THE PLACE OF 4 SCIENCE IN SCHOOL CURRICULUM 4.1 Why to Learn Science? > The knowledge of science is indispensable for us in this era of science. It is impossible to achieve success in life without the knowledge of science, scientific approach and application of science. The scientific and technological progress, now-a-days, is taking place in leaps and bounds. > Kothari Commission (1964-66) also remarked — ‘Science and Mathematics should be taught on a compulsory basis to all students as a part of general education during the first ten years of schooling. In addition, there should be provision of special courses in these subjects at the secondary stage for students of more than average ability.” 4,2 Commissions/Committees Reports > The Education Commission chaired by Prof. D.S. Kothari has been an important landmark for its depth and expanse of vision of education in India. »» This lead to the introduction of 10 + 2 + 3 pattern of education in 1975. > The main recommendations contained in the “The Curriculum for the Ten-year School — a Framework’ that had a direct implication on the teaching of science, its syllabi and text books were: (1) Alll subjects including science and mathematics were to be compulsory for all students up to Class X, as a part of general education. (2) At the primary stage (Class I to IV) Science and social scien a single subject: ‘Environmental Studies » For Classes I and Il, there was to be only a ‘Teachers’ Guide’ and no text books, while separate text books in science and social studies were prepared for classes III to V. A set of common themes was selected for teaching of /Environmi \ 51 19 04 Y\\0ry [2] TEACHING OF SCIENCE Wy In classos Ito V a spiral approach for introducing the concepts in a graded to be followed. (3) An integrated approach wa: stage (Classes Vi to VII), (4) Science was to be considered a stages. » The major guiding factors for course at the upper primary stage w (1) Science is one; different disciplines of science are only tentative tm of the subject to facilitate the study of its different aspects, the integrated should highlight the unified nature of science. (2) Curriculum should attempt to link teaching of scientific principles wit experiences of the learners. (3) Science curriculum should stress more on the processes of science than tt (4) Teaching of science should lead to development of certain values, (5) Curriculum should provide enough opportunities to learners to attain some of scientific literacy. (6) Curriculum should provide ample opportunities to the teachers to try and apply. thods of teaching to suit the needs of learners of different backgrounds > The approach adopted for the upper primary stage was extended to the seconda although a disciplinary approach was recommended for the latter. > Science curriculum in India has undergone several changes — both in approach. a "during the last forty years or so. 4 > However, compulsory teaching of science and environmental orientation to science up to secondary stage has been a common feature in science curricula in our co « to be followed for the teaching of science, at the 1s opposed to disciplinary approach that was then 5 one composite subject at the upper primary and , + the nature and scope of teaching science as an ere as follows: of met "1. Teaching of environmental studies asa single subject of study atthe primary st ‘of ‘environmental studies (Science and Environmental studies (Social Science).” “keeping with in sci Ee “ contemporary global trends in science education and the changing i 7 ere Yet, this has not reflected in the actual quality of science teaching in schools. > The teaching of science at the second: i BP ribject rather ba ee as lary stage was conceived for the first time asTHE PLAGE OF SGIINOK IN BGHOOL CURRICULUM. Lessons from Innovative Programmes and Interventions > ‘Tho gop perceived between recommendations of various eommiy actual practice, motivated several individualy and yolunta programmes on solence teaching in wohools, Many of these groups had prootising sclentivty and academiclana working in collaboration with toachers andl teacher associations to develop actiyity-bayed selence curricula in schools, » ‘Their efforts were supported by the NCBRT and the UGC, ‘Tho programmes aimed at addressing three main problema: (1) It was tho sheer waste of concepts and faoty taught; (2) There was the mismatch between cognitive development of the child and the concepts taught; ions and committees and ry groupn to take up innovative (3) There was the imbalance in teaching methods used in the classroom (there was too much emphasis on drill and rote learning and too little emphasis on observation, design, analysis, argumentation) and process skills in general, A major roadblock to reforms, however, has been the public concern about the attainment levels of pupils in external examinations, An example of « macro-leyel intervention is the District Primary Education programme which has since been extended to Sarva Shiksha Abhiyan, These interventions have been sustained over several years in identified regions in India, Many government programmes fostered an activity-based, Jearner-oriented pedagogy in which the child was encouraged to build on his own experiences and learn from his environment, ‘Some lessons derived from local-level assessments of the large-scale field interventions are given below: (1) Scale and intensity generate their own dynamics, which create a climate for change, »> Changing the classroom methodology impacts on text book writing, teacher training, academic back-up systems and so on, » So, innovations need to be viewed in a holistic — not piecemeal — manner and implemented in a mission mode, ‘The mission mode calls for identifying in a ‘cause? with which stakeholders can identify, both emotionally and intellectually, }> The means include science visits and science fairs, serving to expose people to the idea of'learning science through experiments, cultural programmes, public rallies and meetings with parents and teachers, >» Interest in the innovations (3) Teacher motivation is a crucial aspect. }» Motivating means (/) reorienting teachers to the now methodology; (i/) enhanoing their confidence levels} Q thus generated among, parents and other stakeholders.