UNIT 1 SCIENCE IN SCHOOL

CURRICULUM
Structure
1.1 Introduction
1.2 Objectives
1.3 Nature of Science
1 -7.1 What is Scicnce
1.3.2 Science as a Process
1 3 . 3 Science as a Product

1.4 Objectives of Teaching Science

1.4.1 GoalsIAims for Science Teaching
I .4.2 Bloom's Taxonomy of Educational Objectives
1.4.3 In<tructionaUGeneralObjectives for Science Teaching
1.5 Scicnce Curriculum
1.5.1 Principles of Curriculum Const~uciion
1.5.2 Science Education in India
1.6 Let Us Sun1 Up
1.7 Unit-end Exercises
1.3 Answers to Check Your Progress
1.9 Suggested Readings

1.1 INTRODUCTION
Science is the word for modern age. This word is an inseparable part of modern life. What is
science? What is so special about it? Why do we teach science to our school children? What do we
teach then1 in the name of science? These are the basic questions to which a science teacher must
know the answers.
You have decided to become a science teacher, so you should know all about science. This unit
will help you understand the nature of science, the purpose of teaching science and objectives of
teaching science for the cognitive, affective and psychonlotor development of human abilities.
You will also learn about the science curriculum and its place in school education. This unit also
provides for the. recording of your own observations and experiences as you move along with the
unjt. Towards the end of each part some assignrncnts have been framed for you to recapitulate
what you have learned. The summary of each part is given at the end of each part. At the end some
references are suggested for your further consultation.

1.2 OBJECTIVES
After going through this unit you should be able to:
describe the nature of science in your own words,
identify the. conlponents of science,
describe various processes of science,
establish a relationship between the type of knowledge acquired and the process used for
acquiring il.
idcntif'y the coinponents of scientific attitude,
classify objectives in cognitive, affective and psychomotor domain,
write down the objectives in behavioural terms,
lnstructional Planning and
Ev:~laatinnin Science
descdibe various principles of curricululll construction,
exanline d i f h e n t approaches for curriculum development,
justify the place of science in school curriculum, and
describe the salient features of the school curriculum.

1.3 NATURE OF SCIENCE

1.3.1 What is Science
We will not give you any standard definition of science as given by scholars nor the definition
given by scientists. Instead we will help you to define science in your own words as you develop
an understanding of science.
Human beings are curious hy nature. They have a highly developed mind because of which they
can observepreciscly, correlate observations and predict future happenings on the basis of thdr
observations. This ahility has helped human beings to adjust to nature. They explore, interpret
and change the physical world according to their own need and requirement. The process of j
observillg, describing, exploring and using the physical world is nothing hut science.
Suppose Anil says "All insects have three pairs of limbs." If this statement is Anil's own observation
then we will say that Anil is learning science. I

What q e the sequences after which Anil has given this statement?
Anil saw an ant moving on a wall and while observing its movement his attention was diverted to
its legs. On another occasioll he saw an housetly and his attention was drawn on its legs. Anil was
amazed to note that it also had the same number of legs as an ant had. In this way Anil's instances
of observing insects goes on increasing and he gave the conclusion that 'all insects have 3 pair of
limbs.'

The fid.st observation could he chance observation but once he realised the similarities his further
observations becaille more intentional or selected some element of curiosity was involved in
Anil's second observation onward. During the intentional observations Anil might have observed
other creatures also wh~chhe kept in other categories. He could have retained his attention only'
on inspcts and that too on the part of body responsible for locomotion. Anil is learning science.
Anil has not given the statement on the basis of only one observation Learning of science is a
lengthy and continuous process. Let us see what is this process.

1.3.2_ Science as a Process

Procass and processing are the words we often use in our day-to-day conversations. In teaching
profegsion alone, the word, 'Process' is extensively used, such as, admission process, teaching
process, learning process, process of socialization, examination process, and evaluation process
etc.
Process inay involve the following activities :
iteps to accomplish a task
ways of doing work
planning various stage of an activity, and
establishing systematic steps for gathering and relaining information.
In science, the way of gathering information, thinking, measuring, solvillg a problem or in other
worgs the ways of learning science are called the 'processes of science'.
Let ;us reconsider Anil's observation leading to his statement 'All insects have three pairs of
limbs'. First of all, Anil :
' hecanle aware of various insects in and around his house
saw some ants carrying sugar cubes
was curious about their activity.
 Then, he: Science in ~choolCurricuIun~

by chance observes the limhs/legs and count them

intentionally observes housefly, mosquito and other small insects in and outside home
observes common characteristics of insects especially limbs
draws inferences, and
makes a statement.
Rasic Processes or Basic Processing Skills
Anil has employed two basic skills here : -
1. Observation and
2. Inferences.
To apply processes, certain skills are required. These skills are called processing skills. These are
as follows.
1
(i) Observation: You must beclear by now that observation is notjust 'seeing' or 'looking at', or
'glancing' or 'viewing'. During the time we are awake, we 'see' or 'look at' various objects and
phenomenon around us. The regularity in viewing these phenomena or objects catches our attention
* a111 becomes observation.
We see birds flying, raining, cloth drying, water boiling or different varieties of plants, flowers,
animals etc. The foremost process skill is observation. It is through observation only that we
know our environment, physical as well as social. We observe natural phenomena, objects, plants,
animals and human beings and learn about their nature and hehaviour.
What do you do when you first observe a thing? You look for its characteristics and on the basis
of these characteristics you classify it into a particular category.
(ii) Classification: During classification, you may group distinct objects in one group on the
basis of similarities which the objects share e.g. text books, reference books, novels, story books
etc. are grouped together under the category or class of books. Similarly, are the class of Insects,
Flowers, Acids, Carnivorous or Intelligent People etc.
(iii) Communication: For representing a class of objects we need some name, label, sign or symbol
etc. These labels and signs communicate the information about the class members. Communication
is an important skill in transmitting and testing the knowledge.
For recording and communicating the information, especially in science we also need theskill of
Measurement.
(ii ) Measurement: Measurement is used,for recording precise and accurate observations. For
example 'rise in temperature, change in dimensions, change in duration etc. For recording such
observation various scales and instruments could be used. Selection of the instrunlents depend
upon the degree of precision or exactness required in the measurement.
(v) estimations: Sometimes we do not require such accuracy there we can use Estimations e.g.
half a class of water or one fourth of a piece of bread, a bunch of flowers etc.
On the basis of the acquisition of the aforementioned skills one can peip into the future. While
planning activities skill of prediction is required.
(vi) Prediction: When you observe dark clouds in the sky, what do you say ahout the weather? If
you have to go out you may have to take an umbrella. Why? Because you have predicted, the
weather. Prediction is the skill which helps us to know the behaviour of any particular object or
phenomenon before it happens. All our planning depends upon prediction. Prediction about eclipses,
crops, weather, hehaviour of substances of human beings are some instances.
If you are able to predict various phenomena on the basis of your experience and observations,
you can also explain it. To explain the phenomenon you should be able to relate various facts
properly. This ability of establishing relationship between various phenomena or facts is the ability
of Generalization.
INFERENCES
Tlle abilities of Prediction, Explanation and Generalization together forrn the process of making 9
Instructir~~~d Pla~ningnncl Inferepces.
Ev:rlrraiion in Science
The qpality of knowledgc acquired by an individual depends upon the quality of basic skills
appliid. Sharp observation will lead to sound and accurate knowledge.
As the mind grows with age, the complexities of theprocesses also increase. Several skills functions
togeder and help the child to interact and adjust in his physical and social environment. Integration
or skills help an individual to answer Why, When and How type of questions. Many skills are
requined to solve a problem and to carry on an experiment.
11zte~iatedSkills
Various skills that are required to carry on an experiment success~ullyor to solve a problem are
known as integrated Skills.
When an individual is c,onfronted with a problem, then he looks for the nature of the problem and
its relationship with the whole system. Suppose you want to dissolve some solid substance into a
givenamount of liquid to nlake a solution, and you wonder as to how much solid could be dissolved
in the liquid. Now the process of making the solution depends upon the nature of the solute,.
naturt of the solvent and the temperature. These are the variables of the system. Here system can ,
be designated as the 'solulioa'. We shall discuss the skills required in the following pages.
1'
(.I b
I entifying and Controlling Variables: In science we study the effect of one variable over the
other.For example if you want to study the effect of 'Praise' on the 'achievement' of your students.. t

