TEACHING MANUAL
NASHIDA.M.BASHEER
REG.NO:13367010
JBM CENTRE FOR TEACHER EDUCATION
KAYAMKULAM
 |
Tuesday, 16 September 2014
INNOVATIVE WORK
INNOVATIVE
WORK
Nashida.M.Basheer
Reg.no:13367010
Jameela Beevi Memorial
Centre for Teacher Education
Kayamkulam
INNOVATION
Innovation
is a new idea, idea, device or process. The term innovation can be defined as
something original and as a consequence new that “breaks in to” the market or
society.
Innovation is the process of
making changes to something established by introducing something better and as
a consequence new.
POWER POINT PRESENTATION
POWER POINT PRESENTATION
WELCOME
NAME :
NASHIDA.M.BASHEER
REG.NO : 13367010
REG.NO : 13367010
OPTION :NATURAL SCIENCE
CONCEPT : PARTS OF THE BRAIN
TOPIC :BRAIN
JAMEELA BEEVI MEMORIAL CENTRE FOR TEACHER EDUCATION
KAYAMKULAM
CONCEPT : PARTS OF THE BRAIN
TOPIC :BRAIN
JAMEELA BEEVI MEMORIAL CENTRE FOR TEACHER EDUCATION
KAYAMKULAM
BRAIN
Brain is the central
information processing organ of our
body, and acts as the “command and control system”.
•The
human brain is well protected inside the cranium. The brain is covered by three
layers called meninges.
•It
protects the brain provides nutrients
and oxygen to brain tissues through their capillaries. Cerebro spinal
fluid (csf) is filled the cavity between layers of meninges
PARTS OF THE HUMAN BRAIN
v It
attains its full size at the age of 6 years
v It is well protected
in the cranial cavity
v In most part of the
brain, the grey matter forms the surface while the white matter is located deep
in the brain.
v The
brain has three primary divisions; fore brain, mid brain and hind brain.
1 . Fore brain
v The
anterior most part of the brain is called the fore brain.
v The
main parts of the fore brain are the cerebrum, thalamus and hypothalamus
a).CEREBRUM
v Cerebrum is the largest part of the brain.
v There
are convolutions on the surface of the cerebrum.
v A deep cleft called longitudinal fissure divides
the entire cerebrum into two large hemispheres called cerebral hemispheres.
v The two cerebral hemispheres are held together and connected
b y a curved ,thick band of nerve fibres, known as the corpus callosum.
v Cerebral cortex is the outer layer of the cerebrum.
v 
THALAMUS AND HYPOTHALAMUS
a).THALAMUS
v The
cerebrum wraps around a structure called thalamus
v It
is a major co-ordinating centre for sensory and motor signals.
b).HYPOTHALAMUS
v Another very important part of the brain called hypothalamus lies at the base of the thalamus.
v It is relatively small with just 4 gm in
weight.
v It is highly vascularised.
v It contains number of nerve centres which control body
temperature, urge for eating and drinking.
v It also contains several group of neurosecretory cells
v It
is located between the thalamus or hypothalamus of the fore brain and pons of
the hind.
v The
mid brain of human consists of 2 parts corpora quadrigemina and crura cerebri
v Four lobes of round masses (swellings) of neural tissue found
on the dorsal region of the mid brain are called corpora quadrigemina
v The 2 bundles of nerve fibres found on the ventral side of
the mid brain are called crura cerebri
v Mid brain and hind brain from the brain stem
3.Hind brain
vThe
posterior part of the brain is called hind brain
vIt
consist of 3 regions-pons,cerebellum and medulla
va)PONS
VEROLI
vIt
forms the floor of the brain stem
vPons
varoli is a bridge between two cerebellar hemispheres.
vIt
is chiefly concerd with co-ordination of activities of eye and ear.
vIt
relays information between cerebrum and cerebellum
b).CEREBELLUM
vIt is the second largest part of the brain.
vIt is formed of two small lobes lying on the dorsal side of
the hind brain.
vLike the cerebrum, the cerebellum has and outer cortex
c)MEDULLA OBLONGATA
vThe
most posterior part of the brain is the medulla oblongata.
vIt
contains several centers which regulate respiration, heart-beat,circulation and
other cardio-vascular activities.
