Question

Explain the aims and objectives of teaching science at higher secondary level.

What should be the aims and objectives of science education? How can these objectives be divided
into different levels such as primary level, secondary level and higher secondary level?

(Write aims and objectives of science teaching in the secondary stage.]

[Explain the difference between genual objectives and attainable of teaching

science.]

[Discuss the aims and objectives of the science curriculum of the secondary
level.]

Ans
Aims and Objectives of Teaching Science
There are certain objectives for the teaching of each subject under the curriculum. Science
teacher should be familiar with these objectives. unless he is aware of the objectives of his
subject. He will never be able to know how effective his teaching has been or whether he has
To what extent has it been successful in its objective? At the time of formulating objectives,
every teacher should
It is necessary to have knowledge of psychological, intellectual and social levels. Therefore,
it can be said that
The purpose of education depends on both the society and the environment.

Need of objectives - Before teaching science, its objectives should be determined. If we do

not have the objectives of the subject before us, we (teachers) may lose our way. We will not
have the knowledge of what we have to teach? Why to teach? How will students benefit from
studying science? What kind of changes can come in them? With what depth should a topic
be taught? Therefore, it is very important for every teacher to determine the objectives of his
subject. Before setting any objective, the following things should be kept in mind-
(1) The objective should be according to the needs and interests of the students.
(2) They should be suitable to the intelligence and level of the students.
(3) The objective should be related to the objectives of the entire curriculum of the class.
(4) Objective should be helpful in achieving the goals of our democratic education.
(5) The objective can bring about the desired change in the behaviour of the learner.
(6) The objective should be helpful in evaluating the progress of the children.
(7) Objective should be helpful in sorting the auxiliary material and its proper use.
(8) Objective To provide real, true and practical knowledge to the students, act as a guide.
(9) The objective within its attainable limit and according to its means and material and
ability
be according

Objectives of Science Education - In the objectives of science education, both scientific skill
and personality of the student are included. The main objective of teaching science is to
provide scientific attitudes and skills to the students. They may well learn to be patiently
disciplined through science. Modern education being 'student centric' is said to do all round
development of the student. The aim of science education is also the all-round development
of the student. In this way, students can progress physically, mentally and economically, as
well as earning their own livelihood by becoming scientists, they can also contribute to the
production and development of the nation, and in this way, through the education of science,
science Students will become self-reliant and loyalty and devotion towards labour will
develop in them.

The objectives of teaching of science should have the following qualities-

(1) They should be based on psychological principles.
(2) Be in accordance with the ideal of democratic education.
(3) Should be able to bring expected changes.
(4) Be in favour of time and situation.
(5) be useful.

Types of Objectives- Mainly there are three types of objectives-

(1) General Objectives These objectives are generally science as a subject.
(2) Specific Objectives These objectives are related to the subject to be taught at a particular
time. Mainly these objectives are divided into the following four parts-
(i) cognitive
(ii) perceptual
(iii) functional
(iv) Creative.
(3) Anticipated practical objectives These objectives indicate what kind of expected practical
change can come in the students. Will students be able to define or outline a fact, debunk and
paraphrase a theory, or display some sort of tact?

Goals

In short, we call the common objective the goal. Goals are ideals, whose scope is unlimited
and which are often impossible to achieve completely. complete to achieve
School, society and nation are responsible.

Example -
(1) Students should be able to use scientific approach in solving their daily life problems.
(2) To develop the reasoning power of the child.
(3) To develop the qualities of citizenship in the child.
(4) To bring radical changes in education.
Why goals should be set- Goals are mainly set for the following reasons-
(1) To create a proper learning environment in the classroom.
(2) To assist the teacher in the class as a guide.

Aims of Teaching in Science

(1) The goal of achieving the experimental value of science.
(2) Social goals.
(3) Cultural goals.
(4) Disciplinary goals.
(5) Intellectual development goals.
(6) The goal of character building.
(7) Livelihood and business goals.
(8) The goal of getting pleasure and making good use of leisure.
(9) Helpful in studying other subjects and getting further education.
It is the responsibility of the science teacher to create objectives related to various subjects of
science according to the above objectives, as well as make a complete plan for what steps
should be taken to achieve these predetermined objectives.

difference between goal and objective

Goal
(1) Goals are broad.
(2) Goals are indirect.
(3) Their basis is more philosophical.
(4) Goals are formal.
(5) They were obtained within a long period of time
goes.
(6) considering the target as the basis of the entire population
are determined.
(7) Goals are educational.

Objective
(1) Objectives are specific.
(2) Objectives are direct.
(3) Their basis is psychological.
(4) Objectives are functional.
(5) These can be achieved within a short period of time.
(6) The objectives are determined by considering the sample as the basis.
(7) Objectives are instructional.

