After reading this chapter, you will be able to:
Describe the nature of science
Identify the components of science
Explain the various processes of science
Comprehend science as a product
Analyse the values of science
The world in which we live is, by and large, the same as it has always been. It is the world of sun, light and darkness; the world of earth, land, sea, plants and animals; the world of seasons, climate; the world of being born, growing and dying. This world also has the simplest of tools and the most complicated of equipments. There are infinite things and events like these which are governed by science.
Human beings are the most evolved creatures. They have a highly developed mind which enables them to observe precisely, correlate observations and predict future. Human beings have learnt how to live in this world by adjusting to the nature. They explore, understand and change the surroundings according to their needs and requirements. This process of diligently observing, describing, exploring and using the world is science.
Children often try to find answers to their questions which begin with ‘What is it?’ Science is not a lot of things it is thought to be; not a series of lessons about a piece of metal, a flower, a life cycle. It is not just about learning the names of the parts of fish; learning to identify 10 plants, 10 insects and so on.
What is science? It is the study of problems wherever children live. Formally stated, it is the study of natural environment which includes physics, chemistry, biology, geology, etc. Its content is connected with these subjects but it is a study of problems that pop into curious children's mind as they grow up. For e.g., What makes the wind blow? How can a seed grow into a tree? What makes a rainbow? Finding the answers to such questions is science. Learning of science is a lengthy and continuous process. Knowledge acquired through this is referred to as product. Thus, science is a process as well as a product. (Figure 1.1).
Figure 1.1 Nature of Science
Any process involves planning various stages of an activity, establishing steps for gathering information and then retaining it. In science, gathering information, thinking, solving problems, etc. are called the ‘processes of science’.
Two types of skills are acquired through the process of science—basic skills and special skills (Figure 1.1).
I. Basic Skills
II. Special Skills Along with the basic skills, certain special skills are needed for an experiment or to solve any problem. These skills are as follows:
Through these basic and special skills, students learn about nature and adjust to it according to their needs and requirements. Thus, a systematic process of learning takes place.
The information that is acquired through the processes of science or the body of knowledge formed is called ‘product’ of science. Knowledge of any form consists of development of facts, concepts, principles, theory and ultimately law. (Figure 1.1).
Science helps in developing a scientific temper, scientific outlook and a scientific attitude. There are certain values (Figure 1.2) attached to science which are as follows:
Figure 1.2 Values of Science
Teaching of science as a part of general education upto class VII or VIII had been in practice in most of the states before the introduction of a uniform pattern of school education in 1975. During this period, the subject was usually taught as general science in most of the states. However, at the secondary stage, science was an optional subject which was offered either as a combination of physical science and biology or as physics, chemistry and biology. The syllabus of science and textbooks were prescribed by the respective state agencies. The content and process of science teaching in schools therefore, varied from one state to another.
The general objectives of science teaching identified for classes I-VIII during the 1960's have been basic to the evolution of science education in the country, particularly at the elementary stage. The major objectives identified were:
The instructional materials developed by the NCERT under the UNICEF aided project, during 1967–70 was based on an activity based approach to the teaching of science at the primary stage. The package of instructional material comprising syllabus, textbooks, handbook of activities, teacher's guides, science kit and audio-visual material were developed through a process of trial in a limited number of schools. The instructional package developed for the middle schools, class VI to VIII, too comprised similar components and was also developed through field trials.
The Education Commission chaired by Prof. D.S. Kothari has been an important landmark for its depth and expanse of vision of science education in India. This led to the introduction of the 10+2+3 pattern of education in 1975. A National Curriculum Committee gave recommendations and guidelines for the new pattern through a policy document titled “The Curriculum for the ten year school–A framework”. Some of the main recommendations contained in the framework that had a direct implication on the teaching of science, its syllabi and textbooks were:
The major guiding factors for the nature and scope of teaching science as an integrated course at the upper primary stage were that:
The approach adopted for the upper primary stage was extended to the secondary stage, although a disciplinary approach was recommended for the latter. However, a Review Committee, under the chairmanship of Sri Ishwarbhai Patel in 1977, recommended that science at the secondary stage should be offered through two equivalent alternate courses. The course ‘B’ was to be a composite course in science to be taught through a single textbook. For course ‘A’, it recommended a discipline oriented approach in which physics, chemistry and biology were to be taught as separate subjects. The system of alternate courses was discontinued from the academic session 1984–1985, mainly, because of the perceived superiority of one course over the other.
The framework of 1975 provided general guidelines and instructional objectives only up to the secondary stage. The responsibility of identifying aims and objectives of science teaching and the development of syllabi and textbooks for different disciplines at the senior secondary stage was given to the curriculum developers.
The next important development was the National Policy on Education (NPE,1986) which subsequently led to the development of the document—National Curriculum for Elementary and Secondary Education—A framework (NCF-88). As before, it recommended the teaching of science as a part of environmental studies at the primary stage. It also gave specific guidelines for the two integral components of environmental studies, namely, science and social studies. The guidelines provided by the NCF-88 were further elaborated in a brochure titled ‘Science Education for the First Ten Years of Schooling–Guidelines for Upper Primary and Secondary Classes’. The teaching of science at the secondary stage was conceived for the first time as a single subject rather than three separate disciplines as had been the practice in the past. This has, since, been one of the major distinguishing features of the science education for this stage.
Thus, main features of the National Curriculum Framework for School Education-2000 pertaining to science education have been:
Thus, science education in India has undergone several changes, both in approach and content, during the last forty years or so. At the primary stage, teaching of science as s single subject was first replaced by environmental studies and subsequently by an integrated course on environmental studies. At the middle stage, the disciplinary approach was replaced first by an integrated approach to science as a single subject and, finally, by an approach integrating science and technology.
In some states, science at the secondary stage is taught as a combination of physical science and biological or life science, while in some others as physics, chemistry and biology or life science. However, compulsory teaching of science and environmental orientation to the science teaching up to the secondary stage has been a common feature in science education.
To summarize, the major programmes in science, in India, have evolved in keeping with the contemporary global trends in science education and the changing social needs.
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