vInjury
to medulla leads to sudden death
THANK YOU
METHODOLOGY PRACTICUM
METHODOLOGY PRACTICUM
NASHIDA.M.BASHEER
Reg.no:13367010
JAMEELA
BEEVI MEMORIAL
CENTRE
FOR TEACHER EDUCATION KAYAMKULAM
TOPIC
“A
STUDY ON THE ATTITUDE OF BIOLOGY TEACHERS TOWARDS USING ICT IN THEIR CLASSROOM
AS A TEACHING AID”
INDEX
|
SL.NO
|
CHAPTERS
|
CONTENT
|
PAGE NO
|
|
1
|
CHAPTER-1
|
1.1-INTRODUCTION
1.2-NEED
AND SIGNIFICANCE
1.3-STATEMENT
OF THE STUDY
1.4-DEFINITION
OF THE KEYWORDS
1.5-OBJECTIVES
OF THE STUDY
1.6-SCOPE
AND LIMITATIONS
|
5-6
7
8
8
9
9
|
|
2
|
CHAPTER-2
|
2.1-METHODOLOGY
2.2-METHOD
USED FOR THE STUDY
2.3-TOOLS
AND TECHNIQUES
2.4-SAMPLE
SELECTED FOR THE STUDY
|
10
10
10
10
|
|
3
|
CHAPTER-3
|
3.1-ANALYSIS
AND INTERPRETATION
|
11
|
|
4
|
CHAPTER-4
|
4.1-FINDINGS
AND CONCLUSION
4.2-REFERENCE
4.3-APPENDIX(QUESTIONNAIRE)
|
13
14
15
|
CHAPTER-1
INTRODUCTION
Ability
to work information and communication technology is recognized as one of the
key competencies necessary for success in life and competition in the labor
market which every citizen should possess and term computer literacy was
introduced to distinguish between users and non users of ICT concerning, ICT to
important roles are assigned to school. The first is to fulfill the expectation
of society for demanding ICT skills, and the second is to raise the quality of
education in the schools with the support of ICT. Many scholars, teachers and
enhance teaching and learning as a side effect the number of published articles
about the use of ICT in school work is enormous, however despite significant investment in training
and resources in reality school received computer equipped with data loggers
and sensors to be used in teaching physics, chemistry and biology. Based on the
answer it was possible to assign computer applications from one of the three
groups.
In the first group were these applications (word
processing, email and internet) used towards which teachers have positive
attitude and that they do use for school work. The common element is that
teachers can work at home and then use the materials in the classroom.
In
the second group were application presentation, use of data logger, computer
programmes and virtual laboratory towards which attitudes are positive, but
which teachers do not use because of the overloaded curriculum, lack of
equipment and in the propriatering.
In
the third group were applications about which attitudes are negative and which
teachers do not use. The introduction of such application into teaching is at
the moment far from realistic. Usage of ICT in schools is so device that it is
almost impossible to test all possible application. Three roles of computer in
a classroom; as a tutor tool and tutor introduction of ICT of biology lessons
can raise not only level of knowledge but student attitude towards biology as
well.
As biology
teachers, we additionally have to distinguish between two groups of
application. In the first group are generic applications used in all subjects
like word processing, searching for information, communication using emails and
multimedia presentation. In this case of a science teachers do not use of ICT
in a classroom damage of the student is limited.
In
most cases benefits and positive impacts of ICT on educational outcomes are
reported. Use of computer in school even if available in mosaic and under
pinned with attitudes and opinion of teachers using ICT have already
contributed in positive ways to the learning of pupils and using ICT will
assist in developing the independent learning skills of our pupils, teacher
expect the use of ICT in class to raise the attainments levels of pupils.
Teacher finds it disturbing that pupils no more about ICT than teacher do. ICT
will make significant changes to teacher pupil relationship. There is no
significant main effect of area on attitude of prospective biology teachers
towards a subject.
STATEMENT
OF THE STUDY
The
main purpose of the study is to find out the using the ICT in classroom as a
teaching aid. So the study entitled as “A STUDY ON THE ATTITUDE OF BIOLOGY TEACHERS
TOWARDS USING ICT IN THEIR CLASSROOM AS A TEACHING AID”
DEFINITION
OF THE KEYWORDS
SCIENCE ATTITUDE:
Science attitudes are positive or negative feelings that an individual holds
about science subject.
OBJECTIVES OF THE STUDY
The objectives of the
study
1. To find out the
attitude of biology teachers towards the ICT in their classroom as a teaching
aid.
2. To study the main
effect of methods of teaching on attitude towards biology subject
SCOPE
AND LIMITATIONS
SCOPE:
The study will help the teacher and the students the use of ICT in their
classrooms as a teaching aid. It is a great help for this teaching and also it
will help to increase the knowledge and can make use of the opportunity
effectively. It will create effectively. This study suggests, that perceived
importance and usage of software by teachers correlate.
