B.Ed Teaching Notes
Outlook of Science
Education-NCF 2005
B.Ed Teaching Notes
Outlook of Science
Education-NCF 2005
Prepared by:
SABARISH.P
Lecturer in Physical science Education
Arafa Institute for teacher Education
Attur, Thrissur.
Email : pklsabarish@gmail.com
Looking
at the science education in India, three issues stand out clearly.
1) Science
education is still far from achieving the goal of equity mentioned in our
Constitution.
2) Science
education in India develops competence, but does not encourage inventiveness
and creativity.
3) The
overpowering examination system.
How to overcome these problems?
(OR)
How to increase quality of Indian
Science Education?
The
science curriculum must be used as an instrument for achieving social change in
order to reduce the divide based on economic class, gender, caste, religion and
region. We must use textbooks as one of the primary instruments for equity,
since for a great majority of school-going children, as also for their
teachers, it is the only accessible and affordable resource for education.
We
must encourage alternative textbook
writing in the country within the broad guidelines laid down by the National
Curriculum Framework. These textbooks should incorporate activities,
observation and experimentation, and encourage an active approach to science,
connecting it with the world around the child, rather than information-based
learning.
Additionally,
materials such as workbooks, co curricular and popular science books, and
children's encyclopedia would enhance children's access to information and
ideas that need not go into the textbook, loading it further, but would enrich learning
At present there is a lack of such materials in regional languages.
The
development of science corners and providing access to science experimentation
kits and laboratories, in rural areas are also important ways of equitably
provisioning for science learning.
Information
and Communication Technology (ICT) is an important tool for bridging social
divides. ICT should be used in such a way that it becomes an opportunity
equaliser by providing information, communication and computing resources in
remote areas. ICT if used for connecting children and teachers with scientists
working in universities and research institutions would also help the students
to know clearly about scientists and their work.
For
any qualitative change from the present situation, science education in India
must undergo some changes.
1) Rote
learning should be discouraged.
2) Inquiry
skills should be supported and strengthened by language, design and
quantitative skills.
3) Schools
should place much greater emphasis on co-curricular and extra-curricular
activities aimed at improving investigative ability, inventiveness and
creativity, There should be a massive expansion of such activities along the
lines of the Children's Science Congress, being held successfully at present.
4) A
large-scale science and technology fair at the national level (with feeder
fairs at
cluster/district/state levels) may be
organised to encourage schools and teachers to participate in this movement.
5) Examination
reform should be initiated as a national mission, supported by adequate funding
and high-quality human resources. The mission should bring teachers, educationists
and scientists on a common platform; launch new ways of testing students that
would reduce the high level of examination-related stress; reduces the
multiplicity of entrance examinations; and undertake research on ways of
testing multiple abilities other than formal scholastic competence.
These reforms, however, fundamentally need the reform
of teacher empowerment/training. No reform, however well motivated and well
planned, can succeed unless a majority of teachers feel empowered to put it in
practice. With active teacher participation, the reforms suggested above could
have a improving effect on all stages of science teaching in our schools.
Email : pklsabarish@gmail.com
Looking
at the science education in India, three issues stand out clearly.
1) Science
education is still far from achieving the goal of equity mentioned in our
Constitution.
2) Science
education in India develops competence, but does not encourage inventiveness
and creativity.
3) The
overpowering examination system.
How to overcome these problems?
(OR)
How to increase quality of Indian
Science Education?
The
science curriculum must be used as an instrument for achieving social change in
order to reduce the divide based on economic class, gender, caste, religion and
region. We must use textbooks as one of the primary instruments for equity,
since for a great majority of school-going children, as also for their
teachers, it is the only accessible and affordable resource for education.
We
must encourage alternative textbook
writing in the country within the broad guidelines laid down by the National
Curriculum Framework. These textbooks should incorporate activities,
observation and experimentation, and encourage an active approach to science,
connecting it with the world around the child, rather than information-based
learning.
Additionally,
materials such as workbooks, co curricular and popular science books, and
children's encyclopedia would enhance children's access to information and
ideas that need not go into the textbook, loading it further, but would enrich learning
At present there is a lack of such materials in regional languages.
The
development of science corners and providing access to science experimentation
kits and laboratories, in rural areas are also important ways of equitably
provisioning for science learning.
Information
and Communication Technology (ICT) is an important tool for bridging social
divides. ICT should be used in such a way that it becomes an opportunity
equaliser by providing information, communication and computing resources in
remote areas. ICT if used for connecting children and teachers with scientists
working in universities and research institutions would also help the students
to know clearly about scientists and their work.
For
any qualitative change from the present situation, science education in India
must undergo some changes.
1) Rote
learning should be discouraged.
2) Inquiry
skills should be supported and strengthened by language, design and
quantitative skills.
3) Schools
should place much greater emphasis on co-curricular and extra-curricular
activities aimed at improving investigative ability, inventiveness and
creativity, There should be a massive expansion of such activities along the
lines of the Children's Science Congress, being held successfully at present.
4) A
large-scale science and technology fair at the national level (with feeder
fairs at
cluster/district/state levels) may be
organised to encourage schools and teachers to participate in this movement.
5) Examination
reform should be initiated as a national mission, supported by adequate funding
and high-quality human resources. The mission should bring teachers, educationists
and scientists on a common platform; launch new ways of testing students that
would reduce the high level of examination-related stress; reduces the
multiplicity of entrance examinations; and undertake research on ways of
testing multiple abilities other than formal scholastic competence.
These reforms, however, fundamentally need the reform
of teacher empowerment/training. No reform, however well motivated and well
planned, can succeed unless a majority of teachers feel empowered to put it in
practice. With active teacher participation, the reforms suggested above could
have a improving effect on all stages of science teaching in our schools.