Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment

Isha Jain

doi:doi:10.11648/j.tecs.20220703.12

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Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment

Isha Jain

Published in Teacher Education and Curriculum Studies (Volume 7, Issue 3)

Received: 29 June 2022 Accepted: 18 July 2022 Published: 26 July 2022

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Abstract

75% of parents of children between 5-13 years report that their children learnt less online in comparison to the physical classroom setting. Children attending classes online can suffer from distractions and lower comprehension of class material due to ineffective teaching methods, leading to gaps in knowledge and a loss in motivation. The present research study aims to quantitatively and qualitatively analyse the most effective method of teaching Science online. It further aims to analyse the reasons for the effectiveness of certain methods, to propose improvements and solutions to the current methods employed in the Edtech industry and schools functioning online. The sample group consists of 28 students in Grade 4, from a Public school in Bareilly, India. The study consists of three unique teaching methods, traditional, through drama/storytelling and through arts and crafts, and Science topics aligned with the Class 4 CBSE curriculum. Three 45 minute online classes were conducted with a group of 30 children, followed by a monitored online test and an online survey. The results of this study clearly support that both retention of concepts and engagement within the class is higher in the drama/storytelling and arts and crafts condition as compared to traditional teaching methods. The results of this study can be utilized to improve the effectiveness of science education by Edtech companies and schools and NGOs using online resources.

Published in	Teacher Education and Curriculum Studies (Volume 7, Issue 3)
DOI	10.11648/j.tecs.20220703.12
Page(s)	76-88
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Online Education, Science Education, Teaching Pedagogy

References

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[3]	Vyas, A. (2020, September). Status Report- Government and private schools during COVID-19. Oxfam India. https://www.oxfamindia.org/sites/default/files/2020-09/Status%20report%20Government%20and%20private%20schools%20during%20COVID%20-%2019.pdf.
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[5]	Admin. (2021, December 24). [DIKSHA] Digital Infrastructure for Knowledge Sharing: National Teachers Platform. BYJUS. https://byjus.com/current-affairs/diksha-digital-infrastructure-knowledge-sharing/#:~:text=DIKSHA%20stands%20for%20Digital%20Infrastructure,school%20education%20through%20distance%20mode.
[6]	Maheshwari, A. (2022, February 12). EdTech: The New Growth Catalyst of Indian Education Industry. India Today. https://www.indiatoday.in/education-today/featurephilia/story/edtech-the-new-growth-catalyst-of-indian-education-industry-1912116-2022-02-12#:~:text=Increase%20in%20EdTech%20industry&text=The%20growth%20spurt%20in%20this,in%20the%20next%2010%20years.
[7]	Kola, Aina Jacob. (2013). Importance of Science Education to National Development and Problems Militating Against Its Development. American Journal of Educational Research 1. 7: 225-229. http://pubs.sciepub.com/education/1/7/2/#
[8]	Schwerdt, G., & Wuppermann, A. C. (2010, December 4). Is traditional teaching really all that bad? A within-student between-subject approach. Economics of Education Review. https://www.sciencedirect.com/science/article/pii/S0272775710001640.
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[11]	The Protein Man. (2015). Hands-on Science as a Teaching Advantage [web log]. https://info.gbiosciences.com/blog/hands-on-science-as-a-teaching-advantage.
[12]	National Academy Press. (1997). Science for all children: A guide to improving science education in your school district.
[13]	Martin, E. (2021, February 10). Pioneers: Jean Piaget and Lev Vygotsky. Early Years Educator. https://www.earlyyearseducator.co.uk/features/article/pioneers-jean-piaget-and-lev-vygotsky.
[14]	Hernik, J., & Jaworska, E. (2018). The effect of enjoyment on learning. INTED Proceedings. https://doi.org/10.21125/inted.2018.1087.
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APA Style

Isha Jain. (2022). Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment. Teacher Education and Curriculum Studies, 7(3), 76-88. https://doi.org/10.11648/j.tecs.20220703.12

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ACS Style

Isha Jain. Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment. Teach. Educ. Curric. Stud. 2022, 7(3), 76-88. doi: 10.11648/j.tecs.20220703.12

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AMA Style

Isha Jain. Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment. Teach Educ Curric Stud. 2022;7(3):76-88. doi: 10.11648/j.tecs.20220703.12

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@article{10.11648/j.tecs.20220703.12,
  author = {Isha Jain},
  title = {Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment},
  journal = {Teacher Education and Curriculum Studies},
  volume = {7},
  number = {3},
  pages = {76-88},
  doi = {10.11648/j.tecs.20220703.12},
  url = {https://doi.org/10.11648/j.tecs.20220703.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220703.12},
  abstract = {75% of parents of children between 5-13 years report that their children learnt less online in comparison to the physical classroom setting. Children attending classes online can suffer from distractions and lower comprehension of class material due to ineffective teaching methods, leading to gaps in knowledge and a loss in motivation. The present research study aims to quantitatively and qualitatively analyse the most effective method of teaching Science online. It further aims to analyse the reasons for the effectiveness of certain methods, to propose improvements and solutions to the current methods employed in the Edtech industry and schools functioning online. The sample group consists of 28 students in Grade 4, from a Public school in Bareilly, India. The study consists of three unique teaching methods, traditional, through drama/storytelling and through arts and crafts, and Science topics aligned with the Class 4 CBSE curriculum. Three 45 minute online classes were conducted with a group of 30 children, followed by a monitored online test and an online survey. The results of this study clearly support that both retention of concepts and engagement within the class is higher in the drama/storytelling and arts and crafts condition as compared to traditional teaching methods. The results of this study can be utilized to improve the effectiveness of science education by Edtech companies and schools and NGOs using online resources.},
 year = {2022}
}

