The document discusses modern trends in curricular movements at the national and state level for teaching natural science in India. It describes the roles of the National Council of Educational Research and Training (NCERT) and State Council of Educational Research and Training (SCERT) in advancing science education. NCERT was established in 1961 to assist central and state governments on school education matters. SCERTs were also formed in each state/territory with a similar mandate. Both organizations have contributed to reforms in science education curriculum through establishing frameworks like the National Curriculum Framework. They also conduct various teacher training programs and workshops.

1. PREPARED BY
NAYANA.S
NATURAL SCIENCE
MODERN TRENDS IN CURRICULAR MOVEMENTS IN
NATIONAL AND STATE LEVEL IN TEACHING NATURAL
SCIENCE

2. Introduction
The curriculum for science education in India has
undergone drastic changes after independence. Various
committees and commissions were appointed by the
government of India to improve the educational scenario.
Based on their recommendations and suggestions
certain organizations were established by the Central
Government. Among them National Council of
Educational Research and Training (NECRT) and State
Council of Educational Research and Training (SCERT)
made significant contributions for the advancement of
science education in Indian Schools.

3. National Council of Educational Research and
Training (NCERT)
 The National Council of Educational Research and
Training (NCERT) is an organization set up by
the Government of India, with headquarters located
in New Delhi.
 It was established in 1961.
 To assist and advise the central and state governments
on academic matters related to school education.
 Dr Hrushikesh Senapathy was official appointed as new
Director of NCERT in September 2015.

4.  The Council formed by merging seven existing
institutions of the National Government including
 the Central Institute of Education (1947),
 the Central Bureau of Textbook Research (1954),
 the Central Bureau of Educational and Vocational
Guidance (1954),
 the Directorate of Extension Programmes for
Secondary Education (1958),
 the National Institute of Basic Education (1956),
 the National Fundamental Education Centre (1956),
and
 the National Institute of Audio-Visual Education
(1959).

5. Objectives
 Implementation of National Curriculum
Framework
 Universalisation of Elementary Education (UEE)
 Vocational education
 Education of groups with special needs
 Early childhood education
 Evaluation and examination to reform IT
education
 Competitive Value education
 Education of girl child
 Production of teaching-learning experience
 Improvement in teacher education
 Improvement of thought of student

6. National Curriculum Frame work
 National Council for Education Research and
Training (NCERT) during the last many years of
its existence has come up with three National
Curriculum Frame work during the year 1986,
2000, and 2005. This document currently
provides the frame work for making syllabus, text
books and teaching practices within the school
education programmes in India.

7. Positive features of NCF 2005
 There has been a lot of advocacy on including
more and more subjects into education-
environment, peace etc.
 The current document tries to break the
information overload on the children.
 Focus is on creativity and overall development of
the child.

8. The guiding principles of NCF 2005
 Connecting knowledge life to outside school.
 Learning away from rote.
 Enriching curriculum.
 Overall development of children.
 Not text book centric.
 Reduces examination stress.
 Curriculum from the context of universalization of
elementary education.
 Taking care of the interests of the social diversity.

9. Aims of science education
 Know the facts and principles of science and its
applications, consistent with the stage of
cognitive development,
 acquire the skills and understand the methods
and processes that lead to generation and
validation of scientific knowledge,
 acquire the requisite theoretical knowledge and
practical technological skills to enter the world of
work,
 nurture the natural curiosity , aesthetic sense and
creativity to science and technology,
 imbibe the values of honesty, integrity,
cooperation, concern for life and preservation of
environment, and

10. Other features of science curriculum in NCF
2005
 Activity based teaching.
 Emphasis of creative expression of students.
 Avoid content dominated curriculum.
 School library should be adequately equipped to
meet the requirements to actively promote
reading.
 ICT in science education.

11. The State Council Educational Research and
Training (SCERT)
 SCERT The State Council of Education Research
and Training, Kerala is an autonomous body
constructed with planning implementation and
evaluation of all academic programmes from
preschool to higher secondary schools.
 SCERT, Kerala was established in 1994.
 The State Institute of Education (SIE) which
functioned as part of the department of council
Education was converted to form the SCERT to
give a new thirst and direction to school
education in the state.
 The Hon. Minister of Education is the chairman.
 The major aim of these council is to bring

12. Objectives
 To act as an agent of change in school
education, non formal education and teacher
education in the state.
 To develop state curriculum framework for school
education, review and revise syllabus scheme of
exam and evaluation , prepare question paper etc
for school education.
 To function as a controlling authority essentially in
connection with the academic aspect of
elementary teacher education.

13. Contributions of SCERT
 Learner centred approach in classroom
 Importance given to the process of learning rather
than to the product.
 Continuous and comprehensive evaluation
 Acceptance of multiple intelligence theory instead
of traditional IQ concept.
 Group activities
 Strategies such as projects, seminars, debates,
field trips, club activities and special assignments.
 Grading system of evaluation

14. Input for the new curriculum under KCF
2007
 Kerala has a long heritage of educational reforms
initiated by various social movements.
 We have been carrying out a variety of quality
initiatives under DPEP and later SSA for the last
one decade.
 We had derived much insight through our field
experience in evolving new text books and
teacher support materials in tune with the
emerging paradigm and trying out them at various
levels.
 There was NCF 2005 which proclaimed the
necessity to reform the schooling system
prevailing in the whole country.

15. Three pillars of KCF 2007
 Critical pedagogy explores the social dimension
of a constructivist, learner centered and process
oriented class room.
 Issue based curriculum which acknowledge that
the process of transforming the society and that
of constructing knowledge are complementary. it
sensitizes the learners on various social issues
and instills in them a need to react to these
issues.
 Social constructivism which categorically
conceives learning as a process of constructing
knowledge and sharing it through individual and
collaborative efforts.

16. ROLES OF SCERT AND NCERT
 Seminars: It can be arranged on various educational
problems concerning any aspects of education. A
working paper is prepared before hand and circulated
among the participants. Then it is read and discussed
in the plenary session. Seminars can be held on re-
orientation of educational objectives, curriculum
improvement, new techniques of teaching,
administration, supervision and financing etc.
 Workshop: Workshop differs from a seminar. In a
workshop, the approach is more practical. All the
participants participate actively and make a significant
contribution. Workshops can be organized on lesson
planning, curriculum construction, test construction
etc.
 Inservice training and refresher course: Purpose is
to enable the teacher to keep abreast of the latest

17.  Conferences: It can be organized on subjects of
practical interest, such as revision of school
curriculum, selection of text books, and report of
successful educational experiments.
 Study groups: Teachers of different subjects can
form study groups which may meet once a week
or fortnightly.
 School programmes: This include club meeting,
faculty meeting, study circles, exhibition in the
school, experimental projects, film shows,
demonstration lessons,etc.
 Study of professional writing: Teachers can
study various publications of NCERT, Extension
service department of colleges to acquaint with
the latest research findings.
 Miscellaneous programmes: This includes
educational tours, visits to places of educational

18. THANK YOU