Aims of Teaching Science at Different Stages of School Education

What should be the aims of teaching science at different levels of school education? To make
this determination, efforts have been made from time to time by educationists in the country
and abroad. Based on the decisions taken in the All-India Seminar on 'Teaching of Science in
Secondary Schools' held at Taradevi in 1956 and the recommendations made by the Kothari
Commission in 1966, in my opinion the following goals of science education at different
levels can be set. can-
To generate the objectives of science teaching at the primary level - from class I to class IV.
(1) To introduce the child to his natural environment and to develop love for nature in him
(2) To give a general introduction to the uses of science in the physical and social
environment.
(3) To inculcate useful habits related to physical hygiene and healthy living in the child.
(4) To develop the observation power of the child.
(5) To provide opportunities for the development of investigative and creative tendencies of
children.
(6) To give knowledge of Roman numerals and alphabet to understand scientific language.
(7) To give information about important things related to personal and public health.
(8) To inculcate the habit of working in a neat and orderly manner in the children.
(9) To develop the skill of reading maps, charts, diagrams and statistical tables etc.
(10) Life story of great inventors of science and story of inventions to children
Motivate to read.
Primary Stage - Objectives of Teaching Science from Classes V to VII
(1) To help students understand the impact of science in their environment and develop
scientific temper in them.
(2) To make the students aware of the basic facts, rules and principles related to science.
(3) To inculcate in the students the habit of thinking logically and systematically.
(4) To develop scientific attitude among the students.
(5) Expecting to discipline the mind of the students through the study of science.
(6) Ability and habit of drawing proper conclusions on the basis of the facts presented in the
students
to develop.
(7) To provide the students with the necessary background for the study of science in
subsequent classes.
(8) Progress of science by introducing the students to the historical order of development of
science and
Helping to understand development.

Aims of Teaching Science Middle school Stage – Class VIII to Class X

(1) To inform the students about the deep and subtle knowledge of the subject (more than the
previous classes).
(2) Ability to understand the uses of science by inculcating experimental skills in them
to develop.
(3) To provide proper opportunities for the students to flourish their investigative and creative
powers.
(4) To provide a basis for the students to study a particular higher course of science.
(5) To equip the students with all kinds of scientific knowledge and skills required in daily
life
To contain
(6) To inculcate the habit of adopting the interesting activities of science as interesting
activities.
(7) To create unique faith in the students towards the contribution of science.

Aims of Teaching Science at Higher Secondary Level - 11th and 12th

The study of science at this level has been approved by the Education Commission as an
optional subject and not compulsory. The following goals can be set for this special education
of science-
(1) To acquire proficiency in particular aspects of scientific knowledge.
(2) To acquaint the students with the new concepts and ideas of their respective subjects
Keep on doing
(3) To prepare students for the study of a particular business or its related course by teaching
science.
(4) To enable the students to study independently the special subjects of their chosen science
and
Inspire to contemplate.
(5) To provide inspiration and opportunities to understand the latest scientific discoveries by
studying reference books and specialist journals etc.

Objectives of Teaching Science - School Education at Different Stages

The commission has given the following suggestions for different levels of the school-
(1) Primary Level- (i) primary level, the focus should be on the social, physical and scientific
environment of the child.
(ii) Emphasis should be laid on cleanliness, formation of healthy habits and development of
observation power in the first and second grade.
(iii) Health education and sanitation included in the study in the third and fourth categories.
should do.
(iv) In the fourth grade, children should be taught Roman letters, it is necessary, because the
symbols of units of scientific measurement and weights accepted by the world and symbols
of chemical elements and mixtures are written in Roman letters.
(v) a proper understanding of the main facts, assumptions, theories and reactions of the
scientific environment;
Information should be given.
(2) Primary Level—(i) At this level more emphasis should be given on acquiring knowledge,
logical thinking, drawing conclusions and taking decisions at a higher level.
(ii) Physics, chemistry, biology, earth science, astronomy etc. should be taught as subjects of
science. Teaching individual science subjects instead of general science will be more
effective in providing the necessary scientific foundation to the children.
(3) Secondary level- (i) Mental discipline at secondary level and preparation for higher
studies
Science education should be given for
(ii) Physics, Chemistry, Biology and Earth Science should be compulsory subjects for all
students in the lower secondary grades.
(iii) There should be arrangement of different courses and specialization at higher secondary
level.

In-Service Teacher Innovation Program

N. C. E. R. T. in its large in-service teacher innovation program (1988)
The following objectives of science teaching were formulated on the basis of the statements
of the Education Policy, 1986.
Are-
primary level- (i) To help the students to discover and know about their immediate
environment.
(ii) To ask clear and precise questions about many things related to the environment.
(iii) Carrying out environmental inspection through oral, written and charts and preparing
reports regarding the same.
(iv) Collecting information from inspection and other sources in a particular situation.
Preparation of physical data.
(v) On two or three grounds at the same time about the object, event, situation, social and
(vi) Sorting objects and data to get knowledge of various patterns and relationships
(vii) Interpreting data based on a concrete situation and making tentative estimates.
(viii) Making predictions on the basis of analysis of concrete situations.
(ix) To prepare simple experimental method for problem solving.
(x) To draw attention to the contribution of Indian scientists in the field of science.
(xi) Finding natural resources in their area and using them safely.
(xii) To take steps to prevent wastage of natural resources and prevent pollution.
(xiii) To consider the contribution of the technology of science in the social and economic
progress of the community.
Upper primary level - (i) Strengthening and organizing the abilities acquired in the primary
level. (ii) To help the student to understand the nature of scientific knowledge that-
(A) it can be repeated,
(b) It is based on observation,
(c) He is exploratory,
(d) it is empirical,
(e) It is complete.
(iii) To emphasize the relevance of scientific knowledge and method in daily life.
(iv) Creation of appropriate environment regarding the use of principles and practice of
science
(v) To make students aware of various natural phenomena.
Doing.
(vi) To increase the ability to understand the scientific language of symbols and formulas. To
give information about making the structure of simple experiments.
(vii) Emphasis on those principles, rules, hypotheses and ideas of science which are relevant
to the environment.
is associated with.
(viii) Emphasizing the process of unity in various disciplines of science.
(ix) To develop scientific attitude and spirit of co-operation.
(x) Emphasis on taking steps for proper decision on scientific method.
(xi) To adopt science as a means of developing social and moral values in students.

