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Evolution of science education 1
- 2. 2 2 SCIENCEEDUCATION s LANDMARKSINTHEDEVELOPMENTOFSCIENCEEDUCATION AGLOBALVIEW RogerBaconwasthefirsttolayemphasisonthevalueof experimentsandinductiveenquiry;itwasFrancisBacon who broughtthem to the notice ofthe world.He advocatedsensetrainingaspartofeducationandareal startinscienceteachingwasmadthroughtheinductive method. GalileoGalilei,William HarveyandAudreasVesailusalso havecontributedsignificantlyforthegrowthofscience education. Comenius emphasized the importance ofobjects and picturesinteaching. The establishmentofthe RoyalSocietyin 1664 isa landmarkinthehistoryofscienceeducation. Duringthe17thcenturyvariousscientificacademieswere established. Theindustrialrevolutionthatstartedinthe18thcentury broughtsciencecloserandclosertothecommonman. TheUniversityofLondonwasopenedin1827,where naturalsciencewastaughtT.A.Guxely,JohnTyndalland Faradayarethethreeeminentscientistswhourgedforthe
- 3. 3 3 spreadofscienceeducationduringthisperiod. Sciencegainedaplaceintheschoolcurriculum byits introductionforthefirsttimeatRugbyschoolofEngland in1849.Botany,Geology,PhysicsandChemistrywere startedinthatschool. Themostoutstanding contribution to theteaching of sciencetowardsthecloseofthe19thcenturywasthatof H.E Amstrong.TheHeuristicmethod ofteaching was advocatedbyhim In1916theBritishGovernmentappointedacommittee underthechairmanshipofSir.J.J.Thomsontoenquireinto thepositionofnaturalscienceintheeducationalsystem anditsreportâThomsonReportâwaspublishedunderthe titleâNaturalscienceineducationâ The 20th Centuryisthe age ofrapid propagation of scienceeducationallovertheworld. LANDMARKS IN THE DEVELOPMENT OF SCIENCE EDUCATIONALINDIA ScienceeducationinIndiahasbeengreatlyaccelerated afterindependence.The importantlandmarks in the developmentofscienceeducationarethefollowing: Reportofthesecondaryeducationcommission(1953) Scienceisthebasiccomponentofeducationandculture; so it should be made an integralpart of school
- 4. 4 4 education.The present society is the science-based society.The present century has mad tremendous advancementinscientificandtechnicalknowledgeasa resultofexplosionofknowledge.Insuchasituationone ofthemainfunctionsofeducationistokeeppacewith this advancementofknowledge.Anotherfeature of modernsocietyistherapidsocialchange.Inthesituation ofchange,theschoolmustalwaysbealertifitistokeep abreastofsignificantchanges.An education system whichdoesnotrenovateitselfcontinuouslybecomesout- datedandputshindrancetoprogress.Tokeeppacewith modernization the IEC is ofthe âopinion thatgreater emphasismustbeplacedonvocationalsubjects,science educationandresearchâ AllIndiaseminarsonteachingscience(1956) TheseminarheldatTaraDeviin1956madeserious discussionsonalmostalltheaspectsconcerning the teachingofscienceinchools.Ithadsuggestedaunique anduniformssystem ofscienceteaching.Arousingand maintaininginterestinnatureandthephysicalandsocial environments;arousinglovefornatureandthehabitof conservingnatureanditsresources. i) Developing the habit of observation,exploration, classificationandsystematicwayofthinking. ii)Developingchildâspowerofmanipulationandcreative andinventivefaculties.
