Chapter 31: Problems in Science Teaching and Remedial Teaching 🛠️
Introduction
Despite best efforts, students often face difficulties in learning science. Identifying these problems and providing targeted help—remedial teaching—is an essential part of effective teaching .
31.1 Common Problems in Science Teaching
A. Problems Related to Students
| Problem | Description |
|---|---|
| Misconceptions | Pre-existing incorrect ideas (e.g., "plants get food from soil") |
| Language Barriers | Difficulty with scientific terminology |
| Math Anxiety | Fear of calculations in physics, chemistry |
| Lack of Interest | Science seen as boring or difficult |
| Rote Learning | Memorizing without understanding |
| Abstract Thinking Difficulty | Struggling with unobservable concepts (atoms, molecules) |
B. Problems Related to Curriculum/Content
| Problem | Description |
|---|---|
| Overloaded Syllabus | Too much content, too little time |
| Irrelevant Content | Not connected to students' lives |
| Outdated Information | Not reflecting current science |
| Poor Sequencing | Concepts presented without prerequisite knowledge |
C. Problems Related to Teachers
| Problem | Description |
|---|---|
| Inadequate Subject Knowledge | Teacher not confident in content |
| Lack of Pedagogical Skills | Not using effective teaching methods |
| Limited Use of Aids | Over-reliance on lecture/textbook |
| Large Class Size | Unable to give individual attention |
| Attitude Toward Science | Teacher's own negative views transmitted |
D. Problems Related to Resources
| Problem | Description |
|---|---|
| Lack of Laboratory Facilities | No practical work possible |
| Inadequate Equipment | Broken or insufficient apparatus |
| No Teaching Aids | Charts, models, technology absent |
| Large Classrooms | Overcrowding limits activities |
E. Problems Related to Environment
| Problem | Description |
|---|---|
| Home Environment | Lack of support for learning |
| Community Attitudes | Science not valued |
| Socio-economic Factors | Students working, not studying |
31.2 Identifying Learning Difficulties
| Method | Description |
|---|---|
| Observation | Notice students struggling during class |
| Classroom Questions | Ask questions to check understanding |
| Home Assignments | Analyze errors in written work |
| Tests and Quizzes | Identify patterns of mistakes |
| Diagnostic Tests | Specially designed to pinpoint difficulties |
| Student Interviews | Talk individually about problems |
| Peer Feedback | Group discussions reveal misunderstandings |
31.3 Common Misconceptions in Science (with Correct Concepts)
| Misconception | Correct Concept |
|---|---|
| Plants get their food from soil | Plants make their own food through photosynthesis; soil provides water and minerals |
| Heavier objects fall faster | All objects fall at same rate (ignoring air resistance) |
| Seasons are caused by Earth's distance from Sun | Seasons are caused by Earth's tilt |
| Air has no weight | Air has weight and exerts pressure |
| The Moon's phases are caused by Earth's shadow | Phases are caused by Moon's position relative to Sun and Earth |
31.4 Remedial Teaching
Definition: Remedial teaching is the process of identifying students' learning difficulties and providing targeted instruction to help them overcome these difficulties .