Secondary level - (i) The knowledge, ability and skill that have been imparted at the primary
level
Make it strong and organized.
(ii) Understanding of scientific principles, hypotheses and laws.
(iii) To acquire efficiency related to mechanical interaction and problem solving.
(iv) Development of scientific temper, scientific path and scientific attitude. Like- generosity,
fairness, intellectual honesty, courage to question, respect for human dignity and decision-
making ability.
(v) To enhance social, moral, ethical and aesthetic values so that individual and society
Life can be made at a higher level.
(vi) Evaluating the contribution of scientists, developing sensitivity towards the possible use
of science, protecting the environment and nature and awakening consciousness against the
misuse of science.
Question

(Interpret criteria for analyzing science curriculum based on following

dimension.)
(i) Place of science in the school curriculum.
(ii) Content
(iii) Sequence and linkages of lessons.

Review the importance of science subject in school curriculum.

Ans
[Place of Science in School Curriculum.]
Need and Importance of Science - No other discovery has influenced human life as much as
science. Science has played an important role in every field from the basic needs of human
beings. In such a situation, the question of the need for science education is basically a
question of the need to understand our environment. If education is to be given to the students
to understand and examine today's life properly and if they have to develop the understanding
to find a way out of the challenges in today's struggling society, then science education is
indispensable. In summary, we can say that in the race of today's scientific era, general
education of science has become very necessary for the students to save themselves from
being imprisoned in the circle of failures.
Science originated a few centuries ago as knowledge of natural facts and today it has
developed into an independent and complete discipline of knowledge. Today the nature of
science is able to make it a distinct place from all the rest of the subjects. Science has certain
characteristic features; it has its own technique and its own philosophy. This new discipline
can make a special contribution to the personality and development of the students. Science
education, if imparted properly, can develop a special attitude towards life, a unique style of
working and a way of thinking in the students. In this way, the following achievements can
be achieved from the point of view of personality development of the students by science
teaching-

1. (To keep Student away from conventional traditions) — Science is an experimental

method of study of external nature. Under this, such an explanation of the phenomena of
nature is presented, which is based on facts and evidence. Faith has almost zero place in
interpretation. The root of scientific discoveries lies in the use of 'what', 'how' and 'why' etc.
For example, when today's student is told that rain is the result of Indra's grace and he can be
appeased through sacrifice and fire, then the student of science looks at it from the point of
view of experiment. He tests and rejects this argument as soon as he sees that every fire does
not result in rain. Thus, in the absence of objective proofs, observations and facts, all the
interpretations based only on beliefs lose their place and only those can stand which can be
proved through arguments, facts and observations and thus the student One gets freedom
from the superstitions prevailing in the society.
2. (To develop factual thinking style in the student) Social behaviour and social customs do
not change as fast as the circumstances of the society have changed, they always lag behind
for a few years. That's why many such unnecessary and inappropriate things go on in the
society, which may have been of some use in the past, but do not seem rational in today's life.
These types of customs go on in the form of social customs. The nature of science is such that
in the light of every new fact, old knowledge is also reviewed. Whenever some new fact is
found, all the old concepts are redefined in its light. In this way, the ancient concepts have no
importance except from the historical point of view. The study of science has a similar effect
on the thinking pattern of the students and these effects are enriched through planned efforts.
Will go on converting in the light of this and will always remain free from such stereotypes.

