M.Ed in MTTC

 

E-Literacy Programme in Kerala 

Compiled By Bincy K. Mathew

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New Education Policy

Compiled by Bincy K Mathew

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Cultivation of Scientific Attitude among the Learners

-Means and Techniques

INTRODUCTION

What is Attitude?

What is Scientific Attitude?

-Characteristics

MEANS AND WAYS TO CULTIVATE SCIENTIFIC ATTITUDE

1.  Wide reading

2.  Study on superstitions

3.  Practicals

4.  Co-curricular activities

5.  The classroom atmosphere

6.   Personal influence of the teacher  

TECHNIQUES TO INCULCATE SCIENTIFIC ATTITUDE

1.  Improvisation:

2.  Uses of Technology:

3.  Organizing Conferences:

4.  Seminar:

5.  Symposium:

6.  Workshop:

7.  Panel Discussion:

Conclusion

Important Questions

Discussion

Bibliography

                                            - Bincy K. Mathew 

Cultivation of Scientific Attitude among the Learners

-Means and Techniques

Introduction

Thurber and Collete have rightly stated that, “Science can justify its place in the curriculum only when it produces important changes in young people- changes in their ways of thinking, in their habits of action and in the values they assign, to what they have and what they do.” Hence it is true that the cultivation of scientific attitude among the learners is an important aspect of Science Education and we shall discuss here the means and techniques for it.

What is Attitude?

Attitude is a psychological constituent inferred from the observable responses to specific stimuli. It is a personal disposition which impels an individual to react to an object, or situation in favourable or unfavourable ways.

What is Scientific Attitude?

Scientific attitudes are the most important outcomes of Science Teaching. Scientific attitudes are predispositions (tendency, inclination, mental set or habit of mind) to think and act in a certain way. It can be just a ‘mind set’ in a particular direction or it can be a way of life. Scientific attitudes have been described as what is left after everything else has been forgotten; e.g., what is left from the chemistry, physics and biology courses.

Characteristics of Scientific Attitude:

1. Establishing relationship between cause and effect
2. Critical observation (looks for consistency and challenges the validity of statements)
3. Respect for evidence (looks for evidence through an empirical approach)
4. Honesty (reports all evidence and acknowledges the work of others)
5. Objectivity (considers pros and cons and all of the evidence available—unbiased)
6. Willingness to change (alters hypotheses, assumptions, technologies and methods)
7. Open mindedness (considers several possible alternatives when investigating)
8. Loyalty to truth irrespective of one’s own likes and dislikes.
9. Accepting the authentic ideas even with caution.
10. Questioning attitude (asks many questions: how, what, who, where, when and why?)

WAYS AND MEANS TO CULTIVATE SCIENTIFIC ATTITUDE

1.      Wide reading: Learners should be encouraged to read extra books and periodicals in Science. Certain articles on scientific topic can be gathered and kept by students.

2.      Study on superstitions: Students may be encouraged to investigate some common superstitions in the course of learning particular lessons, and come to their own conclusion by actual survey and study.

3.      Practicals: Proper use of laboratory can offer many opportunities for developing scientific attitudes. Practical work should be done with intellectual honesty. The teacher should suggest projects for experimentation and problem solving.

4.      Co-curricular activities: Club activities (Science club, eco club, forest club etc), Science related hobbies, Science fairs, Study tour and field trips, Museum techniques, maintain garden, live corners etc help to inculcate scientific attitudes.

5.      The classroom atmosphere: Child –centred methods, freedom of expression, internal setting, respecting students’ views, encouraging intelligent questions etc can create an atmosphere conducive to the development of Scientific attitudes.

6.      Personal influence of the teacher: The teacher should encourage the spirit of creative criticism, enquiry and investigation among students. The personal example of the teacher, his/her beliefs, and attitudes will help in the development of scientific attitudes.  

TECHNIQUES TO INCULCATE SCIENTIFIC ATTITUDE

1.  Improvisation: Improvisation is the designing and production of ordinary laboratory apparatus and other instructional material from simple articles found in our surroundings. The learners are to be introduced to  motivate their scientific attitudes through the life examples of great scientists like Priestly, Edison, Dalton, Madam Curie and many others who in spite of lack of expensive apparatus and elaborate laboratories, carried out their experiments in the humblest of conditions with homemade apparatus.

2.      Modern Technology: Through the various applications of the technology (video clippings, blog, web site…etc) scientific attitudes can be cultivated among the learners.

3.      Organizing Conferences: Science conferences can be organized to discuss human scientific and technological problems and new innovations. This would enable the learners to develop the tendency to study a fact or concept in broader perspectives.