The first variable i.e. 'Praise' will be called the Independent Variable and the effect of this variable;
on other variable i.e. "Achievement" which is called the Dependent Variable will be seen. There:
are oqher factors also which might effect the achievement but you are not studying their effect on
the achievement such as age of the students, intelligence, physical comforts, fatigue etc. These;
variables have to be controlled or kept constant.
(ii) befining Operationally: Whatever information individuals acquire through experiments:,
obseivations or experiences, they use it to describe in meaningful statementis the phenomenon,,
objedt or event etc. For example "The solubility of a substance in a given solution increases with
the- increasein temperature of the solution."
(iii.) $arming Hypothesis: We have already discussed the meaning and importance of prediction.
Statements of predictions are also called the Hypotheses. It denotes the conditions in which future
happbnings are expected. As these statements mention the conditions for prediction, they are saicl
to bd more formal and controlled scientifically. Hypo+esis makes a guess about the expectecl
outcome of an experiment.
(iv) $xperimenting: Experiments are conducted to test hypothesis. Designing and conducting an
experiment requires the use of many skills. During the testing of a hypothesis we study the effect
of independent variable on the dependent variable keeping other variables under control.
(v) Tabulation or Graphing: During the experiment the investigator collects information in an
orgamised way. The information can be represented clearly in the form of tables or graphs.
(vi) Interpreting Data: The information received or the knowledge gained through the study of
data help the investigator to test the hypothesis or form conclusions. You can study the table and i

conc)ude that amount of solute dissolved in one litre of solution increases with rise in temperature
or thie volulne of a gas decreases with rise in pressure.
(vii)lnvestigating: In order to solve a problem pupils are required to observe, collect and analyse
the data in order to forill nleaningful conclusions. All the above mentioned processes help the
learner to discover nleaningful information and fordtake decisions.
The kystematic and organised use of the above mentioned process skills help people understand
and ;Bd.just to their physical and social environment. It is through these processes that they learn to
unfdld the mysteries of nature which in turn help them to use nature according to their own needs
and kequirements. According to Dr. D.S. Kothari - 'to learn science is to do science, there is no
oth& way of learning science.' Science is a systematic process of learning.

1.3.3 Science as a Product

Whatever inforillation or ideas we acquire through various processes of science form the body of
knowledge we have and are referred as 'PRODUCTS' of science. Solution to every problem
 leads to the discovery of a new problem and the cycle goes on and the result is the accumulation Sd-c in Wool Curriculum
of knowledge.
The basic components of knowledge are Facts, Concepts, Principles and Theories.
Facts
Facts are specific verifiable, pieces of information obtained through observations and measurement.
They are verifiable with reference to time and place, e.g. "15 students attended the class on 7th
July'86 at 10.30 a.m." Some facts do not require the time and place to be mentioned e.g. 'iron is
a greyish hard metal.' Some facts are specific like 'water boils at 100°C at 760 mm. of pressure.'
Water is a liquid, solids have definite shape and volume, birds fly etc. are facts.
Concepts
Concepts are abstract ideas that are generalised from facts or specific relevant experiences. Concepts
are single ideas represented by single words e.g. Chair, book, acids, flower, honesty, democracy,
student etc. According to Bruner every concept has 5 (Five) elements viz. name, example (positive
and negative); attributes (characteristics), attribute value, and rule (definition).
4 PIinciples
Principles are more complex ideas based on several complex concepts. They are the rules on
which the activities or behaviour of things depend. e.g. Pauli's exclusion principles, Aufbau's
principlelrule, Hund's rule etc.
Theory
Broadly related principles that provide an explanation for phenomena are known as Theories or
Laws. These are used to explain, predict and relate various facts and phenomena. Theories
confirmed by various scientific experimentationsby scientists over a period of time becomeLaws.
The relationship between various components of the Product is shown in the following diagram.
LAW

'T-
THEORY

PRINCIPLES

'T-
CONCEPTS
7'
FACTS
Instructinnal Manning and 2. a) Logically sequence the Rasic Process Skills.
Evaluwticm in Science
h) Justify thc scqucncc.

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3. $Ute in your ow11 words what do yonunderstand by Fact, Concept, principle and Theory.
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1,4 OBJECTIVES OF TEACHING SCIENCE

Education is a process of hringing about changes in an individual in a desired direction. It is a
process of helping a child to develop his potentialities to the maximum and to bring out the best
from $ithin the child. To bring about these changes we teach them various subjects at different
levels of school. Science as il subject is included in the school curriculum from the very beginning.
Before taking any decision about teaching science we should pose certain questions to ourselves,
such as, why do we teach them science? What are the goals and objectives of teaching science?
What changes does science teaching bring about in the behaviour of the students?
Reforer answering these questions let us first define goals and objectives.
A goal is the ultimate target in life which an individual tries to achieve. Goals are basically long
term objectives which require a long period bf time to be achieved. For example, development of
scientific attitude, to become a responsible citizen etc. Objectives are short term targets which are
specific and could he achieved in a single day or single hour. For example, acquiring knowledge
about some specific things within a prespecified time limit, would come under the purview of
objectives.
Students are potential human resources required to be developed into educated, sound, skilled
and edficient cifizens who will fulfil the aims of social, economical, political and technological
devel~pmentof the society.
The aim of education is to provide opportunities for personal all-round development of individuals,
to equip them with upto date and sound knowledge of science and technology and make them
capabbe of using science and technol~gyfor the betterment of human society.

