A PEDAGOGICAL EXPERIMENT IN TEACHING SCIENCE

A PEDAGOGICAL EXPERIMENT IN TEACHING SCIENCE

A science lesson dealing with the concept ‘sound is produced by vibrations’ was transacted in the format of ‘theory into action’ using Gardner’s theory of learning based on multiple intelligences. The learning theory consists of use of seven intelligences in teaching a lesson, namely, kinesthetic (hands–on), visual, verbal, musical, logical-mathematical, inter-personal and intra-personal intelligences. For hands-on experiences, making and use of straw saxophone was done. Simple visual illustrations, flow-chart, cinquain poetry, group worksheets and individual practice sheets were used for rest of the intelligence.

 

Human beings have a potential to learn or analyse an experience and codify it. Furthermore, human potential consists of multiple intelligences and according to Gardner, it is of the utmost importance that we recognize and nurture all of the varied intelligences, and all their combinations.

 

Russell further adds that  Gardner compared children who had various learning challenges with children who were considered normal and he listed and defined seven intelligences originally published in the book titled “Frames of the Mind” by Gardner namely, interpersonal; logical and mathematics; spatial and visual; musical; linguistic and verbal; interpersonal; and bodily and kinesthetic.

 

 Russel further suggests that a teacher should use the multiple intelligences to manage the flow of his or her classroom experiences and strive to keep 20% of lesson time for verbal-linguistic or lecture method only and rest of 80% time for other intelligences.

 

Gardner, while merging cognitive science and learning, holds that the schools and classrooms need to be restructured so as to evoke multiple intelligences.  He firmly believes and advocates that multiple intelligences can be mobilized at school, at home, at work, or on the street, that is, throughout the various institutions of society.

 

In the light of possibilities in multiple intelligences theory of learning, it was thought to carry out pedagogical experiment to teach a lesson of science through multiple intelligences.

 

Objectives of the pedagogical experiment were  as follows.                                     

1. To plan and transact a lesson on the concept ‘sound is produced by vibrations’ at grade level seven through multiple intelligences method.
2. To analyse the reactions of students to the multiple intelligences method of teaching science.

 

Action research methodology was used for the pedagogical experiment in the format of theory-into action. The lesson was planned and introduced for its transaction through a straw saxophone experiment as a hands-on or kinesthetic experience. The codification of the experience was done through verbal-linguistic and visual intelligence inputs.

 

A flow chart was used to reinforce the learnt concept to develop logical intelligence. One page worksheet was used for inter-personal and intrapersonal intelligence. The planned lesson was transacted in 40 minutes.

 

A sample of 30 students in the age group of 12-13 years studying in grade seven in an urban English Medium School worked as the treatment group for the present pedagogical experiment.

 

The analysis of students’ reactions was done on three point scale (favourable, neutral, unfavourable reactions) and chi-square non-parametric statistical technique was used since it was an action research study.

 

The data was analysed using the non-parametric statistics of chi-square as a part of action research to know the impact of the lesson immediately along with the reflections on the comments of the students of the treatment group.

 

Also, the comments of the students were collected and some of their typical comments were as follows:

1. I found the new way of teaching interesting since after every 5 to 10 minutes a new activity took place instead of a lecture with certain information written on the blackboard.
2. I got to know how to create a blank verse of cinquain which makes the main points easy to remember, here is my cinquain : “Sound / Energy, wave / Blowing into a pipe; striking an object; plucking the strings / A sounding body is always in a state of vibrations / Sensation of hearing”. This was a very interesting creation by me.
3. The visuals and the flow chart made things clear about sound. I found flow chart a good way telling a process. I tried to create my flow chart with the following phrases in the boxes: Striking the body; Production of vibration; Traveling of disturbance or wave in the air; Vibration of the ear drum; Sensation felt by and recorded in the brain.
4. Worksheet was done by consulting others as well as individually, then and there, in the classroom to revise what has been learnt.
5. This is also one of just many ways of teaching. To me earlier method was also equally suitable.
6. This method, though interesting, is repetitive of the same thing but in different ways, for a quick learning point of view, I preferred the lecture by the teacher so that I could prepare my own class notes.

 

Since students significantly favoured the multiple intelligences method , the lesson became inclusive and accommodative to different learning styles of children. Since it was the first exposure of this type of learning by students, it is possible that those with high verbal intelligence may start seeing the advantages of exposures to development of other intelligences as routes or mediums of learning. Lazear (1191, 1994) has also found that multiple learning based upon intelligences make learning inclusive and effective.

 

The results of the pedagogical experiment were as follows :

1. The lesson plans in science and their transaction using the multiple intelligence method is favoured significantly by the upper-primary students.
2. The practitioner cum action researcher mode provides the experience in the role of ‘Teacher-as-a-learner’.

 

In conclusion, the multiple intelligence method of science instruction at the upper-primary level is a viable method as it is adaptive of the diversity in learning styles of students.