Impact of innovative approaches in teaching –learning of science on rural students at middle school level

On the basis of the analysis of the data, the following conclusions may be drawn:

Teachers and learners were only familiar with the textbooks. They were not aware about other supplementary materials such as exemplar problems, source books etc. Such materials need proper dissemination to reach masses at the grass root level.
Three to four children in each class were not at par with other children of their class in content knowledge, they were able to read and write with difficulty. Even after giving additional inputs, these children, of course, showed slight improvement, but not up to the expected level of their peers. This is because of the differing nature of learners, their background and varied quality of teaching. Children cannot demonstrate the same level of competence in each subject in order to reach the next level of education. To learn science and other subjects meticulously, at middle school level especially in rural areas, it is important to focus more on language and mathematics education at the primary level.
Keeping in view the needs of the society, it is important to focus on vocational education. It should be so woven in our curriculum that children who wish to acquire additional skills which will help them to earn livelihood. It is worth mentioning that some children were good at painting, sculpture, gardening, repairing things etc.
Teachers were generally following the traditional methods of teaching. They were hardly familiar with the use of inquiry-based teaching. In the world around, the conventional approach of in-service teacher training is superficial and disconnected from reality and deep issues of curriculum transaction in the actual classroom situations. In the conventional training programmes, teachers are mostly oriented by experts/ resource persons by lecture methods only. These teachers need massive training in activity- based teaching so as to relate new knowledge to learners’ prior experience and local environment.
Pre-service teacher orientation programmes should facilitate prospective teachers to understand that learners are active participants rather than passive recipients in the process of learning. If prospective teachers are given an opportunity to construct their knowledge by being actively involved in teaching- learning process, this will help them to become active participants in the wider context of their role as teachers. They should be trained as a facilitator of knowledge rather than transmitter of knowledge.
The physical infrastructure of the school under study needs improvement by providing drinking water facilities and continuous supply of electricity during school hours. Moreover, the gender discrimination prevailing among the students’ needs to be discouraged by involving them in various type of group activities as discussed earlier right from the primary level.
Teachers need massive training in the usage of science kits, so that these kits can be used with ease and convenience.

In conclusion, the findings of the study have context specific educational implications for science teachers teaching at middle school level in rural area, from which the school was selected for the present investigation, keeping in view the research objectives. Moreover, the usage of innovative approaches, discussed earlier, will make teaching –learning of science joyful, thus reducing the dropout and absentee rate among the rural students, one of the great hurdles in the implementation of Right to Education Act-2009 (RTE) especially in Indian rural context. This Act makes education a fundamental right of every child.

Science teaching –learning, inside and outside classroom, need to encourage activity based approach, connecting it with the world around the child, rather than information based learning. Providing access to science experimentation kits and development of science corners in schools especially in rural areas provide important modes for achieving inclusiveness and equitably for science teaching–learning.

At the end of the study, the researcher would like to share the last day spent in the school and would like to say “Good Bye” to these children, who were quite aware that this was the researcher’s last day with them. Both the parties ‘Researcher’ and ‘Students’ were feeling quite sad, which was an indication of good rapport between teacher (researcher) and students. The researcher told them not to feel sad and assured them; whenever they want any help, feel free to call her. Some of them became emotional, and brokenly said that they had learnt not just the content, but also how things can be made interesting. Others added that now they find science interesting and easy, and that, to them, was everything.

The last question which researcher asked them

What profession would they like to choose?

Most of them said “Teacher”. This was “Researcher’s” reward.