The document discusses incorporating global perspectives into science teaching. It advocates for an approach that promotes equity, social justice, and sustainability locally and globally. This involves challenging negative assumptions, promoting positive attitudes about diversity, and developing an awareness that the world is interdependent and we cannot ignore global problems. Exposing students to different world views can encourage empathy and understanding. The document suggests incorporating key concepts like citizenship, social justice, and human rights. Teachers should include perspectives from different countries and connect local issues to global problems. Developing small action plans can help students connect personal, local, and global problems to bring effective change.

1. Asst. Prof. Ketan Kamble
Dnyan Ganga Education Trust’s College of Education (B.Ed.), Thane
Global Perspectives in Science Teaching by Asst.Prof. Ketan Kamble
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2.  Developmental Education is an approach to the curriculum which
promotes equity and social justice, both locally and globally and
enables pupils to develop skills, attitudes and values needed for a
sustainable future.
 It is a process of challenging negative assumption about other
countries and people.
 It promotes positive attitude about diversity and differences.
Global Perspectives in Science Teaching by Asst.Prof. Ketan Kamble
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3.  An attitude that develops a sense of shared humanity towards overall goal of
world harmony.
 It is awareness that we live in interdepent world.
 Makes us realize that we can not ignore problems faced by mankind.
 Broader and more critical view of experiences, learning and knowledge.
 Understand links between our own lives and people throughout the world.
 Science can highlight issues of global perspectives like pollution, global
warming, corona pandemic, etc.
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4.  Exposing students to different world views to encourage empathy
and mutual understanding among students.
 Develop skills and attitudes among students to bring effective change
leading to more just and peaceful world.
 Prepare students to live in interdependent world.
 Develop students ability to think critically, have interdependence of
mind to take constructive action for global problems.
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5. I) Incorporating a range of key concepts as appropriate –
1) Citizenship 2) Social justice
3) Interdependence 4) Sustainable development
5) Human rights 6) Values and perceptions
7) Diversity 8) Conflict resolution
II) Incorporating a range of perspectives from different countries-
 Feel real world problems.
 Connect local and global problems.
 Eg. Purification of Ganga (Local) by applying Nile purification
Project Model (Global).
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6. III) Include action for change-
 Small action bring change.
 Connect personal  Local  Global problems.
 Strategies for sensitization : games, stories, role-play.
IV) Developing sustainable practices-
 Incorporate sustainable practices in curriculum.
 Encourage sustainable practices in school.
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7. 1) Identify 2 or 3 key concepts.
2) Locate plug points in science curriculum.
3) Collect data (at local and global level).
4) Design participatory methods / approaches.
5) Appropriate strategies to sensitize students.
6) Decide small action plans.
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Acknowledgement : Bhupendra Shrike (Typewriting)