Thanks to internal and external motivation, man has always been on the way to exploring knowledge and enhancing required skills. His insatiable thirst for knowledge has been instrumental in constructing new knowledge and building new skills. This process still continues and the product of it is innovation. In fact, innovations happen in all areas of life.

Innovation in Teaching –Learning of Science

With changing curriculum there is need to bring change in teaching-learning process. The teacher should keep in mind the prior experiences/exposure of child while planning curricular inputs. Teacher should involve learner in teaching –learning process in order to develop interest of students in learning science. The NCF 2005 also emphasizes the constructivist approach of pedagogical practices. There can be various innovative practices adopted by teacher like use of kits/software, IT -based modules, hands-on learning, exploratory modules etc. which are elaborated below so that the teachers develop papers for the NTSC based on his/her efforts in above mentioned areas.

Hands-on Activities based on scientific principles: 

Teacher can develop such activities for teaching-learning of science involving students in performing different activities in the classroom or outside the classroom. For example; the teacher can develop such activities for various topics such as; solubility of substances in water, scattering of light, studying the stages and conditions of germination of seeds by using materials from the surroundings.

Exploratory Modules/studies: 

Modules are the written material / documents developed by the teachers or experts on various topics. Teacher may use this type of material for his/her teaching. The modules are like self-learning material written in simple to complex or known to unknown forms. For example; for studying topic like food chains, types of plants and the seasons in which they grow and flourish, exploring different types of agricultural practices adopted by farmers etc.
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Experimental Study: 

teachers should try to design some experimental study on some scientific concepts, processes or phenomena related to science curriculum. These experiments may include topics like, study of the phenomena of transpiration in plants, study of natural indicators, water holding capacity of the soil etc.

Use of Resource Material: 

Such materials are developed or procured from the surroundings/ available source by the teachers for his/her teaching and to develop students’ interest in science. For example; teacher may develop series of small experiments to be performed by the students, teacher can even see the effectiveness of the resource material developed for physically challenged and other categories of special children etc.

Multimedia Packages / Software Packages/ IT based Modules: 

As a teacher one can develop or procure such packages for using them in teaching-learning process. For example; teaching abstract concepts like structure of atom, blood circulatory system in human being etc.

Improvised Apparatus/Kits: 

Teacher may try to develop and use the low-cost improvised apparatus or kits for teaching science. They may also carry out comparative study of the effectiveness of different kits/ apparatus, if available for the same topic/concept.


Teachers may carry out studies on the effectiveness of different assessment techniques and tools. Based on observation, reporting, some of the process skills may also be assessed. Studies may also be conducted on teachers’ perception about the Continuous and Comprehensive Evaluation system.

Action Research by Teachers: 

Teachers can take up action research for solving the problems faced by them in their classrooms. For example; students with learning difficulties may be helped by using carefully prepared remedial material.

Curriculum Reform:

 Teachers’ perception about the existing curriculum can be taken–up and also their suggestion for further modification of the same.

Note for the Teachers: 

Teacher should try to develop their papers for the NTSC by following the steps given below;
  • Sensing and defining the problem
  • Survey of related literature
  • Development of Tools/ Experimental design
  • Collection of data
  • Classification and analysis of the data
  • Interpretation of data and drawing inferences
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