3. (For the preparation of social progress in the student)—Every man makes progress in the
process of adjustment with the environment according to his ambitions. When there is no
change in the environment then there is no place for inspiration and encouragement and in
such a situation man cannot progress. In another situation, when elements are present in the
human environment but they do not match with the ambitions of the student, even then the
human being cannot move in the stream of progress. In this way, there are two types of
hindrances in the progress of man, one which is the result of the traditional environment and
the other which can be considered as the basis of man's thinking system. Science has made a
very important contribution in changing the human environment and from this point of view,
the study and progress of science proves to be helpful in the preparation of social
development.
4. (For the preparation of democratic citizenship in the student) - It is necessary for a
successful citizen in a democracy that a person can make a judicious distinction between
rumors and reality, reach conclusions based on facts, make a decision in the absence of
sufficient facts. I can postpone, respect the views and opinions of my colleagues, listen to
their criticisms calmly and patiently and accordingly make necessary improvements in my
beliefs and thoughts. Any conclusion is drawn on the basis of observation of ideas and facts.
If the facts are not sufficient, then the rule making is postponed. Logic is given proper place
in the study and teaching of science. At the same time, due respect is given to a point of view
or interpretation different from one's own. On historical study of the development of science,
it will become clear that in the light of new evidence and facts from time to time, changes
have been accepted in the rules, principles etc. which have been accepted for centuries.
5. (To develop universal attitude in the student)—The study of religion and culture creates a
structure of a special type of beliefs and values in the mind of the students, within which he
observes every phenomenon of life and the world. This way of thinking in some sense
narrows the mental outlook of the student, separates people of one culture from those of
another, separates the followers of one religion from the followers of another religion. Thus a
student growing up in an environment of religion and culture is bound by regional boundaries
in his vision and thinking. But the thinking method of science is different. He provides
objective answers to events. No part of science can be tied within the boundaries of any
region or nation. The explanations of science are universal. That is why the study of science
inculcates a sense of respect and gratitude in the students towards any nation in proportion to
its contribution to the scientific world and does not give any place to any kind of
discrimination. Thus, the study of science gives rise to a universal outlook in life, national
and secular.
6. (To provide scientific training to student)—Scientific process is an important aspect of
science. The total knowledge of science doubles every decade of its previous accumulation.
In such a situation, while the development of science is happening in a qualitative way, it is a
difficult task to keep track of the research work being done in any one branch of science.
Then doing any new research work in science remains just a distant dream.
Students should be trained in such a way that students can understand the various phenomena
of trend and the problems arising out of them, demarcate the problem, create hypothesis to
find the solution to the problem, collect sufficient data to test the hypothesis. And get the
conclusion by analysing these data.

2 [Content]
For effective teaching of any subject matter, the teacher concerned with that subject needs a
curriculum to keep in mind the general, specific and behavioural objectives of the particular
subject. The sole purpose of teaching any subject is to bring expected changes in the
behaviour of the students according to the nature of the subject. Curriculum or content is
arranged according to the objectives, that is, the objectives of each course or subject matter
are different. More emphasis should be given on things, only these should be taught
What important points are called by the teacher from the subject matter? The teacher should
determine his teaching points from the subject matter. Subject matter
Provides the teacher with a solid foundation for the teaching process. places during the
teaching process
But, on which things special emphasis should be given so that the objectives of teaching can
be achieved. A two-dimensional chart is used to determine the teaching points. In a two-
dimensional chart, the subject matter is marked on one side and the teaching objectives on the
other. "The two-dimensional chart is more an illustration make an objective more meaningful
in terms of content" NCERT Pamphlet.

(iii) [Sequence and Linkages of Lessons.]

At the primary level, the child acquires the text book meaning of science through experience
and observation, but the children of higher classes need more knowledge. Therefore, in such
a situation, there is an absolute need for a textbook. Therefore, it becomes necessary that
there should be a sequence of lessons in the text book and it should be related to each other.
While preparing the syllabus, special attention is paid to this subject that the lesson should be
arranged in a certain order and should be based on the formula from simple to complex.
Along with the sequence of lessons, it is also important that there should be a link between
the lessons, that is, the next lesson should be related to the lessons taught earlier. Thus
teaching becomes easier for the teacher. Because the teacher teaches the next lesson by
adding the content of the previous lesson, which makes it easier for the students to understand
and makes learning interesting. In this way, there is a mutual relation between the subject
matter and the lessons.
Question
(Our science textbooks promote children towards Globalization. Explain this
statement.)

Ans
(Meaning of Globalization)
The word globalization is the Hindi adaptation of the English language Globalization. For
this the term geo-globalization is also used. Both these words refer to a process in which the
emphasis is on bringing all the people of the world closer and interdependent by removing
distance or other types of barriers.

According to Ruud Lubbs, "Globalization is a process in which geographical distance is not

given any importance in establishing and maintaining economic, political, social and cultural
relations across borders."

According to Anthony Giddens "Globalization is such an attempt to limit distance and time
In which the exchange of knowledge and culture can be done simultaneously in the whole
world through communication.
can be done."

Our text book leads children towards globalization- The concept of globalization has in true
sense worked to thread the whole world into one thread and has covered the growing distance
in privacy. Through the text contained in our textbooks, the same education is imparted to the
children that we have to experience the feeling of family by weaving the world in one thread.
In other words, we can say that science has played an important role in realizing the dream of
globalization by giving a practical shape to our country's ideal unity formula and Indian
philosophy "Vasudhaiva Kutumbakam". As a result, today the whole world is seen as one and
the person and community located in any corner of the world can connect themselves with
other people and communities of the world. Through text books, children get the message of
coming closer to each other from economic, socio-cultural point of view, as a result of which
globalization has been stamped on all things like commerce, trade, economic transactions,
education etc. Today, through the process of globalization, the work areas and activities of all
the individuals, societies and nations of the world are completely connected with each other.
There is no hesitation to say here that only through text books, children are developing
scientific knowledge and scientific outlook, which is playing an important role in promoting
children towards globalization.

