Class 1-2

This booklet attempts to give a glimpse of some of the experiments and toys designed as part of the Hoshangabad Science Teaching Programme. Intensive use is made of things which are commonly available and with which the children are familiar. Many of the experiments were designed, often with the help of village children and teachers, in response to the dismal poverty existing in most village school.

Sting Games provides step-by-step instructions with illustrations for making diverse and interesting string figures. The fun-filled figures created by using strings of all sorts not only augment memory and imagination of young children but also enrich their hand-eye coordination.

Ten Little Fingers is a collation of innovative toys and science activities which the author has tried and tested in more than one thousand schools over the past twenty years. With detailed illustrations, each activity is clearly depicted. Children do not need fancy laboratories and expensive equipment for doing science activities. There is much, which can be done using throwaway things found at home. Only when children use ordinary things do they realise the relevance of science in everyday life.

Serious teachers have always raised such questions. These are legitimate concerns. With paucity of funds and poor infrastructure - how does one do justice to activity based science? There is enough evidence the world over to show that readymade kits gather dust. The models the children and teachers make themselves remain more enduring. There are amazing possibilities of doing creative science using simple, readily available materials.

Young children learn best from simple things. And naturally it is best for them to first understand those things that are around them in their daily lives. It is best for 2 or 3 children to work together on these activities so that they can share materials and help each other. Thus they begin to learn cooperation.

These activities need simple materials. This pullout is just a small sample of the possibilities of doing wonderful things.

Inspired teachers don’t get bogged down by rules and regulations. The weighty state curriculum does not cow them down. Instead, they carve out a special niche for themselves. They have faith in the resources and resilience of children. The limitation of the chalk-and-talk method are well known. They know that “activities” constitute great learning and children love them. They involve children as partners in organizing activities. They inspire children to recycle, reuse, reinvent waste into joyous toys and simple science models.

Hridaykant Dewan

Anant Gangola

The concept of Education for All is the foundation for an inclusive society but it cannot be made possible just by extending the existing idea and system of education. A paradigm shift in thinking is required. That is why, it is essential to think about the beliefs, ideologies, practices and resources in the current system of education and assess whether these are appropriate or need fundamental changes.

Saurav Shome and Archana Dwivedi

Shubhra Mishra, Dinesh Bartwal, Narender Kothiyal and Virendra Negi
 
 

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