Professional Documents
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Dr. Sandipan Dhar Former All India Coordinator National Childrens Science Congress
BY NATURE, HUMAN BEINGS ARE CURIOUS & INQUISITIVE ABOUT NATURAL PHENOMENA BE IT PHYSICAL, BIOLOGICAL OR ENVIRONMENTAL
OBSERVATION, LOOKING FOR REGULARITIES AND PATTERNS, MAKING HYPOTHESIS, DEVISING QUALITATIVE OR MATHEMATICAL MODELS, DEDUCING THEIR CONSEQUENCES, VERIFICATION / FALSIFICATION OF THEORIES THRU OBSERVATIONS & CONTROLLED EXPERIMENTS, ARRIVING AT THE PRINCIPLES, THEORIES AND LAWS
SCIENCE .
Is a Dynamic Expanding Body of Knowledge covering ever new domains of experience. It can play a truly liberating role, in a progressive forward-looking society, helping people out of the vicious circle of poverty, ignorance and superstition.
GOOD SCIENCE EDUCATION IS TRUE TO THE CHILD, TRUE TO LIFE AND TRUE TO SCIENCE.
Making of NCF-2005
Need of drafting NCF-2005 Procedure of making of NCF-2005
(a) the school system is characterized by an inflexibility that makes it resistant to change; (b) learning has become an isolated activity, which does not encourage children to link knowledge with their lives in any organic or vital way; (c) schools promote a regime of thought that discourages creative thinking and insights; (d) what is presented and transmitted in the name of learning in schools bypasses vital dimensions of the human capacity to create new knowledge; (e) the future of the child has taken centre stage to the near exclusion of the child's" present, which is detrimental to the well-being of the child as well as the society and the nation.
NCF-Aims of Education
Independence of thought and action Learning to respond to new situations flexibly and creatively Pre-disposition for participation in democratic process and social change Empower all children to learn
Different types of knowledge as embodied in the traditional curriculum as well as in the world outside the school
Implications for Curriculum & Practice Teaching for Construction of Knowledge The Value of Interactions Designing Learning Experiences Approaches to Planning Critical Pedagogy
Other Areas Art Education Health & Physical Education Education for Peace Habitat & Learning
NCF - Science
What biology can Janabai, an incapable tribal secondary school student learn ? What biology does she know ?
Can use different plants as sources of food, medicines, fuel, wood, dyes and building materials Recognises differences between trees and notices seasonal variations based on shape, size, distribution of leaves and flowers, smells, textures Can identify 100 different plants more than her biology teacher who believes Janabai is a poor student
NCF - Science
Science should nurture curiosity and creativity particularly in relationship to the environment Science teaching should be placed in the context of childrens environment to help them enter the world of work Awareness of environmental concerns
NCF-Mathematics
Understanding in Mathematics
If you know that 235+367=602, how much is 234+369? How did you find the answer? Change any one digit in 5384. Did the number increase or decrease? By how much
SOME EXAMPLES
This new-found zeal and camaraderie was further boosted up by an activity similar to Childrens Science Congress in Gwalior, Madhya Pradesh in the early nineties.
On January 02, 1991 the NCSTC Network was born under the watchful eyes of the Rashtriya Vigyan Evam Prodyogiki Sanchar Parishad (then known as NCSTC), D S T, Govt of India.
National Childrens Science Congress made its first appearance in 1993 and since then it has been