constructivist ideas in NCF 2005 imply that the teacher should

    1. let children build knowledge from experience
    2. give all ideas in lecture form
    3. test only memory
    4. avoid group work
    Answer

    A. let children build knowledge from experience

    Children construct knowledge through experience and reflection.

  22. A teacher divides the year's syllabus among months and prepares one unit with objectives, activities and evaluation. Which documents are these?

    1. Textbook and guide
    2. Cumulative record and diary
    3. Time table and register
    4. Year plan and unit plan
    Answer

    D. Year plan and unit plan

    Planning moves from year to unit to lesson.

  23. Which of the following shows that a teacher is a lifelong learner?

    1. Using the same notes every year
    2. Avoiding new methods
    3. Attending training and updating subject knowledge
    4. Teaching only from the textbook
    Answer

    C. Attending training and updating subject knowledge

    A science teacher updates knowledge through in-service training and reading.

  24. Which of these is the broadest in meaning: curriculum, co-curricular activities, textbook, syllabus?

    1. Curriculum
    2. Syllabus
    3. Co-curricular activities
    4. Textbook
    Answer

    A. Curriculum

    Curriculum includes all planned experiences.

  25. Why should a science curriculum be reviewed from time to time?

    1. To make it longer every year
    2. To remove all activities
    3. To reduce interest
    4. To include new knowledge and respond to feedback
    Answer

    D. To include new knowledge and respond to feedback

    Science grows quickly and needs updating.

  26. In a science lesson the teacher begins with a real object and a question, then lets groups explore. This follows

    1. a rote-learning approach
    2. a purely lecture method
    3. a test-only approach
    4. an activity-based, constructivist approach
    Answer

    D. an activity-based, constructivist approach

    Experience first, explanation later.

  27. Which of these shows the integrated approach to the curriculum?

    1. Teaching each topic separately with no links
    2. Teaching only definitions
    3. Studying the theme 'water' with physics, chemistry and biology ideas
    4. Teaching only practical skills
    Answer

    C. Studying the theme 'water' with physics, chemistry and biology ideas

    Integrated or thematic approaches combine branches around a theme.

  28. The core curriculum is

    1. only for talented children
    2. the learning common to all children
    3. only for high classes
    4. a list of games
    Answer

    B. the learning common to all children

    It covers essential learning for all.

  29. A teacher who checks homework and gives kind feedback, notes learning difficulties and arranges extra help is playing the role of

    1. guide and counsellor
    2. examiner only
    3. textbook writer
    4. publisher
    Answer

    A. guide and counsellor

    Guidance includes recognising and supporting needs.

  30. Which of the following statements is/are correct? 1. Curriculum is wider than syllabus. 2. A textbook is the same as the curriculum.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    A textbook is only one resource.

  31. Which of the following statements is/are correct? 1. Bruner proposed the spiral curriculum. 2. NCF 2005 was prepared by SCERT.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    NCF 2005 was prepared by NCERT.

  32. Which of the following statements is/are correct about scientific attitude? 1. Objectivity and open-mindedness are parts of it. 2. It develops by teacher example and questioning.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    C. Both 1 and 2

    Both statements are correct.

  33. Which of the following statements is/are correct about a good science curriculum? 1. It should be rigid and never change. 2. It should depend only on memory.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    D. Neither 1 nor 2

    It should be flexible and activity-based.

  34. Which of the following statements is/are correct about a science textbook? 1. It should use simple and clear language. 2. Its illustrations should be accurate and labelled.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    C. Both 1 and 2

    Both are qualities of a good textbook.

  35. Which of the following statements is/are correct about the science teacher? 1. The teacher should act as a facilitator. 2. The teacher should avoid new methods.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    A science teacher should keep learning and use new methods.

  36. Which of the following statements is/are correct? 1. Concentric and spiral approaches are the same in every detail. 2. Both involve return to topics at later stages.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    B. 2 only

    Both return to a topic, but spiral builds depth on earlier concepts.

  37. Match the term with its meaning. P. Syllabus Q. Hidden curriculum R. Core curriculum

    1. P-unplanned school learning, Q-list of topics, R-common learning for all
    2. P-list of topics, Q-common learning for all, R-unplanned learning
    3. P-common learning for all, Q-list of topics, R-unplanned learning
    4. P-list of topics, Q-unplanned school learning, R-common learning for all
    Answer

    D. P-list of topics, Q-unplanned school learning, R-common learning for all

    Each term has its own meaning.

  38. Match the approach with its idea. P. Spiral Q. Topical R. Thematic

    1. P-logical order, Q-central theme, R-return at greater depth
    2. P-return at greater depth, Q-topics in logical order, R-central theme across branches
    3. P-central theme, Q-return at greater depth, R-logical order
    4. P-return at greater depth, Q-central theme, R-logical order
    Answer

    B. P-return at greater depth, Q-topics in logical order, R-central theme across branches

    Spiral deepens, topical follows logic, thematic builds on themes.

  39. Match the body with its level. P. NCERT Q. SCERT R. School

    1. P-national, Q-institution, R-state
    2. P-national, Q-state, R-institution
    3. P-institution, Q-state, R-national
    4. P-state, Q-national, R-institution
    Answer

    B. P-national, Q-state, R-institution

    NCERT national, SCERT state.

  40. Which of the following is a physical feature of a good textbook?

    1. Missing page numbers
    2. Fading ink
    3. Complex vocabulary
    4. Clear print and strong binding
    Answer

    D. Clear print and strong binding

    Good paper, print and binding are physical features.

  41. Which of the following best describes a lesson plan?

    1. A summary of the year's marks
    2. A school timetable
    3. A plan for one period with objectives, steps and evaluation
    4. A list of all textbooks
    Answer

    C. A plan for one period with objectives, steps and evaluation

    A lesson plan covers one class period.

  42. Which of the following qualities of a science teacher is practical?

    1. Ability to improvise apparatus and use the laboratory safely
    2. Large collection of books at home
    3. Stern manner
    4. Loud voice
    Answer

    A. Ability to improvise apparatus and use the laboratory safely

    Practical skills include handling apparatus and improvisation.

  43. A science teacher tries a new method in class and records its effect to improve teaching. This is known as

    1. plagiarism
    2. lecture
    3. rote practice
    4. action research
    Answer

    D. action research

    Action research is classroom-based problem solving.

  44. Which of the following is the likely reason a science curriculum should be flexible?

    1. Science does not grow
    2. Local needs and resources differ from place to place
    3. All schools are identical
    4. Children never change
    Answer

    B. Local needs and resources differ from place to place

    Flexibility allows local examples and change.

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