Heuristic Method1 2

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TSc_2.1 Lecture Notes on Heuristic Method.docfor DIET, Lawspet, D.T.Ed., II Year. 2008-10.

NameName :: ______________________.______________________.

ClassClass :: D.T.Ed., II year `B`.D.T.Ed., II year `B`.

DIET, Lawspet. 2008-10.DIET, Lawspet. 2008-10.

SubjectSubject :: TEACHING OF SCIENCETEACHING OF SCIENCE..

Teaching o Science ! D.T.Ed., II "ear. #age 1 o 1$


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Procedure / Method:

Teacher should give the wor% sheets &Information 'heets( to each

student to solve the problems written or depicted in it. 'tudents themselves

solve the problems given in the wor% sheet through the appropriate

e#periments. The e#periments can be done with the help of hints given in thewor% sheet or with the guide lines provided by the teachers.

In this method, it is not mandatory that the student must carry out

the e#periments instantly. Teachers should give appropriate help or guidelines

to the students whenever felt necessary.

The students have to do the e#periments as detailed in the wor%

sheet and record the events or effects occurred during the e#perimentation.

The recorded information during and at the end of e#periments must be analy)ed

for final results. This the final stage of this method. In this method the child

behaves li%e a research scholar and discovers the truth.

Hence, the heuristic method is a method which can give ade$uate training for discovery and

e#perimentation or research. This method prefers the discovery and practice than %nowing the

concepts.

Procedure of the Method

The method re"uires the studets to so#!e a um$er of pro$#ems e%perimeta##&. Each studet is re"uired to disco!er

e!er&thi' for himse#f ad is to $e to#d othi'. The studets are #ed to disco!er facts with the he#p of e%perimets,

apparatus ad $oo(s. I this method the chi#d $eha!es #i(e a research scho#ar.

I the sta'e maa'ed heuristic method, a pro$#em sheet with miimum istructios is 'i!e to the studet ad he

is re"uired to perform the e%perimets coceri' the pro$#em i had. He must fo##ow the istructios, ad eter

i his ote $oo( a accout of what he has doe ad resu#ts arri!ed at. He must a#so put dow his coc#usio as to the

$eari' which the resu#t has o the pro$#em i had.

I this wa& he is #ed to reaso from o$ser!atio. Essetia##& therefore, the heuristic method is iteded to pro!ide a

traii' i method. )ow#ed'e is a secodar& cosideratio a#to'ether. The method is formati!e rather tha

iformatioa#.

The procedures ad s(i##s i sciece pro$#em so#!i' ca o#& $e de!e#oped i c#ass rooms where searchi' is

ecoura'ed, creati!e thi(i' is respected, ad where it is safe to i!esti'ate, tr& out ideas.

Teaching o Science ! D.T.Ed., II "ear. #age % o 1$


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Teachers Attitudes & Responsibility in Heuristic Method

Teachers must develop sensitiveness to children and to the meanings of their

behaviour. Teachers should be ready to accept any suggestion for the solution of problems

regardless of how irrelevant it may seem to him, for this is really the true spirit of

scientific problem solving. By testing various ideas it can be shown to the child that

perhaps his suggestion was not in accord with the information available t can then be

shown that this failure gets as much closer to the correct solution by eliminating one

possibility from many offered by the problem.

n this method teacher should avoid the temptation to tell the right answer to

save time.

The teacher should be convinced that road to scientific thin!ing ta!es time.

"hildren should never be e#posed to ridicule for their suggestions of possible

answers otherwise they will show a strong tendency to stop suggestions.

$or success of this method a teacher should act li!e a guide and should provide

only that much guidance as is rightly needed by the student.

He should be sympathetic and courteous andshould be capable enough to plan and devise

problems for investigation by pupils.

He should be capable of good supervision and be able

to train the pupils in a way that he himself becomes

dispensable.

$teps in Heuristic %ethod

Teaching o Science ! D.T.Ed., II "ear. #age & o 1$


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*cids, +ases ad a#tsources - properties ad t&pes of acidsources - properties ad t&pes of $asesources - t&pes ad properties of sa#ts


The following steps are followed in the heuristic method*

Planning +

,reating of -bectives

Identification of Problem

Arriving for appropriate solutions for the problem

/#ecution !

