Science Kits as Resource: Some Pedagogical Considerations

Abstract

To generate excitement and interest in science through 'hands-on' activities, the role of science kits has long been recognized. However, in the Indian context and in many other developing countries, science kits as a learning aid are being used in a sporadic manner, not holding much fascination for the teacher. The upcoming curricula for teacher education envisage the teacher to be actively involved in the 'development' of learner-centric and contextualized resource material. This builds up a case for positing a shift in thrust from using available science kits to adapting or developing them instead. It was in this background that a research project was undertaken by a team of science teachers and teacher educators. Twelve science kits were sampled from diverse sources across the country and were worked upon for their 'pedagogic usefulness' and subsequently, a framework was evolved. The framework was further worked upon in schools and teacher education institutions for wider outreach and applicability. Based on the evolved framework, five new science kits were developed by the teachers. Inherent in this approach was the effort to empower the science teacher to move from being a 'user' of existing science kits to becoming an ' adapter and developer' of them.