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 A Research Paper

DIFFICULTIES ENCOUNTERED BY SCIENCE TEACHERS

DURING TEACHING CONCEPTS OF SCIENCE

Presented by

Rajendra L. Chavan

Junior Research Fellow

Department of Education
Shivaji University,
Kolhapur (MS),India

For National Conference On

CHALLENGES IN TEACHER
EDUCATION, PHYSICAL
EDUCATION AND SPORTS

Sub-theme (Innovations in Teacher Education)

Organized by

Department of Education & Physical Education,

Mahavir Vidhyalaya,
Kolhapur in Association
with
Dr.D.Y.Patil College of Education, Kolhapur.

18th & 19th October, 2013.

Page | 1
DIFFICULTIES ENCOUNTERED BY SCIENCE TEACHERS DURING TEACHING
CONCEPTS OF SCIENCE

Rajendra L. Chavan*

ABSTARCT

The aim of the present paper is to encounter the difficulties faced by science
teachers for understanding some scientific concepts and difficulties faced by science
teachers for teaching some science concepts for understanding & teaching at upper primary
level of education. The objectives of the study are 1. To identify the content of VI, VII, &
VIII std science textbook & to find out the science concepts. 2. To find out the concepts
difficult to understand for the Science teachers at upper primary level. 3. To find out the
difficulties encountered by science teachers for teaching science concepts in classroom at
upper primary level. For this study researcher has selected survey method. In Kolhapur city
60 upper primary school teachers were selected through ‘Incidental Sampling’.

The data were collected with the help of questionnaire & the obtained data was
analyzed by the descriptive percentage statistics. The finding of the study are 1.Majority of
the science teachers has difficulties in understanding of the some science concepts- ‘Cell’,
‘Radar’, ‘Axis’ etc. 2. Majority of the science teachers has failed difficulties in teaching
science concepts, these are- ‘more time required for diagram sketching on blackboard’, Not
availability of teaching aids’ & ‘Insufficient content in textbook.

The present paper will be helpful for society to know and minimize difficulties
faced by the science teachers for science teaching at upper primary level.

Key words: Difficulties, Science Teachers, Science Teaching, Concepts, Upper Primary
Level.

*Junior Research Fellow, Department of Education, Shivaji University, Kolhapur (MS) India.
Mo-+91 9665318867, rajendrachavan1@gmail.com

Page | 2
 DIFFICULTIES ENCOUNTERED BY SCIENCE TEACHERS
DURING TEACHING CONCEPTS OF SCIENCE

Introduction

Science is part of our daily lives: all day, every day, everywhere we go. Our
personal lives are real world contexts for learning science and understanding the impact of
science on our lives. Everyone can become engaged in science by way of linking daily
personal experiences to science,

Science is important subject at upper primary level and understanding of basic

science concepts increases the content knowledge of the teachers and students. But for
some time teachers faced the difficulties to understand the some science concepts. Also
they had occurred difficulties to teaching some science concepts. If these concepts which
are difficult to understand for the teachers, It will be transferring towards students
incorrectly and it will create many alternative conceptions. In order to teach today’s science
concepts, teachers need to understand subject matter deeply and flexibly so they can help
students create useful cognitive maps, relate one idea to another, and address alternative
conception. Teachers need to see how ideas connect across fields and to everyday life. This
kind of understanding may provide a foundation for pedagogical content knowledge that
enables teachers to make ideas accessible to others, to be aware of the conceptual problems
of the teachers. For this point of view researcher has tried to find out the concepts of
science which are difficult to understand for the teachers & which are the difficulties faced
by science teachers during teaching concepts of science at upper primary level of
education.

Definition of Key Concepts Difficulty

Conceptual Definition

A thing is hard to accomplish, deal with or understand.

(www.thefreedictionary.com/difficulty)

Operational Definition

For the present study researcher has consider difficulties as the insufficient content in
textbook, not availability of teaching aids, extra time required for drawing, insufficient time

Page | 3
for teaching concept.

Encounter

Conceptual Definition

To experience something unpleasant

(www.oxforddictionary.com)

Operational Definition

For the present study encounter means a teachers experiencing unpleasant situation during
teaching concepts of science.

Science Teachers

Conceptual Definition

Someone who teaches science, instructor, teacher-a person whose occupation is teaching .

(www.thefreedictionary.com/science+teacher)

Operational Definition

For the present study researcher has considered the VI, VII & VII standard Marathi
medium aided school teachers, which are teaching science subject in Kolhapur City.

Upper Primary Level

Operational Definition

For the present study researcher has considered the VI, VII & VIII standards of aided
Marathi medium schools in Kolhapur City.

Objectives

i) To identify the content of VI to VIII standard science textbook to find out the science
concepts.

ii) To find out the science concepts for difficult to understanding for science teachers at

upper primary level.

Page | 4
iii) To find out the difficulties encountered by science teachers for classroom teaching at

upper primary level.

Assumptions

i) Science Teachers faces difficulties in teaching science concepts at upper primary

level.

