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TRIPURA STATE LEVEL NCSC
 

TRIPURA STATE LEVEL NCSC

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THIS PPT PRESENTATION WAS SHOWN TO THE CHILD SCIENTISTS DURING THE FACE TO FACE PROGRAMME

THIS PPT PRESENTATION WAS SHOWN TO THE CHILD SCIENTISTS DURING THE FACE TO FACE PROGRAMME

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    TRIPURA STATE LEVEL NCSC TRIPURA STATE LEVEL NCSC Presentation Transcript

    • NCSC: A PATHWAY TOWARDSIMPROVEMENT OF SCIENCEEDUCATION AT SECONDARY LEVEL IN VIEW TO THE NCF 2005 Sandipan Dhar Former All India Coordinator National Children‟s Science Congress
    • BY NATURE, HUMAN BEINGS ARE CURIOUS & INQUISITIVE ABOUT NATURAL PHENOMENA BE IT PHYSICAL, BIOLOGICAL OR ENVIRONMENTAL 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
    • SCIENCE ……. Is a Dynamic Expanding Body of Knowledge covering ever new domains of experience.  It can play a truly liberating role, in aprogressive forward-looking society, helping people out of the vicious circle of poverty, ignorance and superstition. GOOD SCIENCE EDUCATION IS TRUE TO THE CHILD, TRUE TO LIFE AND TRUE TO SCIENCE.
    • Problem of Curriculum Load• Joyless learning• Examination system• Textbook as the „Truth‟• Structure of syllabus• Language Textbooks• Starting Early
    • Making of NCF-2005• Need of drafting NCF-2005• Procedure of making of NCF-2005
    • • (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 with their lives in any organic or vital way;• (c) schools promote a regime of thought that discourages creative thinking and insights;• (d) what is presented and transmitted in the name of 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 childs" present”, which is detrimental to the well-being of the child as well as the society and the nation.
    • NCF DRAFTING COMMITTEE
    • NCF-Aims of Education (Based on the Constitutions‟ Vision of India)• Independence of thought and action• Learning to respond to new situations flexibly and creatively• Pre-disposition for participation in democratic process and social change• Empower all children to learn
    • Distortion of Aims of Education (Learning has become a source of burden and stress for children)• Textbooks/Workbooks• Information Overload• Incomprehension• Tests and Examinations
    • NCF – Learning And KnowledgeThe Child as Learner and What Should be Learnt NCF Perspectives Commonly Held ViewsAll children are motivated and Not true of large numbers ofcapable of learning childrenChildren learn in a variety of Children learn in limited wayswaysDeveloping capacity for abstract Developing generally only skillsthinking, reflection and work are necessary for helping studentsmost important aspects of learning pass or excel in examinationsChild as a ‘critical’ learner and Child as passive imbibers ofconstructor of knowledge textbook information and providing set answers to all questionsDifferent types of knowledge as Knowledge as embodied inembodied in the traditional textbookscurriculum as well as in the worldoutside the school
    • Children’s Knowledge And Local KnowledgeLocal Knowledge is a Rich Source of Learningfor All Children
    • Implications for Curriculum & Practice• Teaching for Construction of Knowledge• The Value of Interactions• Designing Learning Experiences• Approaches to Planning• Critical Pedagogy
    • NCF CURRICULUM AREASTraditional Other Areas• Mathematics • Art Education• Language • Health & Physical• Science Education• Social Sciences • Education for Peace • Habitat & Learning
    • NCF - ScienceWhat biology can Janabai, an ‘incapable’ tribal secondaryschool 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 biology teacher who believes Janabai is a poor student
    • NCF - Science• Science should nurture curiosity and creativity particularly in relationship to the environment• Science teaching should be placed in the context of children’s environment to help them enter the world of work• Awareness of environmental concerns
    • NCF – Social Sciences• Equip children to think critically on social issues• Interdisciplinary approach to key national concerns such as gender, human rights, marginalised minorities, etc.• Civics to be recast as political science• Significance of history – conception of past and civic identity
    • NCF-Mathematics• Main goal of Mathematics is Mathematisation rather than Knowledge of Mathematics
    • NCF – Systemic ReformsTeacher education for curriculum renewal
    • NCF – Systemic Reforms Examination 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
    • NCF - Systemic Reforms Examination Reforms• Shift from content-based teaching to problem solving and understanding 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
    • SOME EXAMPLES
    • Under chapter no. 3.3.2 of National Curriculum Framework 2005, it says ………….……………Inquiry skills should be supported andstrengthened by language, design and quantitativeskills. Schools should give much greater emphasison co-curricular and extra curricular activitiesaimed at stimulating investigative ability,inventiveness and creativity, even if these are notpart of the external examination system. Thereshould be massive expansion of such activities CHILDREN‟S SCIENCEalong the lines ofCONGRESS being heldSUCCESFULLY AT PRESENT………….
    • This new-found zeal andcamaraderie was further boosted upby an activity similar to Children‟sScience Congress in Gwalior, MadhyaPradesh in the early nineties.On January 02, 1991 the NCSTCNetwork was born under thewatchful eyes of the RashtriyaVigyan Evam Prodyogiki SancharParishad (then known as NCSTC), DS T, Govt of India. National Children‟s ScienceCongress made its first appearancein 1993 and since then it has been
    • THE PHILOSOPHY OF CSC……. A unique program motivating children to take-upscientific research on local specific issues of their choice. A real experiment promoting methods of science withample opportunities to encourage creativity, innovationand experimental learning. An activity towards promoting congenial team work,correlating science with everyday life situation A potentially strong and effective movement influencingthe impressionable minds to enhance community feelingsand sensitize towards societal needs. An event not merely for the privileged and school-goingchildren; but even for those who are not in the formalschool set-up, drop-outs, or forced to be out of theconventional mode due to poverty and disabilities.
    • THOUGH WE HAVE ACHIEVED THIS BUT WE HAVE TO REACH MORE SO…
    • I AM SURE THAT I AMABLE TO WASTE SOMEOF YOUR USEFUL TIME THANK YOU sandipandhar@gmail.com