1 . 4 GoalsIAims for Science Teaching

Considering the individual teacher and hisher own reason for teaching science it would become
iinpo$sihle for any educational system to provide facilities for each teacher to achieve hisher
goals, Therefore, goals are decided at the national level.
 Various commissions and committees on education set up by Government of India after scienceinschool Curriculum
Independence emphasized the teaching of science from the primary level.
All of them emphasized the teaching of science for:
the development of process skills like observation, classification, measurement,
comn~unicationetc.
acquisition and understanding of knowledge, development of problem solving skill, skill of
investigation, ability to think logically and to draw conclusions on the basis of experiments.
development of ability to reach generalizations and to apply them for solving every day
I problems.
i
1 development of understanding of inter-relationships of science and society.

1 to foster creativity in people, enabling them to carry out innovations in sciknce.

National Science Foundation, Washington also set the following goals for science and mathematics
teaching under its 'Project-2061' during 1988-89.
GOALS FOR SCIENCE INSTRUCTION UNDER 'PROJECT-2061' (NSF,
I
WASHINGTON)
b
Goal-1: Science must enhance each learner's Personal Deve!opment
This could be achieved when children will :
understand and use new ideas and scientific information to improve their lives.
t
develop skills to support scientific inquiry.
develop problem solving skills needed to respond to a changing society and environment.
I
/ develop a positive attitude towards science that will encourage continued interest and learning.

/I Gevelop the attitude and skills they need to become responsible consumers.
This goal focuses on ways to enhance students' personality, their curiosity, honesty, self confidence,
ability to make decisions, examine values, reason logically and practice the ethics of science.
Goal-11: Learner must understand the inter-relationship of Science, Technology and Society
Under this goal the learners will be able to
understand the interaction of science, technology and society.
recognize that solution to one problem can create new problems and that decision must consider
the possible consequences for other community members.
recognize that data may be interpreted differently by different people depending on their
values and experiences.
recognize how the advancement of science and technology has changed the lives of people in
local, national and global conununities.
possess a sense of custodianship (collective responsibility for the environment over a period
of time) as the need for conservation increases.
GOAL-111: Science must develop each learner's Acadernic and Procc?ssSkills
Science instruction should help the learners to:
develop a knowledge and understanding of scientific principles and concepts.
develop attitude, values, ethics of science to use as a b a i s for science related decisions.
learn to thinkcritically, creatively and rationally so that they can solveprohlems and promote
lifelong learning.
develop process skills so that they can think scientifically.
develop psychomotor skills so that they can properly manipulatelhandle equipment and
instruments.
This goal colicentrates on what children need to become scientifically literate. The c~uriculum
IIILIS~include the knowledge, concepts, principles, and ideas of science, as well as the attithdes,
Instructiond Planning and values and ethics of science, and critical thinking and problem solving skills.
Evaluation in Science
GOAL-ZV: Science must help to expand each learner$ career awareness
This goal focuses on learner's ability to :
realize that science and technology are relevant to all fields of employment.
develop an awareness of occupational and professional opportunities in science for womein,
minorities and handicapped.
develop an awareness of science requirements for occupations and professions.
recognize that scientists and technicians possess a full range of personal characteristics an~d
should not be stereotyped.
develop effective and positive work habits related to science.
' become infortned about the contribution scientists make to society.
The$e goals of education are intended to be achieved by the time pupils leave the school and enttx
the society as responsible and efficient citizens. During the school years they are in the process of
developing the personal, social and intellectual aspects of the personality. However, it is necessary
to see that the development is taking place in the right direction. I11 order LU monitor the process of
development, short term objectives of teaching have been framed by educationists in all societiers
keeping in view the requirements and nature of individuals as well as that of the discipline, towardls
progressive development.
The most important and widely accepted contribution in this direction is that of Bloom and his
associates.

1.4.2 Bloom's Taxonomy of Educational Objectives

Bloom and his associates developed a taxonomic model of educational objectives. They adopted
a division corresponding to three primary aspects of pupil's growth viz. cognitive, affective anh
psy+omotor. Within each domain they arra~gedthe objectives in logical and psychological order
i.e. tpe sequence of the development of mental abilities has been maintained.
Cogritive Domain
The cognitive domain representrthe intellectual component of mental life. It is the most important
aspect with respect to education. You will appreciate the sequence in whichthese mental abilities
are classified under this domain. These are as follows:
- Knowledge - comprehension - application- analysis - synthesis and - evaluation
Knowledge
Memory or remembering is the lowest level of intellectual structure model. Knowledge involves
the recall or recognition of specifics, universal, pattern, structure etc. For example, recalling the
names of animals, recognising them as herbivorous or carnivorous, recalling their food habilt,
type of food they eat and type of teeth or alimentary canal they have.
Conlprehension
Conlprehension is considered at a higher level than knowledge but is also the lowest level of
understanding. An individual is expected go beyond the level of recall and recognition. Pupils
should be able to understand the meaning of the concepts, because facts and concepts describe a
process. For exanlple, relating the type of food with the structure of teeth or alimentary canal of
herbivorous or carnivorous animals or describing the process of 'raining' by relating the concept
of 'ekaporation' arid 'condensation.'
Application
While applying, an individual is expected to use his knowledge and understanding of the fact!;,
conoepts, principles, ideas, or procedure in a particular situation or for solving any particular/
specific prohlelll e.g. selec~ingthe food for their pets.
Analysis
It is the next higher level of cogilitive ability. Here an individual is required to analyse a meaningful
statement into its various components. Pupils should he able to identify the concepts and their
inter-relationship in the statement. Analysis will lead to establish tl~erelatio~iship
between various Science in Schnnl Curriculum
statemeilts in a nleaningful communication.
Snychesis
It is a complex ability at a higher level of cognition. It involves the ahility of an individual to p ~ l t
together the elemeilts or parts in a way that a new pattern emerges out. It is an ability to give new
shape or structure to statements or procedures. It has an inherent element of creativity.
Evaluation
7I1e highest level of cognitive structure is the ability to evaluate or judge. It is also the most
complex ahility which involves all the other abilities. It enables a person to judge a material,
product or process against a standard and to establish the worth of it.
All these abilities in the cognitive domain are in a logical order. Application of knowledge is not
possihle until an individual has a sound understanding ahout the inaterial and the process to be
uscd. Also, for developing this understanding, knowledge is the prerequisite.
Affective Domain
There is another important aspect of human nature which ~ilcludesthe interests, likes and dislikes,
feelings, behavio~uand attitude etc. Psychologists have Uied to identify and arrange three qualities
in a gradual manner like cognitive abilities. Thcse qualities art classified under the category of
Affective Domain. These are the behavioural abilities which lead towards the formation of attitude,
the complex and ultimate bchaviow nornl. These are as follows.
Receiving
The lowest level under the affective domain towards the development of attitude is Receiving, i.e.
the ability of an individual to receive information. Attention of an individual is an indication that
hclshc is ready to receive information. Awareness of the sources of information and willingness
te receive the information are the sub-levels of this category.
Eg. Awareness of Science CentrelInfornlation Centre LibraryIVideo lib. etc. in the neighbourhood.
Responding
Regularity in attention and motivation leads to Responding. This ability isrepresented by interests.
Interest is a tendency to respond to a particular objectlsituation.
Eg. Visits resource centres collectinglreading materialslobtaining membership of centres.
Valuing
The next level towards behaviour formation is achieved when an individual is able to internalise
the sense of' worth and identification with it. Iiidividuals set guidelines for controlling their own
behaviour. Acceptance of a value, preference for a value and finally the comillitment to a value
are steps towards character building.
Take decision about the activities of the groups analysing and assessing the issue.