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TY  - JOUR
T1  - Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment
AU  - Isha Jain
Y1  - 2022/07/26
PY  - 2022
N1  - https://doi.org/10.11648/j.tecs.20220703.12
DO  - 10.11648/j.tecs.20220703.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 76
EP  - 88
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20220703.12
AB  - 75% of parents of children between 5-13 years report that their children learnt less online in comparison to the physical classroom setting. Children attending classes online can suffer from distractions and lower comprehension of class material due to ineffective teaching methods, leading to gaps in knowledge and a loss in motivation. The present research study aims to quantitatively and qualitatively analyse the most effective method of teaching Science online. It further aims to analyse the reasons for the effectiveness of certain methods, to propose improvements and solutions to the current methods employed in the Edtech industry and schools functioning online. The sample group consists of 28 students in Grade 4, from a Public school in Bareilly, India. The study consists of three unique teaching methods, traditional, through drama/storytelling and through arts and crafts, and Science topics aligned with the Class 4 CBSE curriculum. Three 45 minute online classes were conducted with a group of 30 children, followed by a monitored online test and an online survey. The results of this study clearly support that both retention of concepts and engagement within the class is higher in the drama/storytelling and arts and crafts condition as compared to traditional teaching methods. The results of this study can be utilized to improve the effectiveness of science education by Edtech companies and schools and NGOs using online resources.
VL  - 7
IS  - 3
ER  -

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Author Information

Isha Jain

Secondary School, The British School, New Delhi, India

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Plain Text BibTeX RIS

APA Style

Isha Jain. (2022). Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment. Teacher Education and Curriculum Studies, 7(3), 76-88. https://doi.org/10.11648/j.tecs.20220703.12

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ACS Style

Isha Jain. Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment. Teach. Educ. Curric. Stud. 2022, 7(3), 76-88. doi: 10.11648/j.tecs.20220703.12

Copy | Download

AMA Style

Isha Jain. Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment. Teach Educ Curric Stud. 2022;7(3):76-88. doi: 10.11648/j.tecs.20220703.12

Copy | Download

@article{10.11648/j.tecs.20220703.12,
  author = {Isha Jain},
  title = {Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment},
  journal = {Teacher Education and Curriculum Studies},
  volume = {7},
  number = {3},
  pages = {76-88},
  doi = {10.11648/j.tecs.20220703.12},
  url = {https://doi.org/10.11648/j.tecs.20220703.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220703.12},
  abstract = {75% of parents of children between 5-13 years report that their children learnt less online in comparison to the physical classroom setting. Children attending classes online can suffer from distractions and lower comprehension of class material due to ineffective teaching methods, leading to gaps in knowledge and a loss in motivation. The present research study aims to quantitatively and qualitatively analyse the most effective method of teaching Science online. It further aims to analyse the reasons for the effectiveness of certain methods, to propose improvements and solutions to the current methods employed in the Edtech industry and schools functioning online. The sample group consists of 28 students in Grade 4, from a Public school in Bareilly, India. The study consists of three unique teaching methods, traditional, through drama/storytelling and through arts and crafts, and Science topics aligned with the Class 4 CBSE curriculum. Three 45 minute online classes were conducted with a group of 30 children, followed by a monitored online test and an online survey. The results of this study clearly support that both retention of concepts and engagement within the class is higher in the drama/storytelling and arts and crafts condition as compared to traditional teaching methods. The results of this study can be utilized to improve the effectiveness of science education by Edtech companies and schools and NGOs using online resources.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Exploring Different Pedagogies to Teach Science More Effectively in an Online Environment
AU  - Isha Jain
Y1  - 2022/07/26
PY  - 2022
N1  - https://doi.org/10.11648/j.tecs.20220703.12
DO  - 10.11648/j.tecs.20220703.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 76
EP  - 88
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20220703.12
AB  - 75% of parents of children between 5-13 years report that their children learnt less online in comparison to the physical classroom setting. Children attending classes online can suffer from distractions and lower comprehension of class material due to ineffective teaching methods, leading to gaps in knowledge and a loss in motivation. The present research study aims to quantitatively and qualitatively analyse the most effective method of teaching Science online. It further aims to analyse the reasons for the effectiveness of certain methods, to propose improvements and solutions to the current methods employed in the Edtech industry and schools functioning online. The sample group consists of 28 students in Grade 4, from a Public school in Bareilly, India. The study consists of three unique teaching methods, traditional, through drama/storytelling and through arts and crafts, and Science topics aligned with the Class 4 CBSE curriculum. Three 45 minute online classes were conducted with a group of 30 children, followed by a monitored online test and an online survey. The results of this study clearly support that both retention of concepts and engagement within the class is higher in the drama/storytelling and arts and crafts condition as compared to traditional teaching methods. The results of this study can be utilized to improve the effectiveness of science education by Edtech companies and schools and NGOs using online resources.
VL  - 7
IS  - 3
ER  -

Copy | Download