| dc.description.abstract |
Getting students interested in learning science and opting for a science-based career has always been a dream, despite the associated challenges in the form of dropout and attenuated student interest, for the university teacher. Secondly, in college or university academic curriculum, large classes often become a necessity to ensure uniformity in concept delivery. As a consequence, the best teacher strives to become something akin to an all-rounder, where the huge diversity concomitant with large crowds (classes) needs to be addressed to succeed. The present work was carried out to tackle the above challenges by introducing certain innovations in the teaching methodology. In the present study, the author experimented with the different fields from which analogies could be picked up to deliver relevant biological concepts; other pedagogical tools used were variety in language usage; student-teacher distance; colourful and pictorial slides with least text, musical concept summaries, drama, story, humor; interruption in lecture delivery was often done by asking questions of higher Bloom's taxonomy levels from the students, and allowing them time for peer discussion. Clapping for correct answers was encouraged to break the monotony of sitting sedentarily in class. Analogy pertaining to a real life inspiring figure was deemed the most effective by student community. Among other pedagogical tools, questions from previous years’ exam papers were most effective. It was also realized that timing of the non-academic element (such as story or music) was important for effective lectures. The present study, although simple and small in scale, could help guide further classroom innovations where introduction of variety in the traditional lecture mode in biology (science) classes is the ultimate goal. |
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