ASSIGNMENT

Submitted to, Submitted by,

Anu rachel jogi Ammu.G.B
Submitted on, B.Ed Natural science
28-06-2014 MTTC























ISSUE-BASED TEACHING AND LEARNING

The ever-growing importance of scientific issues in our daily lives demands a populace who has
sufficient knowledge and understanding to follow science and science debates. If science teachers are to attempt
meeting such expectations we need to be able to provide our pupils with teaching and learning opportunities that
allow them to actively explore issues and events in science through a variety of contexts. Science is a subject
that includes moral, ethical, political, philosophical, historical and economic perspective. Such perspectives are
an attempt to acknowledge, explore and critique the connections among science and society.
In Issue-Based Learning(IBL) or Event-Centred Learning(ECL) or Problem Posing Approach societal
issues(such as public health, energy crisis, cloning, waste management, genetic engineering, over fishing,
trolling, farming, water management, nuclear power, hydroelectric projects, urbanisation, industrialisation,
poverty, endemic diseases, pollution, genetically modified foods, etc) become central organizers for science
curriculum and instruction. Instead of the more common way of integrating science and society-teach the
content then infuse societal aspects- the process is reversed.
Issues challenge our beliefs, values, fears and action. They act as valuable tools for curriculum
planning, and can provide the impetus for designing relevant and meaningful experiences for students. Issues
form the building block of the curriculum and encourage explorations that are socially relevant and personally
compelling. Issue-Based learning provides opportunities to enrich the experience of students, sponsors,
creativity and imagination about alternatives and provides power and freedom to examine and question societal
issues related to science. The science teachers pedagogic practice is key to issue-based learning. Teachers
should adopt a teaching style that facilitates and actively encourages students to be critical in their thinking and
analytical in their approach to problems and issues. The fundamental weakness of science as it is taught in
schools is not what it says about the world, but what it leaves unsaid. Issue-based approach will fill that gap.