All individual's behaviour or attitude is not ordinarily motivated by a single or isolated value. A
system of values form the complex behaviour, represented by general behavio~u,a code of conduct.
There should be an organisation of values for a balanced conduct.
Decision about conduct in real life situations forming opinions about m+]or issues in reality.
Characlerization

-
It is the highest level in the character huilding or attitude fornlation of an individual. The values
are imbibed and the individual has a consistent philosophy of life.
b a ~ for
s leads to
Set attitude character building Personality development
Whatever function an individual performs is aresult of neuro-muscular coordination. As the level
of coordination goes up, the action becomes more rapid. spcedy and automatic. The actioil abilities
are classi fied under PSYCHOMOTOR DOMAIN. Five categories have been identified under
this domain.
~mtrcre(i~nda- a d Imitatim
Evuhdon in .Science
It is the lowest level of psycho-muscular activity. It starts as impulse and may p o w into an overt
act with the capacity to repeat the performance. Though this ability is found in early childhood
years ofindividuals it is also carried over, to some extent, in the later years. This is also the first
essential skill for training the students for practical and experimental exercises. They learn the
skills firat by observing others (teachers) performing them.
Manipulation
It is the nExt higher level of motor coordination. It involves selecting a certain action in preference
to others: following directions and acting accordingly. Selection is important in manipulation.
Precision
Practice or repetition of performance will result in decreasing the faults in performance. Precision
is related,with speed and refinement giving the learner the ability to control hidher action in
response Lo the requirement.
Articulation
On attaining the ability of articulation, individuals will be able to handle many actions in unison.
This ability involves the coordination in action.
Naturalization
Perfection in performance or in any action is the final level in psychomotor domain. On attaining
perfection gn individual requires minimum time for completing a perfect task. His actions become
mechanical and without any conscious thinking or planning.
For teachingnearning science, these abilities are very essential and need to be developed from
primary stage. One can learn science only by doing it. Experimentation and measurement are the
basic skills for learning science. Precision is required in measurement and observation, articulation
and naturalisation are required in planning, designing and performing experiments.
Behavioural Objectives
You may reallze that the description of these objectives in aforementioned three major domains
does not indicate any way in which learning of the pupils could be measured. In order to measure
the learnlng wtcomes, it is necessary to write them in such a way that they describe the change in
the behaviour of learner. The objectives written in such form are known as Behavioural objectives.
All the general objectives have behavioural specifications. There are various action words or
verbs to destr~bethe behaviour of learner which help the teacher and the evaluator to decide
whether learping has taken place or not.
It is not custqmary to describe the educational objectives for all subjects in all the three domains.
Depending upon the nature of discipline the objectives are derived from the cognitive, affective
and psychomotor domain.

1.4.3 Instkuctional/GeneraI Objectives for Science Teaching

The specific objectivesunder cognitive, affective and psychomotor domain are clubbed into three,
two and onerespectively for the purpose of formulating general instructional objectives for science
teaching. TheSe are as follows.
1. Knowledge
2. Understanding and
3. Application are from the cognitive domain,
4. Interest and
5. Attitude are from the affective domain and
6. Sk~llsare Prom the psychomotor domain.
By now you are familiar with these terms. Let us now discuss these objectives as they areused for
instnlction p ~ ~ d o along
s e with expected change in behaviour of learners.
Knowledge
16 Knowledge as you know is the lowest level of cogilitive ability. Therefore, the first objective of
teaching science is related to acquisition of knowledge by the students. It states: Sdenn in Schd Curr*ulun~

"Students will acquire the knowledge of facts, concepts, principles, processes and techniques
etc."
The behaviour specification to demonstratethe achievement of this objective is that pupil will be
able to :
recall terms, facts, concepts, principles and processes etc.
recognise facts, terms, concepts, principles and processes etc.
You know that words like 'recall' and 'recognise' are the action words which represent the
behaviour of individuals. This overt behaviour can be observed and measured by teacher as well
as by an evaluator or any observer.

The second ob,jective of science teaching is related to the next higher cognitive ability i.e.
comprehension or understanding. It states :
"To develop the ability to understand facts, concepts, principles, theofies and techniques etc."
Behaviour specification of objectives are that pupils
illustrate terms, facts, concepts, principles etc. by citing examples.
express the same fact or concept in different ways by way of explanation.
locate errors in known situation and correct them.
compare and contrast between related terms and concepts.
classify objects, facts or any information.
discriminate between allied substances or concepts.
identib relationship between various facts and concepts.
extrapolate for known information.
tramlate symbolic statement into verbal statement and vice versa.
interpret data, charts, graphs etc.
detect erros in faculty statements.
verify facts.
solve numerical problems.
Application
The essence of teachinghearning, as you know, is the application of knowledge. You perform
various activities or solve many problems in your daily life. You are able to do this only because
ycu have the knowledge and understanding of the things around yourself. The third objective
aims at using knowledge in new situations. It states :
"To develop the ability to apply knowledge of concepts and principles of science in new or
ulrfamiliar situations."
Behaviour specification of the objectives are that the pupil will :
analyse situation or problem
formulate hypothesis on the basis of observations
select appropriate methods and material for testing the hypothesis
give reasons for happenings
draw inferences, conclusions and generalizations
predict results or happenings on the basis of known facts
Skills
We know that 'Science learning is science doing', therefore, for learning sciei~ce,various skills
are required for performing activities and acquiring knowledge.Also, type of knowledge acquired 17
h~stractionalWwning i~ttd by an individual depends upon the processes applied for acquiring it. The fourth objective of
Evaluation in Science teaching science states :
I
"To develop observational, experimental, manipulative and drawing skills".
To demonstrate the acquisition of skills pupil will : i
!
handle objects. material. instmments. specimens and apparatus properly
a clead apparatus and instruments carefully
obsekve and record relevant data accurately
a mea$ure weight, volume, temperature, pressure and other dimensions accurately
put articles in proper order and place
I
1
1
a draw and label neat and appropriate diagrams
make graphs and charts from given data
a improvise apparatus
a dissect neatly
a take preca~~tions

