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A. An introduction and a science experiment video was received.
B. Another science expert, sharing his feedback on the video, sharing the process of practical learning particularly in science.
A.
As you may be preparing for INSPIRE, I would like to share with you a video of working models nicely made by Naveed Yusuf Mam, depicting the concept behind “Conduction of Electricity and Resistance in Metals”. Taking the advantage of this model illustration, I would like to explain you the difference between Science Fair Projects [or Project-Based Learning (PBL)] and science exhibition models. In America, new science standard (NGSS) has scientific method included in the science curriculum. Please go over the video first 👇
B.
Beautifully explained easy to understand, simple and most effectively designed-models. Good work, keep it up, you are shining star🌟 of science (سائنس کی انجم). In this method you have theory part and also practical part. You are going back and forth explaining the electrical conductivity and resistance with different variables. This type of teaching is traditional and may be a century old. I know you are always anxious and eager to learn new innovative methodologies of teaching particularly in science that improve the students’ learning. Please read my entire text and next time when you are teaching this lesson, first let the students do the experiment with your assistance, and understand scientific facts by their own curiosity. When you are making videos, students should be part of your video and interact with you, such as asking questions, discussing with teacher, answering the questions to the teachers, if they say wrong answers explain them why they are wrong refer to them to their experiment and ask leading questions so that they understand the right answer. Believe me, this is the best way students learn. Whatever I am describing below is evidence-based and research-based, though initially it requires little hard work for teachers, but once lessons are planned and materials are prepared, it becomes the easiest method. I appreciate if teachers make such types of videos with different science subjects; it will be useful to all. I will be drafting this text in English so that everyone in this group enjoys the information I am providing to them.
Usually teaching and learning of science requires, whether it is in school or college; theory is taught first and then practical is conducted. Later students are suppose to connect the two parts. As in this video, there is a theory portion in a written format with formulas, and a practical part with already made models.
1- In the video, the most interesting part for the students is the change of intensity of light during experimentation; either brightness or dimness. Students will come to know by increasing or decreasing the length of conducting wire, different type of metals, and thickness of metallic wires produce different brightness in the lightbulb. This experimentation just evaluates quality of light but it does not provide quantitative difference between various changes brought in the experimentation, therefore these are just Qualitative Experiments. The changes brought in the experiment is called VARIABLES (متغیر واحد، متغیرات جمع). There are actually three types of variables in a scientific experiment, 1- independent variable (آزاد متغیرہ), 2-dependent variable (تابع متغیرہ) , and 3- constant variable (مستقل). In the above experiment independent variable could be length of metallic wires, or thickness of wires, or could be wires made out different metals. Independent variable is the one that could change independently, where as dependent variable depends changes accordingly as the independent variable changes. In this case as intensity of light is a dependent variable, or changes in electrical flow occurs due to the change in the independent variable such as thickness of wire in an experiment.
2- Experiments that provide precise accuracy and quantity are called Quantitative Experiments. Scientists try to be most accurate and precise in their experiments and always provide their results in quantitative data. In the above experiment, it is simple, get a millivoltmeter on Amazon or may be you have already a voltmeter in your lab. Now, instead of using light bulb, use the millivoltmeter to record the electricity transmitted accurately, record data in a table format for example various lengths of wires, for example 10 cm, 20 cm, 30 cm ......... so on, after recording the data draw the graph or graphs. Ask the students what is happening? They will quickly say while doing their experiments, electricity transmitted through the wire is decreasing. This is the time when teacher should introduce the new term “RESISTANCE”. In case of thickness of wire it is quite opposite. At this juncture, teacher should evaluate from the students mathematical expression of this phenomenon. They should come up with a formula that give students depth of understanding. Still we are not done with the chapter of “Electric Conductivity and Resistance in a Metal”. The final unit of the lesson should be predictability of a scientific experiment; it is an important aspect of scientific research. Now, while testing electrical conductivity with the length of the wires as mentioned above, 10 cm, 20 cm, 30 cm ..........., skip one number, for example 40 cm and start testing for 50 cm, 60 cm, 70 cm .....