Scope of the Study

The findings of the study may be applicable for upper primary schools with
reference to Science teachers of Maharashtra.

Delimitations of the Study

i) The present study was delimited to the responses of the upper primary
school teachers of the academic year 2010-11.

ii) The present study was delimited only for VI to VIII standards of Marathi
medium schools.

Research Methodology

a) Research Methodology

For the present study researcher was used the Descriptive Survey Method. In survey
method School Survey Method is used by the researcher.

b) Sampling Method

For the present study sampling was done at two stages.

Step I: Selection of Schools

For the present study researcher selected 20 aided Marathi medium schools from 68
aided Marathi medium schools by the Incidental sampling method.

Step II: Selection of Teachers

For the present study researcher selected 20 aided Marathi medium schools from 68
schools. In this 20 aided Marathi medium schools VI, VII & VIII each standard one

Page | 5
 science teacher (N=60) selected by Incidental sampling method.

Data Collection Tool

For the present study researcher was used the ‘Questionnaire’ as a tools for the data
collection.

Result & Conclusions

Objective 1. To analyze the content of VI, VII & VIII standards textbook to find out the

science concepts.

Researcher found 70 science concepts in VI standard & each 90 science concepts in VII &
VIII standard respectively.

Objective 2. To find out the concepts difficult to understand for the Science teachers at upper

primary level.

i) Most of the science teachers have difficulties in understanding Physics concepts-‘Axis’ &

‘Radar’ in VI standard science textbook.

ii) Majority of the science teachers have difficulties in understanding following concepts

 Difficulty in understanding the Physics concept-‘Measurement’

 Difficulty in understanding Biology concept-‘Cell’

 Difficulty in understanding the General science concepts –‘Earthquake’, Tsunami’ & 

‘Harmful waste’.

 Difficulty in understanding the Chemistry concept-‘Sterilization’’

iii) Most of the science teachers have difficulties in understanding Chemistry concepts

‘Anomalous behavior of Water’ in VII standard science textbook.

iv) Most of the science teachers have difficulties in understanding following concepts in VII
standard science textbook.

 Difficulty in understanding the Physics concepts-‘Heat transformation’, ‘Heat

transportation’, ‘Pyrometer’, ‘Echo point’, ‘ SONAR system’, ‘Lightning conductor’, Lake
Lashes Electric Set, &’Satellite’.

Page | 6
  Difficulty in understanding the Chemistry concepts-‘Alkali’, ‘Base’ & ‘Oxides’, ‘Structure’
& ‘Polymorphism’.

 Difficulty in understanding the Biology concepts- ‘Pasteurization’, ‘Photosynthesis’,

‘Asexual reproduction’, ‘Sexual reproduction’, ‘ Scurvy’, ‘Anemia’& ‘Gene Bank’.

Objective 2. To find out the difficulties encountered by science teachers during teaching

science concepts at upper primary level.

v) Majority of the science teachers had encountered following difficulties for
teaching science concepts at VI standard level.

 For teaching Biology ‘Cell’ concept, teachers have faced the difficulty is ‘Extra
time is required for drawing diagram on Blackboard’.

 For teaching Chemistry ‘Sterilization’ concept, teachers have faced the

difficulty is ‘Insufficient time for teaching concept’.

 For teaching Physics ‘Radar’, ‘Axis’ concepts, teachers have faced the
difficulty is ‘Insufficient content in textbook’.

 For teaching General Science ‘Earthquake’, ‘Tsunami’ & ‘Harmful waste’

concept, teachers have faced the difficulty is ‘Not availability of teaching aids’.

vi) Majority of the Science teachers have encountered following difficulties for
teaching science concepts in classroom at VII standard level.

 For teaching Biology ‘Scurvy’, ‘& ‘Anemia’ concepts, teachers have faced the
difficulty is ‘Insufficient content in textbook’.

 For teaching Physics ‘Pyrometer’, ‘lightening of Conductor’, ‘Echo point’ &

‘SONAR system’ concepts, teachers have faced the difficulty is ‘Not
availability of teaching aids’.

 For teaching Physics ‘Heat Transportation’ concept, teachers have faced the
difficulty is ‘Insufficient time for teaching concept’.

 For teaching Chemistry ‘Base’, ‘Oxides’ & ‘Alkali’ concepts, teachers have
faced the difficulty is ‘Not availability of teaching aids’.

vii) Majority of the science teachers had encountered following difficulties for teaching
science concepts at VII standard level.

 For Biology ‘Gene bank’ concept, for physics ‘Satellite’ concept and for

Page | 7
 Chemistry ‘Structure’ & ‘Polymorphism’ concepts, teachers have faced the
difficulty is ‘Not availability of teaching aids’.

Hence, Upper Primary Science teachers lack in conceptual understanding of the

subject Science. This leads them a lot difficulties while teaching science concepts. also
science teachers have faced the difficulties in teaching some science concepts at upper
primary level of Education.

Suggestion

 As per changing in syllabus Science Concepts Orientation programme

should be arranged for the science teachers at District centers of the
schools.

References

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