.
Interest and Appreciation for Science
Why have you studied science? It was because you liked it, you enjoyed studying it, your curious
nature got satisfied by the answers give11by science. Now you want to develop the same interest
and appreciation for science among your students. Pupils learn only when they enjoy the subject
and appfeciate the fruits of science for the development of society. So, our next objective states:
"To develop the power of appreciatio~iof the developments in science and to create interests in
learniilg science."
The behaviour specifications which will be demonstrated by the students on achieving the obiectives
are that the pupil will be able to :
a show thrill ;uld excitement while performing science experiments.
a feel satisfaction in collecting and exhibiting the materials, ob.jects, specimens and the pictures
showing developil~entof science.
a enjoy performi~~g
experi~nentsin chemistry.
read scientific literature.
a read with interest, about the achievements and sacrifices of great scientists.
a take part in scientific debates, discussions and functions.
a explain interdependence of organism and environment and of organisms themselves.
collect materials and specimens.
preserves materials. leaves: flowers, insects stones and minerals etc, properly.
visit places of scientific interest on his own.
a contribute ilrticles on topics of scientific interest.
joi~lscie~itifichobby clubs.
a improvise models and apparatus.
scientific Attitude
We aspire for the developme~itof scientific attitude ill our students. It is the ultimate aim of
science teaching. You will also agree that if we teach science properly i.e. through activities
performed under the supervisio~iof teachers or allow children to perform unsupervised activities
on their own, then s~uely.they will adopt scientific process for learning their environment. Through
guided and self learniiig. thcy will acquire the behaviour and attitude which we call as scientific
attitude.
011 acquiring scientific attilude pupils will demonstrate the following hehaviour:-
18
 They will respect the teacher. Sdence in School Curriculum

They will have a keen desire to know hows and whys of any event or phenon~enon.
They will not ignore any detail even if it is of no direct relevance of the work in hand.
1 They will record, report and interpret their observations honestly.
They will not accept or reject any thing without valid reasons.
They will suspend judgement till it is repeatedly confirmed.
\
They are unbiased in their approach to problems.
They are willing to consider new ideas and discoveries.
They will admit their mistakes unhesitatingly.
They will develop independent thinking.
0. They will show a spirit of team work, self help and self reliance.
They are prepared to face hazards in their investigation.

Notes: ,I) W:-itc your answers ill the space given !~t*low.
I>! Ci:rnpat-cyour illlswers wiih rhuse civcn a1 tlie elid of the unit.

4 i \brhnr ire the go;~lsof science teaching l'ramcd by NSF.

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laslructi~mdWw~ninga~jcl
E\ aliunlicm in Science 1.5 SCIENCE CURRICULUM
In the previous sections you have studied about the nature of science and objectives of teaching
sciencle. Now you are in a position to define 'Science' and also able to tell the reason as to 'why
we teach science?' We have set certain objectives for teaching science in order to mould the
behaviour of childre11in a desired direction. These objectives are classified under 'Cognitive',
'Affective' and 'Psychomotor' domains. They cover the intellectual, behavioural (social, moral,
personal and physical) and manipulative (skills) aspects of human development.
Now the question arises as to what should be taught to the students and what experiences should
be prdvided to them so that they can display the expected behaviour.
Whatever coiiteilt and activities weuselapply to a~hieveour objectives form the part of curriculum.
It inclhdes:
Contenttsub~ectmatter given in the text books.
Learning experiences through laboratory work.
Learning activities perforined in science clubs.
Learning experiences due to peer and community interaction outside the classroom.
Learning through pupil-pupil interaction
Learning through pupil-teacher interaction, etc.
Hence, curriculuin spells out the total experience pupils should have in schools through classroom
activities, laboratory work, playground experiences, interaction with teachers and peers, inter
school and inter class acadenlic and cultural activities.
We koow that children are individuals with their own intellectual and biological needs, capabilities
and potentialities. Every aspect of their need and developnlent should be taken care of while:
framing curriculum for them. Similarly we are living in a developing nation which has its own1
demands for scientific and technological developments. These demands are to be fulfilled by the
younger gelleratioli when they enter the society as responsible citizens. Another important aspect
of cutriculum is the subject matter or the medium through which these demands of the child or
society are to be fulfilled.
Now the question arises as to how to plan a curriculum that caters to the needs of pupils, society
as well as that of disciplinetsub~ectmatter. There are some principles for constructing the
curriculum. Let us examine them.

1.5.1 Principles of Curriculum Construction

(i) Principle of Child Centredness
Foremost consideration should be given to the child. We know that childrens' cognitive abilitie,~
develop with a pre-set sequence. A child is a growing person not only intellectually, but also
physically, emotionally, morally and socially. It becomes obligatory on the part of curriculun?
planners to provide means and material to satisfy the child's need for proper growth and
development.
(ii) Principle of Community Centredness
We know that children are an asset of our society. No society can possibly be completely develope~d
and perfect. There is growth and development in every society. For development it needs human
resources as well. The requiremeilts of society have to be fulfilled by educated citizens. Planners
foregee the needs of the society In the form of teachers, doctors, engineers, skilled and trained
personnel in different fields. scientists and technicians etc. as required by the society.
So the curriculum should be so planned that it could equip the children with knowledge and
competencies expected for their role and place in the society. They should fhlfil the needs of the
society.
(iii) Principle of Integration of Science
20 Youknow that the later half of the twentieth century saw the ~xplosionof knowledge. Knowledge
-
 is dccumulating at a much higher rate than ever before. This expansion of knowledge is there in ffchce Scbod C ~ ~ c d ~
every discipline, especially science and social science. The things which are relevant today may
become obsolete tomorrow i.e. by the time children will come out of schools.
You also know that science has a distinct structure and within this framework of structure, new
knowledge is accommodated.
You know that science has three main branches viz. Biology, Chemistry, and Physics and all the
three are equally important for learning and exploring the environment. In actual life situation we
can not separate the three. There is a component of all the three sciences in whatever we observe
e.g. food, water, air, plants, animals and other non-living things. (Imagine any thing and think
about the chemistry, physics or biology involved in it or find out the relation of at least two of
them).
Take the example of 'AIR'. The constituents of air we study in Chemistry, its pressure and
movement are studied in Physics and it is also essential for life, used in respiration, therefore. we
also study it in biology. Similar is the case with water and food.
So in order to highlight the integrated nqture of science all the three subjects should be taken as
General science, integrating the discipline, especially upto secondary stage.
(i*) Principle of Integration of the needs of Child, Society and Discipline

