TSc_2.1 Lecture Notes on Heuristic Method.

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Name : ______________________. Class : D.T.Ed., II year `B`. D IE T, La ws pe t. 2008 -10 .

Subject : TEACHING OF SCIENCE .

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H euristic M ethod
One of the most important aspects of the problem solving approach to children's development in scientific thinking is the teachers attitude. His approach should be teaching science with a question mark instead of with an exclamation point. The acceptance of and the quest for unique solutions for the problem that the class is investigating should be a guiding principle in the teacher's approach to his programme of science.

In Heuristic method {The word `Heuristic` mea s to disco!er}, the student be put in the place of an independent discoverer. Thus no help or guidance is provided by the teacher in this method. In this method the teacher sets a problem for the students and then stands aside while they discover the answer. In words of Professor Armstrong, Heuristic methods of teaching are methods which involve our placing students as far as possible in the altitude of the discoverer ! methods which involve their finding out instead of being merely told about things .
The method requires the student to solve a number of problems experimentally. To almost every one especially children experiments and science are synonymous. Once an idea occurs to a scientist he immediately thinks in terms of ways of trying out his ideas to see if he is correct. Trying to confirm or disprove some thing! or simply to test an idea! is the backbone of the experiment. "xperiments start with questions in order to find answers! solve problems and clarify ideas or #ust to see what happens. "xperimenting should be part of the elementary school science programme as an aid to helping children find solutions to science problems as well as for helping them to develop appreciation for one of the basic tools of science.

Objectives:
"y this heuristic method a student can solve a problem by using his scientific attitude e#plains his activities to be done demonstrates the e#periments illustrates the results of the e#periments ac$uires the %nowledge about the new concepts thin%s independently collects and analyses the data for information.

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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 the wor% 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 stude ts to so#!e a um$er of pro$#ems e%perime ta##&. Each stude t is re"uired to disco!er e!er&thi ' for himse#f a d is to $e to#d othi '. The stude ts are #ed to disco!er facts with the he#p of e%perime ts, apparatus a d $oo(s. I this method the chi#d $eha!es #i(e a research scho#ar. I the sta'e ma a'ed heuristic method, a pro$#em sheet with mi imum i structio s is 'i!e to the stude t a d he is re"uired to perform the e%perime ts co cer i ' the pro$#em i ha d. He must fo##ow the i structio s, a d e ter i his ote $oo( a accou t of what he has do e a d resu#ts arri!ed at. He must a#so put dow his co c#usio as to the $eari ' which the resu#t has o the pro$#em i ha d. I this wa& he is #ed to reaso from o$ser!atio . Esse tia##& therefore, the heuristic method is i te ded to pro!ide a trai i ' i method. ) ow#ed'e is a seco dar& co sideratio a#to'ether. The method is formati!e rather tha i formatio a#. The procedures a d s(i##s i scie ce pro$#em so#!i ' ca o #& $e de!e#oped i c#ass rooms where searchi ' is e coura'ed, creati!e thi (i ' is respected, a d where it is safe to i !esti'ate, tr& out ideas.

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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 and should 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
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The following steps are followed in the heuristic method* Planning +

As an adjective, heuristic .pro ou ced h&u-/I,-ti( a d from the 0ree( 1heuris(ei 1 mea i ' 1to disco!er12 pertains to the process of gaining knowledge or some desired result by intelligent guesswork rather than by following some pre-established formula. .Heuristic ca $e co trasted with a#'orithm ic.2 As a noun, a heuristic is a specific ruleof-thumb or argument derived from e perience. !he application of heuristic knowledge to a problem is sometimes known as heuristics.

,reating of -b.ectives 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 student&teacher can teach the lesson 'Acids, Bases and Salts ' as illustrated below(
*cids, +ases a d ,a#ts ,ources - properties a d t&pes of acids,ources - properties a d t&pes of $ases,ources - t&pes a d properties of sa#ts-

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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( 5hat are the acidic foods 6 compou ds 7

I formatio ,heet3

8e tio the ame of the acid prese t i the 8i#( 7 5hich fruit $ears 8a#eic acid 7 Is there acids a!ai#a$#e i i or'a ic compou ds 7 9ame the acid prese t i #emo .

4ro$#em3 Teacher ca 'i!e the fo##owi ' otes for the "uestio 5hat are the acidic foods 6 compou ds 7 Note: The *cidit& of a food or compou d is e sured $& its sour taste. The $#ue #itmus paper ca $e used to fi d the acidit& of a compou d.

)hase -( $tudents *ole + "xperimentation The students who select the nformation sheet *wor( sheet of a$o!e me tio ed topic, should do the e#periments described in it for the answers - results - solution.

