ONLINE ASSIGNMENT

EDU 09:  Theoretical Base of Physical science
Education-II

Prepared by

Arathi Jayakumar

Physical Science

Register Number: 18214372001

Manjappara Educational and Charitable Trust

B.Ed College , Ayur

CORRELATION OF PHYSICAL SCIENCE WITH OTHER SUBJECTS

INTRODUCTION

Education is a coordinated process and the major aim of education is the “unification of knowledge “existing in the different branches of learning. Teaching of various subjects is hence correlated. A conscious effort is made to integrate various subject to treat the subject as a synthetic whole. “The power of the mind does not depend upon the amount of information accumulated in pieces of knowledge are taught, showing their relationship with one another is known as the principles of correlation”. Today, correlating of teaching of different subjects is considered highly essential .The term ‘correlation’ in its simplest form means “connect or to be connected”. To be more precise, ‘correlation’ means mutual relations of two or more things/persons. But correlation in teaching indicates a technique which shows the reciprocal relationship between various subjects of the curriculum for making the knowledge concentrate and permanent .It is the conscious effort made by teachers teaching various subjects, to show similarities or dependence of one subject to another

The major of education is the unification of knowledge existing in different branches of learning. To achieve such unification a conscious effort has to be made by teachers teaching various subjects. It is only by such a joint venture that we will be able to achieve the goal of unification knowledge and bridge the gap that separates them.

Importance of correlation

No subjects can be taught in isolation and so is the case with teaching of science. For an effective learning full advantage must be taken of various correlations and applications of chemistry and physics. In addition to correlation of chemistry and physics with other school subjects and daily life, a lot of correlation is possible with other science subjects. Artificial division of science into various branches is a matter of convenience and not of necessity. Based upon this premise, many educators advocate the implementation of curricula based upon the correlation between various subjects. These kinds of curriculum give more meaning to our class-room instructions. Various inventions in chemistry and physics have contributed a lot to the social and physical advancement of our society. Chemistry and physics have contributed a lot to development of some other subjects. In the following pages we will take up the correlation of chemistry and physics with other subjects.

Carter.V.Good defines correlation as;

“bringing together of the elements of two or more subject matter fields that bear a similar influence on the same large problem or area of human experience in such a way that each element is reinforced, broadened, and made richer through its association with the elements from other subject fields. He says the term implies a subject matter organization of the curriculum, but recognizes the fact that in actual life, the subject fields are interrelated and hence some interrelation among subjects at school level is desirable”

Correlation in Science

Correlation means the reciprocal relationship between different subjects of the curriculum. Generally the child is interested to learn the things which are related its experience. It cannot learn different subjects in isolation. The principle of correlation insists that various subjects contribute to the child’s education in the manner and to the extent that they help it to understand its environment better and carry out activities that have meaning for it. Correlation of science with other subjects can be of two types incidental and systematic.

1. Incidental Correlation:

                     It is the natural correlation which the teacher secures by coordinating a topic with allied materials from other subjects. This requires an exhaustive treatment of the subject bringing about points of similarities with other subjects. The success of incidental correlation depends on the wide knowledge and reading of the science teacher. The following are some instances where science is correlated with other subjects incidentally.

• A chemistry teacher while teaching about iron and steel correlates incidentally with history by telling about the famous Delhi piilar and the metallurgical skill of the people of Ayurvedic period.
• A Chemistry teacher while teaching the structure of atom incidentally correlates with history by telling about Kanadamuni and the progress of science in ancient India.

2. Systematic Correlation:

                 Systematic correlation with other subjects is achieved by a careful organization of the syllabi in different subjects avoiding unnecessary duplication of subject matter and at the same time developing related topics from different angles. The syllabus in science must be so coordinated with those of other subjects that when the knowledge of a scientific principle is needed in understanding a topic in some other subject. It should not be necessary for the teacher to break that continuity of his subject and stop to teach the scientific principle. So also the science teacher is enabled to make use of the pupil’s knowledge gained from other subjects in the continuous development of his own subject. Systematic correlation can be effective only when the teachers of different subjects co-operate and coordinate their work.

Types of correlation

The three important types of correlation are;

1. Correlation of science with daily life.

2. Correlation of various science subjects with one another.

3. Correlation with other subjects.

1. CORRELATION OF SCIENCE WITH DAILY LIFE;

Though the main aim of science is to impart training in scientific methods yet the study of science also aims to provide an insight into many of natural phenomenon and also teaches us the various scientific principles that lie at the bottom of many simple rules of life. For fostering a love for science study among children teacher should bring home to his students the useful and interesting application of principles of science in daily life. Every principle of science has some useful application in daily life and it is the duty of the teacher to emphasize these while teaching the principle. It is likely to make his lesson more interesting, stimulating and realistic.

2. CORRELATIONS OF SCIENCE SUBJECTS WITH ONE ANOTHER;

It is not possible to divide study of science into watertight compartments of physics, chemistry, biology etc.., because we find there are many a principles and facts that are common to different science subjects. Because of this difficulty at present we find that subjects such as Bio-chemistry, Bio-physics, physical chemistry, Geo-physics, general science etc., are emerging. There are a plenty of topics which are common to or more branches of science. For example;

1. Atom atomic structure: It is quite common both in the study of chemistry and physics.

2. Electrolysis and Electrochemical cells: The study of these topics is also included both in physics and chemistry.

3. Chemistry of life or living body: It forms the subject-matter of both chemistry and biology.

4. Various topics in physics, chemistry and biology also help the study of Hygiene.

In the study of home science, one can find various topics which could be taught as applications of various branches of science. For example, nutrition, laundry work, cleaning etc. are explained on the basis of knowledge of chemistry.