Now ask the students can they predict what should be the electricity in 40 cm long wire when the type of metal, diameter of the wire, and room temperature remains constant. They will calculate through the decreasing numbers or estimating through the graph precisely the unknown number in millivolts. Now ask them to do the experiment and tally their answer, to their surprise it is the same. Therefore science is predictable. Ask the students how this scientific knowledge could be helpful to us? How we could apply this scientific information in our daily life? This is the way students should learn science. Our science curriculum in schools and colleges should adopt to new methods of effective learning and teaching. This is what we call project-based learning (PBL).
3- In traditional teaching, we provide the students information first and later do the practicals. Students do not have time to think or understand the information given to them, therefore they rely on rote learning (memorization). In this way they do not develop critical and creative thinking. In project based-learning (PBL), it is the other way around. The entire experimental component is curiosity-based or inquiry-based. Students do not know in advance what is the outcome of the experiment they will be researching. Teacher gives them some guidelines and ask the students to do investigation and collect the data, at the end interpret the data with conclusion. Students follow the scientific procedure exactly the way scientists follow, the steps of scientific method. Knowledge gained through this pedagogical method is from unknown to known, from a curiosity-based question to investigative or research-based scientific methodology that provide solution to the question or problem. Information acquired through this type of learning will be long lasting.
4- In traditional method, teacher does everything including explaining the students through models, but in hands-on inquiry-based learning, students learn by themselves and teacher is just an assistant. Students form small groups, do the experiment first. It is important to know that Urdu schools have low classroom strength, which is excellent to adopt Project-Based Learning (PBL) or to do science fair projects. Students observe and record all the details in their own words while doing the experiment, which is described as journaling. In this way students develop their language skills. Teachers make corrections and gives suggestions to improve their written communication skills. They are asked to give presentation of their projects in their own language without memorization as they are being educated in their mother tongue. They also record the results of their projects in a log book (note book) with the dates. This is the beauty of science, a science teacher is also a good language instructor.
5- It is well established fact that through PBL or doing science fair projects, definitely students learn the basic concepts in depth, but simultaneously they also become creative and critical thinkers. They do not memorize the definitions or certain facts or formulas, instead, they become fully capable of defining and deducing the scientific facts, come up with a mathematical expression, and application of scientific knowledge in their daily life. Now the mathematics is integrated part of science. We can not teach science and mathematics separate.
6- During the process of project based activity students may come up with new ideas, such as, what happens instead of using pure metals if alloys are used in different percentage or mix? Students will be able to apply the newly learnt scientific facts into their day today life. Instead of using solid wire, they may test electrical conductivity in a tubular metallic wire or low electrical conductivity wire with high conductivity metallic coating or try many other variables. Their innovative ideas may result into new discoveries and new inventions.
All the lesson plans for project based learning (PBL) should be using scientific method, which is as follows:
سائنسی طریقۂ کار (Scientific Method)
1- مشاہدہ - observation
2-- تحقیقی سوال یا مسلہ - question / problem
3 - مفروضہ -Hypothesis
4- تجربے کا منصوبہ تیار کرنا -Design an experiment
5 ۔ درکار اشیاء اور طریقۂ کار- Material and Method
6۔ تجربہ کا انعقاد - Conduct an experiment
7- نتیجہ - Result
8- نتیجہ اخذ کرنا- Conclusion
9- حوالاجات - References
Independent variable: آزاد متغیرہ
Dependent variable: تابع متغیرہ
Constant: مستقل
Hope this information is helpful to our teachers. If you have any questions or comments let me know.
Thanks Jai Hind 🇮🇳
Qazi S Azher, BSc, BEd. MD, FCAP, FASCP
Source: received through whatsapp message