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The committee agreed on some basic assumptions about science and goals for science education. These are informed by research, but are more accurately the stance adopted by the committee as it reviewed research.
Mechanistic knowledge is the hardest for them
Welcome to the Presentation on
I hear and I forget
I see and I remember
I do and I understand
Building theories and models
Using specialized ways of talking, writing
and representing phenomena
• Science is a social phenomena with unique
norms for participation in a community of
NCF 2005 & Science Education
• At the primary stage, the child should
be engaged in joyfully exploring the
• The objectives are to nurture the
curiosity of the child about the world, to
have the child engage in exploratory
and hands-on activities .
NCF 2005 & Science Education
• At the Upper Primary stage, the child
should be engaged in learning the
principles of science through familiar
• working with hands to design simple
• Continuing to learn more about the
environment and health
• What do we know about how children
• What does this mean about how we
should teach science?
• Students in classes I –VIII can do more in
science than is currently asked of them
• Science syllabi contain too many topics
given equal emphasis
• Science classrooms typically provide
few opportunities for students to
engage in meaningful science
• Good science teaching requires more
than expert knowledge of science
• Children entering school already
have substantial knowledge of the
• Young children are NOT concrete
and simplistic thinkers.
• Children can use a wide range of
reasoning processes that form the
underpinnings of scientific thinking
• Science education should Shift from
textbook to hands-on experiences
• Science syllabus should be
interesting and relevant to students’
lives: emphasize student
understanding through inquiry and
be connected to their life
Science process skills
Learning science is a process that students do,
and not something that just happens to them
Science classroom needs to be an
• Opportunity for the child to
• Meaningful and challenging
tasks given to the child
• Engage and help the child to
learn something new for herself
Learn to follow
instructions and do
Read & Understand
Develop the use of
Develop inferential skills
Activities on Science
• Science Quiz
• Stories on scientific facts
• Science Exhibition/ Mela
• Riddles on Science
• Field Trip
• Debate/ Art
• Observation of Science day
TEACHER THE GREATEST INNOVATOR
Anyone who stops learning is old, whether at twenty or eighty.
Anyone who keeps learning stays young.
To teach is to learn twice
Teachers should guide without dictating, and participate without
The critical factor is not class size but rather the nature of the
teaching as it affects learning.
LEARNING NEVER ENDS