anjanas: September 2014

ASSIGNMENT

Topic : NCF 2005

EDU: 09 THEORETICAL BASE OF PHYSICAL SCIENCE EDUCATION

Submitted By: Submitted to:

Anjana.S Dr.Lavanya M P

Register No:13979005 Assistant Professor in

Physical Science Physical Science

KUCTE Adoor

INDEX

SI NO	CONTENT	PAGE NO
1	Introduction	1
2	Main Features of NCF 2005	2
3	Positive Features of NCF 2005	2
4	The Guiding Principles of NCF 2005	3
5	Aspects of Science Curriculum in NCF 2005	3
6	Aims of Science Education	3
7	Curriculum at Different Stages	4
8	Other Features of Science Curriculum in NCF 2005	10
9	Conclusion	11
10	References	12

INTRODUCTION

The National Curriculum Framework (NCF 2005) is one of four National Curriculum Frameworks published in 1975, 1988, 2000and 2005 by the National Council Educational Research and Training NCERT in India. The document provides the framework for making syllabii, textbooks and teaching practices within the school education programmes in India.

The NCF 2005 document draws its policy basis from earlier government reports on education as Learning Without Burden and National Policy of Education 1986-1992 and focus group discussion. After wide ranging deliberations 21 national Focus Group Position Papers have been developed under the agies of NCF -2005. The state of art position papers provided inputs for formulation of NCF- 2005.

The document and its offshoot textbooks have come under different forms of review in the press. Its draft document came under the criticism from the Central Advisory Board of Education (CABE).In February 2008 the director Krishna Kumar in an interview also discussed the challenges that are faced by the document.

The approach and recommendation of NCF-2005 are for the entire educational system. A number of its recommendation, for example, focus on rural schools. The syllabus and textbooks based on it are being used by all the CBSE schools, but NCF-based material is also being used in many State Schools .

NCF 2005 has been translated in to 22 languages and has influenced the syllabii in 17 states the NCRT states the give a grand of rupees 10 lakes to each sate to promote NCF in the languages of the state and to compare its current syllabus with the syllabus proposed , So that a plant for future reforms could be made . Several state have taken this challenge . This exercise is being carried out with the involvement of State Councils for Educational Research and Training a(SCERT) and District Institutes of Education and Training (DIET) .

Main Features of NCF 2005

The document is divided into 5 areas:

1. Perspective

2. Learning and Knowledge

3. Curriculum Areas, School, stages and assessment

4. School and Classroom Environment

5. Systematic Reforms

6. Mother tongue as a medium of instructions

7. Free development

Positive Features of NCF 2005

This document is a very useful refreshing departure from the 2000 NCF, which has kept children in mind. It brings in a fresh out look on curriculum making; there has been a lot of advocacy on including more and more subjects into education environment., peace etc. The current document tries to break the information overload on the children. Focus is on creativity and overall development of the child.

The Guiding Principles of NCF 2005.

1. Connecting knowledge life to outside school.

2. Learning away from rote.

3. Enriching curriculum

4. Overall development of children.

5. Not text book centric.

6. Reduces examination stress.

7. Curriculum from the contact of universalization of Elementary Education.

8. Taking care of the interests of the social diversity.

Aspects of Science Curriculum in NCF 2005

About 40 Years ago science education came to be recognized around the world as an independent field of research. The concerns of this research are distinct from the concerns of science and those general education , Its methods and techniques were initially borrowed from the science but new methods are being developed suited to research. Motivation for this research comes form the need to improve the practice of science education.