' You may realise the difficulties faced by a curriculum planner to justify the needs of child, society
and discipline, as all the three are equally important. What we can do is to integrate the requirements
of the child, society and subject matter in the best synchrdnized form. At each level of planning
we should keep in mind all the three aspects.
\
(v) Principle of Creativity
1 Have you ever seen a normal, healthy child sitting quietly and doing nothing for most of the
time? Possibly not, because children by nature, are very energetic. They are always active when
i
they are healthy. If you observe the childrens' activities you will find out that most of them are
very creative.
To keep this ability alive, there should be a conscious effort on the part of planners to make the
curriculum creativity oriented. This aspect will help thechild to try out new methods and techniques
when he will be in actual field of work in the society. It will help him to take part in the development
of society.
(vi) Principle of Activity Centredness
We know that children learn science only when they do it. Only when they are intellectually and
ptiysically in contact with scientific materials material of science, will they learn it. Simple scientific
activities performed in the classroom, in laboratory, or at home enable the child to go beyond the
verbal information. They will get a feel of it only when they deal with it.
This aspect of learning is being kept in mind while developing the curriculum. Curriculum should
be activity based.
(vii) Principle of Flexibility
Ours is a diverse society. Indiais a large country, apart from human variations in terms of culture,
occupation, social and economic conditions, religion, castes, rurallurban etc. We also have
differences in geographical conditions. It is impossible to set a rigid national curriculum for our
country. Also the knowledge is changing with such a rapid rate that every year, new dikoveries
are either replacing old knowledge; or improving it so it is necessary to keep the curriculum
flexible in order to make it effective,
(viii) Preservation of Culture
We know that culturally. India is a very rich country and over the years, people of India have
preserved it. It is through education only that our younger generation have got glimpses of an
ext~emelyvaried culture.
"he values, morals, attitudes and customs which are part and parcel of culturehave to be presetved
and concerned.
We have mentioned some major issues which have to beconsidered by the planners while framing
the curriculum for secondary schools.
In.tnciimd Planniag and 1.5.2 Science Education in India
EvaluaOon in Science
Now let us examine some of the efforts put into shaping science education for Indian Schools.
~cienckas a separate subject, was included in school curriculum in the beginning of nineteenth
century. It was then referred to as general science.After acquiring political independencein 1947.
Indian government set up the University Education Commission under the Chairmanship of
Dr. Rddha Krishnan In 1948. Though the Commission was to report primarily on university
educadion, it made valuable suggestions for secondary education. The Commission recommended
inclusion of General Science as a course of study in secondary schools.
h r i n $ 1947-52 the system of Basic Education, accepted as a national system of education
visualbzed the General Science approach to teach science at elementary stage.
MUWLIAR COhlMISSlON - 1953
l'%e first genuine attempt for making teaching of General Science as a compulsory subject in
-
secondary school. was made in the recommendation of the report of Secondary Education
Comhssion 1953 (Mudaliar Commission).The Commission suggested compulsory inclusion of
Genetal Science at middlc and secondary level. It also suggested diversification of courses having *p

science group subjects as optional channels at higher secondary level.

A tholough discussion on all aspects of science education, viz., syllabus,equipment and materials4
teadlhng aids, text books. science clubs, museums, and methods of examinations etc. was held all 1
All Iodia Semlrlar on Teaching of Science in Secondary Schools held at Tara Devi in 1956. It had
suggqsted a uniform system of science education for the entire country, suited to its needs and
resodrces. It had also suggested organisation of content of science under i) environment central
topics ii) life-centred topics and iii) a combination of both to bring about integration among the
varidus branches of sctence. The major and minor concepts should be related to facts and events
of everyday life and include necessary practical work and out door activities.
In 1961 the Government of India established the National Council of Educational Research and
Traiding to look after the school education. In 1961 the Indian Parliamentary and Scientific
Corrlrnittee was set up. The Committee took up the study of 'Science Education in Schools' in
1Yi.q. The Committee found a gap between what was being taught and what ought to be taught.
The hepartment of Education in Science and Mathematics in NCERT undertook the responsibility
of dbvelopment of science and mathematics curriculum at secondary level. A team of experts
frod UNESCO arrived in India to advice and assist restructuring science education at school
level. They suggested experimentation and inquiry based teaching methods to improve science
edudation,

tn me meantime the report of the Education Commission (1964-66) under the chairmanship of
Dr. othari was published.The Commission recommended that science and mathematics should
be taught
r on compulsory basis to all pupils, as a part of General education during the first 10
yeafs of schooling.
It recommended that :
At lower primary classes science teaching should be related to child's environment.
I

0 At upper primary level emphasis should be on acquisition of knowledge and ability to think
logically, to dszw conclusi~nsand to make decisions.
* I At lower secondary level science should be developed as a discipline of mind. The newer
concepts in physics, chemistry and biology and the experimental approach to the learning of
science should be stressed.
; Science teaching should be linked to agriculture in rural areas and to technology in urban
areas.
0 The method of teaching science should be modernized, stressing the investigatory approach
and understanding of the basic principles.
0 Guide materials should be made available to help teachers adopt investigator approach.
I There should be flexibility in the curriculum in order to cater to the special needs of the
22 1 gifted children.
 AS a follow up of the report, a top level conference on Science Education was convened under the
&ait.manship of Dr. Kothari. It was held to plan an effective programme for the development of
totill curriculum of science education at different stages. Thc Ministry of Education and Social
Welfare appointed an expert group in 1973 to develop curriculum for 10 +2 pattern.
"The Curriculunl for the Ten Year School -AFran~ework,published by NCERT was developed
by the expert group under the chairmanship of Prof. Rais Ahmad. This model curricula,
recommended the school science to be taught as 'Environmental Studies' at primary stage and as
'Integrated Course' at middle stage.
A review Committee was appointed in 1977 under the chairmanship of Shri Ishwar Bhai Patel.
The Conunittee suggested the strengthening of abilities under affective domain through curriculum.
The curriculum should not be too bookish.
10 + 2 system of school education recommended hy Kothari Commission became the National
System of Education.
Science courses, as you will find, are always dcveloped keeping objectives and national
development goals in view. These courses are desigi~edby NCERT at national level for various
, srdges of school education. The new framework document of the Ten Year School, titled 'National
' C~uriculurnfor Primary and Secondary Education -A Framework' developed by NCERT is a
fore runner of the National Policy on Education - 1986. NCERT develops its courses through
various workshops and semillars i11 which academicians and experts from various institutions
take part. Personnel like school teachers, subject experts from colleges and universities, teachers
I! from vocational and professional institutions, teacher educat, ;, :!ate representatives and experts
from NCERT itself take part in curriculum construction.
Experts review these curricula periodically and make it up-tc-diite.

