Scientific progress is the hallmark of a dynamic society. The scientific temper is probably the best answer to ignorance, superstition and hypocrisy. It encourages a logical, quantitative and systematic approach to life, rapidly empowering and enriching those who embrace it in their lives. While discussing importance of science education, it is important to specify the kind of science one is speaking about. There is science as a scholarly activity, industrially-oriented science, science in society, science for the student, and science for strategic purposes. The aims and goals of these varied kinds of science are indeed distinct, as are the methods employed to achieve success in any of them. However, there is a common theme that links all these activities and that is the importance of having a critically large and competent scientific workforce. In turn this means that one needs to impart a modern and sensible science education across a wide cross-section of youth in order that they might reasonably develop themselves as scientists or scientifically inclined people of the next generation.
Science bears relevance for everyone and not just a privileged few. Through Science Education everyone can experience the excitement from learning about the world in which they live. Science education will have to change and develop to make that all-inclusiveness possible. A citizen without scientific literacy can have no basis for discerning the valuable from the worthless. One who is scientific literate is able to critically interpret, analyze and evaluate claims and not just believe the hearsay or go by the common public perception. He knows how to research relevant data, examine evidence and draw appropriate conclusions because theories are judged by results. Scientists share a common way of reaching conclusions that is based not only on evidence and logic, but also requires honesty, creativity, and openness to new ideas. The scientific community can thus often work together across cultures and nations, bridging political divides.
Science Education Scenario in India
With more students enrolling for science education - 28 per cent of all enrolments at the graduate-plus level were in the science field in 1995-96 and this went up to 31 per cent in 2004. However the cause for worry lies in the fact that students seem to be less inclined in pursuing pure science when it comes to a higher degree, whether graduation or post-graduation. At the class six to eight levels, 22 per cent say they would like to study pure science. Yet this percentage drops to 13.4 per cent among students in class 11 and 12 who want to pursue pure science at a higher level. These findings are based on the National Science Survey conducted by National Council of Applied Economic Research (NCAER) in 2004.
Professor C.N.R. Rao, Chairman, Scientific Advisory Council to the Prime Minister has expressed concern on the current status of science in the country and sought attention to important issues concerning science which include:
poor enrolment of devoted young people into science education,
declining trend of Indian science contributions at international academic level,
low scale of our investment in science in State and Central Universities,
lack of growth of number of institutions of excellence,
lack of freedom of operation in scientific and higher educational institutions.
Scenario of Science Education in J&K State
As per Economic Survey 2006-07, the State of J&K lags far behind in social sector i.e. education, public health, sanitation, and social welfare. Our per capita income comes out at Rs.17,174 per annum as against the national average of Rs.25,907. J&K figures among the last four most illiterate and educationally backward states. In spite of six universities and over 50 degree colleges, our vast supply of graduates is smaller than it seems once their employability by multinational companies is considered. J&K’s per capita budgeted expenditure on education is a meager Rs. 610 per person per annum as against West Bengal’s Rs.1750 per annum. Maharashtra stands at No. 2 with a per capita spending of Rs 1070. The other significant states in this respect are Kerala (Rs 902) and Punjab (Rs 845). J&K’s total education budget is Rs. 3033 crores, a major chunk of which goes into paying wages to our teachers.
Of the 12.1 million science graduates and diploma holders in the country, only 3-5% are found in J&K, 14 per cent in Andhra Pradesh, 11.9 per cent in Tamil Nadu, 11.1 per cent in Maharashtra, 10.2 per cent in Uttar Pradesh and 7.5 per cent in Karnataka. This is however proportional to the population of J&K in comparison to other states of India. But, in the National Educational Scenario, J&K State is considered as educationally backward in reference to the established indices namely literacy rate, teacher pupil ratio, dropout rate and the absorption pattern of the educated persons. Main objectives of the Education Policy of J&K Govt. include universalization of elementary education, infrastructure development, computer literacy, increasing the enrolment, attendance and retention of students. Unfortunately provision of quality science education does not figure among the thrust areas of our State Education Policy.
