To teach Physics more meaningfully, there is a need to completely rethink, re-create and reinvent the subject. How this reinvention can be done is the basis of this article.

This special issue on Science education deals with a range of science-related topics, emphasizing the importance of connecting the learning that takes place in the classroom to the experiences outside.

Water on earth exists in three states and it is converted from one state to the other through a cyclic process. This activity will enable students to observe and understand the water cycle.

Known for his innovative experiments and his contributions to the development of experimental-based teaching methods, Umeshchandra Chauhan has received many awards, including one from the President of India, for his efforts. He started out as an assistant teacher, participated in the ‘Hoshangabad Science Teaching Programme’ and went on to develop low-cost models for teaching science.


We use forces all the time to move things, lift things and travel. A force is a push or a pull that makes an object do something. For instance, when you kick a ball, it is the force that you apply while kicking that causes the ball to move. Forces can make things change directions, speed, and shape. Force is one of the most important aspects in the discipline of science and it is essential that we have at least a basic understanding of this concept.

In teaching science, the facts are important. But in a class where rote learning is discouraged, learning becomes an enjoyable activity. Children must be taught to appreciate underlying relationships and harmony in nature, and to be thrilled about it.

A school project on Energy led both students and teachers into uncharted territory, where they experienced new learning. It was a challenging two weeks, and from the overall energy generated by the project, it was evident that the learning went well beyond defined curricular goals.


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