r Check Yc~urIJi*ugress
II
Instructional Plan* and
EvaluaUon in Science

1.6 LET US SUM UP

In thii unit you have learned about science - nature of science and how children learn science.
Science is both PROCESS and PRODUCT. The processes of science are the skills required for
learnihg science.There are six basic processing skills, observation,classification, communication,
measdrement, estimation and prediction. With the help of these basic skills individuals acquire
problelm solving skills which are also called as Integrated Skills.There are seven integrated skills,
viz., identifying and controlling variables, defining operationally forming hypothesis,
experimenting, tabulation and graphing, interpreting data and investigating.These skills equip
the initividual with the ability to explore and learn his physical and social environrnent.The
knowledge or information an individual acquires through these processes is known as the
PROaUCT of science. Tlle depth and authenticity of the knowledge acquired by individuals
depend on the processes applied by them.The Product of Science comprises of Facts. Concepts,
principles, theories and laws.
. NATURE OF SCIENCE
-l-
I 1
Proce$s (Skills) Product
Bdsic Skills Integrated Skills
1. OQsemation 1. Identifying and 1. Facts
Controlling Variables
2. Classification 2. Defining Operationally 2. Concepts
3. Cqmmunication 3. Forming Hypothesis 3. Principles
4. M&asurement 4. Experimenting 4. Theory
5. Estimatioli 5. Tabulation or Grouping 5. Law
6. Pr$diction 6. Interpreting Data
(Idferences) 7. Investigating
The second part of the unit dealt with the objectives of teaching science.The definitions and
diffdnces of goals and objectives were given in the beginning. Goals are ultimate tagetslaims
in life which individuals want to achieve. These are long term objectives and require a long
period of time to be achieved. Objectives, on the other hand, are: tagets to be achieved in short
duratidn of time. Objectives are very specific.
The eqlphasis given to science education by various Commissions and Committees were discussed.
The common emphasis was on the following:
deirelopment of process skills
ac uisition and understanding of knowledge
9
ability to think logically, reach generalisations and application of knowledge
u n b e r s ~ l d i nrelated
~ to the inter-relationshipof science. technology and society
 The goals set up by National ScienceFoundation, Washington for teaching Sciencewerediscussed.
There are four major goals 1)Personal development of learner, 2) Inter-relationship of science,
technology and society, 3) Development of learner's academic and process skills and 4) Expansion
of career awareness.
The taxonomy of educational objectives as given by Bloom was also discussed. Bloom classified
the ob.jectives under thrge major domains viz., cognitive, affective and psychomotor. There are
six objectivesunder cognitive domain, which are knowledge, comprehension, application, analysis.
synthesis and evaluation. Five objectives under affective domain deal with the abilities like
receiving, responding, valuing, organisation and characterisation.
The psychomotor domain comprises of the abilities related to the action or manual work like
imitation, manipulation, precision, articulation and naturalization.
On the basis of this classification the general instructional objectives were designed. They are
s~ucturedas Knowledge, Understanding, Application, Skills, Interest and Attitude.
The behaviour specifications for these objectives were discussed.
Cognitive Behavioursl Terms for Stating Specific Learning Outcomes
I
Knowledge Comprehension Application Analysis . Synthesis Evaluation

, defines converts changes breaks down categorizes appraises

describes defends computes diagrams combines compares
identifies distinguishes demonstrates differentiates complies concludes
labels estimates discovers discriminates composes contrasts
lists explains manipulates distinguishes creates aiticizes
matches extends modifies identifies devises describes
names generalize operates illustrates designs discriminates
outlines gives examples predicts infers explains justifies
reproduces infers Pepares outlines generates interprets
paraphrases prod,wes points out modifies states relates
predicts relates relates organizes recalls support5
rewrites shows selects plans recognises summarizes
solves separates rearranges reconstructs reconstructs
uses subdivides reorganizes
revises
rewrites
summarizes
tells