- 5. 5 5 iii)Developingneatandorderlyhabits. iv)Inculcationofhabitsofhealthfulliving. Inadditiontotheabovethefollowingaimsandobjective aresuitableofinclusionatthemiddleschoollevel: i)Provisionofinformationconcerningnatureandscience whichmayserveasthebasisforageneralsciencecourse atthehighersecondarylevel. ii)Developingtheabilitytoreachgeneralizationsandto applythemforsolvingeverydayproblems. iii)Understandingtheimpactofscienceuponourwayof living. iv)Developinginterestinscientifichobbies. v)Inspiringchildrenbystoriesaboutscientistsandtheir discoveriesandinventions. Nationalscientificpolicyresolution(1958) Itenvisaged the cultivation ofscience and scientific research in allitsaspects.Itsrecommendation in as follows 1.Thekeytonationalprosperity,apartfrom thespiritof the people,lies,inthemodernage,intheeffective combinationofthreefactors,technology,raw materials and capital,ofwhich the firstis perhaps the most important,since the creation and adoption of new scientifictechniquescan,infact,makeupforadeficiency
- 6. 6 6 innaturalresources,andreducethedemandsoncapital. Buttechnologycanonlygrowoutofthestudyofscience anditsapplications. 2.Thedominatingfeatureofthecontemporaryworldis theintensecultivationofscienceonalargescaleand itsvapplicationtomeetsacountryâsrequirements.isthis, which,forthefirsttimeinmanâshistory,hasgiventothe common man in countries advanced in science,a standardoflivingandsocialandculturalamenities,which wereonceconfinedtoaverysmallprivilegedminorityof the population.Science has led to the growth and diffusionofculturetoanextendneverpossiblebefore. 3.Itisonlythroughthescientificapproachandmethod and the use ofscientific knowledge thatreasonable materialand culturalamenities and services can be providedforeveryofthecommunity,anditisoutof recognitionofthispossibilitythattheideaofawelfare statehasgrown. 4.Thewealthandprosperityofnationdependonthe effectiveutilizationofitshumanandmaterialresources throughindustrialization.Theuseofhumanmaterialfor industrializationdemandsitseducationinscienceand trainingintechnicalskills. 5.Scienceandtechnologycanmakeupfordeficienciesin raw materials byproviding substitutes,or,indeed,by providingskillswhichcanbeexportedinreturnforraw
- 7. 7 7 materials. 6.Sciencehasdevelopedatanever-increasingpacesince thebeginningofthecentury,sothatthegapbetweenthe advancedandbackwardcountrieshaswidenedmoreand more.Itisonlybyadoptingthemostvigorousmeasures and by putting forward our utmosteffortinto the developmentofsciencethatwecanbridgethegap. 7.TheGovernmentofIndiahaveaccordinglydecidedthat theaimsoftheirscientificpolicywillbe- 1.tofoster,promote,andsustain,byallappropriatemeans, thecultivationofscience,andscientificresearchinallits aspectspure,applied,andeducational; 2.toensureanadequatesupply,withinthecountry,of researchscientistsofthehighestquality,andtorecognize theirworkasanimportantcomponentofthestrengthof thenation; 3.to encourage,and initiate,with allpossible speed, programmesforthetrainingofscientificandtechnical personnel, 4.toensurethatthecreativetalentofmenandwomenis encouragedandfindsfullscopeinscientificactivity; 5.toencourageindividualinitiativefortheacquisitionand disseminationofknowledge,andforthediscoveryofnew knowledge,inanatmosphereofacademicfreedom;andin general,tosecureforthepeopleofthecountryallthe
- 8. 8 8 benefits that can accrue from the acquisition and applicationofscientificknowledge. Indianparliamentaryandscientificcommitteewassetup in 1961 underthe chairmanship ofShri.LalBahadur Shastri.ThecommitteetookupthestudyofâScience educationinschoolâ,withaview tofindouttherelation betweenpoliciesanddecisionofthecentreandthestates, andthecoursesofferedintheschools. Nationalcouncilofeducationalresearch and training (NCERT)(1961)hasaseparatedepartmentofscience educationwhichcarriesthefollowingfunction The Department of Education in Science and Mathematics (DESM) is a think-tank for Science, MathematicsandEnvironmentalEducationattheschool stage and is responsible forcarrying outresearch, development,training,evaluationandextensionactivities intheseareas.TheDepartmentconductsexperiments withteaching-learningstrategiesinvolvingnew methods andtechnologies,anddevelopsinstructionalmaterialas wellasmaterialfortraining ofteachersand teacher- educatorsinScienceandMathematicsfortheSchool Community.The DESM faculty comprises experts in Physics, Chemistry, Biology, Mathematics and EnvironmentalEducation.The departmentundertakes curriculum developmentinScienceandMathematicsfor allschoolstagesstartingfrom theupperprimarytothe
