B.Ed natural science: 2014

POWER POINT PRESENTATION

WELCOME

NAME : NASHIDA.M.BASHEER
REG.NO : 13367010

OPTION      :NATURAL SCIENCE
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

STrUCTURE OF HUMAN BRAIN

v An adult human brain weighs about 1350 gm of their body weight

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.

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

2.Mid brain

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

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.

NEED AND SIGNIFICANCE

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

B.Ed natural science

Tuesday, 16 September 2014

TEACHING MANUAL

INNOVATIVE WORK

POWER POINT PRESENTATION

METHODOLOGY PRACTICUM