INNOVATIVE AID THIRD SEMESTER

INNOVATIVE AID


INTRODUCTION 



As part of the B.Ed. curriculum, and under the guidance of Dr. Reshmi K. S., an electronic interactive model of the modern periodic table was constructed with the aim of simplifying the concept of element families for students. This innovative teaching aid combined an interactive periodic table with an explanatory video on element families to enhance conceptual understanding. Initially, students were asked to watch the video to gain a clear idea about different element families and their characteristics. After this, they engaged with the interactive periodic table in the form of a game. Students picked a card containing the name of an element family and were required to correctly identify and match it with the corresponding element family on the periodic table. Once selected, the student switched on the corresponding switch; if the light of the correct element family glowed, the student was declared the winner and rewarded. If the response was incorrect, the student was encouraged to rewatch the video and repeat the activity. This method promoted active learning, reinforced concepts through repetition, and made the learning process enjoyable, interactive, and student-centred.

















Reflection

The construction and implementation of the electronic interactive model of the modern periodic table proved to be a highly effective and engaging learning experience for students. The integration of video-based explanation with a game-based interactive activity helped students move from passive listening to active participation. Students showed keen interest from the beginning, especially while watching the video, as it presented the concept of element families in a clear and simplified manner.

During the interactive game, students were visibly enthusiastic and curious. They eagerly picked the cards, discussed among themselves, and confidently attempted to match element families on the periodic table. The lighting mechanism created excitement and immediate feedback, which motivated students to think carefully before making choices. When the correct family lit up, students expressed joy and a sense of achievement, while incorrect attempts encouraged them to revisit the video without feeling discouraged.

Overall, students responded very positively to this innovative approach. They found the activity enjoyable, less intimidating, and easier to understand compared to traditional teaching methods. The model helped improve their conceptual clarity, participation, and retention of knowledge. As a teacher, this experience reinforced the importance of using interactive and student-centred teaching strategies to create an engaging and effective classroom learning environment.

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