Chapter I
Introduction
Background and Rationale
Equity is the fundamental goal of any democratic society such as ours. Yet, so
far, the system has failed to address the issue of quality science education ‘for
all’ adequately. Many students come out of schools as ‘scientific illiterates’ or
would soon lapse into this state. Students are not able to understand content
knowledge and are not able to relate the macroscopic observations to
microscopic realities for example in biology student often is not able to relate
textual diagrams to actual microscopic observations i.e. real life situations.
Moreover they are also not able to transfer their understanding to new
situations and contexts. For an overwhelming majority of students, science is
just another demanding and difficult subject to be learnt by rote, with no
meaningful learning outcomes. One of the important factors for this is the
gradual decline of practical work and experimentation at secondary and senior
secondary level. Further, for this, factors such as lack of laboratory facilities in
schools and lack of awareness among teachers that experiment is fundamental
to doing and learning science are responsible.
Laboratories have always been talked about as a part of science teaching in
middle and high school. Yet these are still not available on the scale required.
As per Rashtriya Madhyamik Shiksha Abhiyan (RMSA) framework, 40% of our
schools do not have science laboratories. Moreover, the curriculum prescribed
by the States/UTs at secondary level also does not give adequate space to
practical activities and experimentation (As per the analysis of science syllabi of
different States/UTs being done by SEG). Present practices of teaching of
science merely using textbook and rote method do not encourage
inventiveness and creativity among students.
Not only this, the shabby assessment of science practical by schools, in most
boards of school education with a majority of candidates getting full or near-full
marks (often without even the experiment having taken place) puts a question
mark to our assessment practices in science education. Experimentation and
experimental skills are at the heart of scientific enterprise. The Position Paper
of NFG on Examination Reform states, “Unless laboratory assessment is made
less farcical, the quality of the country’s scientific manpower is under threat; the
number of students interested in scientific pursuits is already stagnating in
several areas”.
1
The National Focus Group on “Teaching of Science” in its position paper (
NCERT, 2006) suggests prevention of marginalisation of experiments in school
science curriculum. Investment in this regard is needed for improving School
Laboratories and Workshops to promote experimental culture while reducing
the importance of external examinations.
The National Curriculum Framework (NCF)-2005 states that at the secondary
stage the students should be engaged in learning science as composite
discipline, in working with hands and tools to design more advanced
technological modules than at the upper primary stage, and in activities and
analyses on issues surrounding environment and health. Systematic
experimentation as a tool to discover/verify theoretical principles and working
on locally significant projects involving science and technology, are to be
important parts of the curriculum at this stage.
There is a felt need to make efforts for improving overall science education at
secondary level strengthening experimentation and hands-on experiences by
developing alternative laboratories such as micro science laboratory kits,
training of teachers providing enriched content focusing on inquiry-based,
hands-on and work-centred pedagogy and also suggesting a framework for the
assessment of science practical and activities.
In view of the above, this workshop is conducted at the NCERT, New Delhi
from 25th to 28th August, 2010.
Objectives of the Workshop
The workshop intended to:
1. Review micro-science lab kits developed by the NCERT for their
adaptability/adoptability by the States/UTs as per the need of their State/UT
curricula at secondary level and to develop laboratory standards for secondary
Science.
2. Initiate a dialogue among functionaries of States/UTs for evolving a
framework on teachers’ professional development in the area of science
education with special focus on experimental work/activities.
3. Initiate a dialogue among functionaries of States/UTs for evolving a
framework on assessment for science experiments/activities at secondary level.
Methodology:
For this workshop participants were invited from RMSA Units and Boards of
School Education in different States/UTs.
2
Resource persons were invited from the Regional Institutes of Education,
Department of Education in Science and Mathematics, institutions other the
NCERT such as Central Board of Education. Faculty of Secondary Education
Group have also contributed their expertise in the workshop as Resource
Persons.
The workshop was conducted through the active engagement of all the
participants and resource persons in group work, group discussions followed by
the group presentations.
Outcomes of the Workshop:
1. Adoption/Adaption of the Micro Science Lab Kits (Biology, Chemistry
and Physics) as per the science curriculum of the States/UTs at
secondary level.
2. Micro Science Laboratory Standards.
3. A brief report on the current status of the teacher- training programmes
at secondary level in different states/UTs and state-specific suggestions
for evolving a framework for teachers’ professional development in
science education in states/UTs.
4. A brief report on the current status of science syllabi with special focus
on the practical work/experiments in science at secondary level and also
suggestions from the state/UT representatives for evolving a framework
of assessment of science experiments/practical and activities.
Participation:
Representatives from Fifteen states and two UTs participated in the Work shop.
The Detail is as follows:
State/UT
Representation
1. Uttar Pradesh
1 (U.P. Board of Secondary Education)
2. Himachal Pradesh
1 (H.P. Board of Secondary Education)
3. Maharashtra
2 (Maharashtra Board of Secondary Education)
4. Haryana
1 (Haryana Board of Secondary Education)
5. Nagaland
1(Nagaland Board of Secondary Education)
3
6. Assam
1 (Assam Board of Secondary Education)
7. Tripura
1 (Directorate of Education)
8. Manipur
1(Board of Secondary Education)
9.Meghalaya
1(Board of Secondary Education)
10.West Bengal
1(WB Board of Secondary Education)
11.Orissa
2 (Board of Secondary Education)
12.Uttarakhand
2 (1 from BSE and 1 from RMSA)
13.Madhya Pradesh
1 (M.P.Board)
14.Punjab
2 (1 from RMSA &1 from Board of SE)
15.Goa
1 ( Goa Board of Secondary Education)
16.Delhi
2 (1 from SSA, Delhi and 1 from DIET)
17.Daman & Diu
2 (Directorate of Education)
On total 23 participants took part in the Workshop
4
Chapter II
Conduct of the Workshop
Inaugural Session
In the Inaugural Session of the Workshop, the following deliberations were
made:
Inaugural Address by Prof. G. Ravindra, Director, NCERT
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) stands for a Mission towards
achieving the goals of univesalisation of secondary education, viz., access,
quality and equity. Since universalisation of elementary education has become
a Constitutional mandate, it is absolutely essentially take this vision forward to
move towards universalisation of secondary education. Completing her eight
years of education a child will now join secondary education, which is a crucial
stage in the educational hierarchy as it prepares the students for higher
education and also for the world of work. Therefore, it is essential to strengthen
this stage by providing greater access and also by improving quality in
significant way.
Scenario of Science Education at Secondary level in our country is alarming us.
Students do not take interest in science because we have made it a theoryoriented subject ignoring experimentation and activities (the pedagogy of
science). One can list many constraints in this regard such as lack of adequate
laboratory facilities, teacher training, etc. Teachers need to be trained in micro
science laboratory skills so that they will be able to take the experiments to the
classroom and give students hands-on experience in science. Now, there is a
need to solve problems through intensive dialogue. We need to see our
constraints as our challenges. We should make efforts towards generating
consensus on issues relating to secondary education.
Speaker: Prof. H.O. Gupta, Head, NIE (Workshop) and Secondary
Education Group
Challenges of Science Education at Secondary Level
(i)
Lack of Laboratory Facilities in States/UTs at the Secondary Level. Due
to lack of experimentation and hands-on experiences as well as
teachers’ training on this aspect it is being observed that children are
scared of using Science Equipments.
5
To address this challenge
a.
Alternative measures need to be evolved.
b.
High weightage need to be given to Practical and Experimentation
(ii)
Teacher Training is also a major challenge
To address this challenge:
A model for at least one-year cycle needs to be evolved. One time
teacher training has not been making an impact in the field.
(iii)
Another Challenge is Evaluation
Huge gap is being observed between intended, transacted and received
curriculum.
Often our Curriculum and Syllabus include list of practical, experiments
and activities in reality children do not get the experience of hands-on
experience and hence evaluation of their learning does not reflect actual
status: strength and weaknesses.
Discussion:
Under the pressure of covering
syllabus (theory paper which gets
almost full weightage), practicing teachers find it difficult to carry out
experimentation and activities.
The reason for this difficulty is lack of proper training. Teachers often do not
know how to teach through activities and experimentation. They often see
these two in isolation from the content. Moreover, systemic weakness of
providing experimentation less weightage also adds to this problem. So there is
an urgent need to decide more weightage for experimentations in Science and
train teachers on transacting the content through activities, experiments and
projects rather that dealing with these three in isolation with the content.
Session I
Paradigm Shift in Science Education
A panel of experts from NCERT initiated a discussion on the above them. The
following points emerged in the discussion:
1. The gaps between intended, transacted and received science curriculum
needs to be reduced.
2. Hands-on and Inquiry Based pedagogy needs to be strengthened for
providing quality science education.
6
3. In a hands-on way of learning science, we start with things that are
directly related to child’s experience, and therefore specific.
4. Children are naturally curious. Given the freedom, they often interact and
experiment with things around them for extended periods. These are
valuable learning experiences, which are essential for imbibing the spirit
of scientific inquiry, but may not always conform to adult expectations.
5. Children need to be given opportunity for their own reflection and
learning by doing. They should not always be tied down with constraints
of a long list of ‘topics’ waiting to be ‘covered’. Denying them this
opportunity may amount to killing their spirit of inquiry.
6. The need of the hour is to help children learn to become autonomous
learners.
7. There is a shift now from knowledge transmission to active participation
of learner in the construction of knowledge. Teachers now must play an
important role towards transacting the content rather than transmitting it
to the students.
8. The NCERT’s Science syllabi and textbooks for secondary syllabi reflect
the shift in science education
Session II
Present Status of State/UTs Science Syllabi at Secondary Stage
Four groups were formed zone wise. Central Zone Group covered
Maharashtra, Madhya Pradesh, Goa, Diu and Daman,Gujarat. North Zone
Group covered Punjab, Haryana, Uttar Pradesh, Uttarakhand, Himachal
Pradesh and Delhi. North-East Zone Group covered Assam, Meghalaya,
Manipur, Mizoram, Tripura and Nagaland. East Zone Group covered Orissa
and West Bengal.
Group members analysed States/ UTs Science syllabi with respect to
evaluation scheme of theory as well as practicals at secondary level and
discussed in group. Constant support from the Resource Persons was provided
to each group.
As a follow-up of this discussion, each participating State/ UT made a
presentation. A detail of this session is provided in Chapter IV of this report.
Session III
Setting up Micro Science Lab Kit Standards
7
A session on the above theme was conducted initiating the discussion (by Prof.
H.O. Gupta) on Micro Science Lab Kit developed by the NCERT and also its
demonstration, and then followed by Group work. States/UTs were asked to
prepare micro-science lab kit standards as per the need of state/UT science
curriculum.
A demonstration on Micro Chemistry Lab Kit, Micro Biology Lab Kit and Micro
Physics Lab Kit for secondary level was made for the participants.
Following this, the participants were divided into subject wise groups and
worked out the requirement items and their specification to be included in each
of these three kits as per the need of the State/UT science curriculum under the
guidance of Resource Persons. A detail of this group work is provided in
chapter V in this report.
Session IV
Evolving a model of Teacher Professional Development for the Secondary
School Science Teacher
A discussion was held on the above theme. Highlights of the discussion are as
follows:
1. Generally one-time in-service teacher training features in almost all the
States/UTs even in other countries also. As per the researchers
conducted in this area, it does not make any impact in the field.
2. Moreover, researches also prove that training of master trainers
following cascade model has also not made any impact in the field.
3. In a country like India where we need to reach to a large number of
teachers at secondary stage under RMSA, new models of professional
development need to be explored, discussed and implemented.
As a follow-up of this discussion, the participants were divided in three
groups (Zone wise) and worked on the following aspects:
i.
Current status of Teacher Qualification and in-service teachertraining at secondary stage in their respective State/UT.
ii. Agencies involved in imparting training
iii.
Fund controlling agencies
iv. Proposed TPD model for their States/UTs
Each State/UT made presentation on these aspects.
(A detail of these presentations is provided in Chapter VI in this report)
Session V
8
Evaluation of Experiments/Activities that students learn/conduct in
Science at Secondary Stage of Schooling
The evaluation scheme of Science at secondary stage of schooling as
presented by different States/UTs reflect that the skills such as investigation,
observation, inferring, etc. which develop through experiments and activities
are not being developed in students receiving science education. This is a
serious concern. The major factor for this is inadequate assessment practices
in this area. In a few states/UTs students are not evaluated on experiments and
in some states/UTs, internal assessment for the sake of formality takes place.
In a few other states/UTs in most of the boards with a majority of candidates
getting full or near-full marks (often without even the experiment having taken
place) puts a question mark to our assessment practices in science education.
Experimentation and experimental skills are at the heart of scientific enterprise.
The Position Paper of NFG on Examination Reform states, “Unless laboratory
assessment is made less farcical, the quality of the country’s scientific
manpower is under threat; the number of students interested in scientific
pursuits is already stagnating in several areas”.
(A discussion among participants and resource persons was also held on this
aspect. The group made efforts to evolve a model of evaluation for practical
skills in Science. A detail of which is provided at Chapter VII in this report).
9
Chapter III
Stages of School Education in India and
Rashtriya Madhyamik Shiksha Abhiyaan
3.1 School Education in India
A uniform structure of school education, the 10+2 system has been adopted by
all the States and UTs of India. However, within the States and the UTs, there
are variations in the number of classes constituting the Primary, Upper Primary,
High and Higher Secondary school stages.
Primary Stage
Total No.
States/UTs
(Source: Selected information on school education in India 2004-2005 and 2005-2006, Govt.
of India, 2008)
I-V(5 years)
I-IV (4-years)
Middle Stage
VI-VIII
(three years)
19 States
Andhra Pradesh, Arunachal Pradesh
Bihar, Chhattisgarh, Haryana, Himachal
Pradesh, Jammu & Kashmir, Jharkhand,
Karnataka, Madhya Pradesh, Manipur,
Orissa, Punjab, Rajasthan, Sikkim, Tamil
Nadu, Tripura, Uttar Pradesh and
Uttarakhand
5 UTs
Andaman & Nicobar Islands, Chandigarh
Delhi, Lakshdeep and Pudducherry
9 States
Assam, Gujarat, Kerala, Maharashtra,
Meghalaya, Mizoram, Nagaland, Goa and
West Bengal,
2 UTs
Dadra &Nagar Haveli, Daman &Diu
16 States
4 UTs
Arunachal Pradesh, Bihar, Chhattisgarh,
Haryana, Himachal Pradesh, Jammu
& Kashmir, Jharkhand, Madhya Pradesh,
Manipur, Punjab, Rajasthan, Sikkim, Tamil
Nadu, Tripura, Uttar Pradesh and Uttarakhand
Andaman & Nicobar Islands, Chandigarh,
Delhi and Pudducherry
10
V-VII (three years)
7 States
Assam, Goa, Gujarat, Kerala, Maharashtra,
Meghalaya and Mizoram
2 UTs
Dadra &Nagar Haveli, Daman &Diu
VI-VII
(2 years)
3 States
Andhra Pradesh, Karnataka & Orissa
V-VIII
(4-years)
2 States
Nagaland and West Bengal
Secondary Stage
IX-X
(2 years)
18 States
4 UTs
VIII-X (3 years)
10 States
3 UTs
Arunachal Pradesh, Bihar, Chhattisgarh,
Haryana, Himachal Pradesh, Jammu
& Kashmir, Jharkhand, Madhya Pradesh,
Manipur, Nagaland, Punjab, Rajasthan,
Sikkim, Tamil Nadu, Tripura, Uttar Pradesh
and Uttarakhand and West Bengal.
