The Nuffield science teaching projects were initiated in the UK in 1962 to develop new teaching materials for biology, chemistry, and physics for students aged 11-16. The projects aimed to make science more accessible and applicable, encourage curiosity, and emphasize experimentation over memorization. The materials developed included textbooks, teachers' guides, films, and objective-based tests. Courses were organized around four themes and examined students using various question types beyond simple factual recall. Projects were also created for Nuffield physics, chemistry, and biology at different education levels. The goals were to present science as a logical whole and build courses around fundamental concepts.

1. ONLINE ASSIGNMENT

2. THEORETICAL BASE OF
PHYSICAL SCIENCE
EDUCATION II

3. TOPIC:
Nuffield science teaching project
Submitted To, Submitted By,
Smitha mis Neethu G
Lecturer in physical science physical science ,Bed student
Reg No:18214340013
F M T C Mylapoor
Submitted on:4 -8 -2015

4. INDEX
 Nuffield physics
project
9
 Nuffield Chemistry
project
10
 Nuffield Biology
project
10
3 Conclusion 11
4 Reference 12
SI NO: CONTENTS PAGE NO:
1 Introduction 4
2 Contents: 5-10
 Nuffeild Science
Teaching
5
 Objectives of
Nuffield Science
Teaching
6
 Study Materials 7
 Courses Based On
Four Themes
8

5. INTRODUCTION
Scientific revolution had its
impact in all parts of the world especially in the
USA and Europe. The national science foundation
was founded in 1950 in USA with a view to develop
a national policy for the promotion of basic
research and science education. The launching of
sputnik by the Russians alerted the American
nation about the deficiencies in their science
education at all phase of education .Their effort
gathered momentum and ultimately resulted in
major curricular reforms.Nearly a dozen curriculum
projects were intiated in the 60’s. A commission on
science education was established by the American
Association For Advance Of Science to explore new
approaches for teaching science.
Nuffield science teaching
project were intiated in UK early in 1962. The
orginal Nuffield science programme was concerned
with the production of new materials for physics
and chemistry at the students of age group 11-16.

6. CONTENTS
1.Nuffield Science Teaching
The Nuffield foundation is one
of the UK’s best known charitable trust
established in 1943 by William Morris (lord
Nuffield) the founder of morris motors .
The original Nuffield Science
Programme was concerned with the
production of new materials for biology,
chemistry and physics at the O-Level for
students of age group 11-16.The programme
was then extended to the teaching of science
in other levels.
THE FOLLOWING ARE THE NUFFIELD SCIENCE
TEACHING PROJECTS
1.Nuffield O-level Physics , Chemistry and
Biology : For average and above average
(age 11-16).
2.Nuffeild Secondary Science: For below
average (age 13-16).

7. 3.Nuffield Combined Science : For all (age 11-
13).
4.Nuffield Junior Science : for all (age7-11).
5.Nuffield A level Physics, Chemistry and
Biology.
2. Objectives of Nuffield Science
Projects
1.To make science intelligible and accessible to
pupils of all kinds in school of all kinds.
2.To make science a more useful tool, both
intellectually and practically.
3.To develop material that will help teachers
to present science in a lively and exciting
manner.
4.To develop and encourage an attitude of
curiosity and inquiry.
5.To develop a programme which is relevant to
the world outside the classroom.

8. 6.To develop a critical approach to the subject
with an emphasis on experimentation and
enquiry rather than on the mere assimilation
of facts.
7.The aim is not only to produce a new
syllabus, but a new approach to teaching.
3. Study Materials
The Nuffield Programme Provides
Reading materials in the forms of books :
The texts are intended to provide a clear
indication of the overall structure of the
course, how subject matter can be
approached in an investigatory manner,
how laboratory experiments can be
related to the books and films . However
no separate laboratory manuals have
been provided.
Teacher’s Guide: As the stressis on
discovery learning.the teacher is given a
lot of flexibility in carrying out
experiments given in the text.

9. Films a) dealing with process.
b) illustrating experiments.
c) showing the sequence of a technique.
Test made of objective based items.
4. Courses Based On Four Themes
1.The living community.
2.The maintenance of the individual
organism.
3.The organisms in relation to the
environment.
4.The developing organism.
The project lays emphasis on
experimentation and critical evaluation
of evidence. Learning is based on
laboratory works.Uses of variety of
teaching methods were also provided in
the course.
Examination system is also
noteworthy. The long questions in the

10. traditional questions are replaced by
short questions. Various types of
questions included to replace simple
knowledge based question.
THE SIX CATEGORY OF QUESTIONS INCLUDED
ARE
1.Simple recall type
2.Association recall type
3.Experimental type
4.Experimental design type
5.Deductive type
6.Continuous type
 Nuffield Physics Project
Donald McGill of the Scotish
Education Department was the
organizer of physics project. Students
are made to see physics as a
consistent and logical whole,as a
fabric of knowledge in which
something learnt in one place proves

11. useful somewhere else and a later
discovery throws light back on earlier
work.
 Nuffield Chemistry Project
It was established in England in
1961.The project organizer was
H.F.Halliwell. This project was intended for
children of average and above average
ability in the 11-16 age group.Most of the
students would not continue to study
science after the age of 16.
 Nuffield Biology Project
The essence of the Nuffield course in
biology is “science for all”.The course has
been built around a number of fundamental
themes.Such issues as the relationship of
structure and function ,adaptation ,
interaction of organisms and environment
in different contexts through out the 5 year
period.

12. CONCLUSION
Curriculum is a very important
factor in education. It changes according to
the situations and the circumstance of a
country. The curriculum of education is
decided in accordance with the policy of the
nation.Curriculm generally denotes all those
tasks that are performed by students.

14. REFERANCE
 Dr. Mathew, T.K. and Dr. Mollykutty, T.M
(2013),Science education: Theoratical Bases
Of Teaching and Pedagogic Analysis.
 http://www.wikipedia,org.
 Dr.Sivarajan, K (2005) ,Science Education :
Methodology of teaching and Pedagogic
Analysis.
Corrected
Smitha I G
Asst. Prof. Physical Science