Gemology at school level: A research study

Dr. Lalit Kishore

  Title of the study

Towards an Optional Gemo-Physics Curriculum Framework in Vertical Grouping as a Component of Environmental Studies at Elementary School Level

Abstract Keeping in view the need the community of gems industry

artisans of Jaipur, an attempt was made to develop researched curriculum framework of 50 hours duration in an elementary school level (Optional course; vertical grouping, N=25;age: 11-14 years) by leveraging the 40% space provides by the National Curriculum Framework (NCERT-2006) in environmental studies curriculum for contextualizing it. The mixed research methodology was used for identifying the topics of 'Gemo-Physics' an interface between physics and gemology which consisted of field visit, institutional interaction and secondary research. The ten topics that emerged after a month of the research study. The weightings for theory and practical hands-on experiences suggested by pedagogues (N=3) were 60% and 40% respectively.

Keywords: Curriculum development, gemo-physics, gemology, environmental science, vertical grouping

RationaleContextualization of environmental educationArticulated need of the artisans working in

gems industryRecent emphasis on skill development for

employabilityInterfacing and linkages between subject

areas like gemology and physics

Objectives of the Study To explore the interfacing between gemology

and physics at elementary school level.To identify ten topics for students as a part of

contextual EVS.To undertake triangulated expert validation

of the topics.

MethodologyA mixed study methodology of field visit (Ilm

School, Pahar Ganj, Jaipur; 1 day student interaction, 30 minutes, N=25, 9 - 11 Years), Institutional interaction (Indian Institute of Gems and Jewelry, Jaipur; 2 hours, Arch Academy of Fashion Designing; 1 hours) and secondary research (Science and curriculum development books - 3).

Study PlanThe study plan with pre-active, inter interactive

and post-active phase was prepared (Total duration: 3 months) and followed.

Phase-1: discussions > delimitation > tasks and products > Terms of reference > activity calendar

Phase-2: Literature study > Field visits > Interactions > Reporting > analysis > Triangulated validation

Phase-3: Abstract > Study report (Documentation and dissemination)

Findings-1The ten topics identified for school level gemo-physics are: (1) Gems: Colors and shapes; (2) Optical properties of gems;(3) Light and it's common properties;(4) Total internal reflection; (5) Lever principle and hand tools used for trimming and

cutting of gems;(6) Elementary processes and procedures related to gemology;(7) Crystals and platonic solids;(8) Measurements related to 4 Cs of gemology;(9) Various electric lamps and their functions: and(10) Ten formal elementary practical exercises related to

gems , light and crystallization.  

Findings-2Experts for the course (N=3, NGO

functionaries: 2, artisan: 1) found topics appropriate to contextualize school level EVS for the children of artisans working in gems industry.

The emphasis on theory and practice was suggested as 60% and 40% respectively.

ImplicationsReorganization of EVS curriculum.

Tryout of the curriculum with a support system.

Evaluation of transacted curriculum for the pilot phase and dissemination.

 

References  Berger, C.F. Et.al (1977).Modular activities programme in science, Toronto

: Houghton Miffin Company : 19 – 35  Wehster, R. (1994) Gems :Their Sources, description and identification.

Butterworth - Hainemann

IGNOU. (1993).Curriculum development for distance education : Learning transaction and improvement, New Delhi : Indira Gandhi National Open University : 66.

  Jardine, J. (1967).Physics is fun, London : Heinemanu Education Book

Ltd. : 95 – 110  NCERT (2006).Position paper national focus group on heritage crafts, New

Delhi : National Council for Educational Research and Training : 1 - 8