4.      Seminar: It is an instructional technique which involves paper reading on a theme followed by the group discussion to clarify the complex aspects of the theme. This would enable the learners to develop the sense of tolerance and respect the ideas of others.

5.      Symposium: This technique forum serves as an excellent device for informing an audience, crystallizing opinion and preparing the listeners to arrive at decision, value, judgment or understanding. Its main purpose is to provide understanding to the students/listeners on theme to develop certain values and feelings.

6.      Workshop: It is an assembled group of 10 or 25 persons who share a common interest or topic and meet together to improve their individual skill of a subject through intensive study, research, practice and discussion. It would enable the participants to develop the attitude of open mindedness.

7.     Educational Panel Discussion: Panel discussion would enable the learners to develop the manners of putting questions and answering questions.

Conclusion

In modern times, the chief aim of education is to enable a citizen to develop a scientific attitude of mind to think objectively and base one’s conclusions on tested data. With the development of such a scientific attitude an individual is able to have the understanding and the individual integrity to sift truth from falsehood, facts from propaganda and to reject the dangerous appeal of fanaticism and prejudice. In short, the more the scientific attitude of an individual is developed, the more would be the integrity of that person. Of all the different means and techniques which influence cultivation of scientific attitude, I consider that the values, the quality, the character and the attitude of the Science teachers are undoubtedly the significant factors.

Let us remember that we represents 

T- Truthfulness

E- Enthusiasm

A- Aptitude

C- Confidence/ Clear thinking

H- Honesty/ Hard work

E- Empathy

R- Rational Thinking

-----------------------------

Important Questions

   1.How would you develop scientific attitude among your students?

(4 marks Question from April 2010)

2. Define scientific attitude?                                            (1mark Question from April 2011)

3. What are the important attributes that a person with scientific attitude will have?

(4 marks Question from April 2013)

4. ‘Science is the pursuit of truth’. The function of science that is referred to here is

a) Cultural function                                   b) Disciplinary function

c) Moral Function                                     d) Practical function

                                                                                          (1mark Question from April 2014)

5.Which of the following is not a characteristic of a person possessing scientific attitude

A) Critical observation                  B) Believe in cause effect relationship

C) Casual and conditioned            D) Avoid exaggeration 

                                                         (Mid Sem. Feb.2014)

Space for Discussion:

Bibliography:

1.     A. Faziluddin & K. Sivarajan, Science Education- Methodology of Teaching and Pedagogic Analysis, Calicut University Publications, 2007.

2.     M. Vanaja, Methods of Teaching Physical Science, Neelkamal Publications, Hyderabad, 2008.

3.     Y.K. Sharma, Teaching of Physical Science- Methods & Techniques, Kanishka Publishers, New Delhi, 2003.

4.     http://www.crystaloutreach.ualberta.ca/en/ScienceReasoningText/ScientificAttitudes.aspx

5.     Previous Question Papers (2010-2014)

SYNOPSIS

A STUDY ON EMOTIONAL INTELLIGENCE AND ACHIEVEMENT MOTIVATION AMONG HIGHER SECONDARY STUDENTS IN KERALA

 - BINCY K. MATHEW UMI

INTRODUCTION

The period of adolescence is a significant time in one's life as the personality and its components are growing, clashing, watching, imitating, demanding, giving, receiving, and sharing. Perhaps more than any other period in life, it is at this period that character begins to be formed.It is a stage in life cycle between 13 and 19 years of age. Character as a multifaceted expression of the affective, the slow setting of the emotions, and the boundless vistas opened up by the spiritual and intellectual. It is these many facets of the human personality at its formative stage that the higher secondary stage must sub serve. Intelligence is the capacity to engage in valid, abstract reasoning in relation to an area of information. In the realm of emotions, intelligence involves understanding the general nature of emotions, the meanings of individual emotions and the capacity to uncover similarities and differences among emotions. For any Higher Secondary student, the learning experience at this stage of education becomes important for their living and decisive for their living gainful lives.  Hence the study on emotional intelligence and achievement motivation among Higher Secondary Students is the need of the hour.