Steps in Remedial Teaching:
| Step | Description |
|---|---|
| 1. Identification | Detect students with learning difficulties (diagnostic assessment) |
| 2. Analysis | Analyze the nature and cause of difficulties |
| 3. Planning | Design remedial strategies (individual or group) |
| 4. Implementation | Provide targeted instruction |
| 5. Evaluation | Assess whether difficulties are resolved |
| 6. Follow-up | Continue monitoring; adjust as needed |
31.5 Remedial Strategies
| Strategy | Description | Example |
|---|---|---|
| Re-teaching with different method | Use alternative approach | Use demonstration instead of lecture |
| Simplified explanations | Break into smaller steps | Use analogies, everyday language |
| More examples | Provide additional practice | Work more problems together |
| Visual aids | Diagrams, models, videos | Show photosynthesis animation |
| Peer tutoring | Students help each other | Pair stronger with weaker student |
| Individualized instruction | One-on-one attention | Work separately with struggling student |
| Concrete experiences | Hands-on activities | Use real objects before abstract |
| Address misconceptions directly | Confront and correct wrong ideas | "You might think..., but actually..." |
| Extra practice | Additional worksheets, exercises | More problems on same concept |
| Connect to prior knowledge | Build on what student knows | Link new to familiar |
31.6 Planning a Remedial Program
| Element | Considerations |
|---|---|
| Who? | Which students need remediation? (individuals, groups) |
| What? | Which specific concepts/skills are problematic? |
| Why? | What are the causes of difficulty? |
| How? | What strategies will be used? |
| When? | During class? After school? |
| Where? | In classroom? Special room? |
| For how long? | Short-term or extended program? |
| How will we know it worked? | Re-assessment, observation |
31.7 Role of Teacher in Remedial Teaching
| Role | Description |
|---|---|
| Diagnostician | Identify problems and causes |
| Planner | Design appropriate interventions |
| Facilitator | Guide students through remediation |
| Motivator | Encourage and support struggling students |
| Evaluator | Assess progress and adjust strategies |
31.8 Pedagogical Implications
| Implication | Classroom Practice |
|---|---|
| Anticipate difficulties | Be aware of common misconceptions |
| Diagnose early | Don't wait until exams |
| Be patient | Remediation takes time |
| Maintain positive attitude | Focus on effort, not failure |
| Celebrate small successes | Encourage students |
| Involve parents | Share strategies for home support |
Part 2: Practice Zone - PSTET-Style Questions 🎯
Pedagogical MCQs
Q1. The primary purpose of formative evaluation is to:
a) Assign final grades
b) Monitor student learning during instruction
c) Compare students with each other
d) Certify mastery of content
Q2. Which of the following is an example of a psychomotor objective?
a) Student will explain the process of photosynthesis
b) Student will appreciate the beauty of nature
c) Student will correctly use a microscope to observe a slide
d) Student will list the parts of a flower
Q3. A student believes that plants get their food from soil. This is an example of:
a) Lack of intelligence
b) Misconception
c) Carelessness
d) Normal developmental stage
Q4. The inductive approach to teaching begins with:
a) General principle
b) Specific examples
c) Teacher's lecture
d) Textbook definition
Q5. Which teaching method is most appropriate for developing practical skills in science?
a) Lecture method
b) Demonstration method
c) Laboratory method
d) Discussion method
Q6. A teacher uses a plastic bottle to demonstrate a model of lungs. This is an example of:
a) High-cost technology
b) Low-cost teaching aid
c) Projected aid
d) Textbook material
Q7. According to Bloom's taxonomy, which level involves breaking down information into parts to explore understandings and relationships?
a) Remembering
b) Applying
c) Analyzing
d) Evaluating
Q8. Remedial teaching should begin with:
a) Giving more homework
b) Identifying the learning difficulty
c) Punishing the student
d) Moving to the next topic
Q9. The scientific method is best described as:
a) A rigid set of steps
b) A flexible way of investigating
c) Only used in laboratories
d) Memorizing facts
Q10. Which domain of learning is assessed by observing a student's attitude toward conservation?
a) Cognitive
b) Psychomotor
c) Affective
d) All of the above
Q11. A teacher notices several students struggling with a concept. The best first step is:
a) Ignore and move on
b) Analyze the nature of the difficulty
c) Give a surprise test
d) Send them to the principal
Q12. Continuous and Comprehensive Evaluation (CCE) emphasizes:
a) Only summative assessment
b) Only cognitive domain
c) Regular, holistic assessment
d) Only written tests
Q13. Which of the following is NOT a projected aid?
a) Overhead projector
b) PowerPoint presentation
c) Chart
d) LCD projector
Q14. A teacher asks students to design an experiment to test which material is the best insulator. This addresses which cognitive level?
