ACTION RESEARCH ON PEDAGOGICAL INNOVATIONS FOR TEACHING-LEARNING OF STOMATA ON THE LEAF SURFACES: AN ORIENTATION FOR MIDDLE STAGE EDUCATORS

Abstract

Action research was carried out in 10 selected schools of tribal dominated districts in the state of Chhattisgarh. After classroom observations, pedagogy was designed for providing interventions among teachers teaching science. The present study is limited to the innovative pedagogy for teaching of the concept of structure, I open and close status and distribution of stomata on leaf surfaces to middle stage learners. The teachers were exposed to the innovative pedagogy designed for the purpose. Three types of leaves were given to the teachers for performing experiments by preparation of slides of upper and lower peel of leaves of grass, Rhoeo and China Rose. The slides were observed under microscope. It was observed that the stomata were present on both the surfaces of grass leaf. However, stomata were present only on the lower surfaces in Rhoeo and China Rose leaves. Also, stomata were closed in the leaves collected from shade but open in the leaves collected from the plants growing under sunlight. Later on, all teachers practiced the same pedagogy during classroom teaching in their respective schools and shared the photographs of slides prepared by the students. In post intervention classroom observation, the researcher observed that the students could participate in the discussion and reflect on almost all questions. The innovative pedagogy was successful in providing clarity of the concepts on stomata to middle stage learners.