Nature and Scope of science
Introduction:
The nature of general science refers to key principles and ideas which provide a description of Science as a way of knowing, as well as characteristics of scientific knowledge. Although scientific knowledge is supported by lot of data, scientists continuously test and challenge previous findings in Science. Thus idea of fundamental uncertainty is vital to scientific studies and is the basis of great scientific discoveries. Therefore it is very important to study dynamic nature of Science. It offers the answers to various questions, we ask out of curiosity. Science subject is so vast with various branches and sub-branches and its study develops various skills in students.
Science is an attempt to explain natural phenomena. While durable. it has also a tentative character, Scientific knowledge is derived from observation of the natural world. General Science is a branch of knowledge or study dealing with a body of facts or truths systematically arranged.
Being vast in nature, it is generally taught under different headings or branches. The collective form of various branches of Science is generally known as General Science. Through the study of General Science, students can learn importance of Science in day to day life as well as role of Science in individual, social and national development.
Meaning
Science word is derived from Latin word ‘scientia' means knowledge. a) Science is a method of acquiring knowledge. b) Science is a study of living things, nonliving things or event. c) Science 'is a direction of thinking, a way and attitude of looking at a problem, a tool to solve the problem and production of invention. d) D. Rooler : Science is man’s attempt to explain natural phenomena. E) Arthur Clark: Science in the purest form is the simple extension of human curiosity.
F) Green : Science is a way of conducting investigation.
Nature of Science
Scrence is dynamic.
Science is flexible.
Science is objective and impersonal.
It is dual in nature. it is not just content. Science is content plus process. Therefore nature of science can best be described under tollowmg headings: a) Science as a body of knowledge. b) The process of science.
A) Science as a Body of Knowledge: The body of scientific knowledge can be classified into science facts, concepts, generalizations. scientific laws and theories. They form the structure of science.
(1)Scientific Facts:
Scientific facts are the statement that indicates real description of an object incident or occurrence. Fact is the answer of ‘what is it?‘ facts are useful to taking decisions but not useful for drawing conclusions. Example: Earth revolves around the sun.
2) Scientific Concepts:
These are the categories that are formed and based upon those characteristics
and attributes which are essential to a particular classification.
Example: Density of a body is its mass per unit volume. 3) Generalisations :
It is the meaningful conclusions regarding the scientific facts. Example: All bodies are attracted by the earth.
Facts, concepts and generalisations are inter-related and inter-dependent. The fact gives rise to concept while concepts give rise to generalization.
4) Scientific Laws :
It is a factual statement of what all way happens in certain circumstance. lt is a broad generalisation.
Example: Law of floatation.
B) Science as Process :
Science is a method of discovery and learning. Mankind continuously seeks the answer to important questions using the process of scientific inquiry. The process science is the scientific method applied to find out solution of the problem. Following
are the science processes. Scientist works. thinks and studies problems using these processes.
1) Observation : identifying and describing the characteristics and properties of objects or events using five sense organs.
2) Classification :
it is the process of sorting objects or events into groups according to mi similarities and differences.
3)Number Relation and Measurement :
It is to compare unknown quantity with known quantity. It requires use of tools to make precise or specific information with numbers.
4)Making Inference :
It is the use of information from observations to make reasonable early conclusions i.e. realising ideas which are not directly observable. Thus it is the process of suggesting more information about an object or event than is readily observable.
5)Predictions :
Making best guesses i.e. based on data and past experiences suitable predictions are made.
6)Communication :
Collecting and organising data encompasses communication skills. it is a process of receiving, spreading and sharing of information and ideas.
7)Controlling Variables :
Identifying variable in an investigation i.e. independent variable which is decided by researcher, dependent variable which changes according to independent variable and controlled variable, which is constant throughout the investigation 9.9. in investigating how a weight affects the length of an elastic band, weight is independent variable, Length of band is dependent variable and using same band and measuring scale etc are controlled variables.
8)Formulating Hypotheses :
it is formalised statement of an idea based on observation and inferences i..e. probable answer of the problem.
Scope and Place of Science:
Due to recommendations of Kothari commission (1964-66) science become compulsory subject at school. According to 1986 education policy, place of science in school curriculum is as follows: 1) Primary Level (1st to 5th Standard) : At this level science is included as environmental science (EVS). 2) Higher Primary Level (6th to 8the Standard) : lmportance is given for doing experiments. projects etc. 3) Secondary Level (9th and 10th Standard) : Very deep knowledge of science is suggested at this level. Scientific information, concepts. laws, principles are explained at this level and also performation of experiment and logical thinking development are suggested. 4) Higher Secondary Stage (11th and 12th Standard) : Importance is given to theoretical as well as practical work.
