8 Pages Posted: 24 Jan 2017
Date Written: December 30, 2016
For hundreds of years there does exist a long term sustainability of economic and cultural systems in human societies. They are living as healthy and happy individuals in stable communities and caring families and have shown that it is possible to live in harmony with the natural world. This is possible because of indigenous system of education which established a human and natural ecology totally at one with each other. The native people love and respect the land as a mother, they believe that plants, animals, water, wind all are essential part of ongoing life cycles. Various ways includes direct instruction, stories, dances, ceremonies and art through which the beliefs and knowledge flows and pass down the generations. These all are part of indigenous approaches to education that link people to the land through culture and through culture to land. Knowledge about plants and animals, the functions of ecosystems and the way people use resources is taught mainly through science subject to school students who are the future nation builders. The science subject supports the prudent management of the encouragement and development for the daily survival and future development of humanity. In other words science helps in achieving sustainable development which meets the needs of the present without compromising the ability of future generations to meet their own needs. Here teachers play very important role and are indispensable to changing pupils’ attitude so that they develop the capacity to assess and address their sustainable development concerns. The most stimulating and engaging teaching and best learning occurs when science is brought to life and pupils are given the chance to conduct, record and evaluate their own investigation. Children construct knowledge better through their own exploration. While teaching science it should be kept in mind that methods of teaching science should be innovative. Constructivism is a theory which assists learners to construct knowledge of their own which in turn results in better learning and developing the confidence among students which plays an important role in understanding the key concepts related to sustainable development. The present paper deals with a study conducted to compare the effect of constructive teaching and traditional teaching on academic confidence of students. The objectives were to study the effect of constructive teaching approach in science teaching on secondary school students in terms of academic confidence for sustainable development. Various constructive teaching techniques were enlisted and some constructive strategies were developed. The sample of 200 students was raised randomly from schools of Jalandhar district. After administering the pre-test on the whole sample, the experimental group was taught with these constructive techniques and the control group was taught with traditional techniques. After the experiment the post-test was conducted on the whole sample. Data collected was tabulated and statistically analyzed. It was concluded that constructive teaching was better than conventional teaching. The paper explains how various constructive techniques can be used to minimize cramming and help students explore themselves. It can also be used to bring out the inhibit talent of student and increase his confidence. It was observed that students showed keen interest in the subject of science when taught with constructive teaching approach. It is suggested that constructive teaching strategies should be introduced as the part of curriculum of teacher training programs so that the students as well as teachers may play an effective role in achieving sustainable development in our knowledge based society.
Keywords: Constructive Teaching, Sustainable Development, Academic Confidence
Suggested Citation: Suggested Citation
Kaur, Amanjot and Kaur, Parminder, Role of Constructive Teaching Approach in Science Teaching for Sustainable Development (December 30, 2016). OIDA International Journal of Sustainable Development, Vol. 09, No. 12, pp. 11-14, 2016. Available at SSRN: https://ssrn.com/abstract=2904347