The role of text books in promoting globalization is as follows-

1. Textbooks strengthen the communication system in providing an effective form to the
process of globalization.
2. The process of globalization has made audio-visual aids so advanced that in the blink of an
eye, we can get information about events happening in any corner of the world immediately.
3. Through textbooks, children share knowledge and information among all individuals and
communities in the world.
Culture can be shared.
4. The study of computers has brought us in front of the race of time by providing inspiration
in our lives, due to which our steps towards globalization have automatically started moving.
5. By getting economic, social, political and technical knowledge through text books, all the
barriers of time and distance have been removed through modern communication and the
world has turned into a big courtyard.
Question
(What do you understand by curriculum? What are the principles to be kept in
mind while designing the curriculum of science subjects.)

Explain the meaning of curriculum. What should be the syllabus of science? Discuss the
essential principles for making science curriculum.

Ans
science course
• According to modern thought, education is a three-pole process. In this there is teacher on
one side, student on the other side and curriculum on the third side. In fact, curriculum is the
tool that forms the basis for the educational process. If education is considered as a teaching-
learning process, then learning and teaching in education takes place through the curriculum.

meaning of curriculum
Curriculum is the means by which we achieve the goals of education and life. In fact, the
word curriculum originated as a synonym for the English word 'curriculum'. 'Curriculum' is a
Latin word, which means "race field". The curriculum has been compared to the "race field",
which the student crosses by running to reach his destination, that is, the curriculum is the
path by following which the student achieves the goal of education.

Curriculum definitions
(1) “It is a means in the hands of the artist (teacher) to mold the material (student) according
to his ideal (purpose) in his studio (school).”
- Cunningham
(2) The curriculum includes all those experiences which the school uses to fulfill the
objectives of education.
- Monroe
(3) *The curriculum should be understood as the essence of the entire knowledge and
experiences of mankind Should."
- Froebel
(4) "Curriculum includes all those situations, which are consciously selected by the school for
the learner." for the development of personality."
-Pine
(5) "Curriculum is the well-organized form of curriculum, which is prepared to meet the
needs of the student."
- Bent and Cronenberg
(6) “It is the total experiences that the students get under the guidance of the school.”
- Samuel
(7) "Curriculum is the whole life of the students to the extent that the school accepts the
responsibility to consider it good or bad."
 - Kilpatrick
(8) "The curriculum includes all those experiences which the child receives under the
direction of the school. It includes the activities of the class-room and all the work and games
outside it."
- Walter C.
(9) "Curriculum broadly encompasses the entire school environment. In this environment
It includes all the courses, activities, extracurricular activities and community offered by the
school to the students.,
- Addai and Kronberg
(10) “Curriculum includes all those things, which pass through the lives of children, their
parents and teachers. Curriculum is made up of all those things which surround the learners
during their working hours. In fact, curriculum is said to be a dynamic environment.
-Caswell
Based on the study of the above definitions, it can be said that outside the school And
everything that is done in a planned way to achieve educational objectives comes under the
curriculum.
Principles of Curriculum Design
There are many flaws in the present syllabus. Therefore, to remove the defects of the
curriculum, we should follow the principles of curriculum construction.
Some of the main principles of curriculum design are as follows-
(1) Theory of Activity - According to this theory, children do not find the subject of science
boring and difficult. He finds real joy in the study of science. They do not have to memorize
the principles and rules of science only mechanically, but being mentally and physically
active, they easily acquire permanent knowledge of difficult facts of science in a short time.
The child does not accept the things told by the teacher without thinking, but he also uses his
logic, reasoning and imagination. Therefore, some such problems should be kept in the
curriculum, so that the students get an opportunity to be active and they can easily study this
subject on the basis of their own experiences.
(2) Principle of diversity and flexibility- According to this principle, a child should be
considered as a child, we should not impose our knowledge on him. A child has its own
individual personality. The course which is made considering him as the center, will never be
difficult, but will prove useful for him. In the child-centred curriculum, the real problems
related to the life of the child get a prominent place. Therefore, for the teacher to be
successful in his work, it is necessary to know the specific mental abilities, powers and
activities of the child. Apart from this, there should be flexibility in the curriculum instead of
rigidity. According to the situation, period and time, it should be changed from time to time.
Only a flexible curriculum can meet the needs of the child and the society. The curriculum is
for the child, not the child for the curriculum. If there is no flexibility in the curriculum and
changes are not made in it when the circumstances change, then no doubt there will be
dullness and disinterest in education. According to the Secondary Education Commission-
"There should be enough variety and flexibility in the curriculum to accommodate individual
differences and personal characteristics and interests."
(3) Theory of utility- Science is a very useful subject for our life. Therefore, important place
should be given to the subjects which come in our use in the course of science. Along with
this, it should also be noted that science helps in developing the mental powers of the
students and also enables us to successfully face the situations and challenges in life.
Therefore, the principle of utility provides an important direction in the curriculum of
science. The subject matter of the course should be useful from personal and social point of
view. It should be useful for both present and future. The purpose of earning livelihood is
also included under utility.
(4) Principle of incorporating democratic values- The form of governance in our country is
democratic. Therefore, it is not enough to provide only knowledge and experience to citizens
through education, but it is also necessary to develop requisite attitude and skills in them.
While preparing the curriculum, we should give special importance to the following
democratic values-
(1) Sense of respect for each other.
(2) Editing of work at group level.
(3) Balance in work and responsibility.
(4) Diagnosis of problems.
(5) Welcome to new ideas.
(6) Sense of responsibility and co-operation.
(7) Knowledge of social consciousness.
(8) Broad ideology.