Perceiving and observing for accurate results

0ecording of the results observed

onclusion !

1ormulation of hypothesis

Identification 2 Arriving the accurate solution.

"xample &(

%sing this Heuristic method the studentteacher can teach the lesson 'Acids, Bases and Salts'

as illustrated below(

Teaching o Science ! D.T.Ed., II "ear. #age $ o 1$

As an adjective, heuristic proouced

h&u-/I-ti( ad from the ree(

heuris(ei meai' to disco!er

pertains to the process of gaining

knowledge or some desired result byintelligent guesswork rather than by

following some pre-established formula.

Heuristic ca $e cotrasted with a#'orithmic.

As a noun, a heuristic is a specific rule-

of-thumb or argument derived from

eperience. !he application of heuristic

knowledge to a problem is sometimes

known as heuristics.


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)hase ( *ole of Teacher + )reparation of ,nformation $heets

The above mentioned unit can be taught and the students can understand the unit by this

heuristic method. )reparation of the nformation sheet *+or! sheet should be done by the Teacher. $or

the above mentioned topic the problems should be depicted as follows(

Iformatio heet3

)hase -( $tudents *ole + "xperimentation

The students who select the nformation sheet *wor( sheet of a$o!e metioed topic should do the

e#periments described in it for the answers - results - solution.

"xperimenting(

The sour tasted compouds ad food compoets are (ow as *cidic i ature. tudets ca (ow the

acidit& of the compouds throu'h taste the o to%ic, o-corrosi!e, wea( so#utios of the compoud or food samp#es must $eused. The su$staces such as !ie'ar, Lemoade, tamarid so#utio, are acidic i ature.

The acidit& of su$staces ca $e affirmed throu'h the #itmus test. I order to coduct the #itmus test the

fo##owi' are (ept read&.

Aim( To affirm the acidity of the given substance through litmus test.

Apparatus and Reagents reuired( /ample substances *e#. Tamarind, etc., water, 0lass bea!ers

or test tubes and Blue litmus paper.

)rocedure( n a bea!er or test tube, the sample substances must be soa!ed and dissolved with

sufficient amount of water. Then a blue litmus paper is inserted in the solution at the bea!er

or test tube for a few seconds.

1bservation( 1bserve the color change in the litmus paper.

Result( f the blue litmus turns red the solution is affirmed as acidic other wise nonacidic in

nature.

Teaching o Science ! D.T.Ed., II "ear. #age ' o 1$

4ro$#em3 Teacher ca 'i!e the fo##owi' otes for the "uestio 5hat are the acidic foods 6 compouds 7

Note: The *cidit& of a food or compoud is esured $& its sour taste.

The $#ue #itmus paper ca $e used to fid the acidit& of a compoud.

5hat are the acidic foods 6 compouds 7

etio the ame of the acid preset i the i#( 7

5hich fruit $ears a#eic acid 7

Is there acids a!ai#a$#e i ior'aic compouds 7

9ame the acid preset i #emo.


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"y following the instructions and guidelines of the teacher the students ac$uire the

solution for the problem depicted in the Information sheet &wor% sheet(.

3i%e wise, the students can solve the other problems in the information

sheet &with the help or guidelines fro the teacher whenever

necessary(.

"xample &-( ermination of $eeds.

The #esso 'ermiatio ca $e tau'ht effecti!e#& with this approach. The factors, period of 'ermiatio

ca $e easi#& (ow $& the studets themse#!es throu'h the e%perimetatio. The seeds ad other e"uipmets for

this e%perimetatio are wide#& a!ai#a$#e. The e!iromet ad e"uipmets ca easi#& procured $& the studets

themse#!es. tudets a#so show their iterests i e%perimets ad resu#ts. The fo##owi' steps ad method ca $e

used to coduct the e%perimet which ca moti!ate the studets i their #eari' e%perieces.


Teaching o Science ! D.T.Ed., II "ear. #age ( o 1$

4ro$#em3 How do the seeds 'ermiate 75hat are the factors of seed 'ermiatio 7

ote: The 'ermiatio of the seed re"uires 'ood seed,

red soi# water su#i ht air.

