STUDENTS’ QUESTIONS AND DIVERSE EXPERIENCES:A POTENTIAL RESOURCE FOR TEACHING AND LEARNING SCIENCE

AUTHORS:1. SANCHITA JADHAV2. VIPINKUMAR YADAV(TERNA VIDYALAYA AND

JUNIOR COLLEGE, NERUL WEST,NAVI

MUMBAI)

ABSTRACT:GOOD SCIENCE EDUCATION IS TRUE

TO THE CHILD,TRUE TO LIFE AND TRUE TO SCIENCE .

PURPOSE : TO EMPHASIZE PARADIGM SHIFT BROUGHT ABOUT

IN LEARNING SCIENCE BY STIMULATING

INVESTIGATIVE ABILIT

Y

INVENTIVENES

S

CREATIVITY

ABSTRACT:TEACHER

ENCOURAGES STUDENTS

QUESTIONS AND DIVERSE EXPERIENCES

AND COLLABORATE

S OUT OF SCHOOL

EXPERIENCES WITH IN SCHOOL

ACTIVITY

DISCUSSION AND WRITE UP OF PROBLEM

SOLVING MODEL IN CONTEXT OF MULTILINGUAL

APPROACH

PAPER SHOWS A STUDY UNDERTAKEN BY AUTHORS

STUDY : A STUDY INVOLVING 100 STUDENTS

FROM GRADE 11 OF HIGHER SECONDARY

CONCLUDED: THE ROLE OFSTUDENTS

QUESTIONS AND DIVERSE EXPERIENCES STRENGETHENED BY MULTILINGUAL CONTEXT HELPS IN MEANING FUL LEARNING AND SCIENTIFIC INQUIRY THUS FUELING SCIENTIFIC TEMPER.

QUESTIONING :AN INTEGRAL PART OF MEANINGFUL LEARNING AND SCIENTIFIC INQUIRY

Formulation of good question is a creative act and at the heart of what doing science is all about.

As Cuccio-Schirripa and Steiner have stated,“Questionning is one of the thinking,processing skills which is structurally embedded in thinking operation of critical thinking,creative thinking and problem solving.”

Out of school experiences collaborated with in school learning stimulates investigative questioning skills.

SEMANTIC LEARNERS THEY ARE BENEFITED WITH i) DISCUSSION ii) WRITE UP OF PROBLEM

SOLVING MODEL IN CONTEXT OF USING TWO OR MORE LANGUAGES ESPECIALLY LOCAL LANGUAGE.

PROBLEM SOLVING MODEL IN CONTEXT WITH MULTILINGUAL APPROACH PROBLEM SOLVING MODEL SUGGEST

THAT:1)THE CASUAL /INFORMAL LANGUAGE OF

STUDENTS ,AND THE CORRESPONDING CONTEXT WITH WHICH THEY ARE FAMILIAR WITHIN AND FROM WHICH LANGUAGE DRAWS ITS MEANING ARE USED BY THE TEACHER TO BEGIN THE DISCUSSION OF CONCEPT,PROBLEM OR ISSUE.

2) AS DISCUSSION PROGRESSES STUDENTS ARE ENCOURAGED BY THE TEACHER TO MOVE FROM INFORMAL TO A MORE STRUCTURED STANDARD FORM OF SCIENTIFIC LANGUAGE.

A STUDY BASED ON A VISIT AT A RIVER CLEANING DRIVE BY TERNA VIDYALAYA AND JUNIOR COLLEGE ON GADI RIVER AT PANVEL IN COLLABORATION WITH GERMAN STUDENTS OF RUBEY KEMP,SCHULZENTRUM,GERMANY

STUDENTS INVESTIGATED EFFECTS,CAUSES OF BIOLOGICAL PARAMETERS FOR ASSESSMENT OF WATER POLLUTION

THEY TESTED THE EVIDENCES OF POLLUTION CONTENT BY CONDUCTING BOD,COD TEST AND PH VALUE OF WATER.

IN A RESPONSE TO THE QUESTIONNAIRE PROVIDED BASED ON THE RIVER CLEANING ACTIVITY IT WAS OBSERVED THAT

ABLE TO FRAME QUESTIONS

BENEFITTED FROM PEER INTERACTIONS

COLLABORATEDOUT OF SCHOOLACTIVITY WITH IN SCHOOL LEARNING

HAD DIFFICULTIES IN LEARNING THROUGH PEER INTERACTION

10% 60% 75% 10%

ABLE TO FRAME QUESTIONS

10%

0 Se-r ies 1Se-r ies 2Se-r ies 3

04080

Chart Title

PERCENTAGE OF STUDENTS

CONCLUSION THROUGH THIS

PAPER IT IS STRONGLY RECOMMENDED THAT CONTENT,PROCESS, LANGUAGE AND PEDAGOGICAL PRACTISES OF DISCOVERING AND LEARNING SCIENCE SHOULD BE WITHIN THE COGNITIVE REACH OF THE CHILD.

REFERENCES National Council of Educational Research and

Training, 2006. First Edition March 2006 Chaitra 1928 .

Carey, S. (1986) “Cognitive science and science education.” American Psychologist, 41 (10), 1123-1130.

Chi, M. T. H., Feltovich, P. J. and Glaser, R. (1981) “Categorization and representation of

physics problems by experts and novices,” Cognitive Science, 5, 121-152

Sutton, C. (1992) Words, Science and Learning. Open University Press, Buckingham.

THANK YOU