Science kits as resource: Issues and challenges

It has been observed that the use of traditional methods of teaching science results in the rote learning and lack of understanding of concepts. If, proper resources are not available, then teachers are bound to choose traditional way of teaching. The important feature of activity based teaching is that it is learner centric. It also allows the learner to study according to his / her own abilities and skills. Studies have shown that activity based teaching is more effective for the development of higher order skills among students (Khan,M.,et al., 2012). It has also been observed that students with disabilities benefit from learning science through activity-oriented approach (Mastropieri, M. A., & Scruggs, T. E. 1994).Thornton, 2001 remarks in teaching physics concepts with activity-based learning greatly improves students learning and understanding of scientific concepts. Choo, 2007 noted the positive impact of activity based learning approach on the students as well as on teachers in a vocational institution. Hung etal., 2008 mentioned that activity based learning has positive impact on students' abilities to apply basic science knowledge and transfer problem-solving skills in real-world professional or personal situations. Suydam et al, 1977 and Shepherd, 1998 reported same kind of results. Coulson and Osborne, 1984 and Blumberg and Michael, 1992 reached on the similar conclusion about the impact of activity based learning.

Science educators encourage to replace traditional teacher-centered instructional practices, such as emphasis on textbooks, lectures, scientific facts, with inquiry-oriented approaches that (a) engage students interest in science, (b) provide opportunities for students to use appropriate laboratory techniques to collect evidences, (c) require students to solve problems using logic and evidence, (d) encourage students to conduct further study to develop more elaborate explanations, and (e) emphasize the importance of writing scientific explanations on the basis of evidence (Secker,2002).

Stofflett, 1998 pointed out that the traditional classroom often looks like one-person show with a largely uninvolved learner. Traditional classes are usually dominated by direct and unilateral instruction. Traditional approach followers assume that there is a fixed body of knowledge that the student must come to know. Students are expected to blindly accept the information they are given without questioning the instructor. Even in the activities based subjects, although activities are done in a group but do not encourage discussion or exploration of the concepts involved. This tends to overlook the critical thinking and unifying concepts essential to true science literacy and appreciation (Yore, 2001).If learners are provided the opportunity to think and solve the problems on their own then the learning becomes long lasting.

In India, the National Council of Educational Research and Training (NCERT) is a leading body for school education. It is an autonomous body constituted by the Government of India. The main functions of this organization are: curriculum development; research; teacher training; extension activities; evaluation and consultancy. National Curriculum Framework-2005(NCF-2005) recommends the pedagogy of science with the focus on hands-on experiences and inquiry based processes. Focus Group Position Paper on Teaching of Science (NCERT, 2005) discusses about process validity that leads to generation and validation of scientific knowledge, nurture the natural curiosity and creativity of a child. It also recommends a pedagogy that is hands–on and inquiry-based.

The textbooks in science at upper primary (NCERT, 2005, 2006 & 2008) and secondary stages (NCERT, 2006 & 2007)have been developed in the light of NCF-2005.The entire approach of the books is, in fact activity based, i.e., students are required to construct knowledge by themselves with the help of these activities. In addition to that laboratory manuals in science at upper primary stage (NCERT, 2014) and secondary stage (NCERT, 2009, 2010) have also been developed. These manuals are complementary to textbooks and aims at enhancing learners' comprehension of scientific concepts and also acquiring basic experimental skills. In the learning of science, emphasis is on enquiry approach and hands-on experience instead of lecture method alone. Inspite of these efforts, it has been observed that the general practice has tended to be dominated by chalk and talk methods. One of the major structural problems that plague science education at these levels is the lack of experimental facility. It is a known fact that most of our rural schools have no laboratory facilities, and the children are put to great disadvantages because they are deprived of the excitement of performing activities. In order to fulfill this need, science kits have been designed and developed by the Division of Educational Kit, NCERT at upper primary and secondary stages. The Kits have the following advantages:

availability of necessary pieces of apparatus/ items at one place
multipurpose use of each piece of apparatus
economy of time in setting up of activities/experiments
portability from one place to another
provision for innovation
low cost and use of indigenous resources.
environment friendly

The science kits developed at upper primary and secondary stages are based on science textbooks developed by NCERT. The kits have been distributed in schools in different parts of the country for making desirable changes in the teaching-learning process. These kits provide scope for various learner centered activities on the concepts of science given at upper primary and secondary stages. Since the textbooks are in use for almost a decade and kits are being provided in the school system, a research study has been taken up by the Department of Education in Science and Mathematics (DESM), NCERT with an objective to find out the extent to which activity based teaching-learning is being followed by using science kits [Figure 1] and orientation of teachers in using these kits.

Figure1: Science kit

Research questions

Are the kits available in schools?
To what extent these kits are being utilized?
Is there any difficulty faced by users while using the kits and modification(s), if any, suggested for the kit items?