"xperimenting(
The sour tasted compou ds a d food compo e ts are ( ow as *cidic i
used2. The su$sta ces such as !i e'ar, Lemo ade, tamari d so#utio , are acidic i

ature. ,tude ts ca ( ow the

acidit& of the compou ds throu'h taste .the o to%ic, o -corrosi!e, wea( so#utio s of the compou d or food samp#es must $e ature. The acidit& of su$sta ces ca $e affirmed throu'h the #itmus test. I order to co duct the #itmus test the fo##owi ' are (ept read&. Aim( To affirm the acidity of the given substance through litmus test. Apparatus and Reagents re.uired( /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 non&acidic in nature.

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Recording the Changes / events3 The $#ue #itmus tur s red i co#or whe it is e%posed i to the samp#e .tamari d or !i e'ar2 so#utio . The Acids change the color of the Blue litmus in to red This cha 'e must $e oted $& the stude t.

Conclusion: :rom the o$ser!atio a d fi di 's the stude ts ca deri!e the i fere cethe su$sta ce .Tamari d so#utio 2 is acidic i ature.

"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 'ermi atio ca $e tau'ht effecti!e#& with this approach. The factors, period of 'ermi atio ca $e easi#& ( ow $& the stude ts themse#!es throu'h the e%perime tatio . The seeds a d other e"uipme ts for this e%perime tatio are wide#& a!ai#a$#e. The e !iro me t a d e"uipme ts ca easi#& procured $& the stude ts themse#!es. ,tude ts a#so show their i terests i e%perime ts a d resu#ts. The fo##owi ' steps a d method ca $e used to co duct the e%perime t which ca moti!ate the stude ts i their #ear i ' e%perie ces.

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

4ro$#em3 How do the seeds 'ermi ate 7 5hat are the factors of seed 'ermi atio 7 Note: The 'ermi atio of the seed re"uires 'ood seed, red soi#, water, su #i'ht, air.

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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 re.uired( 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. $ill the red soil upto 8 level of each bea!er e#cept the last one. 9eave the fifth bea!er without red soil. )lant the bean seeds of good .uality in the first three bea!ers. )lant a defective bean seed in the fourth bea!er. )lace a good seed in the bea!er without soil. :eep the bea!ers numbered 2 and 6 in the place where the sun light is available out side. :eep the bea!ers numbered 4 and 5 within the shelf or almirah where there is no light. :eep the bea!er number 7 out side where the sunlight is available. 1bservation and maintenance( /tudents has to loo! out the seed growth with proper care and observe the changes happening with the seeds. This can be done with the help of guidelines instruction from the teacher also. /tudents has to water the seeds at the bea!ers numbered 2,5,6 and 7 for five to si# days regularly during morning time. ;o watering to the bea!er 4. After five or si# days students has to observe the change in the seeds plced in the bea!ers. f necessary, information given about the seed germination at the te#t boo!s can be compared and arrive the final conclusion. Recording the changes( <ach and every seed is observed for the changes happened. The changes need be recorded(
Beaker No. 1 ! " # 5 Changes on the seed effected on 5th day Seed germinates shows full growth. Seed had dried. Not germinated Seed had grown and not germinated. Seed had not grown and germinated. Seed is %erished and not germinated. Reason This good quality seed in this beaker has sufficient amount air soil water and sunlight This good quality seed needs water to grow hence it dried. This good quality seed needs shows a little growth but no germination is effected. Because it need sunlight. This seed is a defecti$e one. So it has no germination. This good quality seed needs soil to cater itself. so that it %erished. &t loses its germination ca%ability.

Result( The factor of seed germination are healthy seed, red soil or garden soil *soil with essential nutrients,, air, sunlight and water

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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.

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

4ro$#em3 5hat is ref#ectio 7 5hat are the #aws of ref#ectio 7 Note: 4#a e mirror ref#ects a#most a## of #i'ht

which fa##s o it throu'h the same medium it has tra!e#ed.

)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 e.ual 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 i cide ce, 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 e.uipments( >rawing board, )lane mirror, )ins and white paper etc.,

"xperimenting( *im3 To e%p#ai the phe ome o ref#ectio a d pro!e the Laws of ref#ectio usi ' p#a e mirror. *pparatus a d e"uipme t or too#s re"uired3 Drawi ' $oard, 4#a e mirror of si;e 12 cm % < cm, 4i s a d white paper 4rocedure3 To !iew a ima'e of a pe ci# or pi i a mirror, &ou must si'ht a#o ' a #i e 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 ma er that the a '#e of i cide ce is e"ua# to the a '#e of ref#ectio . It =ust so happe s that the #i'ht which tra!e#s a#o ' the #i e of si'ht to &our e&e fo##ows the #aw of ref#ectio .