Andaman & Nicobar Islands, Chandigarh
Delhi and Pudducherry
Andhra Pradesh, Assam, Goa, Gujarat,
Kerala, Maharashtra, Meghalaya and
Mizoram, Karnataka and Orissa
Dadra &Nagar Haveli, Daman &Diu and
Lakshadeep
Senior Secondary Stage
XI-XII
(2-years)
35 States/UTs
Implementation of 5+3+2+2 education structure is urgently needed to
strengthen linkage between curricula at different stages.
3.2 Rashtriya Madhyamik Shiksha Abhiyan
As per the RMSA framework, “Secondary Education is a crucial stage in the
educational hierarchy as it prepares the students for higher education and also
for the world of work. Classes IX and X constitute the secondary stage,
whereas classes XI and XII are designated as the higher secondary stage. The
normal age group of the children in secondary classes is 14-16 whereas it is
16-18 for higher secondary classes. The rigor of the secondary and higher
11
secondary stage, enables Indian students to compete successfully for
education and for jobs globally. Therefore, it is absolutely essential to
strengthen this stage by providing greater access and also by improving quality
in a significant way”
The Framework also informs that the population of the age group 14-18 was
8.55 crore in 2001 as per census data. The estimated population of this age
group as on 1.3.2005 was 9.48 crore, which is likely stabilize at around 9.70
crore in 2011. As on 30.9.2005, there are 1, 06,084 secondary schools (IX-X)
and 53, 619 Senior Secondary Schools in the country. Number of Students at
secondary level are 2.50 crore and at higher secondary level are 2.34 crore.
Since universalisation of elementary education has become a Constitutional
mandate, it is absolutely essential to push this vision forward to move toward
Universalisation of secondary education.
The key goals and objectives of RMSA as set out in the RMSA Framework are :
•
To make good quality secondary education available, accessible and
affordable to all young persons,
•
To remove gender, socio-economic and disability barriers
•
To ensure that all secondary schools conform to prescribed norms
•
To achieve a GER of 75% in secondary education within five years of
launching the programme throughout the country.
•
To achieve universal access to secondary education by 2017 and to
achieve universal retention by 2020.
12
Chapter IV
Present Status of Science Syllabi at Secondary Stage
4.1 Status of Science Syllabus offered by State Boards of Secondary
Education with special focus on the practical scheme
Central Zone:
Maharashtra
The State of Maharashtra has revised secondary stage science syllabus as
per the NCF-2005 and the NCERT syllabus. From the current year (2010) it
has been implemented in class IX. But in class X, it will be implemented in the
next year.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
Total number of practicals is 9
For Class X
Total Marks allotted= 100
80 Marks for Theory
20 Marks for Practical- This is further divided as follows:
16 Marks for Experiments
4 Marks for Practical Record Keeping
Total number of practicals is 21
External Assessment is conducted for Practicals
Related observations:
1. Although there are only 9 experiments in class IX, but alongwith this
50 activities in science are conducted in a year. Two hours per week
is given for the practical classes. In view of average strength of
students per class viz., 70, a group of 35 students go to laboratory for
receiving hands-on experience and the other group of 35 students
gets engages with Science activities.
13
2. Teachers are being trained in dealing with experimentation and
activities in Science.
3. Homi Bhabha Centre for Science provides guidelines and material for
various science activities.
Diu & Daman
Diu & Daman follows the syllabus of Gujarat. In Science at the
Secondary Stage, following is the scheme:
For class IX
Total Marks allotted =100 (for theory only)
Syllabus includes 20 Practicals, but these are not evaluated.
For class X
Total Marks allotted =100 (for theory only)
Syllabus includes 20 Practicals, but these are not evaluated.
No practical exam is conducted.
Goa
Goa follows the NCERT Science syllabus for secondary stage without
any deletion and omission of the topics/themes.
For Class IX
Total Marks allotted= 100
80 Marks for Theory
20 Marks for Practical- This is further divided as follows:
10 Marks for Long Experiments
5 Marks for Short Experiments
5 Marks for Record Keeping
Total Number of Practicals is 18
For Class X
Total Marks allotted= 100
80 Marks for Theory
20 Marks for Practical- This is further divided as follows:
10 Marks for Long Experiments
5 Marks for Short Experiments
5 Marks for Record Keeping
Total Number of Practicals is 20
Practicals are assessed internally
14
Related observations:
1. Goa has well equipped Science Laboratories.
2. Practicals are included in Science from Class V onwards and these
are being evaluated through internal exams.
Madhya Pradesh
M.P. has not revised its secondary syllabus as per NCF-2005
perspectives. Practicals included in the science syllabi vary from
NCERT-CBSE science practical scheme.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
75 Marks for Theory
25 Marks for Practical, which is further divided into:
12 Marks for practicals
3 Marks for Viva
5 Marks of Record
5 Marks for Project
For Class X
Same as Class IX
Practicals are externally assessed.
N-E Zone
Assam
Assam follows State Syllabus revised in tune with NCF-2005
perspectives. In Science at the Secondary Stage, following is the
scheme:
For class IX
Total Marks allotted =100
80 Marks for Theory
20 Marks for Practical- This is further divided as follows:
5 Marks for Teacher Demonstration followed by the Question- Answer
session, in which students are evaluated on the asking of question.
5 Marks for experiments done by students
5 Marks for Charts and Models
15
5 Marks for Record Keeping
Total number of practicals is 14.
For class X
Same as class IX
Total number of practicals is 15.
Internal Assessment is conducted for practicals.
Related observations:
1. Initiatives have been taken for conducting practicals and activities
with low cost material available in the surroundings of the students.
2. There is variation of topics/themes at different levels in Assam
syllabus in comparison to the NCERT syllabus.
3. NCERT’s syllabus does not include four experiments, which
4. Assam syllabus includes.
5. Majority of schools in Assam does not have lab facilities.
Tripura
Tripura has its own syllabus developed by the Tripura Board of School
Education. In comparison with the NCERT syllabus variation may be
observed in topics and themes at various levels.
No syllabus for practical in Science.
Total Marks allotted for Science = 200 (only for theory). This is further
divided into:
100 for Life Sciences
100 for Physical Sciences
Exercise of revision of the syllabus has been started.
Manipur
For the last few years practical was given no credit at secondary stage.
In 2008 the State syllabus has been revised as per the perspectives of
the NCF-2005 and NCERT’s Syllabi. Manipur’s Science syllabus is
almost similar to the NCERT except it includes state specific
components e.g, flora and fauna, etc. In Science at the Secondary
Stage, following is the scheme:
For class IX and X
Total Marks allotted = 100
16
90 for theory and
10 for practical
Assessment for practicals is internal.
Nagaland
Nagaland has revised its syllabi in the year 2007 and adapted NCERTCBSE syllabus.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
80 Marks for Theory
20 Marks for Practical- This is further divided as follows:
11 Marks for Experiments
4 Marks for Practical Record Book
5 Mark for formal testing
Total number of experiments is 30
For Class X
Total Marks allotted= 100
80 Marks for Theory
20 Marks for Practical- This is further divided as follows:
11 Marks for Experiments
4 Marks for Practical Record Book
5 Mark for formal testing
Total number of experiments is 30.
Related observations:
1. Out of 30 experiments a minimum of 10 experiments are necessary
to conduct. Schools can select practical keeping in view their
resources, etc.
2. The academic session is conducted in two terms :
I Term- From February to July
II Term- From July to November
3. In urban areas, well-equipped laboratories are available in schools.
But in rural areas laboratory facilities are not available.
Meghalaya
Meghalaya has developed its syllabi in tune with NCF-2005 ideas and
NCERT syllabi.
17
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
80 Marks for Theory
20 Marks for Practical
Total number of experiments is 20
For Class X
Total Marks allotted= 100
80 Marks for Theory
20 Marks for Practicals
Total number of experiments is 20
(Assessment for practicals is internal)
In urban areas, well-equipped laboratories are available in schools. But
in rural areas laboratory facilities are not available.
West Bengal
No syllabus for practical in Science.
Total Marks allotted for Science = 200(theory). This is further divided
into:
100 (90 for written and 10 for oral) for Life Sciences
100 (90 for written and 10 for oral) for Physical Sciences)
Orissa
a. Science at secondary level is offered in two forms: compulsory as
well as optional.
b. No syllabus for practical in Science, which is compulsory for all,
however 20% marks is allotted for practicals for optional science.
c. Total Marks allotted for Compulsory Science = 100 (only for
theory). This is further divided into:
d. 50 for Life Sciences
e. 50 for Physical Sciences
f. Exercise of revision of the syllabus has been started. New syllabi
will be implemented in the next year.
Uttar Pradesh
18
For around past 10 years there has been no practice for conducting
practical exams in science. Perhaps, the reasons are: large population of
students and lack of adequate infrastructure facilities.
Total mark 100 is allotted to theory in Science for class IX as well as X.
Uttarakhand
Uttarakhand follows NCERT-CBSE syllabus and practical scheme in
Science at secondary level.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
For Class X
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
Haryana
Haryana follows NCERT-CBSE syllabus and practical scheme in
Science at secondary level.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
For Class X
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
Himachal Pradesh
H.P. follows NCERT-CBSE syllabus and practical scheme in Science at
secondary level.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
60 Marks for Theory
19
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
For Class X
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
Punjab
Punjab has semester system at secondary level. Presently, in class IX,
following scheme is being followed in Science:
For both the semesters (i.e. from April to September and from October to
March)
Total Marks allotted =100
50 Marks for Theory
25 Marks for Practical
25 Marks for Internal Assessment
Number of practicals in I semester=10
Number of practicals in II semester=17
For Class X
Total Marks allotted =100
50 Marks for Theory
25 Marks for Practical, which is further divided into:
5 for physics
5 for chemistry
5 for biology
3 for Activity/Project
4 for practical copy
3 for viva
25 Marks for Internal Assessment
Number of practicals in I semester=13
Number of practicals in II semester=16
External Assessment for practicals
Delhi
Delhi follows NCERT-CBSE syllabus and practical scheme in Science at
secondary level. However, practices regarding experimentation and
activities need much improvement.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
20
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
For Class X
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
Apart from these participating States/UTs, the available science syllabus
of a few other States/UTs was also analysed, the report of which is as
follows:
Mizoram
Mizoram has developed its syllabi in tune with NCF-2005 ideas and
NCERT syllabi.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
80 Marks for Theory
20 Marks for Practical
Total number of experiments is 20
For Class X
Total Marks allotted= 100
80 Marks for Theory
20 Marks for Practicals
Total number of experiments is 20
Assessment for practicals is internal
In urban areas, well-equipped laboratories are available in schools. But
in rural areas laboratory facilities are not available.
Jharkhand
Jharkhand follows NCERT-CBSE syllabus and practical scheme in
Science at secondary level.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
21
For Class X
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
Bihar
Bihar follows NCERT-CBSE syllabus and practical scheme in Science at
secondary level.
Presently, in class IX, following scheme is being followed in Science:
Total Marks allotted =100
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
For Class X
60 Marks for Theory
20 Marks for Practical
20 Marks for Multiple Choice Question based on Practicals
Gujarat
Detailed Syllabus is not available (Only list of practicals and content list
of Class IX and X Science is available) but it emerged in the Group
Discussion that Daman and Diu follows Gujarat Syllabus at secondary
level.
22
Table 4.1 showing Status of State/UT Science at Secondary level
based on participants’ presentations and analysis of Science
syllabus of States/UTs
S.
No
State/UT
Whether
follows
NCERTCBSE
syllabus
Science
Syllabus
Total Marks allotted for
Science
Practic
al
Exami
nation
Books
prescribed
NCERT/St
ate
Board/
Private
Publishers
Theory
Practical
Total
Theo
Prac
List of
practicals is not
given in the
syllabus
However, it is
mentioned
in
the
syllabus
that at least 10
experiments
are
to
be
performed and
the
practical
work will be
assessed
by
the
subject
teacher
internally out of
20 marks under
the
overall
supervision
Head of the
Institution
No
list
of
practicals
100
50 PS
50 LS
Nil
No
Orissa
Board
200
100 LS
100 PS
Nil
No
Textbooks
are not
Mentioned
in
the
syllabus
No
list
practicals
200
100
LS
100
PS
Nil
No
Textbooks
are
not
mentioned
in
the
syllabus
1.
Orissa
State
Syllabus
Theory potion
is divided in
to two parts :
Life Sciences
and Physical
Science
giving equal
weightage to
each area
2.
West Bengal
State
Syllabus
3.
Tripura
State
Syllabus
Theory
portion is
divided into
two parts :
Life Sciences
and Physical
Sciences
Theory
Portion is
divided into
three parts
:Biology,
Physics and
Chemistry
of
23
4.
Uttar
Pradesh
State
Syllabus
Measurement, Syl. Includes
list of practicals
Mechanics
for IX and X
and Sound
Heat
Composition
of Matter and
Atomic
Structure
Language of
Chemistry
and Chemical
Bonding
Organisation
in Living
World
Our
Environment
Light
Electricity
and Effects of
Electricity
Chemical
SubstancesNature and
Behaviour
Organice
Chemistry
Living World
(Processes )
Heredity and
Evolution
100
100
Nil
No
5.
Daman & Diu
Gujarat
State
Syllabus
Class IX
30 practicals
Class X
30 practicals
100
100
Nil
No
6.
Assam
State
Syllabus
Detailed
Syllabus is
not available
(Only list of
practicals
and content
list of Class
IX and X
Science is
available)
Class IX- 18
units
Class X-14
units
Information
loaded
Class IX
No list of
practicals
100
80
20
Internal
100
80
20
Internal
7.
Nagaland
Themes are
as per
NCERT
syllabus
Class X
List of practical
is given
List of
practicals for
classes IX and
X is included in
the syllabus
Private
Publishers
24
Private
Publishers
8.
Manipur
Based
NCERT
syllabus
on
9.
Meghalaya
10.
Uttarakhand
NCERTCBSE
11.
Delhi
12.
Haryana
NCERTCBSE
NCERTCBSE
Disciplinary
Approach is
visible
Themes are
allotted to
Biology,
Chemistry
and Physics
separately
More number
of topics than
NCERTCBSE
syllabus
Class IX
Five Units
covering the
following
themes;
Food
Matter-Its
nature and
behavior
Organisation
in living world
Motion, Force
and Work
Our
Environment
Class X
Five Units
covering the
following
themes:
Chemical
Substances
World of
Living
Effects of
Current
Natural
Resources
Natural
Phenomena
Same
as
above
Same
as
above
List
of
practicals
for
classes IX and
X is included in
the syllabus
100
90
10
Internal
Board of
Secondary
Education,
Manipur
100
80
20
Internal
Private
Publishers
100
80
20
Internal
No mention
of
textbooks
in
the
syllabus
100
80
20
Internal
100
80
20
Internal
NCERT
Textbooks
NCERT
Textbooks
25
13.
Himachal
Pradesh
NCERTCBSE
14.
Punjab
State
Syllabus
15.
Maharashtra
NCERTCBSE
syllabus
for class
IX
Maharas
htra
Board
Syllabus
for Class
X
16.
Goa
17.
100
80
20
100
75
25
Extern
al
100
80
20
Extern
al
NCERTCBSE
syllabus
100
80
20
Internal
Madhya
Pradesh
State
Syllabus
100
75
20
Extern
al
18.