3. CORRELATION OF SCIENCE WITH OTHER SUBJECTS;

It is possible to correlate teaching of science with the study of almost any other subject

1. Correlation with Mathematics: Mathematics is considered as the mother of all science. Science can be easily correlated with mathematics. The solution of practical problems, physical measurements, graphs of temperature, rainfall and pressure, laws of reflection etc., all could be understand only with the help of knowledge of mathematics.

2. Correlation with geography: The teaching of science can be easily correlated with geography. A number of topics are common to science and geography. For example, the study of rock and soils study of plant and animal life etc.Physical geography requires an elementary knowledge of science for its education. The various branches of science geology are quite akin to geography.

3. Correlation with Art: Drawing and hand work are thus correlated to the study of science. Charts and diagrams for display in science laboratory should be good looking and quite durable. For this lettering should be done in script. Thus, for drawing and lettering such charts the students need the help of art. It is not only science that needs the help of arts but arts also need the help of science.

4. Correlation with Music: In music various types of instruments and equipments which are based on one or other principles of sciences.

5. Correlation with Social Studies: Knowledge of science produces a great impact on our lifestyle, way of thinking, our behavior etc., a great change occurs in our outlook because of the influences of scientific knowledge. Science has revolutionized the civilization. The advancement in technology and science has brought about tremendous changes in our social behavior. The role of television, radio and other means of communication should be emphasized in the social science. In this way, we find that a study of science can be easily correlated with the study of social science and vice-versa.

6. Correlation with language: For a better correlation the language teacher may suggest essays on scientific topics and can also give passages for translation from historical scientific works. There are many science books that deal with history of science, biographies of great scientists and important science works in various languages. All these are a valuable contribution to the literature in that particular language and are excellent and interesting reading material for the students.

7. Correlation with history: The history of science is very interesting. In the history of science, we can find and correlate the fact of a certain discovery of science with the rule of certain kings. We can also mention the fact of some kings having patronized the teaching of science and some of the scientific can be attributed only to such a patronage. Some such personalities are the king of Syracuse and Archimedes, the king of Italy and Von Guericke. A correlation between science and history can be made more clear while discussing topics like the story of earth, story of wheel, story of man’s endeavors to fight against diseases etc..

SIGNIFICANCE OF CORRELATION

The most significant development of the 21th century education is the emphasis on imparting unified, integrated and meaningful knowledge of the pupils. Imparting of knowledge in the isolated facts of History, Geography, Science, and Economics etc has become obsolete.  Child’s mind is an integrated whole which wants to receive experiences in an integrated manner

USES OF CORRELATION

1. MIND PERCEIVES KNOWLEDGE AS A WHOLE

In the earlier time the concept of the human mind was different, assumed it was consist of many mental faculties which were all supposed to be developed with study of different subjects. Later the education scientists disagreed to this and brought the concept that mind is a whole-function. It needs all subjects to improve the intellectual power hence correlation between subjects became important.

2. RETENTION OF EARLIER KNOWLEDGE

The mind records the knowledge fragments in different layers; hence it needs links between every piece of knowledge to retain it easily.

3. USEFUL KNOWLEDGE

To make the knowledge useful it should have been adapted to the daily life activities, to make it broad-based.

4. ALL ROUND DEVELOPMENT

The ‘education starts from the womb to the tomb’ and is meant for achieving an all round personality. It cannot be gained by teaching only a few students or subjects.

PSYCHOLOGICAL VALUE

Science teaching is based on sound psychological principles like “learning by doing” and “learning by observation” and methods advocated ‘actively method’,’ laboratory method’, ‘heuristic method’, ‘demonstration methods’ and ‘project method’. The teaching-learning process of science should satisfy the instincts of curiosity, creativity, independent thought and sound decision making.

                                                 Man is naturally curious and willing to search for new truths. Science can satisfy man’s desires to explore the unknown and device new applications and satisfy his desire for new knowledge

CORRELATION OF SCIENCE WITH CO-CURRICULAR ACTIVITIES;

1. SCIENCE & ARTS

It commonly deals with colors and color mixing. Like science students need to draw some diagrams or graphs with different colors when and an art teacher will have to correlate the science with art.

2. MUSIC & SCIENCE

In the study of music, its technicalities like tones, pitch, octaves etc can be easily understood if the student has a basic knowledge of science. Like ways a science student can make the best use of instruments since he has a basic idea of its working principles.

3. CRAFT &SCIENCE

Science involves making of models for different purposes. The craft making courses can develop the skills those are essential for a science student.

CONCLUSION

To sum up “EDUCATION IS THE MANIFESTATION OF ALL KNOWLEDGE” as Swami Vivekananda said and the end of education is to eradicate ignorance and provide enlightenment to human beings for the betterment of human society. An integrated curriculum which emphasized the correlation of various science subjects with one another, with daily life and with other subjects should be formulated and to achieve all success in realizing this and proper training should be provided to the teaching community on the basis of this integrated curriculum 

REFERENCE

• Methods of teaching physical science → Dr. S. Rajasekar
• Teaching of physical sciences             → Amit Kumar
• Methods of teaching physical science → Dr. Vanaja. M
• www.slideshare.net
• Science Education - Theoretical Bases of Teaching and Pedagogic Analysis →Dr. T.K. Mathew and Dr. T.M. Mollikkutty