New Perspectives in Science Education

Developing a curriculum for the most marginalized children in India-- The Tribal and underprivileged children--is a challenging task.

Providing a learning environment which is not threatening, so as to encourage learning process becomes imperative when we deal with children who are already lacking in courage and self esteem.  Evolving a curriculum that liberates and embraces the spirit of independence is the first step to any learning to take place is for children in any school environment.

There are two aspects to the planning which is the academic and the aesthetics. It is imperative to give scope for the development of both these aspects –the logical and the artistic which are governed by the left and right side of the brain—to ensure a comprehensive growth of the personality. This approach opens up innumerable avenues to children to understand concepts in their own specific way and at their own pace.

An interdisciplinary approach to learning is best suited to ensure the learning outcomes. How do we approach this?

Selecting a theme from the science syllabus and approaching the same from different subject angles and viewing it from their perspectives gives a complete understanding of the concepts taught. Knowledge does not exist in isolated pockets but is seamlessly connected flowing blending into one another. This fact if understood enhances the understanding as a total picture. Fragmented learning leads to a lot of misunderstanding. Knowledge is a cohesive whole and exists as the web of life.

Working on this principle, the learning process becomes meaningful and complete. Complete because it is total comprehension. Complete because of the sense for art and aesthetics. Complete in the sense of a total being –being human.