TEACHING LEARNING PROCESS OF SCIENCE CLASSROOM AT SECONDARY LEVEL SCHOOLS: AN EXPLORATORY STUDY

The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91%

The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.

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The National Curriculum Framework (NCF) 2005 brought a paradigm shift in the teaching-learning process, by placing an emphasis on constructivist approach, which gives lots of autonomy to the learners in deciding their own learning process. Constructivism is a theory of how the learner constructs knowledge from experience, which is unique to each individual. Constructivism according to Piaget (1971) is a system of explanations of how learners as individuals adapt and refine knowledge. Constructivism is relatively a new paradigm which is based on the assumption that knowledge is subjective, contextual and inherently partial. The Constructivist epistemology assumes that learners construct their own knowledge on the basis of interaction with their environment. Learning in constructivism framework contributes to intellectual, social and psychological development of learners to transmit it in different context. A constructivist classroom provides opportunities to observe, work, explore, interact, raise question enquiry and share their expectation to all. The classroom transaction in science must follow constructivist approach of teaching as it develops critical concept about the subject as well as process of learning.

Rationale of the Study
Science is part and parcel of our life. Several measures have been taken to strengthen science teaching, especially at the crucial stage of secondary education. Science has been introduced as a part of the curriculum so that every secondary school pupil is able to gain a basic understanding of the fundamental principles of scientific phenomena. Realising the importance of science education, many researchers has conducted study on different aspects of science education in school level. Some of the relevant research studies are discussed in following paragraphs. Chan et al. (2020) viewed that teachers aimed for the development of understanding among the students through planning learning activities that elicit active engagement. Questioninghas been used to initiate and induce engagement among learners. Assessment procedures planned and implemented by the teachers embodied constructivist approach in terms of assessing students' understanding of concepts, creation of new knowledge, and integration of ideas to other disciplines. This was clearly shown in the use of various formative and authentic assessment tasks during classroom instruction which allowed students to exhibit knowledge formation and creation. Chandi (2020) reveals that the constructivist approach also positively effective in teaching-learning situations in the various field of education. Students are intrinsically motivated and doing much better performance through the teaching of the constructivist approaches other than any approach. Students are also gain in problem-solving, flexibility in thinking, reflective thinking, reasoning skill, learn to make connections and associations by relating the subject matter to their own life experiences, clearly articulate their ideas, communicate their ideas & findings with others.Hidayati (2020) stated that constructivism-based learning science has a significant impact on the character mastery of early children. The average score of mastery of students' character values is higher after being given science learning with a constructivist approach. Tuerah (2019) stated that through the implementation of 489 constructivism approaches in the science subject, it can improve learning outcomes. The constructivism learning approach had a positive influence on science learning. Adak (2017) found that the students exposed to the constructivist 7E-model significantly achieved better than traditional method. The constructivist approach strategy is capable of improving student's mastery of content at the higher order levels of cognition. Students exposed to the 7E-model performed significantly higher than those exposed to the traditional teaching method in respect of their gained scores at every intelligence levels. Kola (2017) viewed that constructivist teachers should give serious attention to the prior knowledge of the students. This will determine the mode of teacher instruction. The teacher content knowledge and pedagogical knowledge are central to excellent teaching. The physics teacher should promote student interactions and respect student ideas: being the kernel of the constructivist learning. Abulnour (2016) viewed that constructivist assessments allow students to develop higher-order thinking and become independent autonomous learners. Qarareh (2016) show that there is statistically significant difference at (α= 0.05) for the effect of the constructivist Learning model on the achievement and scientific thinking in favor of experimental group, and there is no statistically significant difference at (α= 0.05) for the constructivist Learning model on the achievement and scientific thinking attributed to gender. Muragaiah (2015) found that the science teacher possessing more qualification both in general and professional field are more effective in their level of teaching effectiveness, and experience of the science teacher proved to be significant variable in influencing their teaching effectiveness. Singh and Yaduvanshi (2015) pointed out that constructivism is helpful in learning of science in true sense i.e., not only as a body of knowledge but also as process for making sense of surroundings. Students are not just a passive gainer of knowledge but became active learner who themselves construct knowledge through experience, observation, documentation, analysis and reflection. George (2015) viewed that teaching science with multimedia materials would encourage students to develop deep reflective scientific thinking. Achievement of knowledge and skills in science with multimedia teaching would help to develop interest in students to learn science. Rai, et al. (2014) stated that the mixed way of teaching and learning which involves teaching using technology computer based and without using technology is mostly used by various teachers for teaching and learning process in higher education. Learning also is found effective by using mixed teaching method. Nair (2014) reported that the metacognitive skills, achievement in science and scientific creativity of primary school students taught using constructivist approach-based instruction will be significantly higher than those who were taught through the present method of teaching. Raj (2013) found that the achievement level of the students learning general science through electronic classroom technique is significantly higher for all students irrespective of their age, gender and grade. The effectiveness of electronic classroom technique was perceived to be (highly) effective by both the teachers and the students who were involved in the study. Ranganath (2012) stated that the graduate science teachers are with average creativity & post -graduate science teachers with low creativity, and the rural & urban, male & female prospective science teachers are with average creativity with no significant differences between them. There is no significant difference in scientific attitude and attitude towards science of rural & urban, male & female prospective science teachers. Kaur (2012) reported that most of the science teachers have exhibited above average level of role commitment & attitude towards teaching, female science teachers are more committed than the male teachers, and private science teachers are more committed than the government science teachers. Ifeakor(2006) and Ossai(2004) observed that despite the availability and recommendation of innovative teaching methods, science teachers still exhibit absolute dependence on the expository methods in which they simply deliver pre-planned instruction to learners with or without the use of learning materials.
On the analysis of the above research studies, it is found that most of the study is conducted on teacher qualification both in general and professional fields, use of constructivism in learning of science, use of multimedia materials for scientific thinking etc. No study reported that focuses on teaching learning process of science with reference to the constructivist perspectives. In this context, the researchers have raised following research questions for investigation. 1. Whether teachers teaching science have relevant qualification and experiences? 2. Whether teachers are following constructivist approach in the classroom transaction process of science?

