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Observation and reasoning forms the
basis of the elementary science
education. Draft common syllabus 2009
for science acknowledges the importance
of observation and reasoning in the
introductory note by quoting the NCF
2005. On the contrary we find the
contents of the syllabus lay a soft view
on observation and reasoning part. At
elementary level observation and
reasoning can be noticed but from Class
VI to X there is a complete paradigm
shift away from observation and
reasoning. It downplays the vision on
observation and reasoning. From Class VI
to X the contents looks updated but the
same age old strategy of dumping of
scientific information is followed
again.
History of science should be
interesting. It should be added from
Class III onwards in a phased manner.
Life and experiences of the scientist
must also be added from primary to high
school level. Biography of a scientist
comes in Cass IX it could be added even
at Class III with appropriate contents.
Environmental Science should
also address the draining of the
underground water by commercialization
of water, Plantation in slopes on hills
stations etc. Some of the important
reasons for climate change such as
excess emission of green house gases
with excess electricity usage by
developed nations, nuclear bomb testing,
etc should be dealt.
Theoretical work load on Class VII,
VIII, IX and X may be reduced instead
practical application of scientific
ideas and concepts should be introduced.
Certain units lack coherence.
The evolution of the subject
Chemistry from the Alchemy can be cited.
The progressive trends that replaced the
older ideas of alchemy should be
introduced. So that the child can
understand the important characteristics
underlying science that is “change”
This year commemorates 200th
anniversary of Charles Darwin and 150th
anniversary of his theory of
evolution. It is right time to
introduce Darwin’s theory of evolution
of species in appropriate doses from
primary to high school. Botany and
zoology can be well understood only with
the frequent visit and survey to
Botanical and zoological parks. Reports
and submission of such field visit
should be manually done by the students.
The interrelationship between the
four different divisions of the basic
science (Physics, Chemistry, Botany and
zoology) may well be explained to make
the pupil to understand the
multidisciplinary nature of science. And
all divisions of the basic sciences are
attempting to answer one question
“nature” which gives a holistic and
multidisciplinary approach.
The growing market economy has made
the people as greedy consumers rather
than responsible citizens which have
allowed the growth of the superstitious
beliefs amidst the scientific
developments, which is causing many
imbalances and ill effects in society.
This can well be countered by inducing
scientific temperament at a very young
age.
The development of science must lead
to social emancipation and for the
creation of just and equitable society
and not for self centered career
development of an individual. This
should be imbibed in the heart of the
children. The syllabus may be redesigned
to address this vital issue.
Note to follow the comments on
syllabus:
- 1. The text entered in bold
needs to be added. The explanation
for this is given at the bottom of
the same page and referred with
respective superscript numbers.
- 2. The text entered in
Italics should be removed
and reason for the removal is stated
at the bottom of the same page and
referred with respective superscript
numbers.
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