[=] TEACHING OF SCIENCE all stages of the innovaty Be OVation, (if) enabling them to participate 3 elf worth and status, ‘nq (iv) giving them a sense of 8 achers meetings, teacher trainings and school Visits, possible for in-service teacher training. ‘urn train teachers »» This is done through te: (4) Broadly, two types of models are (a) The cascade mode! — training master trainers who in tl (b) The large-scale centralised trainings. » Akey aspect of training is to change the mindset among the teachers that they neg know everything and that they would be more effective facilitating learning shige hildren than trying to be the source of all knowledge. % (5) Teachers are made to think independently, enhance their content knowledge and a rigorous approach in their teaching. » The group dynamics in training is such that it creates a climate for change, sti ip interaction and accelerates learning. lates peer grou (6) These programmes evolved an organisational set-up 10 establish inter-connections af je field-level. » They (i) enabled decentralisation, (ii) provided a framework for organising meetings and in-service training of teachers, (ti) provided follow-up visits to seh and (iv) conducting examinations, etc. »» It was an academic support system that permitted greater peer group interaction and : exchange of ideas in the teacher community. 2 (q) Another effective mode of change comes through out-of-school creative activities includ : science fairs, science clubs and science libraries. we )» Ficld-level experience shows that science teaching in schools cannot be improved significantly without such informal activities to back it up. ( Generally, all the programmes succeeded in making the classrooms 1 participative. Teaching was no longer a one-way street. Teachers were a authoritarian, gave children greater freedom and facilitated rather than dictated learning Children asked more questions and participated in group activities, s .5 Why is Science an Important School Subject? ies: r Without science nothing could be existed. It is the result of the efforts of great s losophers, thinkers, logicians and educationists that science has got the highest status. The following are the main reasons why science should be an important school subject: — 1, Relation with Life 5 Y Science - wet 40 every abpéct of uman life. For example, food, clothed eta tea ¢ three fundamental physical needs of a human being, T person scientific activities and vocations. nee tia Sill i? »» Some vocations like medicine, engineerit i » engineering, architecture, are directly I ‘ith sci They make a wide use of science, oy ea‘| ad THE PLAGE OF SCIEHIGE IN WOHOKK. CORPUCLALLAA w cur modern civilisation 16, indaed, based on welenice and mathematics, The use of computers, internet, facebook, modbile, ote, in eur day-to-day Site shore that oclence 16 indiapensable for modern wiciety, It can be, mathematically, said that, Life ~ Science = 0 2, Promotes Lageal Thinking » ‘icience develops logionl thinking, Science Iv hased on the ‘principle of cause-and-effect’. iivery event In Ife has @ seientifie reason behind it, Vor example, the event of having siinhow in the sky, digestion of food, lighting in monsoon, ete, 4, Bright Hature thow who understand sclence well, will have significantly enhanced opportunities and options tht vill open yates to productive bright future, Thove who lack scientific competence and skills will find many wates closed and they will find their future unproductive and unsuccessful. 4, Valuew of Helene (Kindly refer to chapter No, 9 for values of teaching science in detail) 4.6 Science as a Compulsory Subject Jverybody needs some knowledys of science to lead his life successfully, Following are some of the main reasons why science should be a compulsory subject up to high school stages ficlonce is not at all a difficult subject, How can a discipline which is closely related to every nupect of human life and which induces logical thinking, which provides a definite way of thinking, be difficult? » Porhapn, it ism presnade terror and disgust by parents and others which adversely affects the child's attitude towards science, Actually, science is not difficult but has boon imagined difficult by the teacher's wrong methods of teaching and the faulty rranyement of the curriculum by the curriculum framers, » Actually, science should be presented as a recreational activity for the child from the very beginning, Vor example; » Sautty Method: Pupils, here is a convex lens, St is made up of different parts of prisms urtinged in # specific way, We are now going to learn some definitions related to conver lens, Time Method; Pupils, here is « convex lens, 1 will give it to you all, in turn. Touch it and tell ime what ity shape is, Now, see, I have formed an image of the distant trees and houses, on the white wall, Deweribe the image,,, 2, The plea that thove who are going to study or use