Mizoram
State
Syllabus
Revised
In tune with
NCERTCBSE
syllabus
100
80
20
Internal
19.
Jharkhand
NCERTCBSE
syllabus
In tune with
NCERTCBSE
syllabus
100
80
20
Internal
20
Bihar
NCERTCBSE
syllabus
100
80
20
Internal
21.
Gujarat
State
Syllabus
100
100
Nil
No
Same
above
as
Class IX
Same as
above
Class X
State Board
Syllabus
(not
available)
(revised
syllabus will
be
implemented
from the next
year)
H.P. Board
of
Education
26
NCERT
Textbooks
No mention
of of
textbooks
in the
syllabus
NCERT
publications
No mention
of
textbooks
in the
syllabus
No mention
of
textbooks
in the
syllabus
4.2 Science Syllabus offered by the Central Board of
Secondary Education for Classes IX and X
The present syllabus has been designed around six broad themes viz. Food,
Materials, The World of Living, How Things Work, Moving Things, People and
Ideas, Natural phenomenon and Natural Resources. Special care has been
taken care to avoid temptation of adding too many concepts than can be
comfortably learnt in the given time frame. No attempt has been made to be
comprehensive.
At this stage, while science is still a common subject, the disciplines of Physics,
Chemistry an Biology begin to emerge. The students should be exposed to
experience as well as modes of reasoning that are typical of the subject.
4.2.1 List of Experiments suggested for the first term of Class IX
Instruction: Practical should be conducted alongside the concepts taught
in theory classes:
1. To test (a) the presence of starch in the given good sample (b) the
presence of the adulterant metanil yellow in dal.
2. To Prepare
a) A true solution of common salt, sugar and alum
b) A suspension of soil, chalk powder and fine sand in water
c) A colloidal of starch in water and egg albumin in water and
distinguish between these on the basis of
ƒ Transparency
ƒ Filtration criterion
ƒ Stability
3. To prepare
1) A mixture
2) A compound
Using iron filings and sulphur powder and distinguish between these on
the basis of
a) Appearance i.e. homogeneity and heterogeneity
b) Behaviour towards a magnet
c) Behavior towards carbon disulphide as a solvent
d) Effect of heat
27
4. To carry out the following reactions and classify them as physical or
chemical changes.
1)
2)
3)
4)
5)
Iron with copper sulphate solution in water.
Burning of magnesium in air.
Zinc with dilute sulphuric acid
Heating of copper sulphate
Sodium sulphate with barium chloride in the form of their solutions
in water.
5. To prepare stained temporary mounts of (a) onion peel and (b) human
cheek cells and to record observations and draw their labeled diagrams.
6. To identify parenchyma and sclerenchyma tissues in plants, striped
muscle fibers and nerve cells in animals, from prepared slides and to
draw their labeled diagrams.
7. To separate the components of a mixture of sand, common salt and
ammonium chloride (camphor) by sublimation.
8. To determine the melting point of ice and the boiling point of water.
4.2.2 List of Experiments suggested for the second term of Class IX
1.
2.
3.
4.
5.
6.
7.
To verify laws of reflection of sound.
To determine the density of solid (denser than water by using a spring
balance and a measuring cylinder.
To establish the relation between the loss in weight of a solid when fully
immersed in:
1) Tap water
2) Strongly salty water, with the weight of water displaced by it by
taking at least two different solids.
To observe and compare the pressure exerted by a solid iron cuboid on sand
while resting on its three different faces and to calculate the pressure
exerted in the three different cases.
To determine the velocity of a pulse propagated through a stretched string
/slinky.
To study the characteristics of spirogyra/Agaricus, Moss/Fern, Pinus (either
with male or female conre) an Angiospermic plant. Draw and give two
identifying features of groups they belong to.
To observe and draw the given specimens –earth worm, cockroach, bony
fish and bird. For each specimen record
a. One specific feature of its phylum
b. One adaptive feature with reference to its habitat.
28
4.2.3 List of Experiments suggested in the first term of Class X
1. To find the pH of the following samples by using pH paper/universal
indicator.
a. Dilute Hydrochloric acid
b. Dilute NaOH solution
c. Dilute ethanoic acid solution
d. Lemon juice
e. Water
f. Dilute sodium bicarbonate solution
2. To study the properties of acids and bases HCl & NaOH by their reaction
with
a. Litmus solution (Blue/Red)
b. Zinc metal
c. Solid sodium carbonate
3. To study the dependence of potential difference (V) across a resistor on
the current (I) passing through it and determine its resistance. Also plot a
graph between V and I.
4. To determine the equivalent resistance of two resistors when connected
in series.
5. To determine the equivalent resistance of two resistors when connected
in parallel
6. To prepare a temporary mount of a leaf peel to show stomata
7. To show experimentally that light is necessary for photosynthesis
8. To show experimentally that carbon dioxide is given out during
respiration
9. To perform and observe the following reactions and classify them into:
a)
Combination reaction
b)
Decomposition reaction
c)
Displacement reaction
d)
Double displacement reaction
a. Action of water on quick lime
b. Action of heat on ferrous sulphate crystals
c. Iron nails kept in copper sulphate solution.
29
d. Reaction between sodium sulphate and barium chloride
solutions
4.2.4 List of Experiments suggested for the second term of Class X
1. a) To observe the action of Zn, Fe, Cu and Al metals on the following
salt solutions.
i.
ZnSo4 (aq.)
ii.
FeSO4 (aq.)
iii.
CuSO4 (aq.)
iv.
Al2(SO4)3 (aq.)
b) Arrange Zn, Fe, Cu and Al metals in the decreasing order of reactivity
based on the above result.
2. To study the following properties of acetic acid (ethanoic acid) :
a) Odour
b) Solubility in water
c) Effect on litmus
d) Reaction with sodium bicarbonate
3. To determine the focal length of
i. Concave mirror
ii. Convex lens
By obtaining the image of a distant object.
4. To trace the path of a ray of light passing through a rectangular glass
slab for different angles of incidence. Measure the angle of incidence,
angle of refraction, angle of emergence and interpret the result.
5. To study (a) binary fission in Amoeba and (b) budding in yeast with the
help of prepared slides.
6. To determine the percentage of water absorbed by raisins.
Evaluation Scheme:
a) The units specified for each term shall be assessed through both
Formative and Summative assessments.
b) In class there will two terms and each term, there will be two formative
assessments each carrying 10% weightage.
c) The summative assessment in the First term will carry 20% weightage
and the summative assessment in the second term will carry 40%
weightage.
30
d) Hands on practical examination will be conducted through formative
assessment in every term with 20% weightage of total term marks.
e) Assessment of Practical Skills through Multiple Choice Questions will
carry 20% weightage in every term and summative assessment.
Observations:
a) The CBSE syllabus is woven around the themes suggested in the
NCERT’s Science Syllabus for Secondary Stage.
b) The CBSE suggests an exhaustive list of experiments at secondary level
with 20% weightage on practical examination which is internal
assessment.
c) However, the Board also attempts to assess practical skills through
Multiple Choice Questions included in the theory paper.
d) Many States such as Mahrashtra, Uttarakhand, Himachal Pradesh,
Haryana, etc. which follow CBSE syllabus without having adequate
laboratory facilities and trained teachers and conduct their own state
board examination with the evaluation scheme suggested by the CBSE
may be having a detrimental effect on Science learning by students at
this level.
e) Researches on the above aspect need to be initiated by the State and
National Agencies to evolve a policy of quality science education
emphasizing strong connectivity among intended, transacted and
achieved curriculum at secondary level.
4.3 NCERT’s Science Syllabi at Secondary Level
There is a general agreement that science content upto Class X should not be
framed along disciplinary lines, but rather organized around themes that are
potentially cross-disciplinary in nature. In the present revision exercise, same
set of themes are used, right from Class VI to Class X. The themes included for
class IX are: Food; Materials; The World of the living; how things work; Moving
things; People and ideas; Natural phenomena and Natural Resources. Except
Food all themes run through class X also.
The NCERT’s science syllabus at secondary level does not offer separate list of
practicals or experiments rather it integrates various activities/ processes and
experiments with the concepts/themes/sub-themes. Suggested activities/
processes and experiments either to be demonstrated by teachers or to be
done by students (from the NCERT’s Science Syllabus) are listed below under
three two categories:
4.3.1 for Class IX
31
a. Teacher’s Demonstration
1. Demonstrating the effect of force on the state of motion of objects in a
variety of daily-life situations.
2. Demonstrate the change in direction of motion of an object by applying
force.
3. Observe effect of heat on each of the resources (Teacher to perform the
experiment for camphor, ammonium chloride and naphthalene)
b. Experiments to be performed by students
1. Experiments to show cooling by evaporation.
2. Experiments to show that white objects get less hot.
3. Sorting out a medley of material in various ways
4. Experiments on body rolling down inclined plane pushing another body.
5. Experiments with pendulum.
6. Experiments with spring.
7. Experiments with floating and sinking objects.
8. Experiment on reflection of sound.
9. Titration using droppers or syringes, quantitative experiments.
10. Analysis of motion of different common objects. Drawing distance –time
and velocity time graphs for uniform motion and for uniformly
accelerated motion.
11. Analysis of motion of ball falling down and of ball thrown up. Measuring
mass and weight by spring balance.
c. Activities
1. Observe shape and physical state of different materials.
2. To feel the texture, observe the colour and luster, effect of air, water and
heat, on each of the material such as wood, salt, paper, ice, etc.
3. Discussion on claims ‘Air is a mixture’ (Mixture of what? How can these
be separated?), ‘Water is a compound’ and ‘Oxygen is an element’.
4. Discussion on the fact that elements combine in a fixed proportion
through discussion on chemical formulae of familiar compounds.
32
5. Discussion on diversity and the characteristics associated with the major
groups of plants such as Thallophyta, Bryophyta, Pteridophyta,
Gymnosperms and Angiosperms.
6. Discussion on diversity and the characteristics associated with the major
groups of animals such as Non-chordates up to phyla and Chordates
upto Classes.
7. Observation of model of human body to learn about levels organizationtissues, organ system, and organism, observe blood smears (frog and
human), cheek cells, onion peel cell, Spirogyra, Hydrilla leaves
(cyclosis).
8. Discussion on how malaria is spread, how to prevent mosquito breeding.
9. Looking at closed and open stomata, plasmolysis in Rhoeo leaf peels.
4.3.2 For Class X
a.
Teacher’s Demonstrations
1. Using a simple electric circuit, show that charges flow from higher
potential to lower potential.
2. Demonstrating that a current carrying conductor produces a magnetic
field produced by a current carrying coil or solenoid.
3. Demonstrating that a current carrying conductor when placed in
magnetic field experiences force.
4. Demonstrating the working a motor.
5. Demonstrating the phenomenon of electromagnetic induction.
6. Demonstrating that current is induced in a coil kept near a coil in which
current changes.
7. Demonstrating the principle and working of a generator.
8. Demonstrating the use of a fuse in domestic circuit.
b.
Experiments to be performed by students
1. Testing different substances with indicators.
2. Neutralisation reactions
3. Mixing pairs of substance mentioned alongside, to see the reactionsdiscussion on chemistry in the kitchen, chemistry inside our bodies.
33
4. Carrying out simple reactions that encompass decomposition,
displacement, precipitation, neutralization, oxidation and reduction.
5. Experiments involving reactions of carbon and its compounds with
chemical reactions.
6. Use of common salt, washing soda, baking soda, lime, lime stone,
bleaching powder, plaster of paris , soaps and alcohol to show cleansing
and bleaching, etc.
7. Experiments on tropic movements in plants-geotropism, hydrotropism,
phototropism, interaction of factors; experiment on apical dominance;
demonstration of reflect action.
8. Use the analogy or flow of water from higher (potential to highest
energy) lower height (lower potential energy).
9. Using a circuit consisting of a conductor, battery key, voltmeter and
ammeter, establish a relationship between potential difference and
current and hen Ohm’s law.
10. Using Ohm’s law circuit, establishing the properties of series
combination and the rule for resistance.
11. Establishing the rule for parallel combination of resistors.
12. Drawing magnetic field lines in vicinity of a bar magnet.
13. Identifying the appliances based on electric motors.
c.
Activities
1. Discussion on metallurgical processes and simple experiments
involving metals, with chemical reactions.
2. Activity of burying different materials in the soil and studying
periodically what happens; construction of food web using models.
3. Study pollen tube growth and pollen tubes on stigmatic mount, mount
soaked seeds to see embryonal axis, cotyledons etc., seed
germination – epigeal and hypogeal; structure of the hen’s egg.
4. Discussion on family planning and responsible parenting.
5. Identification of appliances in daily life based on heating effect of
current.
6. Calculating of power in daily life situations.
7. Familiarising with voltage and frequency of AC in our homes.
8. Explaining the working of domestic electric circuits.
9. Observation of convergence and divergence with lenses.
34
10. Exploring and recording features of images formed by a concave
mirror, by placing an object beyond c.c. , between c.c. and focus , and
between pole and focus; ray diagrams.
11. Activity to explore laws of refraction.
12. Activity exploring and recording features of images formed by convex
lens. Ray diagrams. Studying the glasses used by human beings to
correct different vision defects.
13. Activities studying refraction.
14. Observation of objects through prisms; tracing rays refracted through a
prism; discussion.
15. Activity showing scattering of light in emulsion etc.
4.3.3 Important points, which need attention in the context of the NCERT’s
syllabus:
1. The format of the syllabus has been evolved to make teachers
understand how to address the curiosity and viewpoint of the student.
Instead of merely listing ‘topics’, the syllabus is presented in four
columns: Questions, Key concepts, Resources and Activities/Processes
2. The syllabus starts with key questions, which are meant to provide
points of entry for the child to start the process of thinking.
3. Alongwith the questions, key concepts are listed. As the name suggests,
these are those concepts, which are of a key nature.
4. The columns of Resources and Activities/Processes are meant to be of
suggestive nature, for both teachers and textbook writers.
5. The Resources column lists not only concrete materials that may be
needed in the classroom, but a variety of other resources, including outof-class experiences of children as well as other people.
6. The Activities column lists experiments, as normally understood in the
context of science, as well as other classroom processes in which
children may be actively engaged, including discussion. Of course, when
we teach science in a hands-on way, activities are not add-ons; they are
integral to the development of the subject.
7. The NCERT syllabus does not offer any evaluation scheme in this
regard.
8. The NCERT syllabus does not recommend separate periods for
practicals/experiments.
However, it provides for distribution of periods for the learning of different
themes/sub-themes.
35
4.4 Status of Science Laboratories in Secondary Schools in States/UTs
Apart from discussing the science syllabi of different States/UTs for the
secondary stage, status of Science Laboratories in different States/UTs (data
was received on the questionnaire on laboratory status sent to each State/UT
by the Secondary Education Group) was also shared with the participating
states/UTs. Following is the table showing status of Science Laboratories in
Secondary Schools of nine States/UTs:
Participating States/UTs, also shared the status of laboratories in their
State/UT.
States such as U.P., Himachal Pradesh, Orissa, West Bengal, Haryana, Delhi
(UT), etc. informed that they do not have adequate facilities for conducting
practicals and experiment.
