ONLINE ASSIGNMENT

ONLINE ASSIGNMENT

NATIONAL CURRICULUM FRAMEWORK FOR SCIENCE EDUCATION (2005)

             National Curriculum Framework (2005) emphasizes that science curriculum must be used as an instrument of achieving social change in order to reduce the divide based on caste, religion, gender, region, and economic status of the individuals. It identifies three basic issues in the Indian scenario of science education which are as follows:

1. Science education in India is still far from achieving the goal of equity enshrined in the constitution of our country.

2.Science education in Indian develops competence, but does not encourages inventiveness and creativity.

3. It is examination oriented rather than learning oriented.

            These are the challenging issues that require to be changes as soon as possible. NCF 2005 advocates that science is a dynamic, expanding body of knowledge, covering ever new domains of experience. In a progressive, forward looking society, science can play a truly liberating role, helping people escape from he vicious cycle of poverty, ignorance and superstition. In the present fast changing world, the most important skills which an individual needs to develop are flexibility, innovation and creativity. Science education should be true to the child, life and of course, to science itself. For achieving these goals and to make it s strong tool of social change, science curriculum must be valid on the following basic criteria applicable to biology as well:

1. Cognitive validity: If refers to the characteristics of curriculum that make its content, process, language, pedagogical practices and other aspects appropriate to the age and cognitive ability of the children.

2. Content validity : It refers to the characteristics of the curriculum that make its subject matter or syllabus relevant to the child and the society. Content validity means it must be age appropriate, ability appropriate, and level appropriate. It must convey significant and correct scientific information and must be meaningful and simple according to the pupil’ abilities and interest.

3. Process validity: This requires that the curriculum should engage the learner in acquiring the methods and processes of science that lead to generation and validation of scientific knowledge, and nature in him or her natural curiosity and creativity . It is one of the most important creterial as it helped the learners in learning to learn science. Process validity requires constructive approach to teach and learn science, based on student’s own interpretation, reflection on the imparted facts and information and the given situation.

4. Historical validity: It refers to the historical development of science, scientific facts and technology based on them. The curriculum must be prepared with historical perspective in mind 80 that the learners know how science has evolved over the years. Historical validity helps students understand science in social perspective and comprehend how science and society influence each other and how social factors influence the development of science.

5. Environmental validity : If requires that the curriculum should make students understand the complexity of natural environment and how to protect it. Environment validity should enable students appreciate the issues at the interface of science, technology and society. The curriculum should prepare them with the requisite knowledge and skills to enter the professional world.

6. Ethical validity: The curriculum should promote the values enshrined in our constitution, and those in our culture and civilization. It should promote scientific attitude and the values of honesty, objectivity, cooperation, freedom from fear and prejudice and should inculcate in the pupils a concern for life and preservation of the environment.