Aims of Science Education

The general aims of science education follow directly form six criteria of validity: cognitive, content, process, historical, environment and ethical. To summarize, science education should enable the leaner to:

Know the facts and principles of science and its application, consistent with the stage of cognitive development.
Acquire the skills and understand the methods and processes that lead to generation and validation of scientific knowledge,
Develop a historical and development perspective of science and to enable her to view science as a social enterprise,
Relate to the environment ( natural environment, artifacts and people), local as well as global, and appreciate the issues at the interface of science, technology and society,
Acquire the requisite theoretical knowledge and practical technological skills to enter the world of work.
Nurture the natural curiosity, aesthetic sense and creativity to science and technology,
Imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment, and
Cultivate ‘scientific temper’ –objectivity, critical thinking and freedom from fear and prejudice.

Curriculum at Different stages

1. Primary Stage (Classes 1 to V)

Primary science education has to be a phase of joyful learning for the child with ample opportunities for exploration of the environment, to interact with it and to talk about it.

The main objectives at this stage are to arouse curiosity about the world (natural environment, artifacts and people) and have the child engage in exploratory and hands on activities that lead to the development of basis cognitive and psychomotor skills through language, observation, recording, differentiation , classification, inference, drawing, illustration, design, and fabrication, estimation and measurement. The curriculum should also help the child internalize the values of cleanliness, honesty, co-operation, concern for life and environment. At the primary stage, children are actively developing their languages skills- speaking, reading and writing, which is important to articulate their thoughts and develop the frame work for observing the world. This is the stage, therefore, to emphasize language development through and for science learning . Learning through local language/ mother tongue is the most natural, but even while teaching in the local language care should be taken not to adopt a ‘purist’ and not to load the child with terms and words that mean nothing to the child.

The criteria for identifying the content at the primary stage are relevance, meaning fullness and interest to the child. The content should provide opportunities to deal with the real and concrete world of the children, rather than a formal abstract world the present practice of introducing, ideas and concepts pertaining to science and social science as Environmental Studies should be contained and further strengthened, with health education as an important component.

The pedagogy should essentially be based on activities in and out of classroom, as well as other methods such as stories, poems, plays and other kinds of group activities,. Primary school students particularly in rural areas have rich interactive experience of the natural world and the curriculum should nature and sustains this interest. Activities should allow free exploration, seeing patterns, making comparisons and understanding the web of relationships. This would enable the child to appreciate the similarities and the difference in nature, in the sounds, the colours, the sights, the shapes, etc. Concern for environment and inculcation of related values can be promoted through activities (planting of seeds, protecting trees, not wasting water, etc.)and practices relating to health, hygiene and social integrations are best taught [by example rather than through recitations from a text book.

For Classes III to V, the teaching –learning process may be more structured, but should still continue to be based on continuous assessment. The assessment should aim at gaining greater insight into values aspects of the child's learning; Lang Large comprehension, reading ability, articulation, ability to work with hands and in groups, skills of observation, classification, drawing, and the other skills which constitute learning at this stage.

Throughout the primary stage, there should be no formal periodic tests, no awarding of grades or marks, no pass or fail criterion and, therefore, no detonation. Merit ordering of students at the primary stage should be dispensed with entirely. The class teacher should be empowered to carry out continuous assessment as per well laid out guidelines .

II. Upper Primary Stage (Classes VI to VIII)

Scientific concepts to be taught at this stage should be chosen so as to make sense of everyday experiences.(Experience has shown that experiment-based science reaching is possible and viable under diverse conditions and with a very reasonable demand on resources.

Technology component of science curriculum could include design and fabrication of simple models, practical knowledge about common mechanical and electrical devices and local specific technologies .

At this stage engage the students (in groups) in meaningful investigations particularly of the problems they perceive to be significant and important. This may be done through discussions in the class with the teacher, peer interactions ,gathering information from newspapers, talking to knowledgeable persons in the neighborhood, collecting data from easily available sources and carrying out simple investigations in the design. Process skills of science should continue through the upper primary stage to enable children learn how to learn for themselves so that they could carry on learning to even beyond school. There should continuous and periodic assessment(unit tests. term end tests), with much less weight age to the annual examination .At the upper primary stage, assessment should be completely internal with no external Board examination. Direct grading system should be adopted. The periodic tests should have both a written and an experimental component, with the practicing teachers setting the question papers. introducing book examination is one way to ensure moving away from mere information seeking questions in examinations. The examinations should assess the child's practical and problem solving skills, ability to analyze data; application of knowledge learnt; under-standing of concepts , understanding , reading and making graphical representations : and solving simple numerical exercises .

