Science has
been given an important place in the curriculum because of some special values
provided only by science & not by any other subjects. The view that the
processes of science are important as the product has come into science
education. According to the taxonomy of science education formulated by Mc Cormack and Yager science education
emphasize five domains. They are:
1.
Knowledge
domain (Knowledge & understanding)
2.
Process
domain (Exploring & discovering)
3.
Creativity
domain (Imaging & creating)
4.
Attitudinal
domain (Feeling & valuing)
5.
Application
domain (Using & applying)
6.
Nature
of science domain (AAAS-1990, American Association for the Advancement of
Science)
KNOWLEDGE DOMAIN
Science students are
expected to know scientific principles and available scientific facts. It is
through science study that a clear idea about universal phenomena, the relation
between them and their explanations are gained. The following are primarily
included in this domain:
• Facts, Concepts, Rules,
Temporary inferences and laws used by scientists currently, Science and social
issues. An understanding of this area can be created through experiments and
observations, discussions, debates, project activities and references.
PROCESS
DOMAIN
A process could be defined
as a series of steps that aim at a particular result. The ability to identify
new ideas and analyze them to reach a conclusion is termed as process skills.
Process skills are developed by collecting ideas and proof and by arriving at
conclusions after deeper analysis. Concept formation is an essential factor of
not only science study, but the study of all subjects. It is on.
A few important process
skills:
• observing
• collecting and
recording data
• classifing
• measuring and
preparing chart
• explaining and
analysing data
• engaging in
experiments
• identifying and
controlling variables
• raising questions
• arriving at
generalisation
• identifying solutions
of problems
• formulating
hypothesis and examining it
• arriving at
conclusions
• taking decisions
• communicating and
understanding communication of others
• foretelling and
assuming
• handling apparatus
• using number
relationship
• using space - time
relationship
• predicting
• inferring
• making operational
definition
• interpreting data
Observing
Observation
is the process of acquiring knowledge through the five senses. Learning
experiences which provide the opportunity to use all the five senses may be
used.
Classifying
The process
of grouping information gained through observation, based on salient features
is called classifying. The ability to classify will vary according to the age,
maturity and cognitive level of the student.
Using number relationships
This
involves the analysis of available data, consolidation and meaningful
explanation using the language of mathematics. Learning experiences may provide
the opportunity to develop the skills of counting, addition, subtraction,
multiplication, division and finding averages.
Measuring & Charting
As part of
data collection, the student will have to measure quantities such as length,
time, mass, temperature, force and density. What instruments are required for
this? How can these instruments be used? What is the level of accuracy expected
in measurements? How to record the data? All these are to be considered.
Using Space-time relationships
An in-depth
enquiry relating to shape, distance, movement, speed, accuracy, direction and
time comes under this area. It begins from identifying the shape, speed,
direction and other such features of objects.
Communicating and understanding
communication
It is
essential that knowledge developed is expressed in different ways - oral and
written. The students need opportunities to communicate through tables, graphs,
pictures, models, short writeups, descriptions and lectures and also to take
part in debates and discussions. Clarifying doubts by asking appropriate
questions is another skill in this area.
Predicting
An inquisite
person attempts to answer the question "if......... then?" and
proceeds to try out the guessed answer. Answer to this question is important in
science. The teacher expects the student to predict the outcome of various
events and experiments. Students need to develop the skill of predicting by
drawing on the knowledge gained through experiments and observations.
Inferring
A proper
inference can be drawn only if the student has good skills of analysis. The
defects in analysis of data will affect the quality of inference.
Making operational definitions
The meaning
of ideas need to be stated precisely and clearly to make them useful. This
helps in communication. Operational definitions may be incomplete and
temporary. But in given situations they can be logical and practical.
Formulating hypothesis
A hypothesis
is a temporary conclusion drawn using insight. A problem can have a number of
casual factors and solutions. Based on knowledge and experiences related to the
problem, the causes and solutions can be guessed. Such a guess is a hypothesis
and need to be tested out and rejected if disproved. Hypotheses which are
proved right become conclusions.
Interpreting data
Interpretation
of collected data may lead to new ideas and generalizations. Opportunities may
be provided for interpreting data and formation of new ideas.
Controlling variables
Variables
influence the result of experiments. For the experiment to be accurate and
scientific the variables are to be effectively controlled.
Experimenting
An experiment
is a planned activity to test the validity of hypotheses drawn. Experimentation
contains the process skills in an integrated way. It is the main method used by
scientists. Formulating methods to test the hypothesis, conducting experiments,
recording, interpretation of data and drawing conclusions are included in it.
In the new
approach of the curriculum, the student forms ideas and conclusions through
processes. Project activities, seminar presentations and experiments enable the
student to employ more than one process skill.
CREATIVITY
DOMAIN
Science
education is considered today as a process enabling the student only in
achieving certain scientific information. This is a point of view that totally
ignores the student's creativity and imagination. It is essential that the
student is able to deviate from the conventional path and think differently.
A few skills
pertaining to this domain is given below-
Ø Visualizing, formulating experiments
Ø Relating objects and concepts in new ways
Ø Identifying alternative/not usual uses for objects
Ø Finding solution for problems and puzzles
Ø Fantasizing
Ø Designing instruments and machines
Ø Dreaming'
Ø Different thinking
ATTITUDINAL
DOMAIN
One of the
main aims of Science Education is the desirable change in attitudes and value
teaching. It cannot be said that there is any benefit in daily life by science
education if there is no substantial change in perspective of life and in the
stand towards social or individual problems, even if concepts and process
skills are attained. It is commonly seen in our country that even people who
possess higher degrees in science adopt unscientific stands in day-to-day
issues. Therefore science education should examine the problem of skill
development in areas like attitudes, values, decision-taking etc, more closely.
factors that
may be included in this domain -
Ø Faith in one's abilities
Ø Ability to understand human feelings and respect them
Ø Expressing one's emotions and thoughts creatively
Ø Thinking rationally about individual values and taking decisions
accordingly.
APPLICATION
DOMAIN
The
concepts, processes and values become meaningless if the student cannot
implement them in daily life. Similarly, pure scientific principles and
concepts divorced from technology, will not have much relevance in daily life.
Scientific information is seen to be irrelevant for the student if it is not
related to daily life.
Ø These are some factors in the Application domain:
·
Observing instances of science
concepts in day-to-day life
·
Use the concepts and skills
gained to solve problems related to life.
·
Create an idea of science
concepts related to household appliances.
·
Ability to evaluate events and
developments related to science
·
Take scientific decision on
matters of food, health, life style etc.
·
Relating science to other
subjects
NATURE
OF SCIENCE DOMAIN
Science is an attempt to
reveal the mystery of nature through systematic investigation. This involves
applying thought, reasoning, logical thinking, critical thinking and so on.
Scientific knowledge is tentative. By
interacting with the society, a child develops a variety of notions about the
nature of science. A mere learning of scientific ideas and theories will not
enable the learner to understand the nature of science. At the beginning stage,
the student should go through concrete experiences that help him/her get
acquainted with various aspects of nature. A learner who possesses the spirit
of enquiry should be encouraged to discuss and share his/her findings with the
peer group. At every point during the lesson the student should feel like
asking 'How do you know that is right?' It is only when such questions arise
that the curriculum and the textbook and the teaching are justified. The
attributes of nature of science domain include :
Ø Raising
genuine questions
Ø Methodology
used in scientific research
Ø Team
approach in scientific research
Ø The
history of scientific ideas
Ø The
ways in which science builds understanding of the natural world.