HIGHER SECONDARY STUDENTS

 Higher Secondary Students are the students those who are studying for Two Year courses after the Tenth Standard, at the age group between 16 and 18 usually in Kerala.The two-year higher secondary stage of education has an importance, meaning, nature and scope which need a brief overview and recall. This two-year education stage is important because for about half of those entering it, it represents the terminal point of formal schooling, not the terminal point of education because learning is a life long process, and the formal, non-formal and informal learning systems must be geared to facilitate that process. Higher Secondary Studentship is a significant stage of a person as it is the bridge between the general information of the mind and personality which school education is and the higher learning specializations which the college and university represent. This 'stage is on the one Hand as strong or as weak as the school stage is and is simultaneously a test of the soundness of the learning culture developed at the school. The higher secondary is in relation to the school both a mirror and a reflector. On the other hand the foundations for higher learning are laid at this stage. In that sense the university and the college can only build on the material formed at the higher secondary stage. This stage is thus both a judge of the school system and the forecaster of the learning futures of the university. The higher secondary stage also derives its uniqueness in human terms because it is dealing with the human person at a period of transition from childhood to youth, from infancy to teenage. How human beings develop emotionally is of core importance in building good interpersonal relationships. Scientific studies have suggested that emotional intelligence helps a person to become successful in life. Hence developing high emotional intelligence is essential for an adolescent to excel in future life.

EMOTIONAL INTELLIGENCE

Emotional Intelligence is a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands and pressures. It is that part of the human spirit which motivates us to perform, which gives us energy to demonstrate behaviours such as intentionality, persistence, creativity, impulse control, social deftness, compassion, intuition and integrity. The rapid development of the era is challenging the adolescents to face the wave of globalization. Thus, the ability to control the emotions has become important for not carried away by the flow of negative and evil elements. A high emotional intelligence helps to maintain a state of harmony in oneself and finally be more self confident in dealing with the challenges of living and learning in educational institutions. It is true to say that emotional intelligence involves perceiving, understanding, and regulating emotions.

ACHIEVEMENT MOTIVATION

Achievement motivation can be defined as the need for success or the attainment of excellence. Individuals will satisfy their needs through different means, and are driven to succeed for varying reasons both internal and external. It is one of the most important factors that lead one to their goals. It is a zest and determination with a kind of excitement that leads one to persevere to reach greater heights, in no matter what avenue of their life; be it - personal or professional. The drive may come from an internal or external source. The individual determines this. The factors that motivate an individual keep changing as one climbs the ladder of age and maturity. And also, achievement of one goal sets the ball rolling for another one to be achieved. Thus, to be motivated is a constant need. There are times when one faces a period of de-motivation and everything seems bleak. It is then that they need to find what would motivate them back into action.

REVIEW OF LITERATURE

Review of literature is a key step in research process. The typical purpose for analysis or reviewing literature is to generate research questions to identify what is known and not known about a topic. The major role of review of literature is to develop a strong knowledge based to carry out research and other non research and other non research scholarly activities.

A study was conducted to examine relationship between emotional intelligence and

academic achievement motivation among students  by Babli Roy in Patna, India. It also studies the emotional intelligence of students with high, average and low academic achievement motivation. Sample for the study includes 105 students (48 boys and 57 girls) of class XII of Patna. The data were analyzed with the help of product moment coefficients of correlation. The findings of the study reveal positive relationship between emotional intelligence and academic achievement motivation. The study also reveals that students with high, average and low academic achievement motivation differ from one another on emotional intelligence.

Another Study was conducted by Ms. Anjum Naz, Lecturer, Department of Education, University of Sargodha, Pakistan. This study examined the achievement and its relationship with achievement motivation and self concept. The subjects consisted of 336 students (146 males and 172 females) from four public and four private schools of the Sargodha district at the secondary level. Intact groups of all eight schools enrolled in 9th grade were involved in the study. An Urdu translated version of ‘Academic Self-Description Questionnaire II’ (Marsh, 1990) and ‘General Achievement Goal Orientation Scale’ (McInerney, 1997) was used. The results revealed that achievement motivation and self concept are significantly related to academic achievement. Significant gender differences were discovered which were in favor of girls. It was suggested that teachers must use motivational strategies to involve students in academic activities for improving their grades.

A study developed by John D. Mayer from the University of New Hampshire gives a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. He start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. He then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, he reviewed the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.

A study conducted by Reinhard Pekrun, Thomas Goetz, Wolfram Titz & Raymond P. Perry says that Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.

A study has done by  Bhadouria Preeti from Madhya Pradesh, INDIA on Role of Emotional Intelligence for Academic Achievement for Students . According to this study in the current competitive environment where students are expected to perform multi roles with efficiency and effectiveness, it is highly needed to develop their right attitude and emotional intelligence towards the unseen complexities of life and quality education. As emotional intelligence is a subset of social intelligence with the ability to understand and monitor one’s own feelings and others too which allows a student to mine the required data for his academic achievement which is an outcome of education and the extent at which the educational goal has been achieved. The emphasis of this paper was to determine the factors which are affecting the development of emotional intelligence and its role in academic achievement for students. In this research secondary data has been collected out of which we find out the correlation between emotional intelligence and academic achievement and teaching emotional and social skills at school not only positively influence academic achievement during the year when these were taught, but also leaves the impact in long term achievement. Findings of this paper present that academic achievement without emotional intelligence does not indicate future success and absence of emotional intelligence also indicate the week personality and ability to build relations at working place as well in schools and it is highly important for quality education.