(5) Principle of social ideals - It is necessary to prepare the curriculum keeping in mind the
accepted ideals and goals of the society. Curriculum is very important to generate social
sentiment according to the needs and circumstances of the society. Such topics should be kept
in the syllabus of science, through which the child can get an opportunity to solve different
types of social problems related to science. Science teaching must develop the feeling of
sociality in children. They should get such education, so that they can solve the problems of
the society and progress along with the society.
(6) Principle of psychological and logical order- There are two orders of teaching the child,
psychological and logical. In psychological order, children study logically according to their
interest, ability, curiosity, enthusiasm, age, ability etc. and in logical order. In logical order,
the interest, curiosity and ability of the children are neglected. In ancient times more
importance was given to logical order, but nowadays on the basis of importance of
psychology only psychological order is considered more useful and important. By
psychological method, children learn the facts of science very easily, their interest,
enthusiasm and curiosity in the subject matter increases and they acquire knowledge
according to their mental state. Therefore, for the education of small children, we should use
'psychological order' and as the children reach higher classes, we should use "logical order".
(7) Principle of relating to local conditions - Such things, activities and subjects should be
given place in the curriculum, which can make children aware of the various experiences of
mankind. By gaining these experiences, he prepares himself well to participate in the life of
different castes. The curriculum is specifically governed by individual differences and local
conditions. While preparing the curriculum, we should keep in mind the various social,
economic, geographical and political conditions of the entire nation. The same type of
curriculum cannot be implemented across the country, as one place differs substantially from
another in culture and other contexts.
The Secondary Education Commission has said- 'The curriculum should be related to
community life as a living and essential part.'
(8) Principle of foresight - Most of the students would like to get university or technical
education in future, so their needs should also be kept in mind while determining the
curriculum. In the curriculum, we should not include only those subjects, which fulfill the
daily and present needs of the students, but other subjects, through which the future of the
student can progress and prove to be helpful in achieving the desired goal, should also be
included in the curriculum. Should be included in the creative power of the child should also
be developed through the curriculum. In fact, creativity should be our only objective. From
this point of view, we must make foresight a part of our curriculum.
According to T. Remant, "The curriculum, which is designed according to the present and
future needs of the child, must definitely try to develop his creative powers."
(9) Principle of good use of leisure time - There is a big problem in front of the student to
make good use of leisure time. They often waste their free time in useless talks. Due to non-
use of leisure time, they sometimes become victims of indiscipline. Therefore, some such
subjects should be kept in the syllabus of science, due to which the interest of the children in
this subject may arise and they can get pleasure by studying it during their leisure time. Boys
they Children can be given some such puzzles and problems of science to solve, through
which a lot of entertainment can be done and at the same time they can easily get knowledge
of science activities.
(10) Principle of fullness of experiences - Fullness of experiences of mankind should be
included in the curriculum. This means that along with the theoretical subjects taught in the
traditional way in the curriculum, all those experiences which the child gets through various
activities should also be given place. These activities are continuously dynamic in school,
playground, classroom, laboratory, library and informal contacts of students and teachers.
From this point of view, the whole life of the school is the curriculum. The Secondary
Education Commission is also of the same opinion, "The meaning of the curriculum is not
only theoretical subjects, but it also includes the totality of experiences."
(11) Principle of achieving the ideals of good conduct- It is necessary to develop good
conduct in the child for socialization and successful and efficient future life. Therefore, those
subjects, objects and activities should be included in the curriculum, so that the children can
be taught the ideals of good conduct and by following them, they can develop the spirit of
social-interest, country's interest and philanthropy. In this regard, the statement of Crowe and
Crowe- "The curriculum should be constructed in such a way that it can help the children in
achieving the ideals of good conduct."
Organization of Science Curriculum
The organization of the course is mainly done on the basis of the following methods-
(1) Sub-discipline and focal method
(2) Concentric or circular method
(3) Organized and relevant method.
1. Sub-discipline and focal method
Under this method, sub-topics are determined for different classes according to the mental
level and age of the children and these sub-topics are completely finished in the same class or
classes. Along with this, sufficient practice of solving the questions of those subjects is also
done at the same level.
The sub-topic or topic method of curriculum organization is that method, in which a
particular topic of a subject is completely finished in the same class in which it is started. In
this method, the teacher and the child choose any one subject, which is according to the
actual need. First there is the theory formulation. Thereafter the main subject is divided into
various sub-topics. Whatever subject matter comes under any one sub-topic is told. Physics
and chemistry related knowledge are also given together regarding any one sub-topic of
biology. While studying the process of digestion, information has to be given about the need
of food, elements of food, digestive juices, excretory system, formation of juice, blood,
marrow and bone etc. In the study of agriculture, the study of bacteria, seeds, germination,
various germs of disease and chemical substances desired for their destruction starts
happening spontaneously. The knowledge gained through this method is not a subject but is
given in the perspective of other related subjects. Children become experts, their subject
knowledge is comprehensive and permanent. In this method, the same topic is completely
completed in the same class, due to which the child solves the same type of problems for a
long time, but by doing this, different sub-topics or topics of the same topic cross each other.
They seem to be completely different from each other, due to which one subject cannot be
co-related with different subjects and one case with other cases, which is the biggest
drawback of the case method. There is also a drawback in this method that the children of
younger classes are not fully developed mentally to understand the most complex problems
of a subject completely in a given time. Therefore, due to lack of maturity of mental powers,
the children of small classes get bored due to reading a topic for many days and are not able
to take interest in it. This method can be useful for large classes.
Merits- The main merits of this method are as follows-
(1) Through this method, a sufficient amount of knowledge of that subject is acquired, which
proves to be beneficial to the children in the future.
(2) By studying and practicing for a long time, the child becomes a complete knower of that
subject.
(3) Due to studying the same sub-topic for a long time, the children's attention on the sub-
topic
Stays focused.