a) Remember
b) Understand
c) Apply
d) Create
Q15. The most important characteristic of a good evaluation tool is:
a) It is easy to administer
b) It is valid (measures what it claims to)
c) It is popular with students
d) It is inexpensive
Answer Key with Explanations
| Q.No. | Answer | Explanation |
|---|---|---|
| 1 | b) Monitor student learning during instruction | Formative assessment is ongoing, during learning |
| 2 | c) Correctly use a microscope | Psychomotor involves physical skills |
| 3 | b) Misconception | Pre-existing incorrect idea |
| 4 | b) Specific examples | Inductive moves from specific to general |
| 5 | c) Laboratory method | Hands-on practice develops skills |
| 6 | b) Low-cost teaching aid | Creative use of waste material |
| 7 | c) Analyzing | Breaking down information to explore relationships |
| 8 | b) Identifying the learning difficulty | Diagnosis first, then treatment |
| 9 | b) A flexible way of investigating | Scientific method is adaptable |
| 10 | c) Affective | Attitudes are in affective domain |
| 11 | b) Analyze the nature of the difficulty | Diagnose before remediating |
| 12 | c) Regular, holistic assessment | CCE means continuous and comprehensive |
| 13 | c) Chart | Chart is non-projected aid |
| 14 | d) Create | Designing experiment is creative level |
| 15 | b) It is valid | Validity is most important characteristic |
Pedagogical Reflection for Teachers 🤔
Think-Pair-Share Activity:
Think: Think about a science concept you found difficult as a student. What helped you finally understand it?
Pair: Discuss with a colleague how you would identify and address common misconceptions in your science classroom.
Share: Design a 15-minute remedial lesson plan for students struggling with the concept of "density."
NCERT Textbook Linkages for Part 2 📚
| Topic | Reference |
|---|---|
| Nature of Science | Class 6-8 Science (general approach) |
| Aims and Objectives | NCERT Position Paper on Science Education |
| Evaluation | NCERT guidelines on CCE |
| Teaching Methods | Various NCERT science textbooks (teacher's editions) |
Part 2: Key Terminology Glossary
| Term | Definition |
|---|---|
| Aim | Broad, long-term educational goal |
| Objective | Specific, measurable learning outcome |
| Cognitive domain | Area of learning involving knowledge and thinking |
| Psychomotor domain | Area involving physical skills |
| Affective domain | Area involving attitudes and values |
| Scientific attitude | Qualities like curiosity, objectivity, open-mindedness |
| Scientific temper | Applying scientific thinking to all aspects of life |
| Inductive approach | Specific to general |
| Deductive approach | General to specific |
| Integrated approach | Connecting subjects |
| Heuristic method | Self-discovery learning |
| Formative evaluation | Ongoing assessment during learning |
| Summative evaluation | End-of-unit assessment |
| Diagnostic evaluation | Identifying learning difficulties |
| Remedial teaching | Targeted help for struggling students |
| Misconception | Incorrect pre-existing idea |
| CCE | Continuous and Comprehensive Evaluation |
| Validity | Tool measures what it claims to |
| Reliability | Tool gives consistent results |
Quick Tips for PSTET Aspirants (Pedagogy Section) ⚡
✅ Memorize with Mnemonics:
Bloom's Cognitive Levels (low to high): "Reading Understanding Applications Analyzes Every Chapter" = Remember, Understand, Apply, Analyze, Evaluate, Create
Domains of Learning: "Cognitive Psychomotor Affective" = C P A
Teaching Methods: "Lecture, Demonstration, Laboratory, Project, Problem-solving, Discovery, Discussion" = L D L P P D D
CCE Meaning: "Continuous Comprehensive Evaluation" = C C E
✅ Common Exam Traps:
Aim vs. Objective: Aim is broad; objective is specific and measurable
Formative vs. Summative: Formative is DURING; Summative is END
Diagnostic vs. Remedial: Diagnostic IDENTIFIES problem; Remedial FIXES it
Inductive vs. Deductive: Inductive = specific→general; Deductive = general→specific
Validity vs. Reliability: Validity = measures what it should; Reliability = consistent results
✅ Important Points:
Scientific temper is a fundamental duty (Article 51A)
Bloom's Taxonomy revised in 2001 (Remember→Create)
CCE introduced by CBSE, now modified but principles remain
Misconceptions are resistant to change—must be addressed directly
Multiple methods are better than any single method
Remedial teaching requires diagnosis FIRST
Answers to "Check Your Understanding"
[To be filled by student]
📝 Note for Self-Study: After completing Part 2, ensure you can:
Differentiate between aims and objectives with examples
Write behavioral objectives for a science lesson
Explain Bloom's taxonomy for all three domains
List and describe 5 science teaching methods
Differentiate between inductive and deductive approaches
Define scientific attitude and its components
Explain the steps of the scientific method
List types of teaching aids with examples
Differentiate formative, summative, and diagnostic evaluation
List tools for assessing cognitive, psychomotor, and affective domains
Identify common misconceptions in science
Describe steps in remedial teaching