Curriculum is made in such a way that students can get vocational guidance after the learning science as subject is universal and knows no boundaries.
Objectives of General Science at Secondary and Higher Secondary
The most effective teaching is that which results in the most effective learning. To make teaching effective, its planning should be done perfectly. For perfect planning of teaching, teacher should know which the different objectives of teaching are. Therefore for the effective planning of Science teaching, teachers must know objectives of General Science.
Objectives of General Science at secondary level: Following are some objectives of General Science at secondary level:
1) To help the students to enhance the knowledge in primary level.
2) To help the students to understand concepts. principles and laws in science.
3) To help the students to develop communication skills, problem solving skill etc.
4) To develop scientific attitude in students i.e., free mindedness. intellectual honesty, curiosity etc.
5) To develop personal and social life of student Le. to help the students to inculcate social, moral and cultural values. 3) To help the student to develop sensitivity towards environment protection.
7) To enable them to investigate scientific phenomenon rather than just verifying known conclusions.
8) T0 make students creative.
Objectives of General Science at higher secondary level:
Following are some objectives of General Science at secondary level:
1) To develop such abilities in students by which they can understand the influence of developments taking place in science and technology on modern world by which they can adjust themselves in accordance with the changes taking place in the society.
2) To make students able to understand importance of various scientific principles and theories and to apply them in their daily life to sort out various problems.
3) To provide historical perspective to the students by which they can understand the evolution of scientific developments.
4) To provide such kind of information to students that they can earn their livelihood in the future.
5) To orient them to apply science and technology in agriculture, medicine, research and industry.
6) To develop the competency in students to apply scientific knowledge to solve the problems around them.
Curriculum and Syllabus of General Science at Secondary and Higher secondary level
Curriculum and syllabus these two concepts are different from each other. Syllabus is focused towards a particular subject while curriculum is related to the all-round development of student. Syllabus is prepared for a fixed term, normally a year. Thus, it is with narrow scope while scope of curriculum is wide and it is prepared for whole course. Syllabus serves as a guide to student as well as teacher. It helps to know about the subject in detail. Curriculum is aimed at both physical and mental development of student. it is the overall learning experience that a student gets through during the particular course of study. In short, syllabus of general Science is described as summarisation of the topics covered under Science subject, while curriculum refers to overall content and activities in a course.
Curriculum meaning:
1) Kerr(1968): "Aall the activities which are planned and guided by the school, whether they are carried out in groups or individually, inside and outside the school are curriculum."
2) Munro : ”Curriculum includes all the types of learning experiences used in school for curriculum Meaning: “achieving the educational goals. "
3) Morre : “Curriculum includes all those activities which are utilized by the school to attain the aims of education. "
”Curriculum is the store of all the experiences which a learner acquired under the control of school. ” The term curriculum has been derived from a Latin word ‘currere' which means a "race course’ or a runway on which one runs to reach a goal. In the same way, a curriculum is the instructional and educative programme by following which: the pupils achieve their goals, ideals and aspirations of Iife. It is the curriculum through which the general aims of a school education receive concrete expression. Initially curriculum was subject centered while now-a-days it is child and life centered.
Principal of curriculum construction:
The content of curriculum is determined on the basis of some academic principles Which are stated below:
1) Aims and Objectives of Education : Curriculum should be useful to achieve aims and objectives of education.
2) Child-centered : Curriculum should be framed according to the actual needs, interests and capacities of the child.
3) Principle of Civic and Social Needs : It should be framed in such a way that it will focus on individual as well as social needs.
4) Principle of Activity: it should be activity centered.
5)Principle of Creativity: it should help individuals to develop his innate potentialities.
6)Principle of Forward-looking : it should prepare the child for shouldering future responsibilities.
7) Principle of Flexibility : it should be flexible enough according to surroundings.
8) Principle of integration and Correlation : Subjects should be arranged logically and psychologically in accordance with the child’s developing needs.
9) Principle of learning Ability and its Utility: Every topic should be learnt and it should also have utility.
10) Principle of individual Differences : it should be based on psychology of individual differences and should be framed in such a way that every individual can have opportunity for self-expression and development.
11) Principle of Utilization of Leisure : Variety of subjects such as games and spans. tine arts are subjects of aesthetic value. These subjects should be introduced in the school programme to utilize leisure.
12) Principle of Variety : Along with content, there should be scope for co-curricuiar activities.
