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Saturday, 6 August 2022

QTL and Science Education Theory

 QTL (Quality Teaching-Learning )

CTL (Conceptual Teaching-Learning )

QTL+CTL:SCIENCE 

THEORY

QTL

OBJECTIVES

 Effective Mechanism for QTL

 Components of QTL

 Key characteristics of QTL

 Learning Styles and Teaching Skills

 Six  dimensions in QTL

 Questioning Techniques in QTL

 Quality Teaching-Learning (QTL) process is a 

most fundamental pillar for academic 

success. QTL is outcome-based education to 

develop the requisite 

 Knowledge, 

 Skills, 

 Attitudes of students. 

 Student Learning Outcomes (SLOs)

COGNITIVE 

METHODS

CURRICULAR

MEASURES

CLASS 

ASSESSEMNT,SPOT 

TEST,EXAMS

APPLIED 

METHODES

CO & EXTRA 

CURRICULAR 

MEASURES

PROJECT WORK,QUIZ,

PROBLEM SOLVING 

EXERCISE, LABS WORK

• ASSESSEMENT AS AAL LEARNING

• ASSESSEMENT FOR AFL LEARNING

• ASSESSEMENT OF AOL LEARNING


 Pedagogical theory

(knowledge of basic principles and procedures)

 Planning and preparation

 Practice (teaching experience) 

 Self-reflection 

 modification of techniques

 Flexibility

These characteristics seem to be related to 

students' involvement. If the teacher is merely 

doing something without being excited about its 

potential, it will seldom work for motivating 

students.


Learning Styles & Teaching Skills


i. Concrete experience---learning through direct 

involvement in a new experience; 

ii. Reflective observation---learning through 

watching others or through thinking about 

one's own experiences or those of others;

iii. Abstract conceptualization---learning by 

creating concepts and theories to describe and 

explain one's observations; 

iv. Active experimentation---learning by using 

the theories and concepts that one has derived 

to solve problems and make decisions.

Six Cognitive dimensions in QTL

 Listen and remember,

 Understand, 

 Apply,

 Analyze, 

 Evaluate, 

 Create


Questioning Techniques in QTL

 Questions Calling for Variety 

 Questions Calling for Extension or 

Clarification

 Questions Calling for Reasons or Support for 

Ideas

 Focusing Questions

 Divergent Questions. 


QTL in Science Theory


 Questions Calling for Variety 

 Questions Calling for Extension or 

Clarification

 Questions Calling for Reasons or Support for 

Ideas

 Focusing Questions

 Divergent Questions. 


General Aims of Science education

 Develop knowledge and a coherent 

understanding

 Develop skills for investigation.

 Provide opportunities for students to develop 

the attitudes on which scientific investigation 

depends,

 Promote science as an activity

 Understand of the evolving nature of science 

and technolcommunity

Use scientific knowledge and skills to make 

decisions

 Explore issues and to make responsible and 

considered decisions

 Nurture scientific talent to ensure a future 

scientific community


Skills To be developed in Science education 


 Communication skills 

 Numeracy skills 

 Information skills 

 Problem-solving skills 

 Self-management 

 Competitive skills 

 Work and study skills 

 Social and co-operative skills 

Physical skills Information skills and problem￾solving skills are embedded in scientific 

investigation


Teaching Resources & Supplies

 Print resources

 Non-Print Resources

(Video, computer software, CD-ROM etc. )

 Use of Technology

 Field Trips and Guest Speakers


Instructional Strategies in Science education 

 Method-I

SEVEN E’s

1. EXCITE . . . stimulates the learner's curiosity

2. EXPLORE . . . to satisfy curiosity

3. EXPLAIN . . . the concept and define the terms. 

4. EXPAND . . . discovering new applications

5. EXTEND . . . the concept into other content areas. 

6. EXCHANGE . . . ideas, lesson plans, or experiences

7. EXAMINE . . . the student's understatechniques

 Method – II 

Inquiry-based Science Learning

 Learning is Student-focused 

 Teachers ask questions that encourage inquiry 

and stimulate thinking

 Students are engaged in problem solving, 

constructing meaningful experiences

 Inquiry is a creative learning environment using 

both group and individual discovery techniques


 Method – III

Problem based learning

 Identify a problem suitable for the students 

 Connect the problem with the context

 Organize the subject matter around the 

problem

 Encourage collaboration by creating learning 

teams/groups


 Method – IV

Benefits of problem based learning Problem

 based learning offers students to develop

 Motivation 

 Relevance and context 

 Higher order thinking 

 Learning how to learn


QTL & CTL Involved in science investigation 

and activities that stimulate

Interest curiosity motivation

 open mindedness creativity

inventiveness




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