LIMITATIONS
The present study has
certain limitations. They are;
1. The size of sample
is less
2. Study was conducted
only in one school.
3. Correct information
can be obtained from their teachers.
CHAPTER-
2
METHODOLOGY
Methodology of any educational system
includes the description of method and used for collecting, analyzing and
interpreting the data. It gives a detected description of search variables and
procedures.
METHOD
USED FOR THE STUDY
The investigator used survey method
for collecting the study.
TOOLS
AND TECHNIQUES
Here the investigator used
questionnaire as a tool. From this the investigators get an idea about student attitudes
towards the project.
SAMPLE
SELECTED FOR THE STUDY
The same size consists of 15 teachers of Muthukulam
V H S S.
CHAPTER-3
ANALYSIS
AND INTERPRETATION
The investigator distributes the questionnaire
among the teachers of Muthukulam HSS. Then the investigator collected the
responses after analysis the responses the investigator found that
|
STATEMENT
|
YES
RESPONSE
|
PERCENTAGE
(%)
|
NO
RESPONSE
|
PERCENTAGE
(%)
|
TOTAL
RESPONSE
|
|
1.ICT
develops positive attitude towards teaching
|
12
|
80
|
3
|
20
|
15
|
|
2.ICT
help to develop the interest of the syllabus
|
10
|
66.6
|
5
|
33.3
|
15
|
|
3.ICT
improve the biology fields
|
12
|
80
|
3
|
20
|
15
|
|
4.ICT
helps in the development of the study skills of students
|
11
|
73.3
|
4
|
16.6
|
15
|
|
5.class
is more effective with the help of using ICT in teaching aid
|
12
|
80
|
3
|
20
|
15
|
Through
this study the investigator come to the conclusion that biology teachers
towards using ICT in their classroom as a teaching aid help to develop the
interest and effective of student in learning process. The investigator found
that, in the first analysis ICT develops positive attitude towards teaching 80%
of teachers gave “yes” response and rest gain 20% teachers “no” response.
In
the second analysis ICT helps to develop the interest of the syllabus; 66.6%
teachers given “no” response. In the third analysis of ICT improves the biology
field: 80% teachers given “yes” response and 20% teachers given “no” response.
In the fourth analysis, ICT helps in the development of the study skills of
student; 73.3% of teachers given “yes” response and 16.6% of teachers given no
response. In the fifth analysis is class is more effective with the help of using ICT in teaching aid; 80% of
teachers given “yes” response and 20% of teachers given “no” response.
CHAPTER
-4
FINDINGS
AND CONCLUSION
The
investigator, after conducting the study found that biology teachers towards
using ICT in their classroom as a teaching aid. In this generation, applying
new technology is very essential. In this educational patterns use of ICT are
very important, which will lead to increase the interest and knowledge of the
student. This study will help the teachers and students. It will create
interest and new ideas get in students is very effective.
On conducting the
study, the investigator found that the importance of ICT using in classroom
teaching. In school teachers ICT helpful, which will lead to increase the
interest and knowledge of the student? It will help them to make the classroom
more effective. It helps to motivate the student. It also helps to stimulate
the imagination and to precede change in attitude. It helps in skill of
learners. It helps the student to gain learning and new ideas. It is the
application of scientific knowledge and learning.
REFERENCE
1) Venkitaish.N;“EDUCATION
TECHNOLOGY”; APH PUBLISHING CORPORATION : New Delhi(1995)
2) Ramesh
Varma and Suresh Sharma; “MODERN TRENDS
IN TEACHING TECHNOLOGY”; ANMOL PUBLICATION
PVT: New Delhi (1998)
APPENDIX
1) Do
you think the class is more effective with the help of using ICT in teaching
aid? Yes or No
2) Does
ICT develop positive attitude towards teaching? Yes or No
3) Does
ICT help to develop the interest of the syllabus? Yes or No
4) Do
you think ICT helps to provide cooperative learning? Yes or No
5) Does
ICT improve the efficiency of teaching learning process? Yes or No
6) Does
ICT help in the development of study skills of student? Yes or No
7) Does
ICT help in the teacher motivate the teacher towards the learning process? Yes
or No
8) Do
you think ICT improve the biology field? Yes or No
9) Do
you think ICT may science class more effective? Yes or No
10)
Does ICT improve this stands of
education? Yes or No
11)
Does open ended software helps the
teachers to think creatively? Yes or No
12)
Will you promote ICT in your class? Yes or No
13) Do you think only science subjects
support of ICT? Yes or No
14) Do you think present curriculum
support ICT in teaching aid? Yes or No
15) Is there any student in your class who
were forced to experiment based on the topic? Yes or No
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