36
Table 4.2: Status of Science Laboratories in Secondary Schools in States/UTs
(Based on the data received on a questionnaire on Lab Practices developed by the SEG and sent to all the States/UTs)
States/UTs
Total No. of
Secondary
schools in
the
State/UT
Total No. of State run
secondary
schools
with well equipped
laboratory in Science
Total No. of State run
secondary
schools
without
any
lab
facilities
Total
No.
of
State
run
schools having
lab room but no
lab equipments
Total No. of State run
school
having
lab
equipments but no
room
No.
Percentage
(%)
No.
Percentage
(%)
No.
Percent
age (%)
No.
Percenta
ge (%)
No. of times
State/UT
conducted
training
programmes in
Science/
Mathematics
laboratory
practices
Punjab
3184
224
7.035
2526
79.33
75
2.3
0
0
Nil
Daman and Diu
28
25
89.28
04
14.28
0
0
0
0
Nil
Uttarakhand
2747
1292
47.03
1455
52.97
403
14.67
1050
38.22
Nil
Goa
359
319
88.86
40
11.14
Data
not
clear
-
Data
clear
-
Nil
Manipur
224
30
13.39
128
57.14
96
42.86
0
0
Nil
Tamil Nadu
4426
983
22.21
3039
68.66
302
6.82
102
2.30
Nil
Nagaland
125
0
0
99
79.2
26
20.8
0
0
Nil
Arunachal
Pradesh
191
28
14
143
74
20
14.7
08
4.1
Tripura
826
0
0
822
99
17
0.25
17
0.25
Pudduchery
68
03
4.4
49
72
15
22
1
1.3
not
37
4.5 Observations:
1.
Among 15 participating States Haryana, Punjab, Himachal Pradesh, Madhya
Pradesh, Uttarakhand, Uttar Pradesh, Orissa, Meghalaya, Nagaland,
Manipur, Tripura, Assam, Goa, and Maharashtra and 2 UTs Delhi and Diu &
Daman , 9 States i.e., Haryana, Uttarakhand, H.P. , Meghalaya, Nagaland,
Manipur, Goa, Assam and Maharashtra and one UT i.e., Delhi reported that
they follow NCERT syllabus. They either adapt or adopt the NCERT and
CBSE syllabi.
2.
However, Six States viz. Tripura, Orissa, Punjab, M.P., U.P., West Bengal
and Daman and Diu follow their State / UT syllabus. Tripura and Orissa
reported that from the next year they will implement new syllabi revised in
tune with NCERT’s syllabi at secondary level.
3.
Regarding Science practicals, among 15 participating States, and 2 UTs , two
States such as West Bengal and Tripura do not prescribe any practical for
classes IX and X and other two States such as Uttar Pradesh and Orissa and
UT – Daman &Diu although prescribe practicals for classes IX and X in the
syllabus but do not make it mandatory for schools to conduct these practicals.
Presently these States/UTs do not have practice of either external or internal
assessment for practicals.
4.
Moreover 8 States i.e., Haryana, Uttarakhand, H.P., Meghalaya, Nagaland,
Manipur, Goa, Assam and one UT i.e., Delhi reported that they have internal
assessment system for class X science practicals. These States/UTs
prescribe list of practicals for class IX and X as per NCERT-CBSE
syllabus.(CBSE has developed its syllabus based on the NCERT Science
Syllabus)
5.
States of Maharashtra, Madhya Pradesh and Punjab have external
assessment system of examination for class X. They prescribe list of
practicals for classes IX and X. However, from the next year, Maharashtra will
implement NCERT-CBSE syllabus in class X.
6.
Among rest of the States/UTs which have not participated in the workshop
but follow NCERT –CBSE syllabus are: Jharkhand, Arunachal Pradesh,
Chhatisgarh, Sikkim, Mizoram, Bihar, Rajasthan, J&K, Lakshadweep(UT),
Andaman & Nicobar(UT), Chandigarh(UT) and Dadra and Nagar Haveli (UT).
7.
Detailed Information about the States such as Andhra Pradesh, Karnataka,
Tamil Nadu, Kerala, and UT –Pudducherry which have not participated in the
workshop is being collected. However, it is learnt through telephonic talk with
these states that they do not have any practical scheme for classes IX and X.
They do not have well – equipped laboratories as well in all of their secondary
schools.
8.
Although all the States/UTs reported that even though their syllabi prescribe
practicals at IX and X level, the laboratory practices are poor. In almost all the
39
participating states/UTs well-equipped laboratories at secondary stage are
lacking and teachers are not trained in conducting the prescribed
experiments.
9.
The table 4.2 also shows that except a few States/UTs, e.g. Goa, Diu and
Daman all other States / UTs do not have well-equipped laboratories for
secondary schools. Except a few States/UTs e.g. Goa, all other States/ UTs
do not conduct in-service teacher training programme in laboratory practices.
10. All the participating States/UTs shown their agreement that Micro-Science
Laboratory Kits will be very useful in the present scenario towards improving
quality of science education in the country.
11. Representatives from the States/UTs suggested that a State-specific
Professional Teacher Development Model need to be evolved for addressing
the training needs of teachers in science including laboratory practices under
RMSA.
12. A comprehensive and feasible evaluation scheme is needed for assessing
student’s practical skills in Science.
40
Chapter 5
Setting up Micro Science Lab Kit Standards
5.1 Experiments and Micro Science Lab Kits
To develop and transform a learner into a scientifically literate citizen, we need to help
learner to:
a. Understand and apply the basic concepts of science.
b. Learn scientific enquiry skills of gathering information.
c. Develop desirable attitudes and value appreciation for truth and objectivity.
d. Learn scientific method and apply it in solving problems and taking decisions to
improve everyday living and environmental conditions and to promote
development and use of technology.
For achieving these objectives, as discussed earlier in this workshop, it is necessary to
shift emphasis from rote-memory based, content oriented and teacher – centred method
of teaching to “hand-on minds-on” learning approaches like:
a.
b.
c.
d.
Problem solving-based;
Activity oriented;
Performance-based; and
Learner-centred approaches
These approaches would require learner to:
a. Investigate
b. Develop observation skills
c. Record observations;
d. Structure, organize and communicate information;
e.
Hypothesize;
f.
Collect and analyze data;
g. Draw relevant inferences;
h. Design solution and act accordingly.
Unless we improve science teaching in India, which is presently textbook oriented and
lacking experimentation due to the lack of essential laboratory facilities and training of
teachers, development of all the above skills in students is difficult.
With a view to remove the constraints in the way of science experiments/activities due
to the absence of laboratories in schools of India, the NCERT has developed science
kits, thus an essential alternative to the lack of any equipment in most of the schools in
India and is a supplement to the textbooks. The kit has the following advantages:
a. Availability of necessary pieces of apparatus/items at one place.
41
b.
c.
d.
e.
f.
Multipurpose use of each piece of apparatus
Economy of time in setting up of experiments
Portability from one place to another
Provision for teacher’s innovation
Low cost and use of indigenous resources
5.2 Requirement of Items as per the need of State/UT Science Syllabus at
Secondary Level for Micro Science Laboratory Kits developed by the NCERT
5.2.1 Micro Biology Lab Kit
Following participating States/UTs follow NCERT’s Science Syllabus including
practicals :
Goa, Maharashtra, Mizoram, Meghalaya, Uttarakhand, Himachal Pradesh, Haryana,
Nagaland, Assam, Manipur and Delhi.
Most of the practicals for class IX and X Biology are common in these States/UTs.
These States/UTs suggest addition of following items to the items which have already
been included the Micro Biology Lab Kit developed by the NCERT to address the needs
of Biology practicals at secondary level in these States/UTs:
For class IX practicals such as
a.
b.
c.
d.
Mentanil Yellow
Turmeric Powder
Eosin
Permanent Slides of :
Parenchyma
Sclerenchyma
Stripped Muscle Fibres
Nerve Cells
Specimen of Plants
a. Spirogyra
b. Agaricus
c. Moss
d. Fern
e. Pines (Male and Female)
f. Angiospermic Plants
g. Onion
Specimen of Animals:
42
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Earthworm
Bony Fish
Bird
Ascaris
Hydra
Tapework
Prawn
Pila
Starfish
Frog
Lizard
Rat
For Class X Practicals
Following material is required:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Black Paper Strip
Rubber Bands
Alcohol
Potted Plant
Lime Water
Blow Pipe
Resins
Equiarm Balance/ Digital Balance
Permanent Slides showing binary fission in (a) Amoeba, (b) Budding in Yeast
State of Orissa requires following to be included in the biology kit: Microscopic slides
of :
a.
b.
c.
d.
e.
f.
g.
h.
i.
Paramecium
Conjugation in Spirogyra
Mitosis and Meiosis of Onion Root
Bacteria (Lactobacillus and E-coli)
Fungus-Aspergillum
Moss-capsule
Nerve Cell
Muscular Cell
R.B.C.
State of Nagaland requires following to be included:
a. Permanent slide of collenchyma and blood smear
43
b. Coriander powder
State of Punjab requires following to be included:
a.
b.
c.
d.
Turmeric Powder
Metanil Yellow
Dil HCl
Spice testing Kit
State of Assam requires following to be included:
a. Specimen of spider and ant
State of Goa requires following to be included:
Specimen of potato and bryophyllum
a. Bread mould
b. Flower of Hibiscus
With these items, now the Micro Biology Lab Kit may be finalized including the
following items:
General Items
a. Microscope
b. Test Tube Stand
c. Dropper
d. Needle
e. Kerosene Burner
f. Forceps
g. Blow Pipe
h. Equiarm Balance/ Digital Balance
i. Spice Testing Kit
j. Dissecting Microscope
Glass Apparatus and Material
a.
b.
c.
d.
e.
f.
g.
h.
i.
Micro test tubes
Slides
Cove Slips
Watch Glasses
Petri dish
Blade
Blotting Paper
Black Paper Strip
Rubber Bands
44
Specimen, Chemicals and Reagents
Specimen of Plants
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Spirogyra
Agaricus
Moss
Fern
Pines (Male and Female)
Angiospermic Plants
Onion
potato
bryophyllum
Potted Plant
Specimen of Animals:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
Earthworm
Bony Fish
Bird
Ascaris
Hydra
Tapework
Prawn
Pila
Starfish
Frog
Lizard
Rat
Cockroach
Grass hopper
Honey Bee
Specimen of:
a. Yeast
b. Amoeba
c. Bread mould
Permanent Slides of:
a. Parenchyma
b. Sclerenchyma
c. Stripped Muscle Fibres
d. Nerve Cells
45
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
showing binary fission in (a) Amoeba, (b) Budding in Yeast
Paramecium
Conjugation in Spirogyra
Mitosis and Meiosis of Onion Root
Bacteria (Lactobacillus and E-coli)
Fungus-Aspergillum
Moss-capsule
Nerve Cell
Muscular Cell
R.B.C.
collenchymas and blood smear
Chemicals and Reagents
a.
b.
c.
d.
e.
f.
g.
Eosin
Iodine
Dil Hydrochloric Acid
Safranin
Corrionder powder
Turmeric Powder
Metanil yellow
5.2.2 Micro Chemistry Lab Kit
Following participating States/UTs adapt or adopt NCERT’s Science Syllabi including
practicals :
Goa, Maharashtra, Mizoram, Meghalaya, Uttarakhand, Himachal Pradesh, Haryana,
Nagaland, Assam, Manipur and Delhi.
Most of the practicals for class IX and X Chemistry are common in these States/UTs.
These States/UTs suggest the addition of the following items in the Micro Chemistry
Lab Kit developed by the NCERT to address the needs of Chemistry practicals at
secondary level in these States/UTs:
a.
b.
c.
d.
e.
f.
g.
100 ml Beaker
Potassium Hydroxide
Copper Sulphate
Four Bigger Tubes
Colored cotton cloth
Amyl alcohol
50 ml measuring cylinder
46
Madhya Pradesh, Punjab, Daman & Dui follow State/UT syllabus. They have varied
requirement for Chemistry Kit.
Punjab suggests addition of:
Class IX
a.
b.
c.
d.
e.
f.
g.
h.
i.
Iron nails
Copper Sulphate soln.
Magnesium Ribbon
Zinc granules
Sulphuric Acid
Sodium Sulphate and Barium Chloride
Litmus paper
Calcium Carbonate
Hydrochloric Acid
Class X
a. Copper
b. Potassium Dichromate
c. Potassium Permanganate
d. Sodium Hydroxide
e. Vegetable Oil
Madhya Pradesh suggests addition of Iodine solution and as per Daman & Dui no
further addition is required in the Chemistry Kit.
With these items, now the Micro Chemistry Lab Kit may be finalized including the
following items:
Technical Specification for Secondary Microchemistry lab kit
S.No.
Item Name
Quantity
1.
Micro Test Tubes
16
2.
Test Tube Holder
01
3.
Test Tube Stand
04
4.
Dropper with Rubber Bulb
03
5.
Glass Rod/Stirring Rod
01
47
6.
Spatula
01
7.
Beaker (10 mL)
04
8.
Funnel
01
9.
Beaker (50 mL)
01
10.
Measuring Cylinder (10 mL)
01
11.
W-Tube
06
12.
Tripod Stand
01
13.
Kerosene Burner
01
14.
Al-Block (Heating Block)
01
15.
Laboratory Stand
01
16.
a. Boss head
b. G-Clamp
Litmus Paper
One each
17.
Watch Glass
01
18.
China Dish
01
19.
Magnet
One pair
20.
Cotton Wool and coloured cotton cloth
21.
Thermometer (Laboratory)
01
22.
PH Paper
01
23.
Metals (Zn, Cu, Al, Fe)
One each
24.
Emery Paper
01
25.
Iron Nails
10
26.
Fe-filings
10 gm
27.
Filter paper
05
48
28.
Micro Test Tube Brush
29.
Chemicals
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
xv.
xvi.
xvii.
xviii.
xix.
xx.
xxi.
xxii.
xxiii.
xxiv.
xxv.
xxvi.
xxvii.
xviii.
xxix.
xxx.
xxxi.
xxxii.
xxiii.
01
HCl (dil.)
NaOH (dil.)
NaHCO3 (dil.)
CH3COOH
Lemon Juice
Universal Indicator
Litmus Solution (blue + red)
Granular Zn
Na2CO3
Phenolphthalein
Filter Paper
Quick Lime
ZnSO4
CuSO4
Al2(SO4)3
FeSO4
Sand Paper
Conc. H2SO4
K2Cr2O7
Na2SO4
BaCl2
NaCl
Sugar
Alum
Starch
Sulphur Powder
CS2
NH4Cl
Amyl Alcohol
KOH
Potassium Permanganate
Copper metal
Vegetable Oil
49
5.2.3 Micro Physics Lab Kit
For Goa, Maharashtra, Mizoram, Meghalaya, Uttarakhand, Himachal Pradesh,
Haryana, Nagaland, Assam, Manipur and Delhi most of the practicals for class IX and X
Physics are common, as these States/UTs either adapt or adopt NCERT syllabus.
These States/UTs suggest the addition of following items to the Micro Physics Lab Kit
developed by the NCERT to address the needs of Physics practicals at secondary level
in these States/UTs:
For Class IX
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Spherical solid of diameter about 2 cm.
Thread
Common Salt
Piece of stones of irregular shapes
Slinky of length 15 cm and diameter 5-6 cm.