NEED AND SIGNIFICANCE OF THE STUDY

 For many years educators, professionals and the public alike have been focusing on the intellectual achievement of individuals. In the past, perceived cognitive potential, more than any other factor has been seen as a predictor of academic achievement. It has, however, been established that despite an individual having the intellectual potential to succeed at institutions of higher education, he/she may experience difficulty dealing with emotional issues, have poor relationships, and be ineffective in his/her decision making. These observations, among others, have led to the realization that individuals from changing populations may require more than intellectual abilities to exist and thrive academically.   

This study will be a significant endeavor in promoting good study environment in the school and motivations of its students. This study will also be beneficial to the students and instructors in be aware of themselves corporate strategies when they employ effective learning in their classroom setting particularly in different concepts related to the use  of effective human resources management. By understanding the needs of the students and benefits of quality education, these instructors and students be assured of a competitive advantage. Moreover, this research will provide recommendations on how to evaluate the performance of a certain institution in accordance to human resources management.In addition to that this study will be helpful to the teachers and parents in training and informing students in the area of their strength and weakness. It will also serve as a future reference for researchers on the subject of human resources. And importantly, this research will educate clients in deciding on whether their motivation is in the right direction or not.

METHODOLOGY

The sample for the study would be randomly selected from the Higher Secondary Students in Kerala. The data will be collected by distributing the standardized Questionnaires on emotional Intelligence and Achievement motivation among the students. The study would be done to measure that whether the students with high, average and low academic achievement motivation differ from one another on emotional intelligence. It would also focus on to understand the relationship of emotional intelligence and achievement motivation among the Higher Secondary Students in Kerala.

OBJECTIVES

The objectives of the study are

Ø To understand the emotional intelligence of the Higher Secondary Students

Ø To understand the achievement motivation of the Higher Secondary Students

Ø To understand the relationship ofemotional intelligence and achievement motivation among the Higher Secondary Students in Kerala.

Ø To study emotional intelligence of students with high, average and low achievement motivation.

HYPOTHESIS

Ø There is a correlation among emotional intelligence and achievement motivation among the higher secondary students in Kerala.

Ø There is a significant relationship between emotional intelligence and achievement motivation among the higher secondary students in Kerala on the basis of gender.

SAMPLING TECHNIQUE

The investigator will use convenience sampling methods to draw the samples. The sample for the study would be comprised of 200 Higher Secondary Students (100 boys and 100 girls) from different parts of Kerala is randomly selected.

RESEARCH DESIGN

Descriptive design

TOOLS

Ø Emotional Intelligence Questionnaire

Ø Achievement Motivation Questionnaire

Ø Personal Data Bank

STATISTICAL TECHNIQUES

The data would be analyzed with the help of Suitable Statistical Techniques like:

·     ANOVA Test

·     t- test

·     Product moment coefficients of correlation

REFERENCES

Preeti, Bhadouria. (2013). Role of Emotional Intelligence for Academic Achievement for Students Research Journal of Educational Sciences Vol. 1(2), 8-12, May (2013)

Bhardwaj, S. K. (1997). A psycho-social study of adjustment among adolescents. Indian educational abstracts,5, 4.

Drago, J. M. (2004). The relationship between emotional intelligence and academic achievement in nontraditional college students. Doctoral Dissertation. Walden University.

Elias, M.J., Ubriaco, M., Reese, A.M., et al. (1992). A measure for adaptation to problematic academic and interpersonal tasks of middle school. Journal of Middle School Psychology, 41-57.                                                                         (P.T.O)

Hurlock, B. E. (1981). Developmental psychology- A life span approach. New York: Mc Graw Hill Book Company.

Kulwinder Singh, Study of Achievement Motivation in Relation to Academic Achievement of Students, International Journal of Educational Planning & Administration. Volume 1, Number 2 (2011), 161-171.

 McInerney, D.M. (1997). Relationship between motivational goals, sense of self, self-concept and cademic achievement for Aboriginal students. 10th Annual Aboriginal Studies Association Conference. University of Western Sydney, Bankstown Campus, Milperra, 12-14 July, 2000.

Mumthas, N. S and  Muhsina, M, Psycho-Social Problems of Adolescents at Higher Secondary Level, Guru Journal of Behavioral and Social Science. Volume 2 Issue 1 (Jan – Mar, 2014).

Sullivan, Alice. (2009) Academic self-concept, gender and single-sex schooling. British Educational Research Journal, 35: 2, 259-288.