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Richard Fernandes co-founded Centre for Learning (CFL), Bangalore - an ‘alternative’ school, where he developed and implemented laboratory-based curricula for learning Physics. A strong believer in the dictum that “Physics is best learnt by doing”, he enjoys building experimental apparatus from material found in scrap yards or cannibalized from discarded instruments. In this interview, he shares his experiences of being a Physics teacher at the middle and high school.

Asha Singh

As a teacher educator, I begin my class with a classroom experience, though my undergraduate students, learning to be teachers, find it ridiculous at first to participate in a set of concentration exercises. This is what I tell them:

Ankur Madan

Amman Madan

This article explores the role of beauty in science education. The authors use research in science education to highlight the importance of teachers consciously making connections to aesthetic aspects in science. Caring about beauty in science can inspire a sense of wonder and curiosity among students.
Horses and rainbows make the world seem more exciting, not science”– student quoted in Mark Girod’s dissertation research study
Our Sun is visible during school hours, as long as the sky is relatively cloudless. Equipment that we can easily construct ourselves can be used to conduct simple observations and make measurements related to the Sun, from which insights into the world of astronomy, the workings of the Sun, pin-hole cameras and imaging, can emerge. A few examples of these activities are described here, with pointers to external text and video resources.
What if teachers were to provide interesting but also confusing contexts to students? Would it encourage students to ask questions, and do their own investigations? In this article, the authors present an example of how a plant with variegated leaves provoked students to conduct a series of investigations to satisfy their own curiousity about the natural world.
This article presents the journey of a group of science teachers in exploring Archimedes principle, and related concepts, through well-loved fables like that of the Thirsty Crow, as well as a series of simple, open-ended experiments with readily available material.
Lolitika Mandal is an Assistant Professor at the Indian Institute of Science Education and Research (IISER), Mohali. Her research has contributed to a global understanding of how blood cells develop. In this interview, she shares her experiences and insights on the life of a scientist.
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