science at the Higher Secondary Stage vhould only be made to tudy it at the High School Stage, is also incorrect. How can one decide, who in going to become engineer, lawyer, politician, statistician or scientist in his \ife, quite so early after passing, upper primary stage examination? » 0, it will be unwe to block the path one's progress by making the study of optional at the high wchool stage, a icy) Tho ignoranee of wolentifio knowled 5, One cannot deny the bread and butter value of soi tN TWAGHING OF GOITNOE ton of knowledge by making the gtugy oy D> It ii bottor to key opon all the supile may GORE Mf Scie Compulory a tho ent pelo! wn, v0 thal pure resis So et Hone tt Chole of nubjeots and vocations for hin anc ©61 repre, fe is early cholve. sits ace H Spovitivally in our country where mont of the toe bu pay itis not Worthy, And justifiable to neck diveruification at the high school stage le nay prove a great handicap in the ndyan , e ed sty of various subjects which may create « hurdle in the progress of a pupil, i ol level will make the study of yy Athi eve, there fs no mubstiute or Ne > Tho exclusion of volonco at the high solonce inoomplote and incomprehensi Seenee dos hep in tining and ciseiplinng the mind, It develops the power of yi, # for seengthenng the faculties of ty And reasoning, Tt also gives montal exer > Ik develops scientific method and sojentific attitude, jence, Science helps everyone in ating and also in wisely spending, > Inthe modern ert of seine and technology, almost all the vocations have been domineyy by the knowledge and skills of science and technology, Thus, the study of science ean a valuable place in one’s life. 6, To some extent it is justified that school science is divorced from actual life, What is tauph in a school has little practical value. > But itis quite unfair to blame the subject for such sort of affairs, Our defective methoy of teaching and inadequate approaches are mainly responsible ftom divorcing it aay from the necessities of life, To a certain extent, the curriculum framers are also no less responsible for such situation, > Iti also unwise to say that all what we need in our life in terms of scientific knowede: can be easily learnt by studying science upto upper primary stage, To day life hs become more complicated, so we need more science to understand and adjust to te demands of life, 7. Science is not dull and uninteresting. No subject is dull and uninteresting in itself, Much depends upon — (a) the will and interest of the learner, (6) the teachers, the prescribed curriculum, and (©) the methods of teaching, » Those who love science take it as a very interesting and pleasant subject. It is difficult, dull and uninteresting to only those who simply do not want to study it or cannot work regularly and systematically. % Science, by virtue of its artistic and aesthetic value is quite interesting and useful. 8. Some educationists argue that the study of science requires specific ability and intelligen** seems to be irrelevant, because, abilities can be achieved and trained and ‘intelligence’ bis not been accurately defined! ‘Intelligence’ is one of the undefined teens in Psychology:THE PLACE OF SCIENCE IN SCHOOL CURRICULUM »» Psychologists from the whole world, once, gathered at Paris in a symposium to accurately define the term ‘intelligence’. After rigorous discussion, for hours, at last a psychologist stated — ‘Intelligence is what intelligence is!!’ » There is a dictum that — ‘It is not intelligence but industry that makes a man genius,” And science certainly helps pupils to be industrious. 9. One common notion which is frequently repeated is that science should be optional for girls at high school stage. This has been accepted and implemented by some of the Indian States. » The argument behind this notion is that in future most of the girls have to indulge in the role of housewives. After upper primary school education they should be given the education of Home Science which includes tailoring, knitting, drawing, music, painting, toy-making, food preparing, food preserving, kitchen arrangements, removing oil spots on clothes, etc. in place of science (Physics, Chemistry, Biology). » No doubt, these subjects are suitable by nature for girls, but these subjects do not have their end at high school stage. The above cited subjects require a good knowledge of science for their study and expertness. So, they should be given an important place in higher education, » Thus, science should be compulsory even for girls. ‘Now-a-days educationists feel that for minimum requirements of common people, education of ce upto upper primary stage is quite insufficient. fore, general compulsory eduction must be extended upto high school stage. This extension jore content in compulsory disciplines like literature, social sciences, science and technology atics. EVALUATE YOURSELF “Science should be a compulsory subject upto high school level’ — How far do you agree with - this statement? Explain. 2. Write short notes on — Why to learn science? ‘What lessons have we learnt from innovative programmes and interventions? Discuss. Why is science an important school subject? ‘What is the place of science in the present day school curriculum? “Science is an indispensable subject in the school curriculum’ — Justify. 7, Discuss the arguments in favour of science as a compulsory subject at high school stage. 8. ‘Science is not at all a difficult subject” — How far do you agree with this statement? 9. ‘It is not intelligence but industry that makes a man genius’ — Comment in support of this tatement, ke *