Class 3-5

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.

Understanding nature of science is, now, widely perceived to be a vital learning outcome of science education. In this article, we briefly discuss the rationale for introducing ‘nature of science’ in school science curricula, its evolving perspectives, and the approaches we may adopt to enable the learning of this topic.

Introduction

Saurav Shome and Archana Dwivedi

Shubhra Mishra, Dinesh Bartwal, Narender Kothiyal and Virendra Negi
 
 

Shehnaz DK

Shefali Tripathi Mehta

Three decades ago, when the first two blind children from Arushi, a voluntary organisation working to empower people with disabilities, got admission into a (mainstream) school, the two of them stayed in class during the morning assembly and the games period. What will you do there? they were asked.

Priti Rao

Pramod Maithil

‘When students were asked whether they have ever been bored in class, 83 percent of NAIS students answered that they were bored sometimes (50 percent) or often (33 percent), compared with 86 percent of public-school students (36 percent) were bored sometimes; 50 percent were bored often.’ HSSSE Report 2016.i

Prakash Chandra Gautam

‘That children’s learning begins long before they attend school is the starting point of this discussion. Any learning a child encounters in school always has a previous history. For example, children begin to study arithmetic in school, but long beforehand they have had some experience with quantity…’ LS Vygotsky, Mind in Society.

Nimrat Khandpur

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