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4#ace a sheet of white card$oard perpe dicu#ar to the ref#ecti ' surface of p#ai mirror, a d we se d a pe ci# of #i'ht to the surface of the mirror so that it =ust s(ims a#o ' the surface of card$oard. 4e ci# which stri(es the surface of the mirror is ca##ed the incident pencil a d the pe ci# which is ref#ected $& the surface is ca##ed the reflected pencil. /esu#ts of the e%perime t are show i the fo##owi ' dia'ram.

This e%perime t #eads us to the co c#usio that whe #i'ht is ref#ected from a p#a e specu#ar surface, the i cide t ra&, the orma# .the perpe dicu#ar to the surface at the poi t of co tact2, a d the ref#ected ra& a## #ie i the same p#a e. This stateme t is ca##ed the first #aw of ref#ectio . 9ow we ca measure the a '#es $etwee the orma# a d two ra&s $& p#aci ' a white p#astic protractor i stead of the card$oard. 5e ca repeat measureme ts for differe t a '#es of i cide ce $ut co c#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$e#ed i the dia'ram2. The ra& of #i'ht which #ea!es the mirror is ( ow as the reflected ray .#a$e#ed R i the dia'ram2. *t the poi t of i cide ce where the ra& stri(es the mirror, a #i e ca $e draw perpe dicu#ar to the surface of the mirror. This #i e is ( ow as a normal line .#a$e#ed ! i the dia'ram2. The orma# #i e di!ides the a '#e $etwee the i cide t ra& a d the ref#ected ra& i to two e"ua# a '#es. The a '#e $etwee the i cide t ra& a d the orma# is ( ow as the angle of incidence. The a '#e $etwee the ref#ected ra& a d the orma# is ( ow as the angle of reflection. .These two a '#es are #a$e#ed with the 0ree( #etter 1theta1

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accompa ied $& a su$script- read as 1theta-i1 for a '#e of i cide ce a d 1theta-r1 for a '#e of ref#ectio .2 The #aw of ref#ectio states that whe a ra& of #i'ht ref#ects off a surface, the a '#e of i cide ce is e"ua# to the a '#e of ref#ectio . /ecordi ' the >ha 'es3 The e%perime ts wi## $e co ducted as per the i structio of the teacher a d the resu#t are recorded as i the fo##owi ' ta$#e. ,#. 9o. 1 2 < @ ? * '#e of I cide ce 2? <? @? ?? A0 * '#e of /ef#ectio

>o c#usio 3 +& the resu#ts o$tai ed the stude ts u dersta d the #aws of ref#ectio .

%erits of Heuristic %ethod

This method of teaching science has the following merits* It develops the habit of en$uiry and investigation among students. It develops habit of self learning and self direction.

It develops scientific attitudes among students by ma%ing them truthful and honest for
they learn how to arrive at decisions by actual e#perimentations. It is psychologically sound system of learning as it is based on the ma#imum, learning by doing

It develops in the student a habit of diligence. In this method most of the wor% is done in school and so the teacher has no worry to assign
on chec% home tas%. It provides scope for individual attention to be paid by the establishing cordial relations between the teacher and the taught.

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/imitations of Heuristic %ethod

5ain limitations of this method are as under* It is a long and time consuming method and so it becomes difficult to cover the prescribed syllabus in time. It pre!supposes a very small class and a gifted teacher and the method is too technical and scientific to be handled by an average teacher.

The method e#pects of the teacher a great efficiency and hard, e#perience and training. There is a tendency on the part of the teacher to emphasi)e those branches and parts of the sub.ect which lend brandies of the sub.ect which do not involve measurement and $uantitative wor% and are therefore not so suitable.

It is not suitable for beginners. In the early stages, the students need enough guidance which if not given, may greatly disappoint them and it is possible that the child may develop distaste for studies.

In this method too much stress is placed on practical wor% which may lead a student to form a wrong idea of the nature of science as a whole.

They grow up in the belief that science is some thing to be done in the laboratory, forgetting that laboratories were made for science and not science for laboratories.

The gradation of problems is a difficult tas% which re$uires sufficient s%ill and training. The succession of e#ercises is rarely planned to fit into a general scheme for building up the sub.ect completely.

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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 sub.ect 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$uipped laboratories and libraries and other limitations this method has not been given a trial in our schools. /ven if these limitations are removed this method may not prove much useful under the e#isting circumstances and prevailing rules and regulations. Though not recommending the use of heuristic method for teaching of science it may be suggested that at least a heuristic approach prevails for teaching of science in our schools. "y heuristic approach we mean that students be not spoon fed or be given a dictation rather they be given opportunities to investigate, to thin% and wor% independently along with traditional way of teaching. The app#icatio of heuristic ( ow#ed'e to a pro$#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, @trial&by&error@ learning. 4, )ertaining to the use of the general !nowledge gained by e#perience, sometimes e#pressed as @using a rule& of&thumb.@ .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.2

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