Teaching-Learning Materials (TLMs) in Science: Preparation, Collection, Procurement, and Use
Introduction
Teaching-Learning Materials (TLMs) are tools or aids used by teachers to make science learning easy, interesting, and meaningful for students. Science is a subject based on observation, experimentation, and visualization, so TLMs help students see, feel, and understand abstract concepts.
TLMs can be physical objects (like charts or models) or digital tools (like videos or websites). These materials make classroom teaching more interactive and practical, especially in Indian schools where diverse learners are present.
.png)
1. Preparation of Teaching-Learning Materials
Teachers can create simple TLMs using locally available materials at low or no cost. This is called improvised TLMs.
Example of Preparation:
Chart of Human Digestive System using chart paper, sketches, and colored pens
Model of the solar system using thermocol balls and wires
Making a plant cell model with clay or sponge
Collecting different types of leaves or insects for observation
Indian Context Example:
In rural Odisha, a science teacher prepares a rain gauge using a plastic bottle to demonstrate rainfall measurement.
2. Collection of TLMs
Teachers can collect materials from:
Nature: Leaves, rocks, soil, flowers, insects
Home and community: Old newspapers, bottles, wires, charts
Science kits: Available from NCERT, SCERT, or education departments
Donations from parents or local shops
Local museums, science parks, or field trips
Example:
For teaching “types of rocks,” a teacher can collect real samples of igneous, sedimentary, and metamorphic rocks from the local area.
3. Procurement of TLMs
Some materials may be purchased from:
Educational supply stores
Government-provided science kits
NGOs or school grants (under schemes like RMSA, SSA)
Online educational portals (e.g., Diksha App, NCERT website)
Example:
A school may procure a low-cost microscope or buy science working models from the nearest town or online platform.
4. Types and Use of TLMs in Science
Here are different types of TLMs commonly used in Indian science classrooms:
A. Charts and Graphs
Used to explain processes, cycles, systems (e.g., water cycle, digestive system)
Easy to prepare and use
Can be pasted on walls or blackboard
Example: Chart showing life cycle of a butterfly or COVID-19 virus structure.
B. Bulletin Board
Used to display science facts, daily news, discoveries, pictures
Makes classroom environment rich and informative
Example: Display of current science events like ISRO missions or environmental tips.
C. Models (Static and Working)
Static models (e.g., eye model, human skeleton)
Working models (e.g., electric circuit, water pump)
Use: Helps in hands-on learning and developing scientific skills
Indian Classroom Use: During science exhibitions or practical classes.
D. ICT Materials (Digital Tools)
ICT = Information and Communication Technology. These include:
i. Filmstrips and Slides
Projected through overhead projector
Used to explain step-by-step processes
Example: Slide showing parts of a flower or stages of cell division.
ii. Transparencies
Used on Overhead Projector (OHP)
Teacher writes/draws on transparent sheets to teach concepts
iii. TV, Audio and Video
Educational videos (e.g., NCERT TV, YouTube, PM eVidya channel)
Audio recordings of science stories, lectures
Example: A teacher shows a video on “volcano eruption” in class.
iv. Computer and Internet
Use of online platforms like:
Diksha App
BYJU’s, Toppr, Vedantu (private apps)
Google Classroom, Zoom, YouTube
Use:
Watch science experiments
Solve interactive quizzes
Download worksheets
Attend live or recorded science classes
5. Role of Teacher in Using TLMs
Select TLMs as per student level and topic
Use TLMs to start a lesson or revise a topic
Encourage students to help in making TLMs
Use both low-cost and digital materials
Promote active participation and curiosity
Example: In a class on “Plant Reproduction,” the teacher shows a video and then asks students to create a flower model using paper.
Advantages of Using TLMs in Science
Makes abstract topics clear and concrete
Develops interest and motivation in learners
Promotes learning by doing
Useful for inclusive education – helps all types of learners (slow/advanced)
Encourages creativity and innovation
Challenges in Indian Context
Lack of resources in rural and government schools
Electricity or internet issues in remote areas
Overloaded syllabus gives less time to use TLMs
Need for teacher training on digital tools
Solution: Use low-cost, easily available materials, take help from NEP 2020 and state initiatives like Mo School Abhiyan (Odisha).
Conclusion
Teaching-Learning Materials are the backbone of science education. They turn a boring lecture into an engaging learning experience. Proper preparation, collection, and use of TLMs, including ICT, can improve understanding, skills, and interest among students in Indian science classrooms. Teachers must be creative, resourceful, and trained to use TLMs effectively.