Stop watch
Measuring Tape
Solid Iron Cuboid (9cmX 6cmX 4cm)
One plastic tray (12cmX9cmX3cm)
Talcum powder or fine wheat flour (1kg)
For Class X
a. A battery of 4 cells
b. Keys
c. Rheostat
d. Four resistances : 5, 10, 20 and 25 ohms
e. Concave mirror of focal length 15-20 cm
f. Covex lense of focal length 15-20 cm
g. Common scale ½ m long
h. Small drawing board
i. Drawing pins
However apart from the above list, following States need a few more items as per
their practical list at the secondary level:
Nagaland
1. Glass Plate about 30cm X 8 cm
2. Ply wood sheet about 30cm X 8 cm
3. Wooden Block with hook of 5cmX6cmX4cm
50
Assam
1.
2.
3.
4.
Thermometer in Fahrenheit Scale
Calorimeter with stirrer
Ball Pins (standard)
One sphere of diameter 2 cm.
(Exp: To study the variation of limiting friction with mass and nature of surfaces in
contact)
For States/UTs which follow their own State/UT syllabus following items need to
be included in the Micro Physics Lab Kit:
Punjab
Pendulum Ball made up of copper, stop watch, thread and stand
(Exp: To find the value of ‘g’ with the help of simple pendulum)
Madhya Pradesh
1.
2.
3.
4.
5.
6.
Plane mirror for lab use
Plane mirror stand
Small magnetic needle (compass)
Simple pendulum with thread and stand stop watch
Clinical Thermometer
Iron fillings
Goa
1. Enameled Cu-wire
2. Tap Keys
3. Different coils having different no. of turns
With these items, now the Micro Physics Lab Kit may be finalized including the
following items:
General Items
1)
2)
3)
4)
5)
6)
7)
8)
Spring Balance
Magnetic compass
Set of four resistors; 10 ohm, 20 ohm(2), and 30 ohm
Protractor full circle
Graduated syringe
Tuning fork
Measuring Cylinder
Pasteur Pipette
51
9) Syringe Pump
10) Magnet
11) Slinky (of length 15 cm and diameter 5-6 cm
12) Kerosene Burner
13) Circuit Board assembly with Torch bulb 1.5V
14) Laboratory Stand
15) Plastic Funnel
16) Stainless Steel electrode with cork
17) B.P. and M.P. Apparatus
18) Trolley
19) Connecting wire banana plugs
20) Spherical solid of diameter about 2 cm
21) Thread
22) Piece of stones of irregular shapes
23) Stop watch
24) Measuring Tape
25) Solid Iron Cuboid (9cmX 6cmX 4cm)
26) One plastic tray (12cmX9cmX3cm)
27) A battery of 4 cells
28) Keys
29) Rheostat
30) Four resistances: 5, 10, 20 and 25 ohms
31) Concave mirror of focal length 15-20 cm
32) Covex lense of focal length 15-20 cm
33) Common scale ½ m long
34) Small drawing board
35) Drawing pins
36) Glass Plate about 30cm X 8 cm
37) Ply wood sheet about 30cm X 8 cm
38) Wooden Block with hook of 5cmX6cmX4cm
39) Thermometer in Fahrenheit Scale
40) Calorimeter with stirrer
41) Ball Pins (standard)
42) One sphere of diameter 2 cm.
43) Pendulum Ball made up of copper/steel, stop watch, thread and stand
44) Plane mirror for lab use
45) Plane mirror stand
46) Small magnetic needle (compass)
47) Simple pendulum with thread and stand stop watch
48) Clinical Thermometer
49) Iron fillings
50) Enameled Cu-wire
51) Tap Keys
52) Different coils having different no. of turns
53) Rubber Corks
52
54)
55)
56)
57)
58)
59)
60)
61)
62)
63)
64)
65)
66)
67)
68)
Plane Mirror Strips
Copper Strip
Zn Strip
Iron Strip
Sand paper of different numbers
Transparent stiff plastic tube
Copper Wire bent in U-form
Constantan Wire
Along conductor of copper
Nichrome Wire
Transparent PVC pipe
Circular Coil
Yo-Yo
Plastic Ball
Multimeter
Observations:
1. From the Group Discussion it has emerged that Micro Science Lab Kit is the
immediate measure for bridging the gaps in Science Curriculum i.e. Intended,
enacted and achieved. Analysing critically their State/UT syllabus, the
representatives from the participating States/UTs suggested that practice all the
student studying science need to be provided adequate hands-on-experiences for
developing their practical skills and understanding in science.
2. Representatives of each State/UT found the Kits student friendly and potential
enough to bring reform in the experimentation aspect of Science education which is
declining day-by-day in India.
53
Chapter VI
Evolving Teacher Professional Development Model for the
Secondary Stage Science Teachers
6.1 GUIDED LEARNING APPROACH
6.1.1 Challenge
Though there have been constant science education curricular reforms around the
world, yet science education in practice is facing a lot of challenges in school settings.
One of the challenges is challenge of understanding content knowledge and skills. The
students are not able to understand content knowledge and are not able to relate the
macroscopic observations to microscopic realities. For example, in chemistry there is
problem of relating macroscopic observations to molecular level and through symbols.
In biology, problem of relating textual diagrams to actual microscopic observations and
interpretations. In physics, problem of relating observations of phenomena to energetic
considerations. Instead, they are made to understand surface knowledge which is
purely temporary. They are not motivated also. The other challenge is the transfer of
the understanding to new contexts.
These challenges have been found to be met by practicing specially designed activities
and experiments and using appropriate science kits to lead the students through handson heads-on and hearts-on enquiry based experiences.
H3–on (enquiry) method teaching learning is based on a concept of learning that views
the student as active learner constructing his/her knowledge in an interactive and joyful
exchange with the material and social environment guided by the confident teacher.
Development then implies the child’s increasing ability to build (expand and elaborate)
his/her body of knowledge and, moreover, to refine and control the ways and means for
building the process.
In a wider theoretical context, the enquiry may be considered as problem solving
method with relevant utilizations in everyday life, public decision making and productive
work.
Starting point for any enquiry is an identified problem to generate cognitive conflict
through educational means and then meeting out cognitive resolution which would give
a feeling of Aha!
54
6.1.2 Formats of enquiry learning :
In the school context, enquiry learning can be practiced in three different forms:
(i)
Individualized learning: The students conduct their own investigation
(ii)
Group Work: Students work as partners at an investigation, whereby group
members will carry out different assignments after the problem has been
agreed upon and the questions have been jointly identified.
(iii)
Demonstration: The investigation is done with the whole class in front of all
students. Very often, a demonstration is simply perceived as a form of
presentation. But even in this function the observing students are required
to understand, i.e. to mentally reconstruct within their own conceptual
system, what is intended with the demonstration.
6.1.3 Open Enquiry Vs Guided Enquiry
Although enquiry-based instructional methods are defined by engaging students in the
construction and evaluation of scientific explanations based on evidence, it is important
to note that a wide variety of instructional methods are labelled as “enquiry” by teachers
and science education researchers, and that all are not equally effective for promoting
student understanding. For example, instructional methods termed “open enquiry”
usually involve students designing their own experiments to address some general
topic, while those labelled “guided enquiry” or “discovery” usually involves students
looking for patterns in data collected via given experimental procedures. Unfortunately,
such terms are not always used consistently, so it is important for teachers to work to
understand what a particular instructional entail, ensuring that it incorporates the five
key aspects of enquiry before making the decision to adopt it for their science classes.
ƒ
ƒ
ƒ
ƒ
ƒ
Investigating scientifically oriented questions;
Establishing criteria for evidence;
Proposing explanations;
Evaluating explanations; and
Communicating explanations.
In addition, along the continuum of instructional philosophies from teacher-controlled,
didactic teaching (found in traditional lectures and “cookbook” laboratory experiments,
for example) to student-controlled discovery learning, guided approaches have been
shown to maximize the likelihood that students will reflect upon relevant concepts and
engage in processes that promote better understanding.
55
Proponents of pure discovery believe that students should be encouraged to explore
their environments creatively and that these explorations should not be curriculum
driven, but based on the interests of the students. However, as with didactic
approaches, discovery learning methods also fail to encourage student’s reflection. In
fact, unguided discovery-learning methods rely on the assumption that students already
possess advanced meta-cognitive abilities.
Students in highly unstructured
environments are never forced to confront their misconceptions nor are they given the
opportunity to reconcile them with scientific conceptions. In addition, pure discovery
methods lack sufficient guidance, and students may end up confused, not knowing what
to do for long periods of time. In fact, a high degree of open-endedness in laboratory
classes has been found to be significantly negatively correlated with achievement on
examinations. The goal of guided learning environment is to strike an appropriate
balance between didactic teaching and discovery learning, allowing students to take a
large measure of responsibility for their own learning, but also requiring them to reflect
upon and explain their ideas, and to justify their use of evidence as well as their
conclusions. Students should ultimately be challenged to think about what to do and
how to do it, but given enough instructional support along the way so that they do not
flounder. The challenge is to develop curricula and instructional methods such that the
optimal amount of support is provided for each student. We present three models
namely, Process-Oriented Guided Enquiry (POGEL), Model-Observe-Reflect-Explain
(MORE) and Model-Anchor-Differentiate Integrate (MADI) enquiry methods, discussed
in detail later, are designed to support guided discovery in science learning. These
models engage students in constructing evidence-based explanations, as opposed to
simply receiving or confirming scientists’ explanations of scientific phenomena. The third
model specially focuses on understanding the concepts in science and the transfer of
understanding to novel contexts.
In an enquiry-based classroom, because of the emphasis on students developing
explanations based on evidence, the lecture and laboratory components of a high
school science course can become difficult to distinguish one from another. Scientific
investigations, driven in part by student ideas, are incorporated into the “lecture”
component of class. Whole class discussion, focused on making sense of experimental
observations in terms of what is happening on the molecular level, are commonplace
during the “laboratory” component of the class. For example, an introduction to a new
topic could begin with the teacher proposing an experiment and asking students to
predict what they think will happen. After the teacher performs an experiment as a
demonstration, the students would be encouraged to reflect upon what they observed,
evaluate their predictions in light of the experimental evidence, and discuss what
changes they might want to make to their molecular-level explanations to be consistent
with the results of the demonstration. This contrasts with the traditional approach, in
56
which the teacher carries out a demonstration and explains the results to students
without involving them in the process of proposing, evaluating, and refining their own
scientific explanations based on evidence.
6.1.4 Models of Guided Enquiry Learning
(a)
Process Oriented Guided Enquiry Learning
Process-Oriented Guided Enquiry Learning, or POGEL, is an instructional
paradigm based on many of the research-based principles of effective instruction
described previously.
A POGEL classroom or laboratory experience is
characterized by several common components:
Students work in small groups ( usually of 3 or 4) and they generally have
assigned roles;
ƒ
The instructor’s role is that of a facilitator, rather than a lecturer;
ƒ
The students work on activities that have been specifically and carefully
designed, usually are not just “hard problems from the end of the chapter”
that students work on together; and
ƒ
The students reflect on their learning and the learning process.
Thus, the goal of POGEL is not only to develop content mastery through student
construction of understanding, but also to enhance important learning skills such
as critical thinking, problem solving, and assessment.
ƒ
POGEL activities are typically structured to follow the three phases of the Learning
Cycle. In the first phase, “Exploration,” students seek a pattern in information
presented to (or obtained by) them. A series of carefully designed questions leads
the students to make sense of this information and to identify any inherent patterns
or trends. In the second phase, “Concept Invention” or “Term Introduction,” the
guiding questions lead students to develop a concept from the information, and a
new term can be introduced to describe this concept. In this way, new terms are
introduced after the learner has developed a mental construct to which the term is
attached. (This contrasts with the typical presentation in a textbook or lecture, in
which the introduction of new words commonly occurs first, followed by examples
of their use.) Finally, in the “Application” phase, students are required to have an
understanding of the concept by applying it in new situations, often requiring the
use of deductive reasoning skills. Thus, this structure guides students to construct
their own understandings of a concept, imparting not only a sense of ownership in
the process, but also providing the student with insight into the nature of scientific
enquiry. Students tend to understand these concepts better, and retain the
understanding longer than with previous methods. They are developing the skills
57
of analysis, thought, and communication that are at the heart of enquiry learning.
In addition, the students are learning to work as a group, organize information, find
patterns, and construct their own, deeper, understanding of concepts.
(b)
The Model-Observe-Reflect-Explain Thinking Frame
A second example of a research-based instructional tool that promotes enquiry learning
is the Model-Observe-Reflect-Explain, or MORE, Thinking Frame. MORE provides
students with a framework for thinking like a scientist engaged in enquiry. Thinking
Frame can also be used to transform standard science laboratory experiments and
demonstrations into cognitively effective enquiry experiences that incorporate the five
essential features of enquiry. Using MORE, students are first asked to describe their
initial understandings (their initial models) about the concept that they will investigate.
In these initial models, typically submitted as written pre-laboratory assignments,
students are encouraged to use words and pictures to describe their understandings
from both macroscopic (what students expect to observe and/or measure) and
molecular-level (what students think atoms, molecules, and/or ions are doing that would
result in the expected observations) perspectives. Pictures are especially useful for
communicating molecular-level understandings. Student’s models are then presented
and discussed, either in small groups or as a whole class; this makes students aware of
alternative understandings and explanations. Next, students gather evidence, typically
in the form of experimental observations and/or measurements, which is expected to
inform their initial models (observe). Third, students monitor the progress of their
experiments, seek to understand what is happening, and consider the implications of
the evidence being collected as it relates to their initial models (reflect). Fourth, students
use their evidence to construct a scientific explanation of why their previous model has
changed (or why it has not) for presentation to their teacher and other members of the
class (explain). Following each experiment, students are explicitly prompted to reflect
upon the implications of the evidence they have gathered for their model and revise
their ideas accordingly (model refinement). Throughout this enquiry process, the
essence of making connections between macroscopic observations and atomic-and
molecular-level explanations-is emphasized.
To stimulate student reflection, the teacher poses questions to groups of students.
Some general questions that may be effective include:
ƒ
ƒ
ƒ
ƒ
What is the goal of this experiment?
How does what you are doing contribute to the goal of the experiment?
How does what you are currently observing relate to your initial model?
Are your observations consistent with your initial model? Explain.
58
ƒ Does your model fully explain your observations? How?
ƒ What do you think is happening on the molecular level?
ƒ What doesn’t make sense to you?
For many instructors, the logical place to consider implementing enquiry instruction is in
the context of a laboratory setting. Laboratory-based projects (such as a science fair
investigation), in which the student independently selects the topic and the question to
examine, provide the typical example of an open-enquiry experience. Many teachers’
reaction to enquiry-based labs is disdain for the chaos they create in the classroom.
Using a guided approach in which the students are asked to formulate a question within
a topic, design an experimental protocol to gather evidence to address their question,
and construct an evidence-based explanation of their results offers a happy medium.
For example, if the topic is kinetics, the students can be asked to hypothesize what
variable they might alter to increase the rate of a particular reaction. Students will come
up with several different questions and procedures, but the instructor only needs to
prepare one system of reactants and materials. There may be some extra preparation
required to set up equipment (for example, one group might need a hot plate, while
another needs ice), but the chaos is limited. While many teachers have found that
laboratory experiments take more time, guided enquiry ultimately provides better
educational outcomes when students plan (at least part of) the procedure themselves,
and perhaps ask their own questions, but the focus is on guiding students in proposing,
evaluating (based on the evidence they collect), and communicating a scientific
explanation.