III. Secondary Stage (Classes IX and X)

At the secondary stage, the beginning made at the earlier stage introduce science as a Discipline is to be further strengthened without emphasis on formal rigour . Here concepts that are beyond direct experience may come to occupy alt important place in the science Curriculum . Since not all phenomena directly observable, science also relies on Inference and interpretation. Experimentation, often involving quantitative measurement, as a tool to discover/verify theoretical principles should be an important-part of the curriculum at this stage . The technological modules introduced at this stage should be more advanced than at the upper primary stage. Experiments (and, as far as feasible, the :technological modules ) should be part of the content of the secondary stage textbook, to avoid their marginalization or neglect. Participation in co-curricular activities must be regarded as equally important at this Stage.

IV. Higher Secondary Stage (Classes XI and XII)

The curriculum at this stage should be disciplinary in its approach, with appropriate rigour and depth. Care should be taken not to make the syllables heavy-The theoretical component of higher secondary science should strongly emphasize problem solving. awareness of conceptual pitfalls, and critical interrogation of different topics. Emphasis should be on environment friendly materials, this is the stage to introduce microchemistry as a means of experimentation for the chemistry laboratory, and possibly also for some biology laboratory work. Use of micro chemical techniques has also the advantage of lower cost and greater safety.

The co-curricular activities at this stage could be of several types; adopting problem-solving approach on local issues involving science and technology; participation through creative/investigative projects in national science fairs and participation in mathematics & science Olympiads. Students should be encouraged to participate in debates and discussions on issues at the interface of science, technology and society. Though these would form in important part of the learning process, they should not be included for formal assessment . The enormous potential of ICT in science pedagogy should be exploited .The classroom atmosphere should be such that it provokes questioning, discussions and debates and enhances students meta cognitive skills. The experiments and technological modules should be subject to continuous Assessment even for the final Class XII examination The theoretical papers including .hose for the Class XII external examination should have some experiment / technology based test items . An important reform to reduce examination related stress is to permit students to accumulate marks / credits in different subjects at their own pace and not insist on their appearing for examination in all subjects at one go .

Other Features of Science Curriculum in NCF 2005

1. Activity based teaching.

2. Emphasis of creative expression of students .

3. Avoid content dominated curriculum.

4. Encourage practical / technological components of the curriculum through non

formed channels.

5. Introduce some carefully designed experiment or technology – based questions

in the theoretical proof itself.

6. School library should be adequate to meet the requirements to actively promote

reading.

7. ICT in Science Education .

Conclusion

The right choose any languages is fundamental for searching for and earning the right to livelihood. More so in a globalised world, whose opportunities are to be availed of with the skills one possesses, may be, as language teachers, For instance, the culture of the English speaking may be dominant but English is no longer a political instrument of the downtrodden. Today proficiency in the language is a skill, liquid assets and financial gains for educators in India and abroad. Languages has to be maintained as a marketable skill. And therefore, he/she who can will talk his/her way in a world of global opportunities

References

1. http://www.ncert.nic.in/Syllabus/Syllabus_logo.htm

2. http://www.education.nic.in/natPol.asp

3. http://hindu.com/2005/08/07/stories/2005080705361000.htm

4. http://www.ncert.nic.in/sites/publication/schoolcurriculam/nfg.htm

5. http://www.hindu.com/2005/08/07stories/2005080705361000.htm

6. http://www.hinduonnet.com/flines/stories/20080314250509200.htm

7. http://www.hinduonnet.com/fline/stories/20080314250509200.htm

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