1. Avinandan Basu, Linu George, Neeraj Talukdar, Prince Bharali, Rupam Das
DESCRIPTION :
Theoretical knowledge in school textbooks is often interleaved with exercises and experiments which serves the
purpose of a complementary practical knowledge. But it is often seen and realized that these “Do it yourself”
exercises and experiments are neglected due to a phlegmatic approach on the part of both students and teachers.
OBSERVATIONS :
From CBSE-
The CBSE imparts practical knowledge to students via two mediums:
- Textbook activities
- Explicit Lab experiments
The explicit laboratory activities provided by the CBSE were not conducted when the corresponding theory was being
taught. The lack of in-time procedural knowledge is a factor behind the non-reflective nature of the students’
interactions and also behind their lack of interest.
OBJECTIVE :
As the above logo depicts, to remove the very basic mindset usually given to most of the children and the teachers
about the education system and determine the reason behind the mentioned problem and to give an appropriate
solution by enhancing the interaction between the text, student and the teacher.
“Do it yourself ?”: Enhancing realization of practical
knowledge imparted through textbooks among
students

2. From Teachers-
The factor of time has been observed to be a critical factor which hinders teachers from indulging the students in
exploratory, student directed inquiry methods. Less time is generated due to the following reasons:
-Pressure from CBSE (formative evaluation) -Limited class hours -Extra-curricular activities
Brickhouse and Bodner (1992) reported that students’ concerns about their grades has a strong influence on teachers’
practices. More specifically, they suggested that some teachers will emphasize goals for learning and use teaching
techniques that are aligned with students’ ability to earn high grades. The very same was supported by the field study.
From Students-
It has been observed in the field study that students also lack time due to the diverse activities they are involved in. Also
they lack interest. The most important point is that their goal is highly influenced by grades and their parents. Parental
pressure is one of the major factor affecting the academic and social goal of the students.
Many students engage in laboratory activities in which they follow recipes and gather and record data without a clear
sense of the purposes and procedures of their investigation and their interconnections. They may perceive that
manipulating equipment and measuring are goals but fail to perceive much more important conceptual or even
procedural goals and they seldom note the discrepancies between their own concepts, the concepts of their peers, and
those of the science community.
An exam-oriented approach towards academics with significant parental pressure generates a competitive environment,
which subdues the curiosity of the students.
FROM HERE ON :
A specific target group is to be found in the primary stage of development.
Some kind of intervention( as for now, tangible or simulation ) is necessary and tested with the students to find the best
possible solution to the given problem.
WHAT IS TO BE DONE :
A change in the psychological perspective of the student needs to be brought about and this is possible if interventions are
made at a primary stage of development. The idea that “Lab” needs to be a place not for manipulating equipment but
manipulating ideas, must be brought to focus.
In-time conceptual knowledge is to be imparted through somes means of intervention.