Abstract
The primary purpose of teaching is to bring a fundamental change in the learner through various teaching and learning methods. This observational study on using science kits in classrooms shows remarkable progress in student’s interest in science and how it has shifted the traditional teacher centered to learner centered approach.
This project highlights the outcomes of using science kit in classrooms of 9th and 10th students. Also, doing simple science tasks in classrooms serve as an effective tool to enhance the teaching learning process. It was observed that, a focused approach to this method can give the right impetus to the science education in a rural setup.
Background of the project
The timeframe for this observational study is 4 months , from July 2024 to November 2024.This project is based on my observations of 9 th and 10th class students who are from underprivileged sections of rural background. Their only available learning tool is their textbook and few had not even viewed through a microscope. The challenge was to inspire them to think beyond their textbook and make science labs more accessible to them.
Frequent practical sessions in labs motivated the students and thereby they started looking forward to those classes. Science kits provided by the ILP(Indian literacy project) funded by an NGO in collaboration with the school education department came as a blessing in disguise. The ILP science experiment kit is part of the multi dimensional learning space (MDLS) program. These compact kits were easy to carry and hence is easily accessible. It was like integrating a science laboratory into classrooms.
Students before they were exposed to the lab kit in class
Most of the students have no prior exposure to science labs. To quote a few, some had not seen a prism, a convex lens, a resistor, a capacitor, or have not even viewed through a microscope. Few students did not even have a smart phone at home. Most students told they visited school labs with fear of breaking something expensive. So these students lack hands on experience with science related tools.
How the science kit was integrated into classroom
Our school has a good lab equipped with reagents and tools needed to carry out basic science experiments upto the higher secondary level. Though students were brought to the labs, it came with a few constraints like time, preparing labs before students entered it, using lab with caution etc. so, comparatively labs were not that easily accessible frequently. The science kits by ILP were very compact and easy to carry. It has basic science items packed in different boxes based on titles for easy reference as shown in the Fig.1. Electricity and magnetism, chemistry, biology, light were the different sub boxes and there was a manual in both tamil and English. It became easy to carry them to classrooms.
Science kits implementation in the classrooms
- The students were divided into five groups. Each group was given a science kit to do experiments on their own, and the group selected their own group leader.
- First students got familiarized with the science kit and explored the components in them.
- They did tasks first without a manual and then with the manual. So the activity went from unstructured playtime activity to structured science experiments. Also, they learned from their errors.
- A quiz based on the theoretical concepts was conducted among the teams in the next session. Students used TNSED Manarkeni app also to ask MCQs.
- Overall it was a good learning and educative experience for the participants.
Benefits of doing experiments as group
∙ Working as a team
∙ Encourages peer group study
∙ Understanding strength and weakness of team-mates ∙ Improved Leadership qualities
∙ More individual participation
∙ Creativity and increased curiosity among students ∙ Unique problem solving approaches by each student ∙ An interactive classroom session
∙ Relating activities with science concepts
Outcomes of usage of science kits in classroom
“I hear, I forget
I see, I remember
I do, I understand”
This student centered approach has improved team work, made every student to actively participate through group study and has given opportunity for students for a hands on experience than merely watching a teacher do those demonstrations. Critical thinking , curiosity, and scientific inquisitiveness have inspired them to learn through “the joy of doing”. Students enthusiastically participated in the activities.
Effectiveness of a teaching method is reflected in the outcome of the teaching learning process assessed by marks grades. The increased academic achievement of students after using these kits is given in the data below.
Conclusion
The role of the teacher is not an instructor but a facilitator enhancing learning. Self activities have made students as the center point of learning, by enhancing their psychomotor skills. The significance of the student-led learning approach is that the student influences the content, and places more emphasis on students as a central component of the teaching learning process in school.
Post covid scenario poses different challenges in the rigid school teaching methods and education systems. Teaching systems require a shift from the traditional techniques. In this era, there is an increased usage of the internet. Technology plays an important role in enhancing and developing our learning system. The attention span of students in a classroom nowadays is considerably low because there are plenty of online resources and visual media.
Teachers need to understand that there is more to teaching than textbooks and curriculum. Using engaging techniques to sustain the interest of students is very essential. Through my observational study, it is evident that integrating science experiments within a classroom set up enhanced learning. Also, a teacher who understand students and cater to their learning needs can inspire young minds to pursue an interest in science.