Defects- Despite having the above-mentioned qualities in this method, the following defects
are found-
(1) By studying the same subject for a long time, the child loses interest in that subject.
Sits.
(2) Due to lack of variety in the subject matter, the children keep reading it only like a
machine.
(3) In this method, the students do not get the benefits of correlation.
(4) Under this method, the subjects are organized on the basis of teaching formula from
'simple to difficult'.
cannot be done.
(5) This method does not prove useful for small classes.
2. Concentric or circular method
Under this method, any sub-topic is not completely abolished by teaching it in a particular
class, but according to the age and mental level of the children, only such difficult areas of
that sub-topic are made which the children can easily understand. Can When their age and
mental level increase, that sub-topic is taught again and then more difficult areas than before
are explained. Thus, the difficulty level of the sub-topic is increased along with the mental
level of the child. The complete knowledge of suffix is given in the beginning itself and the
basis of presentation of our new knowledge is the previous knowledge only.
In Chakrakar or Kuntal method, a little bit of information about a suffix or episode of a
subject is made available in each class. As the child reaches the next class, the knowledge of
concepts or topics taught earlier also expands. In this way, along with the mental
development of the children, the complexity of that concept or topic also increases, due to
which the children go on gaining knowledge of those topics easily and easily. By organizing
the syllabus by this method, the repetition of those topics keeps on happening automatically
and co-relation is also established in other suffixes and topics.
This centripetal method has psychological significance in the teaching of science or any other
subject, which is in line with the Gestalt principle; For example, in the beginning we consider
the whole body of a human being only as a shape. This human shape is the center of
knowledge of human anatomy. Gradually, by identifying the human body parts as head and
trunk, we get an introduction to the various parts of the head and trunk, and respectively, get
detailed subtle knowledge of each part's subdivision and its composition, functioning, utility,
etc. . Starting from the gross body of a human being, gradually we get the knowledge of the
subtle state of the whole body. Moving from general to specific and expanding the
knowledge based on the main subject like a circle is the specialty of this teaching method.
Thus, according to this method, even after the child leaves the school at any stage, he is left
with some knowledge of all the suffixes. From this point of view, it is a useful method of
curriculum organization. By this method, there is no separate need to repeat the subject
matter and the child goes on acquiring knowledge according to his interest and mental
powers.

Merits- The main merits of this method are as follows-

(1) This method is based on two major teaching formulas 'from simple to difficult' and 'from
whole to fraction'.
is based.
(2) Due to the difficulty level of the subject matter being favourable to the mental level of the
children, the children do not find the subject uninteresting.
(3) The child gets an opportunity to revise the acquired knowledge many times.
(4) Due to simultaneous study of several sub-subjects in the same class, opportunity for
correlation is obtained.
happens and the subject becomes meaningful.
(5) If the child has to leave his studies in the middle due to any reason, then due to studying
the sub-topics little by little, he remains in general knowledge of the subject.

