000			01815caa a2200205 4500
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022			_a2454-9916
100			_aRajesh Kumar
245		0	_aEFFECTIVENESS OF THINK –PAIR-SHARE TECHNIQUE OVER CONVENTIONAL TECHNIQUE IN PROMOTING SCIENCE EDUCATION AT UPPER PRIMARY STANDARD
260			_c2016
270			_aReader in Special Education, All India Institute of Speech and Hearing, Mysore-570006 India
300			_a89-90.
490			_vVolume 2 Issue 11
520			_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.
653			_aThink-Pair-Share-Technique, Conventional-Technique, Upper Primary Standard
700			_aAlok Kumar Upadhyay
773			_aInternational Education and Research Journal
856			_uhttp://ierj.in/journal/index.php/ierj/article/view/545/516
942			_cFJAS _yFJAS
999			_c17832 _d17832