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

7/30/2019 NCSC: A PATHWAY TOWARDS IMPROVEMENT OF SCIENCE EDUCATION AT SECONDARY LEVEL IN VIEW TO THE NCF 2005

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NCSC:

A PATHWAY TOWARDSIMPROVEMENT OF SCIENCEEDUCATION AT SECONDARY

LEVELIN VIEW TO THE NCF 2005

Dr. Sandipan Dhar

Former All India CoordinatorNational Childrens Science

Congress


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,CURIOUS & INQUISITIVE ABOUT

NATURAL PHENOMENA

BE IT PHYSICAL, BIOLOGICAL ORENVIRONMENTAL OBSERVATION, LOOKING FOR REGULARITIES AND PATTERNS, MAKING HYPOTHESIS,

DEVISING QUALITATIVE OR MATHEMATICALMODELS, DEDUCING THEIR CONSEQUENCES, VERIFICATION / FALSIFICATION OF THEORIESTHRU OBSERVATIONS & CONTROLLEDEXPERIMENTS,ARRIVING AT THE PRINCIPLES, THEORIES ANDLAWS

THIS IS WHAT SCIENCE SAYS


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SCIENCE .

Is a Dynamic Expanding Body of Knowledgecovering ever new domains of experience.

It can play a truly liberating role, in a

progressive forward-looking society, helpingpeople out of the vicious circle of poverty,ignorance and superstition.

GOOD SCIENCE EDUCATION IS TRUE TOTHE CHILD, TRUE TO LIFE AND TRUE TOSCIENCE.


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Problem of Curriculum Load

Joyless learning

Examination system

Textbook as the Truth Structure of syllabus

Language Textbooks

Starting Early


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Making of NCF-2005

Need of drafting NCF-2005

Procedure of making of NCF-2005


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(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 withtheir lives in any organic or vital way;

(c) schools promote a regime of thought thatdiscourages creative thinking and insights;

(d) what is presented and transmitted in the nameof 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, whichis detrimental to the well-being of the child as well

as the society and the nation.


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NCF DRAFTING COMMITTEE


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NCF-Aims of Education(Based on the Constitutions Vision of India)

Independence of thought andaction

Learning to respond to newsituations flexibly and creatively

Pre-disposition for participation indemocratic process and socialchange

Empower all children to learn


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Distortion of Aims of Education(Learning has become a source of burden and

stress for children)

Textbooks/Workbooks

Information Overload

Incomprehension

Tests and Examinations


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All children are motivated and

capable of learning

Children learn in a variety of

ways

Developing capacity for abstractthinking, reflection and work are

most important aspects of learning

Child as a critical learner and

constructor of knowledge

Different types of knowledge as

embodied in the traditional

curriculum as well as in the world

outside the school

NCF Learning And Knowledge

The Child as Learner and What Should be Learnt

NCF Perspectives

Not true of large numbers of

children

Children learn in limited ways

Developing generally only skillsnecessary for helping students

pass or excel in examinations

Child as passive imbibers of

textbook information and

providing set answers to allquestions

Knowledge as embodied in

textbooks

Commonly Held Views


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Local Knowledge is a Rich Source of Learning

for All Children

Childrens Knowledge And Local Knowledge


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Implications for Curriculum & Practice

Teaching for Construction ofKnowledge

The Value of Interactions

Designing Learning Experiences

Approaches to Planning

Critical Pedagogy


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NCF CURRICULUM AREAS

Traditional

Mathematics

Language

Science

Social Sciences

Other Areas

Art Education

Health & PhysicalEducation

Education for Peace

Habitat & Learning


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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 biologyteacher who believes Janabai is a poor student


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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


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NCF Social Sciences

Equip children to think critically on social issues

Interdisciplinary approach to key national concerns suchas gender, human rights, marginalised minorities, etc.

Civics to be recast as political science

Significance of history conception of past and civic

identity


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NCF-Mathematics

Main goal of Mathematics isMathematisation rather thanKnowledge of Mathematics


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NCF Systemic Reforms

Teacher education for curriculum renewal


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NCF Systemic 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

Examination Reforms


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NCF - Systemic Reforms

Shift from content-based teaching to problem solving

and understanding

Examination Reforms

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


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SOME EXAMPLES


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Under chapter no. 3.3.2 ofNational Curriculum Framework 2005,

it says .Inquiry skills should be supported andstrengthened by language, design and quantitativeskills. Schools should give much greater emphasis

on co-curricular and extra curricular activitiesaimed at stimulating investigative ability,inventiveness and creativity, even if these are notpart of the external examination system. There

should be massive expansion of such activitiesalong the lines of CHILDRENS SCIENCECONGRESS being held

SUCCESFULLY AT PRESENT.


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This new-found zeal andcamaraderie was further boosted upby an activity similar to Childrens

Science Congress in Gwalior, MadhyaPradesh in the early nineties.

On January 02, 1991 the NCSTC

Network was born under thewatchful eyes of the RashtriyaVigyan Evam Prodyogiki SancharParishad (then known as NCSTC), D

S T, Govt of India.

National Childrens ScienceCongress made its firstappearance

in 1993 and since then it has been


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THE PHILOSOPHY OF CSC.

A unique program motivating children to take-up

scientific research onlocal specific issues of their choice. A real experiment promoting methods of science with

ample opportunities to encourage creativity, innovation

andexperimental 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 eventnot 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.


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THOUGH WE HAVE ACHIEVED THIS BUT

WE HAVE TO REACH MORE SO


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I AM SURE THAT I AM

ABLE TO WASTE SOMEOF YOUR USEFUL TIME

THANK YOU

[email protected]

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