Recording the Changes / events3

The $#ue #itmus turs red i co#or whe it is e%posed i to

the samp#e tamarid or !ie'ar so#utio.

The Acids change the color of the Blue litmus in to redThis cha'e must $e oted $& the studet.

Conclusion:

:rom the o$ser!atio ad fidi's the

studets ca deri!e the iferece

the su$stace Tamarid so#utio

is acidic i ature.


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)hase -( $tudents *ole + "xperimentation

The student who proposed to solve the problem given in the information sheet on seed

germination has to collect the information or guide lines from the teacher and gather the seeds

and other necessary tools and e$uipments. He should conduct the e#periments as follows.

"xperimenting(

Aim( To identify the factors of seed germination.

Apparatus and Reagents reuired( Bean seeds of good uality, a defective seed, 0lass bea!ers, red

soil.

)rocedure( Ta!e five glass bea!ers *233 m.l. and label them as 2,4,5,6 and 7. $ill the red soil upto 8

level of each bea!er e#cept the last one. 9eave the fifth bea!er without red soil. )lant the bean

seeds of good uality in the first three bea!ers. )lant a defective bean seed in the fourth

bea!er. )lace a good seed in the bea!er without soil.

:eep the bea!ers numbered 2 and 6 in the place where the sun light is available out side.

:eep the bea!ers numbered 4 and 5 within the shelf or almirah where there is no light.

:eep the bea!er number 7 out side where the sunlight is available.

1bservation and maintenance( /tudents has to loo! out the seed growth with proper care and

observe the changes happening with the seeds. This can be done with the help of guidelines -

instruction from the teacher also.

/tudents has to water the seeds at the bea!ers numbered 2,5,6 and 7 for five to si# days

regularly during morning time. ;o watering to the bea!er 4.

After five or si# days students has to observe the change in the seeds plced in the bea!ers.

f necessary, information given about the seed germination at the te#t boo!s can be compared

and arrive the final conclusion.

Recording the changes(


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4ith the e#periments and the results of observation, the students learnt that the seeds

re$uire healthy and the sufficient air, water, sunlight and soil with essential nutrients. The

e#periments can be done by the students themselves give ample curiosity and scientific attitude

for them.

Teaching o Science ! D.T.Ed., II "ear. #age * o 1$


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"xample &-( *eflection of /ight.

$rom the lesson 9ight, the unit comprising the 9ight reflection and 9aws of reflection of light and

proof for the laws can be illustrated through this method. The e#periments on plane mirror can be

conducted by the students and the laws can be understood practically by them.


)hase -( $tudents *ole + $election of ,nformation sheet

The students who opts this information sheet will be given the guidelines. The laws of reflection

are stated as follows(

= The incident ray, the reflected ray and the normal to the reflection surface at the point of the

incidence lie in the same plane.

= The angle which the incident ray ma!es with the normal is eual to the angle which the

reflected ray ma!es to the same normal. *i.e. the a'#e of ref#ectio is e"ua# to the a'#e of icidece

n order to define and prove the reflection and laws of reflection the e#periment need be conducted

by the student with the following tools or euipments( >rawing board, )lane mirror, )ins and white

paper etc.,

"xperimenting(

*im3 To e%p#ai the pheomeo ref#ectio ad pro!e the Laws of ref#ectio usi' p#ae mirror.

*pparatus ad e"uipmet or too#s re"uired3 Drawi' $oard, 4#ae mirror of si;e 12 cm % < cm, 4is ad white

paper

4rocedure3 To !iew a ima'e of a peci# or pi i a mirror, &ou must si'ht

a#o' a #ie at the ima'e #ocatio. *s &ou si'ht at the ima'e, #i'ht tra!e#s to

&our e&e a#o' the path show i the dia'ram. This shows that the #i'ht

ref#ects off the mirror i such a maer that the a'#e of icidece is e"ua# to

the a'#e of ref#ectio. It =ust so happes that the #i'ht which tra!e#s a#o'

the #ie of si'ht to &our e&e fo##ows the #aw of ref#ectio.

