Teaching Science In Selected Secondary Schools of Rajasthan – A Case Study
DOI:
https://doi.org/10.52634/mier/2015/v5/i2/1477Keywords:
Science Teaching, Classroom Process, Secondary level.Abstract
The present study is based on the observation of 38 Science classes of IX and X of 14 Government schools of Churu and Jalore districts of Rajasthan. Data was collected by observing the teachers teaching Science, interviewing the Science teachers and by holding Focus Group Discussions with a representative group of students in each school. The present paper is based on the data collected for a study on 'Classroom Processes of RMSA' of NCERT. The study revealed that in most of the classes the lesson was introduced by stating the topic. Presentation of new concepts was done in most of the classes mainly by teacher talk. Activity was used for presentation of the new concept in only one class of a school located in Educationally Backward Block (EBB). Learner participation in asking questions was never found in about 34% of the classes where as in about 10% of the classes it happened often. Role play was organized for the learners only in two classes of SC/ST area. Blackboard was often used in most of the classes, but it was never used in five classes, which come under SC/ST area, disturbed area and EBB. The textbook was used to explain the content in 50% of the classes and for giving assignments in more than 20% of the classes. It was also observed that evaluation was done by asking oral questions in about 71% of the classes and no evaluation was done in 5% of the classes. The class was concluded abruptly in 25% of the classes without summarising the main points or creating opportunities to go beyond the textbook. The findings recommend for an intensive study of teaching Science and immediate actions for improving the teaching-learning process in schools.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Ram Babu Pareek, Asha KVD Kamath
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
References
Kothari, D.S. (1966). Report of Secondary Education Commission. New Delhi: Govt. of India.
NCF (2005). National Curriculum Framework. New Delhi: NCERT.
Passi, B.K. (1976). Becoming better teacher: Microteaching approach. Ahmedabad: Sahitya Mudranalaya.
Blatchford, P.B., & Penelope, B.E. (2011). The effect of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction, 21, 715-730.
Jena, P.C. (2013). Effect of smart classroom learning environment on academic achievement of rural high achievers and low achievers in science. International Letters of Social and Humanistic Sciences, 3, 1-9.
Parashar, R.K., & Singh, V. (2012). Transactional strategies of secondary school science: In purview of national curriculum framework (India)-2005. International Journal of Educational Planning and Administration, 2(2), 5563.
Sunday, A.A.(2012).The relationship between effective classroom management and students' academic achievement. European Journal of Educational Studies, 4(3), 361-381.