Introduction:
The nature of general science refers to key principles and ideas which provide a description of Science as a way of knowing, as well as characteristics of scientific knowledge. Although scientific knowledge is supported by lot of data, scientists continuously test and challenge previous findings in Science. Thus idea of fundamental uncertainty is vital to scientific studies and is the basis of great scientific discoveries. Therefore it is very important to study dynamic nature of Science. It offers the answers to various questions, we ask out of curiosity. Science subject is so vast with various branches and sub-branches and its study develops various skills in students.
Science is an attempt to explain natural phenomena. While durable. it has also a tentative character, Scientific knowledge is derived from observation of the natural world. General Science is a branch of knowledge or study dealing with a body of facts or truths systematically arranged.
Being vast in nature, it is generally taught under different headings or branches. The collective form of various branches of Science is generally known as General Science. Through the study of General Science, students can learn importance of Science in day to day life as well as role of Science in individual, social and national development.
Meaning
Science word is derived from Latin word ‘scientia' means knowledge. a) Science is a method of acquiring knowledge. b) Science is a study of living things, nonliving things or event. c) Science 'is a direction of thinking, a way and attitude of looking at a problem, a tool to solve the problem and production of invention. d) D. Rooler : Science is man’s attempt to explain natural phenomena. E) Arthur Clark: Science in the purest form is the simple extension of human curiosity.
F) Green : Science is a way of conducting investigation.
Nature of Science
Scrence is dynamic.
Science is flexible.
Science is objective and impersonal.
It is dual in nature. it is not just content. Science is content plus process. Therefore nature of science can best be described under tollowmg headings: a) Science as a body of knowledge. b) The process of science.
A) Science as a Body of Knowledge: The body of scientific knowledge can be classified into science facts, concepts, generalizations. scientific laws and theories. They form the structure of science.
(1)Scientific Facts:
Scientific facts are the statement that indicates real description of an object incident or occurrence. Fact is the answer of ‘what is it?‘ facts are useful to taking decisions but not useful for drawing conclusions. Example: Earth revolves around the sun.
2) Scientific Concepts:
These are the categories that are formed and based upon those characteristics
and attributes which are essential to a particular classification.
Example: Density of a body is its mass per unit volume. 3) Generalisations :
It is the meaningful conclusions regarding the scientific facts. Example: All bodies are attracted by the earth.
Facts, concepts and generalisations are inter-related and inter-dependent. The fact gives rise to concept while concepts give rise to generalization.
4) Scientific Laws :
It is a factual statement of what all way happens in certain circumstance. lt is a broad generalisation.
Example: Law of floatation.
B) Science as Process :
Science is a method of discovery and learning. Mankind continuously seeks the answer to important questions using the process of scientific inquiry. The process science is the scientific method applied to find out solution of the problem. Following
are the science processes. Scientist works. thinks and studies problems using these processes.
1) Observation : identifying and describing the characteristics and properties of objects or events using five sense organs.
2) Classification :
it is the process of sorting objects or events into groups according to mi similarities and differences.
3)Number Relation and Measurement :
It is to compare unknown quantity with known quantity. It requires use of tools to make precise or specific information with numbers.
4)Making Inference :
It is the use of information from observations to make reasonable early conclusions i.e. realising ideas which are not directly observable. Thus it is the process of suggesting more information about an object or event than is readily observable.
5)Predictions :
Making best guesses i.e. based on data and past experiences suitable predictions are made.
6)Communication :
Collecting and organising data encompasses communication skills. it is a process of receiving, spreading and sharing of information and ideas.
7)Controlling Variables :
Identifying variable in an investigation i.e. independent variable which is decided by researcher, dependent variable which changes according to independent variable and controlled variable, which is constant throughout the investigation 9.9. in investigating how a weight affects the length of an elastic band, weight is independent variable, Length of band is dependent variable and using same band and measuring scale etc are controlled variables.
8)Formulating Hypotheses :
it is formalised statement of an idea based on observation and inferences i..e. probable answer of the problem.
Scope and Place of Science:
Due to recommendations of Kothari commission (1964-66) science become compulsory subject at school. According to 1986 education policy, place of science in school curriculum is as follows: 1) Primary Level (1st to 5th Standard) : At this level science is included as environmental science (EVS). 2) Higher Primary Level (6th to 8the Standard) : lmportance is given for doing experiments. projects etc. 3) Secondary Level (9th and 10th Standard) : Very deep knowledge of science is suggested at this level. Scientific information, concepts. laws, principles are explained at this level and also performation of experiment and logical thinking development are suggested. 4) Higher Secondary Stage (11th and 12th Standard) : Importance is given to theoretical as well as practical work.