(c)
The Model : Anchor-Differentiate-Integrate
This model is based on Ausbel’s ideas. Our assumption is that ‘deep’ understanding of
a concept is necessary for its transfer, and that the
experiments in different contexts
and domains employed in learning a new concept, the greater will be the understanding
and transfer of the understanding to new contexts. We have studied the model which
consists of three different phases:
•
Anchoring Phase
In this initial phase, the students monitor their thinking through key questions
asked by the teacher in order to link prior knowledge to a new concept, first
individually, then after small group discussion and finally after class discussion with
the teacher. This progressive cognition would maximize students’ opportunities for
making their knowledge explicit and appropriate for the new concept. In the case
of experimental design, this could also be pre-lab phasing where the students
would make certain assumptions which need to be confirmed or falsified. There is
every possibility of recognizing conflict, if any, during this initial phase.
•
Differentiation Phase
59
In this phase, the students are guided to understand the new concept. Students
are taken through differentiating variety of new situations/routes to understand
hidden aspect, to recognize the gaps in their knowledge for understanding the
concept. The students get immediate feedback along the way through formative
questions and confirming/falsifying their ideas. These questions would allow
students to treat situations of increasing complexity in a wide range of real
situations. The microscale techniques are developed which can be time effective,
sparing enough time for the students to think, analyse, interpret and discuss.
•
Integration Phase
This is an integration phase, in which the students use the understanding of the
new concept in more creative ways.
Here the focus is for building
recontextualization by engaging the students in technological tasks which would
require them to manipulate more variables and different related concepts from
other disciplines for understanding the ‘full impact’ of the new concept. The
students would be able to use the understanding in altogether novel contexts
integrating the understanding with earlier understood concept facilitating transfer.
6.2 Professional Development of Science Teachers
Professional development is the enrichment training provided to teachers over a period
of time to promote their development in all aspects of pedagogy. It also refers to classes
and less formal activities which teachers do to enhance their skills. “Professional
development for teachers should be analogous to professional development of other
professionals. Becoming an effective science teacher is a continuous process that
stretches from pre-service experiences to the end of a professional career. Science has
a rapidly changing knowledge base and expanding relevance to societal issues, and
teachers will need ongoing opportunities to build their understanding and ability.
Teachers also must have opportunities to develop understanding of how students with
diverse interest, abilities, and experiences make sense of scientific ideas and what a
teacher does to support and guide all students. And teachers require the opportunity to
study and engage in research on science teaching and learning, and to share with
colleagues what they have learned” (National Science Education Standards). Therefore
professional development for teachers is more than training or classes. It would have a
positive impact on teacher’s pedagogical and content knowledge as many teachers feel
challenged with teaching of science.
6.2.1 Challenges of teaching science:
60
Researches on science teaching indicate the following challenges of teaching of
science:
Lack of previous experience of teachers with hands-on science.
•
Lack of pedagogical and content knowledge.
•
Acquiring and use of the resources needed to create appropriate science
learning environments.
•
Lack of confidence and ability to teach science and
•
Training of large number of teachers.
In the light of the above challenges, it seems important to examine how professional
development can support teachers’ capacity to teach science.
•
6.2.2 Models/Approaches for Professional Development of Teachers:
Depending on the particular training needs, teacher professional development
models/approaches may be of different categories.
A Standardised teacher professional development: This approach includes
mostly the cascade model through workshops and training sessions. This approach
generally focuses on the exploration of new concepts and the demonstration and
modeling of skills. In the cascade model, a small group of teachers are selected to
receive intensive training and then they provide training to their peers i.e., they serve
as ‘master teachers or champion teachers’. It has tremendous potential particularly
with regard to support provision at school level.
Major drawback of this model is the loss of information to the teachers. Cascade
training flows down through levels of less experienced trainers until it reaches the
target group and in the process, the important information tends to be lost. In this
model, the training is a one-time event without on-going support, so it rarely results
in effective changes for teaching learning.
Eg:
Training by National Resource Persons (National Level)
↓
Key Resource Persons (State Level)
↓
Master Trainers (District Level)
↓
61
Mandal/ Block Resource Persons (Mandal/Block Level)
↓
Teachers (School Level)
Reflective Teaching Model (RTM): This model is used with teachers to help
them implement reform teaching strategies. This model is grounded in the
theories of constructivism. It relies on a pair of teachers being able to model
effective practice, share authority and reflect on practice. Either member of the
team (team may be of two teachers or a teacher and a teacher educator) may
teach the lesson developed during shared planning sessions or both may coteach the lesson. Reflecting on one’s own practices requires a form of deep
thinking in which one poses questions and solve problems. This reflection is
encouraged in the planning and debriefing phases of the RTM.
Split Model: This is similar to reflective teaching model. In India, in-service
training programmes are provided for primary and upper primary teachers using
split-up model. It consists of 6-8 day training (at Block Resource Centre), one or
two days training in actual school situation, followed by application of knowledge
and skill gained during the training in their own school situation and a short
follow-up training session (at Cluster Resource Centre) wherein the teachers
could share their experiences through reflective and open discussions. In this
model, training is provided in two phases. It is a continuous or semi-continuous
professional development model that can be implemented in Indian situations.
B. Site-based teacher professional development: This includes intensive learning
by groups of teachers in a school or region to promote profound and long-term
changes in instructional methods. The site-based approach may assume a
variety of forms as given below:
•
Open Lessons: In this model, teachers develop lessons and invite
colleagues to observe the lesson and provide feedback in a postobservation session. The focus of this model is on ‘teacher behaviour’.
•
Lesson Study: In this model, teachers collaboratively plan, develop or
improve a lesson, field test the lesson, observe it, make changes and
collect data to see the impact of the lesson on student learning. This
approach focuses on ‘student actions’
•
Study Groups: Within ‘Study Groups’ teachers collaborate as a single
large group or in smaller teams, to solve a common problem or develop
and implement a plan to attain a common goal. Variations of the Study
62
Group approach occur in TDP workshops, in which teachers must plan an
activity to take back to their school or create an action plan to address a
particular school-based problem.
•
Inquiry/Action Research: In an inquiry/action research model, teachers
form teams based upon a common interest. They select an issue,
investigate and research it, plan possible actions to remedy it, take action,
observe and document results, reflect on outcomes and create an action
plan to address this issue.
•
Mentoring: In this model, older or more experienced teachers guide and
assist younger or novice teachers in all areas of teaching.
C. Self-directed teacher professional development: In this model, teachers are
involved in initiating and designing their own professional development and
would share materials and ideas as well as discuss challenges and solutions.
6.3 Current Status of Teachers and In-Service Training as well as modalities for
organizing continuous teacher training at secondary level suggested by different
States/UTs
The participating states/UTs discussed in groups about this important component of
quality : in-service teacher training and worked on the following aspects:
1) Current status of Teacher Qualification and in-service teacher-training at
secondary stage in their respective State/UT.
2) Agencies involved in imparting training
3) Fund controlling agencies
4) Proposed TPD model for their States/UTs
Each State/UT made presentation on these aspects.
A detail of these presentations is provided here in the following table
Table 6.3 State wise data showing status of teacher training at secondary level
alongwith modalities for improvement
State/UT
Teacher Qualification
Status
of
Inservice
Teacher
Training
State Agency
Responsible
for
funding, oranising
and
controling
Training
Programmes
Modalities
for
organizing continuous
teacher
training
at
secondary level
63
1.Haryana
Teacher Qualifications:
B.Sc. B.Ed.
B.Sc.(either
with Chemistry with
Physics, Chemistry &
Maths
or
with
Chemistry, Zoology and
Botany)
No
in-service
teacher training at
secondary level by
any state agency
Directorate
Education
of
1. Teacher
Training
should be residential
2. Teachers should by
trained
by
the
Master Trainers
3. Training need to be
provided
in
two
phases
i.e.
first
training in Semester
1 and another in
semester 2
One teacher teaches
all
three
areas
:
Physics,
Chemistry,
Biology at Secondary
Level
(Haryana
has
semester system at
secondary level)
4. Five day-training to
a batch of 50
teachers
5. NCERT’s kit should
be used in training
science teachers
2.Madhya
Pradesh
B.Sc. B.Ed.
M.P.
Board’s
Science
Centre
conducts in-service
training of science
teachers
1. In-service
teacher
training needs to be
of 7-days including
one
day
for
motivating teachers.
Around
1000
teachers per year is
the training target
of the Board.
2. One-day
video
conferencing must
organized
for
teachers
every
month to discuss
curriculum
and
pedagogy
related
issues.
3. In-service
training
(once in two-year)
should be made
compulsory for every
teacher.
64
3.Goa
4.Mahar
ashtra
One teacher teaches
all
three
areas
:
Physics,
Chemistry,
Biology at Secondary
Level
When
NCERT’s
NCF-2005
was
implemented and
new syllabus was
introduced Many of
Taluka level school
complexes
took
lead to train the
teachers
for
conducting
practicals
and
activities in Science
at suggested in the
NCERT’s syllabus
under super school
complexes. Higher
secondary teachers
provided training to
secondary
teachers. This was
very effective and
successful.
Different agencies
are involved in
training i.e. Zilla
Parishad,
State
Board,
NCERT,
Yashada,
Homi
Bhabha
Science
Centre,
SCERT,
Science
Teacher
Associateion,
Vidyan
Parishad,
Ayuuka
1-21 days training
is being imparted.
It is not continuous
and
moreover,
many a times the
same teachers get
training repeatedly
Trainings are
Career
Advancement
1. Term wise training
may be organized
for Science Teacher.
Each teacher need
to be trained in all
the three areas :
Physics, Chemistry
and Biology
2. A State level team,
district level team
and a taluka level
team
including
master trainers may
be constituted to
train all the science
teachers
in
the
State.
3. Training
in
lab
practices must be
provided to all the
science teachers
1. 5-day
teacher
training on divisional
level
may
be
organized
2. Expertise of different
agencies in different
areas
may
be
utilized
in
the
training as per need.
3. Training needs to be
provided
regularly
turn by turn to all the
teachers not only a
few
one
getting
training repeatedly
4. 85% time needs to
be given to training
in theory and 15%
time needs to be to
practical training.
for
65
5.Uttar
Pradesh
B.Sc. B.Ed.
No
in-service
teacher training at
secondary level
6.Punjab
B.Sc. B.Ed.
Continuous
Training
1. One month training
in summar vacation,
which must be need
based.
2. DIET can act as a
nodal centre for
training teachers in
collaboration
with
SCERT,IASE, State
Science Institute ,
RIE and SIEMAT
Detail is provided in
the Annexure I
7.Uttarakha
nd
B.Ed.
8.Orissa
Teacher for Trained
graduate posts having
B.Sc, school subjects
like,
Physics,
Chemistry,
Biology,
Mathematics (i.e. DCM
group and CBZ groups)
are selected for B.Ed
and recruited by the
State Government and
private schools.
No
in-service
teacher training for
science teachers
1. State
structures
such
as
DIET,
SCERT, BRC, CRC,
Board
may
be
brought together to
develop mechanism
for regular training to
all the teachers.
• One model for the
whole
state
teachers.
• Convergence of all
the institutes.
• 5-days training for
PCM teachers and 5
days training for
CBZ teachers.
• State Key Resource
Persons
to
be
trained by RIE.
• District
Level
teachers
to
be
trained by the Key
Resource Persons
by the State to avoid
transmission
loss
and to reach the
grass root level.
• Training to be a
continuous
one
spreading
throughout the year.
• Training fund should
be provided through
RMSA.
• Total teachers in
Government schools
66
•
•
9.Nagaland
B.Sc.
B.Ed. is not compulsory
One teacher teaches
all
three
areas
:
Physics,
Chemistry,
Biology at Secondary
Level
State
agencies
conduct In-service
training
programmes
SCERT is the nodal
agency for teacher
training; curriculum
and syllabus under
the Board.
•
•
•
•
•
•
•
10. Assam
B.Sc.
B.Ed. is not compulsory
Two teachers teach
all
three
areas
:
Physics,
Chemistry,
Biology at Secondary
Level
State
agencies
conduct In-service
training
programmes
Board of Secondary
Education
and
governmentaided schools are
32, 577 (SC, Arts
and languages).
Total number of
schools
4078
(government
and
government
aided
schools).
Total number of Sc.
Teachers would be
approximately 4078
X
2
=
8,156
(approximately)
needs training.
Training need to be
provided
through
proper
training
modules
Content
of
the
Training programme
must
include
Methodology
of
teaching
Science,
laboratory practices,
assessment tool and
techniques
in
Science.
Duration must be
from 5-7 days
Time must be the
Vacation/Leave
period
Size of the group
must not around 3050 teachers
Frequency: Twice/a
year
Proper monitoring of
the
programme
needed to maintain
the quality of these
programmes
-Do-
Directorate of
Secondary
Education
67
11.Manipur
B.Sc.
B.Ed. is not compulsory
One teacher teaches
all
three
areas
:
Physics,
Chemistry,
Biology at Secondary
Level
12.
B.Sc.
Meghalaya
B.Ed. is not compulsory
Two teachers teach
all
three
areas
:
Physics,
Chemistry,
Biology at Secondary
Level
13. Tripura
B.Sc.
B.Ed. is not compulsory
State
agencies
conduct In-service
training
programmes
Board of Secondary
Education
-Do-
Directorate of
Education
State
agencies Directorate of
conduct In-service Education, Research
and Training
training
programmes
Directorate of
Secondary
Education
-Do-
State
agencie SCERT and DIETs
conduct
In-service
training programmes Directorate of
Secondary
Education
-Do-
State
agencies
conduct In-service
training
programmes
Secondary
Education Board
-Do-
At district and block
levels
Science
Programmes such
as Seminar, etc for
teachers are being
Directorate
Education
Two teachers teach
all
three
areas
:
Physics,
Chemistry,
Biology at Secondary
Level
14.West
Bengal
15.Himachal
Pradesh
B.Sc.
B.Ed. is not compulsory
Two teachers teach
all
three
areas
:
Physics,
Chemistry,
Biology at Secondary
Level
B.Sc. B.Ed.
One teacher teaches
all
three
areas
:
Physics,
Chemistry,
Biology at Secondary
Level
of
68
organized by SSA
16. Delhi
B.Sc. B.Ed.
In the beginning of
the year a calendar
of activities for
training is prepared
and finalized with
the help of Master
Trainers/Members
of Monitoring and
Supervision Team,
(Joint Venture of
Directorate
of
Education
and
SCERT/DIETs).
Directorate
Education
of
Funding from SSA
SCERT is the apex
body looking after
quality of school
education in general
and
quality
of
Teacher Training in
particular.
List
of
Master
Trainers
is
prepared
by
circulating
a
general order for all
educational
institutions in Delhi,
who
want
to
become
Master
Trainers/RPs
in
different
subjects/areas.
2-3 days training is
organized of these
Master Trainers by
SCERT/DIETs
involving
Key
Resource Persons
from NCERT/EdCIL
/DTE of Education/
NGOs working in
the field of school
education.
Now, two days
training programme
is organized for
RPs of various
subjects/areas.
These RPs are the
Resource Persons
for actual
conduction of
training of teachers
teaching at
elementary and
secondary stage.
69
The model of
training 10 days
face-to-face at
district level and 10
days at cluster level
one day/month
based on subject
specific needs and
practical activities
is a part of RPs
training,
Monitoring and
supervision of the
training programme
is done by a team
of members team
SCERT/DTE of
Education/DIETs/S
SA Department.
