4. INTRODUCTION
Science cannot be taught in isolation for an effective learning full
advantage must be taken on the various correlations and applications
of science.
Correlation means the relationship between different subjects
of the curriculum. It can be direct to reciprocal. The development of the
mind can be achieved when the person has got the ability to solve
difficulties or practical problems. To solve a practical difficulty
combined knowledge is necessary. The child must know the
interrelationship science must be taught in schools in relation to other
subjects. Then only instructions in schools can be made efficient in
solving practical problems to be faced in life situations.
So physical science must be taught
in correlation with other subjects where it may be found its roots or
branches. Division of knowledge into several subjects is only a matter of
convenience. Pupils should not feel that various school subjects may
remain in water tight compartments. They should be made to realize
how the different subjects in school curriculum are mutually
supplementary.
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5. CORRELATION IS OF THREE KINDS
Correlation within the subject.
correlation with other subjects
Correlation with life and environment.
CORRELATION OF SCIENCE WITH OTHER SUBJECTS CAN BE OF TWO TYPES.
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Incidental correlation
Systematic correlation
INCIDENTAL CORRELATION
6. It is natural correlation. Correlation is secured by co-coordinating
each topic with allied materials from other subjects. This
would mean a broad treatment of the subject that brings about points
of similarities between science and other related subjects. The success
of incidental correlation depends on;
Wide knowledge
Versatility of the science teacher.
SYSTEMATIC CORRELATION
Systematic correlation with other subjects is achieved by a
careful organization of the curriculum in different subjects avoiding
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7. unnecessary duplication of the subject matter and at the same time
developing related topics from different subjects. The syllabus in
science must be so arranged with those of other subjects that when the
knowledge of a scientific principle is needed in understanding a topic
like root pressure and osmosis in other subjects like biology. It should
not be necessary for the biology teacher to break that continuity of his
subject and teach those scientific principles to be taught by the physical
science teacher so also the science teacher should be enable to make
use of the pupils knowledge gained from other subjects in the
continuous development of his own subjects. Systematic correlation
can be effective only when the teachers of different subjects cooperate
their work .This is achieved by the careful planning of the curriculum.
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CONCLUSION
8. Correlation as applied to the work of education this means the
interrelation of studies so that the material of each lesson is made
interesting and intelligible through its connection with the points
involved in others. In general three reasons for correlation have been
urged.First; correlation enables the child to comprehend better the
meaning and bearings of what he studies .The more through the
correlation, the intension of the ideas that are presented. The more
study is irrational; wooden.It becomes a mere appeal to mechanical
memory. The proper interrelation of the material of instruction makes
it intelligible, more easily memorized and retained and more significant.
REFERENCES
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9. Dr.Mathew.T.K & Dr.Mollykutty.T.M ; Science education –
Theoretical bases of Teaching and pedagogic Analysis; Revised
third edition;Rainbow book publishers,Tvm
www.preservearticle.com
www.studyplace.org/wiki/correlation
www.ncstc.network.org
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Checked and corrected by
Smitha I G
Lr.in Physical Science
F.M.T.C,Mylapore.