. writes

The third part of the unit dealt with the curriculum in Science Education. The meaning and
importance of curriculum was discussed in the beginning. Then the basis for curriculum
construction were mentioned before giving the description of the Principles of Curriculum
Construction. The principles discussed were :
child centeredness
community centeredness
principle of integration
activity centeredness
conservation of culture
discipline centeredness
principle of creativity
flexibility
The efforts of various commissions and committees in defining and framing national curriculum
with emphasis on science education were highlighted.
In the end it was mentioned that people from various fields of society take part in framing the
curriculum under the guidance of national framework. NCERT is the national institution which
delivers the responsibilit'y of preparing curriculum for various stages of school education.
Instmcrional Hanning and
Evaluationin ~ c ~ e n c e 1;7 , UNIT-END EXERCISES
1. Nhite a suitable definition of 'Science'.
2. Epplain what do you understand by the term 'Process'.
3. Qve any three predictions and also write in few words, the previous experiences on which
aese predictions are formed.
4. write down a meaningful sentence and identify the conceptspresentin it. Analyse the concept
for its characteristic properties. List the facts on which the concepts are formed.
5. +rite down in your own words what do you understand by the terms Aims or Goals and
Objectives. Is there any difference between the two? If yes, state the difference.
6 . You have decided to become a science teacher. Keeping in mind the definition of aims and
ob.jectives, list down the reason as to why you want to teach science.
7. $ate any principle and
a) identify the concepts used in the principle and relationship of the concepts in making
the principles.
d) list and sequence the processing skills used in acquiring these concepts.
$. $uppose you want to study any one of the following.
i) effect of heat on various substances
ili) favourable condition for germination of seed and growth of plant.
Describe the procedure indicating the integrated skills used.
9. Suggest an activity which may help to develop the baslc skills of pupils. Describe the activity
in detail indicating the steps where basic skills are used.
10. After becoming a science teacher what aims will you set for yourself? Give any three. What
Will you do to achieve them?
11. P o you agree with the objectives set for science teaching in secondary school? If yes-discuss
how successfully they are achieved. If no -explain why?
12. Do you thinkmethod of teaching plays an effectiverole in achieving theobjectives? Support
your answer with examples.
13. Select a topic from the syllabus of class VIII and write down 5 ob.iectives in behavioural
terms each for knowledge, uilderstanding and application.
14. (In your opinion what should be the goals of teaching science for our country?
15. D Oyou agree with the national goals for expansion of career awareness for lndian students?
Justify your answer.
16. Define curriculum and distinguish it with the syllabus.
17. 1 n the light of the principles set for curriculum construction, discuss the present sciencte
curriculum for secondary classes.
18. Science is included as general scienceupto class X in secondary school. Do you agree that
it is integrated science? Support your answer with examples.
19. Discuss the relevance of present curriculum for achieving the objectives of teaching science.
20. Suggest some hctivities through which the objectives under psychomotor domain could be
achieved.
21. How far is the present curriculum successful in achieving objectives under affective domain?
22. List 5 (five) skills which you think are most essential for science students. Describe your
efforts in helping students acquire those skills.
23. SeIect any topic and discuss how will you integrate Biology, Chemistry and Physics in
teaching it.
 S d q l ~ r b a ~ C ~
1.8 ANSWERS TO CHECK YOUR PROGRESS
1. 'Seeing' is the act of looking at various objects, people, animals, plants or,phenomenaaround
I us without any intention of getting anyparticular information about them.
'Observation' is the act of looking at or using other sense organs to acquire useful information
about the nature or characteristics of some objects, people, plants, animals or phenomena in
our surroundings. 'Observation' is 'intentional viewing'.
2. (a) The logical sequence of Basic Process Skills is - observation, classification,
communication, measurement, estimation, and prediction.
(b) In this sequence classification comes after observation, obviously we cannot classify
anything without observing. Similarly we 'Communicate' in term of 'Class-behaviour'
of things. Estimation require the ability or knowledge of measurement. Prediction comes
at the end because for predicting we need all other preceding skills.
3. Facts: What we observe through sense organs at any particular time and place is a fact.
Concept: Concepts are words which can be described on the basis of their characteristics.
Their characteristics depend on the observation of individual facts about them.
Principle: These are the statement of related concepts used to explain certain behaviour of
objects or phenomena.
r- Theory: Theories are the extended form of principles used to explain, relate or predict
phenomena.
4. a) I- Science must enhance each learner's personal development.
11- Learner must understand the interrelationship of Science, Technology and Society.
111-Sciencemust develop each learner's academic and process skills.
IV-Science must help to expand each learner's career awareness.
b) Yes.
c) Because they cater to the need of all round development of individual (~ntellectual,
academic, social, personal) as well as of society.
5. The essential characteristics are:
possess a keen desire to learn about hislher surroundings
keenly observe hislher surroundings
record, report and interpret their observations
not acceptlreject anything without valid reasons
suspend judgement till confirmed
be unbiased in their approach to problem
admit their mistakes
have an open mind
show spirit of team work, and
be prepared to face any hazards in their investigation.
6. a) i) Child centred
ii) Community centred
iii) Integration of science
iv) Integration of needs of child and society
vj Creativity
vi) Activity centred
vii) Flexibility
 Planning and
I~tmctimd viii) Preservation of Culture
Evaluationin ,Scictwo
bb Child's needs for intellectual. physical, social, emotional, moral development are
given the priority.
Development of society is to be the focus for curriculum planning. Keeping in
1 I view the future need of human resources for the developmellt of society, children
are equipped with required knowledge and skills.
Integration of knowledge for understanding physical and social environment is the
I
focus for the planners.

, Integration of the needs of child, society and discipline is synchronized.

To illaintain and preserve the creative nature of human mind, curriculum is planned
I ns creativity oriented.
Science is activity based and provisions are made to provide the learner for
experimenting in classroom. laboratory or at home.
Flexibility, diversity of physical and social environment of Indian culture is to be
taken care of during the planning. Also the expansion of knowledge is
accommodated.
Values, attitude. morals, customs, folklore etc. are given importance while planning
I activities of the curriculum.
7. i] First attempt-Secondary Education Commission (1953)
General science to be made a compulsory subject in school education.
Diversification of science courses as optional channel at higher secondary level.
Uniform system of Secondary Education for the entire country. (Suggested in
Seminar on Teaching of Science in secondary school hold in Tara Devi 1956).
il) Indian Parliamentary and Scientific Committee set up in 1961
\
took up a study of 'Science Education in Schools' in 1962.
DESM in NCERT undertook the responsibility of development of science and
mathematics curriculum at Secondary level.
UNESCO Team visited Indian Schools and suggested Experimentation and Inquiry
based teaching method to improve science education.
iji) Kothari Commission
I
Science and Maths should he taught or compulsory basic during first 10 years of
schooling.
I
In primary classes science teaching should be related to child's environment.
In upper primary level emphasis should be on acquisition of knowledge.
At lower Sec. level science should be developed as discipline of mind.
i ) Ministry of Education & Social Welfare appointed an expert group in 1973 to develop
curriculum for 10 + 2 level.
Curriculum for the Ten Year School -A Framework, published by NCERT.
Features
Science as Environmental Studies at primary stage.
~ntegratedCourse at middle stage.
) Ishwar Bhai Pate1 Committee review it in 1977.
\ii) National Curriculum for primary and secondary education -A fore runner of NPE -.
I 1986.
 Science in Schwl Cudculum
1.9 SUGGESTED READINGS
Das, R.C., (1985): Science Teaching in Schools, Sterling Publishers Pvt. Ltd., New Delhi-110016.
David. M. Byrd & Others, (1994); Methods for Eflective Teaching, Allyn & Bacon, Boston.
Gupta. S.K.(1985); Teaching Physical Sciences in Secoizdary School, Sterling Publishers Pvt.
Ltd.. New Delhi.
Tl~urber& Cullette; Teaching Science in Toda))'sSecondaqi Sclzool.
Rnlph, E. Martin & Others (1994): Teaching ScienceforAll Children, Allyn and Bacon, Boston.
Sharma, R.C. (1990): Modern Science Teaching, Dhanpat Rai & Sons, New Delhi-110006.
NCERT (1987): Exemplar Material on some Core Curricular Aren.
NCERT (1987): Science Educationfor the First Ten Years of.Yclu~oling,Syllabus for Upper Primary
Stage.
NCERT: Instructional Objectives of School Subje~.ts.
NCERT: Education Commission (1964-66); Educational Dcvelopment -Govt. of India.
NCERT (1975): The Curriculumfor the 10 Year Sclzool - A Framework.
Vaidpa N. (1976): The Impact Science Teaching, Oxford & IBH Publishing Company.