Critics have termed our student as well as teacher training methods as “obsolete” “bookish”’ “ill conceived”, “impractical”, “ill-planned”, “uninspiring” and ”mushroom growth”. It also suffers from ‘adhocism’, ‘mediocrity’, ‘politicization’, ‘groupism’, ‘and half-hearted efforts at developing teacher competencies among prospective teachers’.
Science Education in Schools
Proper understanding in science develops through practice and we must design classrooms where realistic practice can happen. There is dire need to transform the classroom culture from a traditional one wherein the students look for affirmation of a right answer from their teachers to one which “empowers the students to determine for themselves whether they have offered an acceptable explanation” which is supported by their evidence and through their inquiry, rather than an authority. Besides basic knowledge of the sciences, schools must teach fundamental principles of scientific thinking and problem solving in order to keep the students tagged up.
Primary school education is especially important. Teaching lessons that deal with scientific phenomena can form the foundation for a permanent interest in the sciences. Especially those students who later work in a field unrelated to the sciences have to have a foundation for understanding their world that allows them to make informed decisions. Science education should be made more generative and creative. Student evaluation should not be limited to the facts and knowledge acquired in the classrooms. Science taught in conjunction with local traditional knowledge brings not only a sense of place, but also helps to make science less foreign to students. Traditional or native knowledge includes the knowledge which is acquired and preserved through generations in an original or local society based on experience.
Educational needs of rural children are different than what the traditional education system has to offer. Instead of teaching science via individual disciplines, there is a need to teach science on the basis of what the child experiences in his immediate environment. Educational materials need to be inexpensive enough to be affordable and in some cases free of cost. Therefore science education in the rural context needs to be systematically and specifically addressed.
Science Education in Universities
In the developed countries, various important discoveries in science have come through scientists working in the universities. This plays a significant role in the promotion of science and scientific culture. People in those countries understand that new discoveries in science give them a better quality of life. Such awareness about science does not exist in our part of the globe where science education is more focused upon curriculum rather that application. Member of the Planning Commission in charge of University and Technical Education, K. V. Venkatasubramanian is on record to have stated that science education has no takers; universities are not able to sell science education; an avalanche of computer and business administration courses from universities and institutions in India as well as abroad has raised a feeling that basic sciences are not that important; without good science as a base, there can be no good engineering or medicine.
As a result of persistent turmoil conditions prevailing in Kashmir valley for about two decades, there has been a decline in the financial resources of common masses which led to a change in socio-economic scenario causing a progressive decrease in the number of students with competitive spirits and interest in basic science owing to more lucrative financial opportunities in other streams like commerce, IT and management. Universities being intellectual human resources centers, we need to convert them into resource centers for industrial, social and sustained economic development of the state through measured scientific endeavours.
Our Universities need to conduct mission-oriented, applied research programmes having a direct bearing on the day-to-day life and economic prosperity of common masses. Universities need to focus upon the problems being faced by the common man while formulating research. We need to foster interdisciplinary teaching and research in science subjects at college and University level to reap the benefits of collective wisdom of our scientists and bring out high quality output.
Key elements of an effective science education programme
Inquiry-centered sequential science curriculum units that have gone through a research and review process.
Professional development programs to prepare teachers to guide students in inquiry-centered science.
Cost-effective support systems for supplying science materials and apparatus to classrooms.
Assessment methods that are consistent with the goals of an inquiry-centered science program.
Strategies for building administrative and community support.
The five-fold strategy to be pursued by the government to address quality concerns, besides provision of infrastructure and human resource for primary education, include:
Provision of improved curriculum and teaching learning material.
Improving the quality of teaching learning process through the introduction of child centered pedagogy
increased focus on specification and measurement of learner achievement levels
capacity building of teachers, and
onsite support for teacher training.
In nutshell, to foster science education and scientific temper in our progeny at school, college and university levels, we need to have children eager to investigate the wonders of the natural world, teachers steeped in scientific knowledge and masterful at guiding students' investigations, parents and school administrators who value, expect and support standards-based science education, leaders in business and government who understand the importance of science education for all citizens. Sincere, dedicated and collective efforts alone on part of all these stake-holders can get us rid of the ills that are plaguing our science education system and set the things right.
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