NCSC: A PATHWAY TOWARDS IMPROVEMENT OF SCIENCE EDUCATION AT SECONDARY LEVEL IN VIEW TO THE NCF 2005

Dr. Sandipan Dhar Former All India Coordinator National Childrens Science Congress

BY NATURE, HUMAN BEINGS ARE CURIOUS & INQUISITIVE ABOUT NATURAL PHENOMENA BE IT PHYSICAL, BIOLOGICAL OR ENVIRONMENTAL
OBSERVATION, LOOKING FOR REGULARITIES AND PATTERNS, MAKING HYPOTHESIS, DEVISING QUALITATIVE OR MATHEMATICAL MODELS, DEDUCING THEIR CONSEQUENCES, VERIFICATION / FALSIFICATION OF THEORIES THRU OBSERVATIONS & CONTROLLED EXPERIMENTS, ARRIVING AT THE PRINCIPLES, THEORIES AND LAWS

THIS IS WHAT SCIENCE SAYS

SCIENCE .
Is a Dynamic Expanding Body of Knowledge covering ever new domains of experience. It can play a truly liberating role, in a progressive forward-looking society, helping people out of the vicious circle of poverty, ignorance and superstition.

GOOD SCIENCE EDUCATION IS TRUE TO THE CHILD, TRUE TO LIFE AND TRUE TO SCIENCE.

Problem of Curriculum Load

Joyless learning Examination system Textbook as the Truth Structure of syllabus Language Textbooks Starting Early

Making of NCF-2005
Need of drafting NCF-2005 Procedure of making of NCF-2005

 (a) the school system is characterized by an inflexibility that makes it resistant to change; (b) learning has become an isolated activity, which does not encourage children to link knowledge with their lives in any organic or vital way; (c) schools promote a regime of thought that discourages creative thinking and insights; (d) what is presented and transmitted in the name of learning in schools bypasses vital dimensions of the human capacity to create new knowledge; (e) the future of the child has taken centre stage to the near exclusion of the child's" present, which is detrimental to the well-being of the child as well as the society and the nation.

NCF DRAFTING COMMITTEE

(Based on the Constitutions Vision of India)

NCF-Aims of Education

Independence of thought and action Learning to respond to new situations flexibly and creatively Pre-disposition for participation in democratic process and social change Empower all children to learn

(Learning has become a source of burden and stress for children)

Distortion of Aims of Education

Textbooks/Workbooks Information Overload Incomprehension Tests and Examinations

NCF Learning And Knowledge

The Child as Learner and What Should be Learnt
NCF Perspectives
All children are motivated and capable of learning Children learn in a variety of ways Developing capacity for abstract thinking, reflection and work are most important aspects of learning Child as a critical learner and constructor of knowledge

Commonly Held Views

Not true of large numbers of children Children learn in limited ways Developing generally only skills necessary for helping students pass or excel in examinations Child as passive imbibers of textbook information and providing set answers to all questions Knowledge as embodied in textbooks

Different types of knowledge as embodied in the traditional curriculum as well as in the world outside the school

Childrens Knowledge And Local Knowledge

Local Knowledge is a Rich Source of Learning for All Children

Implications for Curriculum & Practice Teaching for Construction of Knowledge The Value of Interactions Designing Learning Experiences Approaches to Planning Critical Pedagogy

NCF CURRICULUM AREAS

Traditional Mathematics Language Science Social Sciences

Other Areas Art Education Health & Physical Education Education for Peace Habitat & Learning

NCF - Science
What biology can Janabai, an incapable tribal secondary school student learn ? What biology does she know ?

Can use different plants as sources of food, medicines, fuel, wood, dyes and building materials Recognises differences between trees and notices seasonal variations based on shape, size, distribution of leaves and flowers, smells, textures Can identify 100 different plants more than her biology teacher who believes Janabai is a poor student

NCF - Science
Science should nurture curiosity and creativity particularly in relationship to the environment Science teaching should be placed in the context of childrens environment to help them enter the world of work Awareness of environmental concerns

NCF Social Sciences

Equip children to think critically on social issues Interdisciplinary approach to key national concerns such as gender, human rights, marginalised minorities, etc. Civics to be recast as political science Significance of history conception of past and civic identity

NCF-Mathematics

Main goal of Mathematics is Mathematisation rather than Knowledge of Mathematics

NCF Systemic Reforms

Teacher education for curriculum renewal

NCF Systemic Reforms

Examination Reforms
Shift from content-based teaching to problem solving and understanding Schools should evolve continuous evaluation for diagnosis and remedial learning Maths and English board exams at different levels No board or state level exams at Class 5, 8 or 11

NCF - Systemic Reforms

Examination Reforms

Shift from content-based teaching to problem solving and understanding

Understanding in Mathematics
If you know that 235+367=602, how much is 234+369? How did you find the answer? Change any one digit in 5384. Did the number increase or decrease? By how much

SOME EXAMPLES

Under chapter no. 3.3.2 of National Curriculum Framework 2005, it says .

Inquiry skills should be supported and strengthened by language, design and quantitative skills. Schools should give much greater emphasis on co-curricular and extra curricular activities aimed at stimulating investigative ability, inventiveness and creativity, even if these are not part of the external examination system. There should be massive expansion of such activities along the lines of

CHILDRENS SCIENCE CONGRESS being held SUCCESFULLY AT PRESENT.

This new-found zeal and camaraderie was further boosted up by an activity similar to Childrens Science Congress in Gwalior, Madhya Pradesh in the early nineties.

On January 02, 1991 the NCSTC Network was born under the watchful eyes of the Rashtriya Vigyan Evam Prodyogiki Sanchar Parishad (then known as NCSTC), D S T, Govt of India.

National Childrens Science Congress made its first appearance in 1993 and since then it has been

THE PHILOSOPHY OF CSC.

A unique program motivating children to take-up scientific research on local specific issues of their choice. A real experiment promoting methods of science with ample opportunities to encourage creativity, innovation and experimental learning. An activity towards promoting congenial team work, correlating science with everyday life situation A potentially strong and effective movement influencing the impressionable minds to enhance community feelings and sensitize towards societal needs. An event not merely for the privileged and school-going children; but even for those who are not in the formal school set-up, drop-outs, or forced to be out of the conventional mode due to poverty and disabilities.

THOUGH WE HAVE ACHIEVED THIS BUT WE HAVE TO REACH MORE SO

I AM SURE THAT I AM ABLE TO WASTE SOME OF YOUR USEFUL TIME

THANK YOU
sandipandhar@gmail.com