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Asia-Pacific Forum on Science Learning and Teaching, Volume 15, Issue 2, Article 11 (Dec., 2014) |
Impact of innovative approaches in teaching–learning of science on rural students at middle school level
Anjni KOUL
Department of Education in Science and Mathematics
National Council of Educational Research and Training
Sri Aurobindo Marg, New Delhi – 110016, INDIA
E-mail: anjnikoul@yahoo.com
Received 5 Jul., 2014
Revised 21 Dec., 2014
The National Curriculum Framework-2005 (NCF-2005) recommends that learning of children has to shift away from methods encouraging rote memory. This is possible only if children get an opportunity to explore the surroundings themselves. In this paper the researcher shares her experiences in the use of various innovative approaches in teaching–learning of science and their impact on rural students at middle school level. The use of these innovative approaches shows how science can be presented as a live and growing body of knowledge rather than a finished product. The paper highlights how different tasks performed in the science class by students with rural background helped them to internalise the subject when integrated with the teaching-learning process. Innovative ways of handling difficult words, collaborative approaches in doing different tasks, performing activities with minimal materials suggested in this paper, have been field tested which facilitated all round development of the children.
Keywords: collaborative work, innovative approaches, National Curriculum Framework-2005, portfolio, prior knowledge, science education, teaching-learning process