Feedback of
training programme
is received through
a well structured
format developed
by SCERT.
Content of Teacher
Training
Includes subject
specific
theme/specific
topics in various
subjects and also
general topics like
class engagement
teachings, new
friends in
education,
evaluation
teachings, (CCE)
component related
for YUVA scheme
life skills.
Discussion in
groups/role
play/presentation
on specific skills
70
17.Daman &
Diu
B.Sc.
B.Ed.
B.Ed.
M.Sc.
Training is being
conducted by
SC/TC Department
of U.T. & Gujarat
Board of
Secondary
Education and
Nehru Sc. Centre,
Bombay.
1.
In-service
teacher
training needs to be of 7days.
2. Per year two training
programmes
3. Training needs to be
provided by the master
trainers.
Yearly one training
is being given
Training on lab
practices is not
being conducted.
6.4 Observations and Suggestions:
1. These presentations reveal that teacher’s qualification for secondary stage varies
in State/UTs. In States such as Assam, Meghalaya, West Bengal, Manipur and
Tripura a Science Graduate without any pre-service teacher training can be
appointed as teacher at secondary level for teaching science.
2. Status of in-service teacher training at secondary level is poor in almost all the
States/UTs. States such as Uttarakhand and U.P. do not conduct any training for
secondary stage teachers.
3. Almost all the participating States/UTs have institutions which can collaborate for
teacher training but States/UTs have yet to evolve a mechanism for providing
regular training to secondary teachers.
4. All the participating States/UTs recommended that training in lab practices must
be made mandatory for every science teacher using Micro Science Lab Kit
developed by the NCERT.
5. A Semi-continuous professional development model for teachers need to be
evolved incorporating the status of state mechanisms and keeping in view some
specific considerations related to different states/UTs.
6. Mechanisms for Inter-state/UT collaboration for teacher training may be evolved.
7. Directorate of Education is a responsible agency for controlling the fund flow for schools
and teacher training in almost all the States/UTs.
Chapter VII
Evolving a framework for the assessment of Experiments/Activities
that students learn/conduct in Science at Secondary Stage of
Schooling
71
7.1 Highlights of the Group Work (by States/UTs) on Assessment
The Groups recommended that
a) It is very important to have well equipped lab facilities
b) Lab facilities in all schools with special focus on rural schools
c) For biology a garden and a miniature museum is needed
d) Micro Science Lab Kits will serve the purpose better hence need to be used
by students in schools.
e) It is necessary to develop a locally suitable model /adaption of micro-science
lab kit in each state.
f) Hands-on Experiments, Viva and Written examination should be the part of
practical examination.
•
Students should be provided opportunities to conduct all the experiments but
must be assessed on one experiment in each subject area on the following
indicators:
a) Identification /setting up of apparatus
b) Preparation for the experiment
c) Observation
d) Collection/Recording of Data
e) Analysis /Plotting Graph
f) Interpretation
g) Innovation if any student shows while performing the experiment.
h) Reporting
(Hence, inputs, processes and product must be made parts of assessment)
Maintenance of practical record and peer assessment during experimentation may
also be considered as important components.
•
Relating the experiments with conceptual understanding should be the focus of
viva. Exploring the other aspects of the students such as attitude, and interest
towards science learning should also be the part of viva.
•
Written examination be conducted during/after experiments and it should not be
dissociated with it.
7.2 Students Assessment in Science Practicals at Secondary Level
Professor John Holman, Director of the National Science Learning Centre, UK has
said that "Learning science without practicals is the equivalent of studying
literature without books”.
7.2.1 Introduction
72
Practicals are integral part of learning sciences. The assessment in sciences should
indispensably be part of the spirit of sciences which focuses on experimentation,
hypothesis testing and constant renewal of methods in the light of new findings. This
makes the study of the subject lively and creates interest among students which is
the basic objective of study of science. In view of this practical element becomes an
integral part of teaching and learning of science and helps in empirically testing on
the selected content to provide further impetus for the study and understanding of
science. The practicals enable for conceptual clarity among students and also lead
for wide application of the same on new and innovative areas of learning. While
conduct of standard experiments is necessary for a basic understanding of science
and their assessment for eliciting students abilities and necessary inputs required, it
is also essential to create opportunities for exploration, devising new and innovative
ways of conducting experiments and assessing them appropriately. The innovative
and creative experiments and their assessment by teachers will provide scope for
advancement in science in the diverse learning environment of the students.
The segregation of conduct of science experiments and their assessment is arbitrary
and undesirable. This is because what is empirically tested (students
experiments/practicals) cannot be assessed remotely (through testing at later point of
time). It leaves many gaps unfilled in terms of providing inputs to students who can
get the immediate feedback and rectify their drawbacks. If practicals/experiments and
assessment go hand in hand it facilitates for a smooth progression of students
learning. Hence the conduct of experiments, observation of the same for
assessment, recording and reporting need to happen simultaneously.
In this regard, the most pertinent objection raised by the practicing teachers is that it
would be impossible for the teacher to monitor each student to conduct every
experiment and assess the same. These concerns are genuine stumbling blocks as
the teacher-students ratio is very large compared to many other western nations
where it is quite low. This problematic concern needs a viable alternative which is
suitable for indigenous conditions.
7.2.2 Challenges in science practicals:
The practicals are conducted in different modes in different states. There are several
challenges before us such as;
1.
The conduct of practicals varies from no practicals in some states to mere
demonstration by teachers in some states and to the conduct of practicals
supervised by central agencies like CBSE at the end of the year through
objective multiple choice tests.
2.
Whether assessment of practicals should be conducted along with the theory
papers or separately. Whether they should be conducted as part of the
teaching learning process or as summative form of assessment is an issue.
73
3.
The weightage given to practicals also varies from state to state. Maintaining a
balance between theory and practicals is a contentious issue. What
weightages should be given to each of them (theory and practicals) in the final
report card of the students is also a serious concern.
4.
How many practicals should be conducted for the purpose of examination is
also an issue.
While centrally conducted theory examinations are viewed as the most reliable ones,
aspersions are raised often on the conduct of practicals. In this regard the onus for
making the practicals an effective teaching-learning-assessment practice lies on the
teachers themselves, who need to take at most care in making the assessment true
to the ability of students and trust worthy. Further the schools can have the reliability
check themselves by comparing the practicals with the theory papers. However,
theory papers should not be the sole determining factors for measuring the reliability
of practicals. Though it is not necessary to maintain absolute parity between
practicals and theory, the great imbalances between the two need to be observed
and taken care of.
7.2.3 How challenges of assessment are addressed in other parts of the world
In this regard it may be pertinent to view some of the assessment techniques
adopted elsewhere.
In Canada, the expectations in science courses call for an active, experimental
approach to learning, with all students participating regularly in laboratory activities.
Laboratory activities reinforce the learning of scientific concepts and promote the
development of the skills of scientific investigation and communication. Where
opportunity allows, students might be required, as part of their laboratory activities, to
design and research a real scientific problem for which the results are unknown.
In UK at class X the practicals are assessed through topic tests, written assignments,
experiment reports and practical assessment. In France the national curriculum
encourages teachers to evaluate pre-determined competencies (skills) within each
subject area, including science.
In Australia – Queensland, the science syllabus for classes 1 – 10 is with focus on
outcome based learning. This sets out clear, public learning outcomes. It has high
expectations for all students; is consistent with learner-centred approach to education
and has assessment that focuses on what students know and can do with what they
know. The major challenge for teachers is the change to an outcomes approach to
education and assessment and reporting practices that are consistent with it.
Assessment during compulsory level education in Queensland is generally schoolbased and without external examinations, although there are fairly rigorous reviews,
monitoring and other checks and balances. Schools are required to develop a
74
curriculum plan that, among other things, outlines the approach being taken to
assessment and reporting.
At international level an assessment rubric given below is widely used:
1.
2.
3.
4.
Subject knowledge and stated hypothesis
Identified variables and experimental procedure
Chart of collected data and graph of results
Students’ observations, conclusions, inferences, recommendations and
teacher observations. Identification of unique experiments and their
assessment norms.
7.2.4 Ways to make assessment address the local demands
The traditional teacher making the assessment of students would not effective in
Indian context where teacher-pupil ratio is very large. In view of this the following
methods of assessment will improve the effectiveness of students’ assessment, if
used as supportive mechanism and not as alternative to teacher's assessment of
students.
a. Self assessment: one alternative could be for the teacher to take assistance of
the student himself/herself. Self-assessment provides for abilities beyond mere
assessment of the students themselves, where in they understand their strengths
and weaknesses etc. This stimulates for improvement in learning and further
assessment. According to Geoff Petty (2010) there are several advantages of self
assessment are:
•
It makes students aware of the goals, and familiarizes them with the
characteristics of good work.
•
It helps them work out how to improve, that is to identify the gap between
their present skills and the learning goals.
•
It encourages students to take responsibility for their own learning.
Students reflect on themselves as learners and so learn to learn; this
'metacognition' (thinking about thinking and self-regulating their own learning) has
been shown in many studies to greatly improve learning.
b. Peer assessment: The peer assessment enables students to see the
performance of each other and have an understanding of how others are
performing vis-a-vis oneself. According to Geoff Petty (2010), the advantages of
peer assessment:
a. Students come to understand the nature of good work more deeply, as
they must use this understanding to judge a peer's work. This helps them
understand their goals as learner, for example how marks are gained
75
and lost. These goals are learned from concrete to abstract; this is the
most powerful way to learn.
b. They learn other ways of approaching a task than the approach they
used.
c. They become more reflective about their own learning and gain
understanding by discussing disagreements. For example, if students
realize that they did one calculation wrong because they confused a sine
with a tangent that is very helpful.
d. Students can do more work than you can mark.
e. Students tend to take pride in work that will be peer assessed; they are
more likely to complete it, and to write more neatly than if you assess it.
(Black et al., 2003).
f. Students accept criticisms from each other that they would ignore if given
by you! For example 'Your writing is really hard to read'.
g. Students greatly enjoy this method, and both 'helpers' and 'helped' learn
if they support each other constructively. (The standard of discussion is
commonly higher than you expect ;)
h. It helps to develop the skills required for self-assessment.
i.
The most important advantage of self-assessment and peer assessment
is that it makes students realise that success or failure depends not on
talent, luck or ability, but on practice, effort and using the right strategies.
This is motivating and empowering. These two forms of assessment
would provide an opportunity for the teacher to discuss with the students
about the performance rubrics which have been developed by each
student. This may further lead to standard setting of the performance or
bench marking which will facilitate for future assessment practices
among students.
c. Group assessment:
Though initially teachers may be apprehensive of sharing their privilege (of
assessing students) with the students, it is inevitable and highly desirable
technique. In addition to providing the teacher the help of extended arms, it also
facilitates for development of meta-cognitive skills among students that is very
much the need of the hour. Moreover, the formative assessment that is expected
to come into practice with the integration of practicals and assessment now widely
known as continuous and comprehensive evaluation will receive a great boosting
if the self and peer assessment techniques are made use.
Initially, the teachers may monitor the conduct of practicals and their assessment
by the students in detail. There may be discussion sessions on the experiments
and assessment so that each student comes to know about the strengths and
76
weaknesses of the students in making
assessment. Once considerable inputs
are given to students, the
teacher may reduce the frequency and supervision
and focus only on
very important aspects of assessment. Though initially the
teacher will
have far greater responsibility, gradually the amount of work will be
reduced with the students taking up the assessment job themselves. However, for
the purpose of awarding marks/grades still the teacher needs to do it himself and
for this he/she may take the support of the students. All this facilitates in reducing
the biased way of looking at the things, which is very important for a true scientific
temper.
Further, it is always not necessary for the teacher to test each aspect of the
practical in the examination himself/herself. Because the amount of work becomes
insurmountable and the teacher as well may avoid doing anything completely. Instead
of that teacher can leave many aspects of assessment to students and focus on few
aspects for his/her own observation. Whenever he/she is recording the performance
of
practicals of students, the teacher must specify what exactly they have
examined and pin point suggestions which could include strengths and weaknesses.
7.2.4 Recording and reporting students' performance
While the above mechanism provides for a general understanding of the parameters
to be taken into consideration, it may be necessary for having assessment rubrics in
sciences at secondary level on the basis of consultation among the teachers and
teacher educators about what parameters are to be considered for making an
assessment. The grades or marks may be directly awarded for fulfilling of each
component of the practicals or alternately for the whole of practicals. The first one will
be more suitable as it gives scope for analyzing the performance of the students.
Three important aspects that generally need to be noted in awarding marks/grades
is;
a) that how a student is making use of the different apparatus i.e., inputs for
conducting a practical;
b) what are the processes the student is following in conducting the practical
and
c) what conclusions he/she has reached.
The above three parameters take care of the inputs, processes and the products
or outcomes. The weightages can vary from one practical to another, but all the
three should become part of the assessment. At present there is too much emphasis
on the outcome, ignoring the other aspects of practicals. This can be rectified by
appropriately apportioning weightages to all the three components.
This makes it imperative that assessment should not simply lead to providing of letter
or numerical grades but performance descriptors. The performance descriptors
provide guidance for the improvement of the students and the sole purpose of
77
awarding grades must be this. In this way a student's profile can be maintained which
is useful to him/her in long term and not merely in that particular class. The profile so
maintained which is widely known as portfolio could include the teacher's as well as
self/peer group comments/observations also.
To put it comprehensively the above framework provides for making assessment an
integral part of teaching and learning. It is very important to repose faith in the
teachers to make continuous and comprehensive evaluation succeed. Further, it is
equally important to have reliance on the students themselves, because it is
ultimately they who benefit from the system.
7.2.5 References:
i.
http://www.edu.gov.on.ca/eng/curriculum/secondary/science910curr.pdf
ii.
Assessment of Experiments and Science Projects Using a Generic Rubric
available as PDF titled sciexpa.pdf
iii.
Curriculum Overview, UK available at Curriculum_science.pdf
iv.
International Review of Curriculum and Assessment Frameworks : Thematic
Probe: Science for the 21st Century, Queensland (Australia), Ontario
(Canada), France, the Netherlands and Sweden by Sharon O’Donnell and
Catherine Micklethwaite, June 2000
78
Chapter VIII
Issues related to Science Education at Secondary Stage
And Recommendations of the Workshop
This workshop raises many issues related to quality in the context of Science Education
at Secondary Stage in India.
Knowledge can be categorized based on distinct kinds of concepts and meanings
involved in the processes of validation and justification. Each involves its own kind of
‘critical thinking’, its own way of verifying and authenticating knowledge and its own kind
of ‘creativity’. In this context content of every subject area evolves with its own in-built
pedagogy.
The Sciences, like any other system have their own concepts, often interconnected
through theories, and are attempts to describe and explain the natural world. Concepts
include atom, molecule, magnetic field, electric field, cell, neuron, element, compound,
etc. Scientific inquiry involves observation and experimentation to validate predictions
made by theory (hypotheses), which may be aided by instruments and controls.
However, science learning at different stages of education has its own objectives in
view of the developmental considerations. But the very nature of scientific knowledge
is testable (requiring experimentation) and hence cannot be overlooked even in the
early stages of education.
The question arises then,
Why hands-on experiences or experimentation is taking a back seat in science
education at school level?
Why students are not being allowed to understand scientific concept the way concepts
evolve in Sciences?
Why we are going against the nature of scientific knowledge while providing science
education at school level?