Statement of the Problem
The current situation of science teaching and learning is a concern to all including government and the society at large. Research indicates that many students found science to be difficult, boring and not interesting to them. Large class sizes, insufficient curriculum resources and teaching learning material, poor teaching skills and assessment methods are the factors that limit the quality of science teaching and learning in secondary school. To solve these learning problems, one needs to develop a realistic picture of what is currently happening in the teaching and 490 learning of science in schools. Hence the researcher conducted a study "Teaching Learning Process of ScienceClassroom at Secondary Level Schools: An Exploratory Study".
Objectives:- 1. To find out the profile of teachers teaching science at secondary level. 2. To study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching.

Methodology:-
The study was conducted through qualitativemethod to ascertain the teaching learning process of science classroom. The population of the study was all secondary schools of Vaishali district of Bihar, India. For this study researcher selected 20 secondary schools from Vaishali district of Bihar. All the science teachers from these schools were involved as sample. The schoolswere selected randomly and all the science teachers of every selected schoolswere selected purposively. The investigator used Self-developed information blank for science teachers for developing their profile and using self-developed classroom observation schedule consisting of 52 items for examining teaching learning process of science classroom. The introduction aspect has 6 items which is focused on the introductory part of the classroom. The presentation part has 32 items that focused on the presenting the lessons, questions and reinforcement, use of teaching learning materials, and the classroom management. The assessment part has 6 items that focused on assessment process of the classroom. The last aspect teacher personality has 8 items that explore the teacher personality. The classroom observation schedule is three-point scales such as Never, Sometimes, and always. The validity of tools was ensured by taking experts comment during the development phase. The collected data are analysed as per as the objectives of the study. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made.

Analysis and Interpretation
The first objective of the study was to find out the profile of the teachers teaching science. For this the investigator collected data from teachers by using information blank, which are presented in following tables.

