01815caa a2200205   4500008004100000022001400041100001700055245013600072260000900208270009700217300001100314490002300325520101300348653007901361700002501440773004901465856006301514942001501577999001701592210629s9999    xx            000 0 und d  a2454-9916  aRajesh Kumar 0aEFFECTIVENESS OF THINK –PAIR-SHARE TECHNIQUE OVER CONVENTIONAL TECHNIQUE IN PROMOTING SCIENCE EDUCATION AT UPPER PRIMARY STANDARD  c2016  aReader in Special Education, All India Institute of Speech and Hearing, Mysore-570006 India   a89-90.  vVolume 2  Issue 11  aAt the upper primary stage the children are getting their first exposure to ‘science’;  then is the time to bring home the right perspective of what it means to ‘do science’. Science education at this stage should provide a gradual transition from environmental studies of the primary stage to elements of science and technology. Scientific concepts to be taught at this stage should be chosen so as to make sense of everyday experiences. Though most concepts should be arrived at from activities/experiments, a rigidly inductive approach is not necessary. The Think-Pair-Share technique is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning technique promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response.  aThink-Pair-Share-Technique, Conventional-Technique, Upper Primary Standard  aAlok Kumar Upadhyay   aInternational Education and Research Journal  uhttp://ierj.in/journal/index.php/ierj/article/view/545/516  cFJASyFJAS  c17832d17832