Defects- In spite of the above-mentioned qualities, the following defects are found in this
method-
(1) According to this method, the teacher who is teaching a particular class in the first year
should teach that class till the last year.
(2) To make the children understand any topic or sub-topic thoroughly and completely
Can't get enough time.
(3) Due to not being able to understand any sub-topic properly in a class, disinterest arises in
the child towards that sub-topic.
(4) Due to studying the same sub-subjects at every class or level, the child does not
experience any kind of novelty.
(5) In this method teaching goes on at a slow pace.
3. Organized and Contextual Method
The knowledge gained through project method is relevant. The project system is an
outgrowth of Herbert's subject organization. In this one subject is taught as the center. While
teaching it, the other subjects which are taught are taught accidentally, although the teacher
has not made any special plan to teach them. As an example, suppose, our central topic is
“Bhakra Dam Tour”. While studying this topic, knowledge of past experiences (History),
where is the place, where is it, high, low (Geography), climate Knowledge of plants and trees
there, how electricity will be made, how machines work (science and engineering), travel
expenses, Bhakra Dam expenses, expenses of the entire scheme, where the money came from
(mathematics) etc. is essential. The subject of science is only a visit to Bhakra Dam. The
knowledge of History, Geography, Science, Engineering and Mathematics is acquired by
itself along the way. This type of method of teaching science is called contextual method.
The principle of this method is that Knowledge is a unit, it does not have different parts.
Knowledge should be given in the form of a unit. Through this method, it is expected that the
student will be able to become familiar with all the parts of knowledge. This method has a lot
to do with the game method. There is a deep connection. Student, postman, shopkeeper, bank
man, railway man etc. related subjects are learned while playing. If such projects are run in
the school, then how many students Only he can get the knowledge of the subjects.
The question arises whether the students really learn anything through this method? Mr.
Kuppuswamy has written that "in the project, the students do not learn new things about the
subject, but apply the learned things." Project method is not a method of teaching, but a
method of practice. Apart from this, both time and money are wasted in this method. By this
method, students can get high quality knowledge but cannot learn the subject. Special
planning is essential for teaching science. Science should be taught in the form of science,
which is possible only through organized method.
Process and Integrated Approach
Process Approach – In the process model of course organization, priority is given to process.
In this the objectives are not defined, rather the knowledge of the subject matter is taken into
account in developing the course design. Under this, efforts are made to develop human
qualities with the help of text. That is why this type of curriculum is also called humanistic
curriculum. Since the importance is given to the process and the teaching process is done by
the teacher, therefore the role of the teacher is important in this model.
The assumption of the traditional theory of human system is that the members of the system
only have the ability to act and they can follow the instructions, but they do not have the
ability to initiate the work, nor can they take any kind of initiative. Only you can take a
decision. In this system, the teaching work is teacher-controlled. In this, more emphasis is
given on the presentation of the text. No place is given to the interests, abilities and attitudes
of the students. The student only works like a machine. Teaching is at the memory level and
only cognitive objectives are achieved. Human relations theory has been propounded in
opposition to the traditional theory. In this the teacher acts as a guide or counsellor.
The modern theory of arrangement is a synthesis of both the above-mentioned theories.
According to this, the members of the system are also responsible for problem solving and
decision making. Thus, along with work and relationships, importance is also given to the
decision-making capacity of the members. In this way, the teaching system under this is
student-centered and in this, along with the work, the needs of the students are also taken care
of. This concept is related to independent study, instructional method, instructional design
and instructional technology. I.K. According to Davies, it is considered as one aspect of
educational technology, which is called the systems approach. In this, Davies has given the
noun of a manager to the teacher and his four main functions are planning, arranging,
forwarding and controlling. Under these four steps of teaching, the outline of teaching-
learning method is prepared by the teacher.
Integrated Approach - In the twentieth century, many new experiments were done in the field
of psychology and many theories of learning were propounded. These experiments gave birth
to Gestaltism i.e. Absoluteism. According to this theory, the brain is a unit. The brain does
not receive knowledge in bits and pieces, but takes it in its entirety. It is the object or idea that
is fixed in the mind that gives complete meaning. These psychological discoveries influenced
education and led to the development of a unified curriculum in the schools of Gestaltism.
Integrated curriculum is based on the principle of integration, according to which an idea and
action becomes effective and useful only when there is unity in its various parts or aspects.
Therefore, by integrated curriculum, we mean that curriculum, in which its various
subjects are related to each other in such a way that there is no barrier between them, but
there is unity in them. In this way, instead of presenting the knowledge of different subjects
of the syllabus in different sections, all the subjects together present the knowledge as a unit.
Some scholars believe that "Knowledge is one". From this point of view, all the subjects of
the curriculum are different parts of the unit of knowledge. Due to the convenience of reading
and some other practicalities, the curriculum of education has been divided into different
subjects, But this division does not mean that children should be given different knowledge
of different subjects.
The purpose of education is to introduce children to the unity of knowledge. This objective
cannot be accomplished by teaching the subjects separately, that is, this work can be
accomplished only when the subjects are taught by relating them to each other. For this, it is
necessary that different subjects are related to each other in such a way that there is no wall
between them. It is the responsibility of the teacher to relate all the subjects of the curriculum,
to relate the contents of the curriculum to life and to establish co-relation in each subject
material. In this way, the curriculum which is comprised of all the above mentioned types of
relationships will be termed as "integrated curriculum". Features of integrated approach - The
main features of integrated approach are as follows-
(1) In this course, knowledge is presented in a holistic manner.
(2) Through this, students get knowledge of different subjects simultaneously.
(3) This course is experience centric.
(4) This gives life useful education to the children.
(5) In this the interests of the students are given importance.
(6) This course increases the responsibility and workload of the teacher.
(7) For the success of this course, the teacher should have adequate and comprehensive study.
is required.
(8) In this, it is easy to relate the previous knowledge of the students to the new knowledge.
Limitations - The following difficulties are faced in the preparation and use of integrated
curriculum
have to do-
(1) It is very difficult to integrate the interests of children into the curriculum.
(2) It makes it difficult to develop the specific interests of the students.
(3) It does not make a definite outline of knowledge.
(4) It is impossible to integrate all the subjects together in this course.
(5) Teaching in this type of curriculum takes more time and the work load of the teacher
increases.
(6) Integration of subjects at secondary and higher secondary level is not appropriate.
(7) There is a great paucity of suitable teachers for the use of this curriculum.
(8) Most of the teachers are not prepared for its use and feel inconvenience due to its use.