- 9. 9 9 highersecondarystage.Theelementsofenvironmental educationandotheraspectsrelevanttoschooleducation areinterwoventhroughouttheentireschoolcurriculum. AnothersignificantareaoftheDepartementâsworkis disseminationofinformationinScience,Mathematicsand Environmental Education through the Instructional Materials Centre ofthis Departmentand through the organization ofvarious activities such as Seminars, ScienceExhibitions,ScienceParkandpublicationofthe journalâschoolscienceâ InordertostrengthenScienceandMathematicseducation inschools,othermajoractivitiesoftheDESM include teacher orientation programmes, development and disseminationofpopularsciencematerialsandinnovative laboratorypracticesbesidesorganizationofout-of-school activitiesinScienceandMathematics.TheDepartment alsoorganizestheJawaharlalNehruNationalExhibition forScienceand EnvironmentalEducation forChildren, whichisanannualeventthatmarkstheculminationofa seriesofscienceexhibitions,organizedatdistrict,zonal and state levels.The DESM also provides academic guidanceandfinancialsupportforStateLevelExhibitions. UNESCOplanningmission(1963)theUSSRexperts of the UNESCO planning mission visited Indian on technical assistance projects. Three reports were preparedbythem.Thesereportsgavethetotalpictureof
- 10. 10 10 positionofscienceandmathematicseducationinIndia andsuggestedwaystoimproveit. Indian education commission (1964-66) recommended compulsoryscience as partofgeneral educationandstressedthatmethodsofteachingscience shouldbemodernizedandthatscienceteachingshould belinkedwithagricultureandtechnology. Nationalpolicyoneducation(1986)hasgivenmuch stressonscienceeducationandhasrecommendedthat science education should be designed to enable the learnertoacquireproblem solvinganddecisionmaking skillsaswellastheabilitytocorrelatesciencewithhealth, agriculture,industryandotheraspectsofdailylife.Ithas also been stressed thatconcerted effortbe make to extendscienceeducationtoallthosewhohadtoremain outsidethepaleofformaleducation. Navodayavidyalays-wereconceivedin1986byRajiv Gandhi.Theschemeaimsatsettingupwellequippedwell staffedschoolsinruralareas,almostoneineverydistrict toprovidebetterqualityscienceeducationtothetalented children. Universitygrants commission -The UniversityGrants Commission(UGC)ofIndiaisastatutoryorganizationset upbyUniongovernmentin1956,forthecoordination, determinationandmaintenanceofstandardsofuniversity education.
- 11. 11 11 Interuniversitycenters- Oneofthemostinnovative stepstakenbytheUGCforpromotingexcellencewasthe settingupofinteruniversitycenterswithmostmodern experimentalfacilitiesorprovidingnationalfacilitiessuch asacceleratorsand nuclearreactorsto studentsand teachersfrom variousuniversities.Instituteoftechnology -Instituteoftechnologyisadesignationemployedina wide range oflearning institutions awarding different typesofdegreesandoperatingoftenatvariablelevelsof theeducationalsystem.Itmaybeaninstitutionofhigher education and advanced engineering and scientific researchorprofessionalvocationaleducation,specializing inscience,engineering,andtechnologyordifferentsorts oftechnicalsubjects.Itmayalsorefertoasecondary educationschoolfocusedinvocationaltraining.Thereare 16autonomousIndianInstitutesofTechnologyinaddition to 30 NationalInstitutes of Technology which are GovernmentInstitutions.Inadditiontothesethereare many otherUniversities which offerhighertechnical courses.TheAuthorityovertechnicaleducationinIndiais theAICTE. REFERENCE 1.www.varsitytutors 2.www.encyclopedia.com 3.www.link.springer.com
- 13. 13 13 a)Universitycommission b)Britishguardianshipprogramme c)BAAS d)AEGIS 3.Who take the majorinfluence in the teaching of physicalscience? a)ThomasHenry b)WilliamSharp c)JohnTyndall d)JohsSharp 4.In which yearwas made compulsory to include science as an independentsubjectin the school curriculum? a)1954 b)1956 c)1958 d)1959 5.InwhichyearUSSRexpertsoftheUNESCOplanning missionvisitedinIndia? a)1964 b)1960
- 14. 14 14 c)1961 d)1963 6.Inwhich yearsIndianEducationCommissionwas setup? a)1964 b)1965 c)1963 d)1959 7.Who was the firstchairman ofIndian Education commission? a)Dr.Kothari b)Dr.Immran c)Ashokkumar d)Chandrashekar 8.InwhichyearIsharbhaipatelcommitteeestablished? a)1978 b)1977 c)1968 d)1975 9.Who was the firstchairman ofIsharbhaipatel committee?
- 16. 16 16