Teaching o Science ! D.T.Ed., II "ear. #age 1+ o 1$

4ro$#em3 5hat is ref#ectio75hat are the #aws of ref#ectio7

ote: 4#ae mirror ref#ects a#most a## of #i'htwhich fa##s o it throu'h the samemedium it has tra!e#ed.


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4#ace a sheet of white card$oard perpedicu#ar to the ref#ecti' surface of p#ai mirror, ad we sed a

peci# of #i'ht to the surface of the mirror so that it =ust s(ims a#o' the surface of card$oard. 4eci# which stri(es

the surface of the mirror is ca##ed the incident pencilad the peci# which is ref#ected $& the surface is ca##ed the

reflected pencil. /esu#ts of the e%perimet are show i the fo##owi' dia'ram.

This e%perimet #eads us to the coc#usio that whe #i'ht is ref#ected from a p#ae specu#ar surface, theicidet ra&, the orma# the perpedicu#ar to the surface at the poit of cotact, ad the ref#ected ra& a## #ie i the

same p#ae. This statemet is ca##ed the first #aw of ref#ectio. 9ow we ca measure the a'#es $etwee the orma#

ad two ra&s $& p#aci' a white p#astic protractor istead of the card$oard. 5e ca repeat measuremets for

differet a'#es of icidece $ut coc#usio wi## $e a#wa&s the same3 the angle of reflection (r) is equal to the

angle of incidence (i). This statement is called the second law of reflection.

I the dia'ram, the ra& of #i'ht approachi' the mirror is (ow as the incident ray#a$e#ed i the dia'ram. Thera& of #i'ht which #ea!es the mirror is (ow as the reflected ray#a$e#ed Ri the dia'ram. *t the poit of icidece where

the ra& stri(es the mirror, a #ie ca $e draw perpedicu#ar to the surface of the mirror. This #ie is (ow as a normal line

#a$e#ed ! i the dia'ram. The orma# #ie di!ides the a'#e $etwee the icidet ra& ad the ref#ected ra& ito two e"ua#

a'#es. The a'#e $etwee the icidet ra& ad the orma# is (ow as the angle of incidence. The a'#e $etwee the

ref#ected ra& ad the orma# is (ow as the angle of reflection. These two a'#es are #a$e#ed with the ree( #etter theta

Teaching o Science ! D.T.Ed., II "ear. #age 11 o 1$


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3earning by this method, pupils leave school with little or no scientific appreciation of

their physical environment.

The romance of modern scientific discovery and invention remains out of picture for them

and the humani)ing influence of the subect have been %ept away from them.

/valuation of learning through heuristic method can be $uite tedious.

Presently enough teachers are not available for implementing learning by heuristic method.

This method cannot be successfully applied in primary classes but this method can be

given a trial in secondary classes particularly in higher secondary classes. However, in the

absence of gifted teachers, well e$uipped laboratories and libraries and other limitations this

method has not been given a trial in our schools. /ven if these limitations are removed

this method may not prove much useful under the e#isting circumstances and prevailing rules

and regulations. Though not recommending the use of heuristic method for teaching of science

it may be suggested that at least a heuristic approach prevails for teaching of science in our

schools. "y heuristic approach we mean that students be not spoon fed or be given a dictation

rather they be given opportunities to investigate, to thin% and wor% independently along withtraditional way of teaching.

Teaching o Science ! D.T.Ed., II "ear. #age 1& o 1$

The app#icatio of heuristic (ow#ed'e to a pro$#em is sometimes (ow

as heuristics. The term seems to ha!e two usa'es3

2 >escribing an approach to learning by trying without

necessarily having an organi?ed hypothesis or way of

proving that the results proved or disproved the

hypothesis. That is, @trialbyerror@ learning.

4 )ertaining to the use of the general !nowledge gained bye#perience, sometimes e#pressed as @using a rule

ofthumb.@Howe!er, heuristic (ow#ed'e ca $e app#ied to

comp#e% as we## as simp#e e!er&da& pro$#ems. Huma chess

p#a&ers use a heuristic approach.


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