There is no denial of the fact that we create system for our own benefit and maximum
outcome and satisfaction rather than adjusting our requirement as per the already
created system which is becoming more rigid over time. In case of science education
the very pedagogy of the subject is being manipulated in view of the systemic comfort.
System does not have adequate facilities for conducting experiments and hence the
alternate way it adopted is to remove the experiments or to undermine them in science
curriculum. Teachers and Curriculum developers rather than forcing system to function
matching the need of pedagogy of science, have stopped paying attention to the
experimental aspect of Science teaching-learning. This is in a way is detrimental for the
learning of science by the students.
79
This is clearly reflected from the analysis of the science syllabus of the States such as
Tripura and West Bengal which do not prescribe any practical/experiment for secondary
stage and also from the syllabus of Orissa, Uttar Pradesh and Daman and Diu, which
although prescribe list of practicals but do not given any weightage to experiments for
the examination purposes. Moreover, other States/UTs such Uttarakhand, Haryana,
Delhi, Himachal Pradesh, etc. which conduct practical examination but lack essential
laboratory facilities in their secondary schools.
Due to this, there exists a gap between the intended, enacted and the assessed
curriculum. In case of States such as Uttarakhand, Himachal Pradesh, Delhi, Haryana,
etc. adopting NCERT-CBSE curriculum intend that students learn doing practicals. But
given the laboratory conditions and teachers’ shortage as well as inadequate teacher
training, in these States/UTs the status of lab practices is poor i.e. transacted curriculum
does not match with the intended curriculum. However students are being assessed on
practical skills through internal assessment mechanism and also through MCQs related
to practicals. Now, there is again a big gap between what is being transacted and what
is being assessed. Here, the issue of what students have learnt is also a serious issue
which needs in-depth deliberation.
This Workshop recommends that each State needs to come out with a curriculum policy
for each stage of school education considering the state specific factor of implementing
periodic curriculum change. The curriculum policy must be developed keeping in mind
that the very nature of curricular area (specifically in the context of science) must be
preserved providing adequate facility for dealing with the area rather than removing
essential components disturbing the nature of the subject and hence effecting its
quality.
This workshop also recommends that all the States/ UTs to review their Science
syllabus for the secondary stage incorporating inquiry –based approach (as suggested
in NCF-2005) and a great deal of experimentation to understand the essential concept
through it and also transfer of this understanding to different contexts. This will be a step
towards improving quality of science education under RMSA.
As the NCF 2005 has presented some dynamic areas at the
secondary level related to pedagogical processes, teaching learning
methodologies and assessment and evaluation systems, curricular
reform and renewal become major factors to be addressed at the
State and school level, with appropriate orientation and capacity
building of the implementing agencies (India, Secondary Education
Project, Preparation of Development Partner Support, AIDE
MEMOIRE, April 2010)
Further, the Workshop recommends the use of low cost Micro Science Laboratory Kits
for conducting experiments at secondary level integrating it with concepts being taught
80
in the classroom itself. These lab kits replace costly laboratories and helpful to students
for engaging them deeply with the scientific concepts i.e. learning by doing.
Teacher is an important factor in transacted curriculum. What is intended needs to be
translated in the class and reached to all the children. It depends on teacher how
trained he/she is in interpreting the intended curriculum and then creating situation for
learning as per the needs of the children. It has become clear in the workshop that
eventhough in some States/UTs e.g. Daman & Diu laboratory facilities are available,
teachers do provide children opportunities to conduct experiments. They often give the
reason that there is a pressure of covering syllabus (theory paper which has almost full
weightage). But it emerged from the discussion that often they do not know how to
teach through activities and experimentation. They often see these two in isolation from
the content. Moreover, systemic weakness of providing experimentation less weightage
also adds to this problem.
So there is an urgent need to decide more weightage for experimentations in Science
and train teachers on transacting the content through activities, experiments and
projects rather that dealing with these three in isolation from the content.
The status of in-service teacher training in science is very poor in almost all the
participating States/UTs. States such as Uttarakhand and Uttar Pradesh do not conduct
any in-service training programme for secondary stage teachers. A State-specific self
regulatory mechanism need to be evolved for teacher training at secondary level in
States/UT.
Andaman & Nicobar Islands, Arunachal Pradesh, Bihar, Chandigarh, Delhi, Goa,
Haryana, Himachal Pradesh, Jharkhand, Jammu & Kashmir, Sikkim, Uttarakhand,
Rajasthan, Lakshadeep, Andaman & Nicobar Island, Dadra & Nagar Haveli have
adopted the NCERT syllabus for the secondary stage. These States and UTs are also
using NCERT’s textbooks at this stage. Maharashtra and Orissa are also in the process
of adopting/adapting NCERT’s syllabus and textbooks at this stage. Here, it is very
important to ensure that the ethos, the methodologies, catering to different learning
styles and assessment systems as propagated are adequately adhere to, in local
contexts.
The workshop also recommends that teaching of content areas, especially Science and
Maths would be provided special emphasis with support for training teachers for
strengthening laboratory practices using Micro Science and Maths Laboratory Kits. This
would help overcome the scarcity of Science Labs and equipment in schools.
Training and support to SCERT, District level structures, BRCs, and practicing teachers
need to be taken up Resource Institutions like the SCERTs, IASEs, CTEs, DIETs/DEO
offices, BEEOs/BRCs need to be brought into the process. The School Boards of
Secondary Education would also need to be supported and trained to carry to their
functions in support of RMSA’s quality agenda.
81
The evaluation scheme of Science at secondary stage of schooling as presented by
different States/UTs reflect that the skills such as investigation, observation, inferring,
etc. which develop through experiments and activities are not being developed in
students receiving the current science education. This is a serious concern. The major
factor for this is inadequate assessment practices in this area. In a few states/UTs
students are not evaluated on experiments and in some states/UTs, internal
assessment for the sake of formality takes place. In a few other states/UTs , in most of
the boards with a majority of candidates getting full or near-full marks (often without
even the experiment having taken place) puts a question mark to our assessment
practices in science education. Experimentation and experimental skills are at the heart
of scientific enterprise. The Position Paper of NFG on Examination Reform states,
“Unless laboratory assessment is made less farcical, the quality of the country’s
scientific manpower is under threat; the number of students interested in scientific
pursuits is already stagnating in several areas”.
The workshop recommends that a comprehensive framework of assessment in Science
need to be evolved taking care of the assessment practices offered by different state
boards, NCERT and CBSE. The workshop suggests outline for the framework as
follows:
1. Adequate weightage need to be given to experiments in Science at Secondary Level.
All the States /UTs must make experimentation mandary in science curriculum at
secondary level. Practical test / examination must be conducted inernally in every
school.
2. Hands-on Experiments, Viva and Written examination should be the part of practical
examination.
3. Students should be provided opportunities to conduct all the experiments but must be
assessed on one experiment in each subject area on the following indicators:
a) Identification /setting up of apparatus
b) Preparation for the experiment
c) Observation
d) Collection/Recording of Data
e) Analysis /Plotting Graph
f) Interpretation
g) Innovation if any student shows while performing the experiment.
h) Reporting
(Hence, inputs, processes and product must be made parts of assessment)
Maintenance of practical record and peer assessment during experimentation may
also be considered as important components.
82
4. Relating the experiments with conceptual understanding and its transfer to
different contexts should be the focus of viva. Exploring the other aspects of the
student such as attitude, and interest towards science learning should also be the
part of viva.
5. Written examination be conducted during/after experiments and it should not be
dissociated with it . In this context the practice of giving Multiple choice questions
based on practicals conducted by students alongwith theory paper needs serious
deliberations and moreover research in this area need to be undertaken.
Teacher’s qualification for secondary stage varies in State/UTs. In States such as
Assam, Meghalaya, West Bengal, Manipur and Tripura a Science Graduate without any
pre-service teacher training can be appointed as teacher at secondary level for teaching
science. This also affects the science teaching learning at secondary stage. This area
needs a comprehensive research study for providing policy inputs in the area of
teacher’s recruitment and education.
A Semi-continuous professional development model for teachers need to be evolved
incorporating the status of state mechanisms and keeping in view some specific
considerations related to different states/UTs.
Almost all the participating States/UTs have institutions which can collaborate for
teacher training but States/UTs have yet to evolve a mechanism for providing regular
training to secondary teachers.
All the participating States/UTs recommended that training in lab practices must be
made mandatory for every science teacher using Micro Science Lab Kit developed by
the NCERT. Mechanisms for Inter-state/UT collaboration for teacher training may be
evolved.
It is emerged from the workshop that researches are needed to provide inputs for the
development of quality science curriculum at secondary level. Following are a few
research areas which may be suggested for undertaking research studies:
•
In-depth study of existing science curriculum of each state/UT including
dimensions such as content of theory paper (w.r.t curriculum load, difficult areas
for diverse group of students, teachers, etc), pedagogy(with special focus on
space provided to concerns such as gender, peace, health, etc.) , experiments ,
evaluation scheme, time allotted to theory and practicals, etc. need to be
undertaken.
•
In-depth study of intended , transacted and received science curriculum at
secondary level to discern the gaps between these three.
83
•
In-depth study of the status of teacher’s qualifications and in-service teachertraining programmes in the area of science for secondary teachers in each
state/UT need to be undertaken to evolve state-specific model of continuous
professional development of teachers.
•
A comparative study of the conceptual understanding of students at secondary
level (from rural as well as urban schools) who do regular experiments and the
students who do not have opportunities for performing science experiments.
•
A study of secondary level science teachers’ practical skills and understanding
•
A study of developmental factors (psychological, social, etc.) helping in
understanding of various scientific concepts at secondary level.
84
9
Appendix-I
A Training Model for conducting in-service training of teachers teaching
from class (6th – 10th) in Punjab.
(Discussed in the Workshop and Provided by the State Representative)
Funding and ultimate monitory authority
SSA ‐ Punjab Computer
Cell
Physical
Education
Cell
Maths/
Science
Cell Programme Cell SS/English
Cell
Punjabi/Hi
ndi Cell All these cells are responsible for the tackling problems of respective subject and
training of respective subject to respective teachers.
Each department invites ideas/new ideas which are different and effective to the classroom
situations from teachers of the respective field. They can send their ideas directly to Director
General School Education (DGSE), Punjab (Chandigarh) through post, e-mail or through District
Sciences Supervisor (DSS) of the respective district.
The individual teacher of respective subject who has contributed the idea will be key resource
person (KRP for that particular training programme) to train Master Trainers (MT) (who will
provide training to teachers at the district level). Further, MT will be responsible to take feedback
from field teachers side by side to help the teachers who have trained him/her (MT) for the
respective course. He/She also monitors activities being done in the classroom/deliver to
students for its appropriateness and adequacy. Again, MT of the respective block reports the
discrepancies to the District Coordinator (Maths/Science). He (DC) will handover the left queries
which are unsolved at district level passed on the state level official who solves the problem
(with the help of teachers at state level), the state then passed on to the respective district
coordinator then to respective MTs of the respective side by side District Coordinators is open to
consult neighbouring District Coordinator. But it is mandatory for respective District Coordinator
to inform/report the state authority (Maths/Science Cell) so that idea/problem is shared and
should not be left unattended and side by side it can be shared to others or may be a topic for
learning in next schedule.
85
SSA
Key Resource Person at State level
Master Trainers at District level
For development of teachers Director Public Instructions (Secondary
Education) DPI (SE) is responsible.
MTs are responsible for respective Block of respective District
86
Appendix II
Team of Resource Persons
Team of Resource Persons from NIE, RIES and PSSCIVE
1.
2.
3.
4.
5.
6.
7.
8.
Prof. Reeta Sharma, RIE, Bhopal
Dr. Sunita Farakya, RIE, Ajmer
Dr. Patnayak, RIE, Bhubaneswar
Dr. Kiran Mathur,PSSCIVE, Bhopal
Dr. Brujyanti Devi, NERIE, Shillong
Dr. Shashi Prabha, DESM, NIE, New Delhi
Dr. Dinesh Kumar, DESM, NIE, New Delhi
Dr. R.K Parashar, DESM, NIE, New Delhi
Experts from CBSE and other institutes
1. Dr. R.P Sharma
2. Dr. S.C Dutta
3. Dr. Kanhaiya Lal
87
Appendix-III
List of participants
S.No. 1.
2.
3.
4.
5.
6.
7.
8.
Name, Designation and Official Address of the participant Smt. Sima Nayak. Asstt. Mistress in Physics Sakhawat Memorial Govt. Girls’ High School. 17, Lord Sinha Road. Kolkata‐700071, West Bengal Smt. Ambalika Datta Dy Director, Directorate of School Education, Agartala Tripura Dr. Bharati Chetia Phukan Academic Officer Board of Secondary Education Assam, Guahati Pin Code‐ 781021 Dr. Uday Gaonker Head Master Goa Board of Secondary and Higher Secondary Education Porvarim, Goa Shri S. Jitelal Sharma Under Secretary Board of Secondary Education, Manipur Imphal‐795001 Shri Taslim Ahmed, Lecturer, DIET, Karkardooma, Delhi‐92 Dr. Ravinder Pratap Singh Rashtriya Madhyamik Shiksha Abhiyaan (RMSA) Punjab SCO 104‐106 Chandigarh Shri Darborlang Kharhujon 88
9.
10.
11.
12.
13.
14.
15.
Science Teacher Noraevalyn Secondary School Qualapatty, Shillong 793002 Meghalaya Shri Manoj Kumar Pathak Research Officer/Lecturer Uttarakhand Board of School Education Ramnagar (Nainital) Shri Rajinder Kumar TGT (N.M.) Govt. High School Kaned The. Dharamshala Distt. Kangra (Himachal Pradesh) Smt. Sushama Srikant Patil Maharashtra State Board of Secondary and Higher Secondary Education, Pune Row House No. A‐4, Akshay Willa, S.No. 12/2/2/2, Anandnagar (W), Sinhagad Road Pune – 411 041 Smt. Shobhana Prakash Bhide Maharashtra State Board of Secondary and Higher Secondary Education, Pune A.S.C., 15 Harsh, Ashwinnagar, Sidco Nashik – 422 009 Shri Surya Narayana Mishra DD (Tras. Trg) Orissa Primary Education Programme Authority (OPEPA) Unit‐V, Bhubaneswar, Orissa Shri R.P. Dandriyal Joint Project Director Rashtriya Madhyamik Shiksha Abhiyaan (RMSA) Uttarakhand Dr. R.D. Shukla Lecturer U.P. Board, Allahabad 89
16. Ms. Siduniu Rentta 17.
18.
19.
20.
21.
22.
23.
Asst. Academic Officer NBSE (Nagaland Board) Kohima, Nagaland Shri M.S. Dahiya SSA, Delhi MP‐15, Pitampura, Delhi – 34 Mr. Shyam Kumar Reniwal Chemistry Board of Secondary Education, Shivaji Nagar, Bhopal – 462055 Shri Anil Kumar Sharma Asst. Teacher Directorate of Education Nani Daman – Daman‐396210 Ms. Shruti Shukla Sr. Scientific Officer Punjab School Education Board Mohali, Punjab Shri B. Kannan, H.M. Govt. High School Directorate of Education Daman (U.T.) Shri Wazir Singh Sc. Master G.M.S. Kaluwas Distt. Bhiwani Haryana‐ 127021 Shri Kishore Chandra Mohanty Expert, Science Board of Secondary Education P.O. B.K. Road, Cuttack, Orissa 90