Curriculum is made in such a way that students can get vocational guidance after the learning science as subject is universal and knows no boundaries.
Objectives of General Science at Secondary and Higher Secondary
The most effective teaching is that which results in the most effective learning. To make teaching effective, its planning should be done perfectly. For perfect planning of teaching, teacher should know which the different objectives of teaching are. Therefore for the effective planning of Science teaching, teachers must know objectives of General Science.
Objectives of General Science at secondary level: Following are some objectives of General Science at secondary level:
1) To help the students to enhance the knowledge in primary level.
2) To help the students to understand concepts. principles and laws in science.
3) To help the students to develop communication skills, problem solving skill etc.
4) To develop scientific attitude in students i.e., free mindedness. intellectual honesty, curiosity etc.
5) To develop personal and social life of student Le. to help the students to inculcate social, moral and cultural values. 3) To help the student to develop sensitivity towards environment protection.
7) To enable them to investigate scientific phenomenon rather than just verifying known conclusions.
8) T0 make students creative.
Objectives of General Science at higher secondary level:
Following are some objectives of General Science at secondary level:
1) To develop such abilities in students by which they can understand the influence of developments taking place in science and technology on modern world by which they can adjust themselves in accordance with the changes taking place in the society.
2) To make students able to understand importance of various scientific principles and theories and to apply them in their daily life to sort out various problems.
3) To provide historical perspective to the students by which they can understand the evolution of scientific developments.
4) To provide such kind of information to students that they can earn their livelihood in the future.
5) To orient them to apply science and technology in agriculture, medicine, research and industry.
6) To develop the competency in students to apply scientific knowledge to solve the problems around them.
Curriculum and Syllabus of General Science at Secondary and Higher secondary level
Curriculum and syllabus these two concepts are different from each other. Syllabus is focused towards a particular subject while curriculum is related to the all-round development of student. Syllabus is prepared for a fixed term, normally a year. Thus, it is with narrow scope while scope of curriculum is wide and it is prepared for whole course. Syllabus serves as a guide to student as well as teacher. It helps to know about the subject in detail. Curriculum is aimed at both physical and mental development of student. it is the overall learning experience that a student gets through during the particular course of study. In short, syllabus of general Science is described as summarisation of the topics covered under Science subject, while curriculum refers to overall content and activities in a course.
Curriculum meaning:
1) Kerr(1968): "Aall the activities which are planned and guided by the school, whether they are carried out in groups or individually, inside and outside the school are curriculum."
2) Munro : ”Curriculum includes all the types of learning experiences used in school for curriculum Meaning: “achieving the educational goals. "
3) Morre : “Curriculum includes all those activities which are utilized by the school to attain the aims of education. "
”Curriculum is the store of all the experiences which a learner acquired under the control of school. ” The term curriculum has been derived from a Latin word ‘currere' which means a "race course’ or a runway on which one runs to reach a goal. In the same way, a curriculum is the instructional and educative programme by following which: the pupils achieve their goals, ideals and aspirations of Iife. It is the curriculum through which the general aims of a school education receive concrete expression. Initially curriculum was subject centered while now-a-days it is child and life centered.
Principal of curriculum construction:
The content of curriculum is determined on the basis of some academic principles Which are stated below:
1) Aims and Objectives of Education : Curriculum should be useful to achieve aims and objectives of education.
2) Child-centered : Curriculum should be framed according to the actual needs, interests and capacities of the child.
3) Principle of Civic and Social Needs : It should be framed in such a way that it will focus on individual as well as social needs.
4) Principle of Activity: it should be activity centered.
5)Principle of Creativity: it should help individuals to develop his innate potentialities.
6)Principle of Forward-looking : it should prepare the child for shouldering future responsibilities.
7) Principle of Flexibility : it should be flexible enough according to surroundings.
8) Principle of integration and Correlation : Subjects should be arranged logically and psychologically in accordance with the child’s developing needs.
9) Principle of learning Ability and its Utility: Every topic should be learnt and it should also have utility.
10) Principle of individual Differences : it should be based on psychology of individual differences and should be framed in such a way that every individual can have opportunity for self-expression and development.
11) Principle of Utilization of Leisure : Variety of subjects such as games and spans. tine arts are subjects of aesthetic value. These subjects should be introduced in the school programme to utilize leisure.
12) Principle of Variety : Along with content, there should be scope for co-curricuiar activities.
No comments:
Post a Comment