Classroom Transaction
The nature of classroom transaction process of science teachers is presented in this section with reference to certain teaching behaviour. The teaching behaviours are rated in three-point scales such as never, sometimes and always. All the ratings are presented in terms of frequency and percentage. The classroom transaction process is categorised in six aspects i.e., learner engagement in introductory part, presenting the lesson and questioning-answering session, use of teaching learning materials and classroom management, reflective practices, assessment and the personality of the teachers. Each aspect is presenting in the tabular form with explanation.  73.91% of teachers always use language of the students in teaching, 69.56% of teachers always explains the concepts with familiar language and 86.95% of teachers always present lesson in an audible voice in class. Table-4 alsoindicate that no teacher is always prompts the learners for enquiry and asking question while 73.91% of teachers sometimes prompts learners for enquiry, almost half of the teachers (52.17%) always interact with students in class whereas almost same number of teachers sometimes or never interact with student in classroom. 56.52% of teachers always allow reasonable time to students for answering the questions. The table also indicates that 82.60% of teachers never encourage learners for asking questions in class, 86.95% of teachers distributes questions throughoutclass and 65.21% of teachers sometimes give appropriate reinforcement to students.  The table-6 points out that only 21.73% of the teachers have mastery over content knowledge remain 65.21% of teachers have sometimes mastery over content and sometimes not mastery over content and 13.04% of the teachers have never mastery over content. None of the teachersteaches how to learn a topic. It is also found from the table that only 8.69% of the teachers activates their learner during the class remain 91.30% of the teachers never activates their learner during the class.60.86% of teachers never encourage the learners for self-reflection, only 4.34% of teachers are always encourage the learners for self-reflection over the content. Over ninety percent (91.30%) of teachers never encourage their learners for divergent thinking and 73.91% of teachers never focus on process of learning in class. Only 34.78% of the teachers always summarizes the class at the end whereas more than sixty percent of the teachers (60.86) sometimes summarizes the class at the end and 4.34% of the teachers never summarizes the class at the end. The table no. 7 reveals that less than ten percent of the teachers (8.69%) always assess the learners understanding throughout the class whereas more than eighty percent of the teachers (82.60%) sometimes assess learners understanding throughout the class. More than eighty percent of the teachers (86.95%) never asks questions to the learner as per the objectives of the lesson, only 8.69% of the teachers always ask the questions to the learners as per the objectives of the lesson. None of the teachers always ask the questions to the learners beyond textbook whereas 13.04% of the teachers sometimes ask the questions to the learners beyond text books. More than eighty five percent of the teachers (86.95%) never provides home assignment that requires enquiry. The table further indicates that 91.39% of teachers never give importance on learners work in assessment and help learners in self-assessment. It is found from the table no.8 that more than sixty percent of the teachers (60.86%) are always remain active throughout the class while 13.04% of the teachers never active during the class. 69.56% of the teachers always dresses himself/herself properly. Further,13.04% of the teachers always enjoys the teaching whereas 73.91% of teachers sometimes enjoy the classrooms teaching. 65.21% of teachers sometimes ensure democratic practice in the classroom, 86.95% of teachers sometimes seek cooperation of the students. The table also indicates that 56.52% of teachers sometimes ensure an inclusive classroom environment and 13.04% of the teachers never maintain flexibility in the movement whereas 52.17% of teachers sometime maintain flexibility in the movement in classroom.

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One important aspect of constructivist pedagogy is learning how to learn and teaching process of learning. This study indicated that few teachers teaching science does it. Hence it suggested that teacher must teach how to learn a topic or lesson along with the content. This will create independence of learners. 4. Evaluation must be continuously held throughout teaching. Teacher must ask questions based on the objectives of the lesson and questions that demands enquiry for home assignments. For constructivist learning, teacher must relate classroom teaching with outside world and ask questions beyond textbook. This will develop divergent thinking, self-reflection and innovative ideas among learners. 5. Pre-service teacher education has great role in the quality improvement of teaching learning in science. All teacher education curriculum must include constructivist approach of teaching different subjects. Emphasis must be given during pedagogy classes and internship. Trainees must be given practical exposure in developing lesson plans in constructivist pedagogy and writing test items for assessing divergent and higher order thinking skills.

Conclusion:-
Science education is a powerful means of developing attitude of critical inquiry; respect for truth, simplicity, adaptability and systematic work, which are pre-requisite for maintaining the process of social change and national development. The NCF -2005 has emphasised on constructivist approach, which makes both teacher and learner active in the learning process. In the light of the research findings, it is felt that the present piece of research may contribute to bring quality in science education. In-service programme should be organised for teachers to use constructivist approach in their teaching and assessment. Prospective teachers must be expose to the practical way of using constructivist approach of teaching in pre-service course.