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Teaching science in school level: Possibilities and Perspectives

                                                                                 Narayan Sapkota

Science is heart of all subjects. The massive discoveries in the field of science has shrinked world into a small ball. The world has been a global village. Even the activities done in one polar to other polar regions can be live telecasted. 

        Though the science reached in apex in 19^th and 20^th century, in Nepal history of science is in neo stage. Until the panchayat regime the nationalist education policy had kept science as an elective subject in secondary level. After the re instalment of democracy in 2046 from 2048 only Nepal introduced the science as hard core subject in national curriculum.

Now according to the education planning commission of 2055 B.S. The science has been designed to teach as stratified level. The basic level, primary level and secondary level science has level wise objectives. The overall objectives of teaching science in school level can be inumerated in four categories viz; to develop the scientific concept, to develop the life skills to use and handle the scientific tools and overall development of scientific attitude.

          The basic level science is also called introductory level science. In this level the students will be able to simply get introduced bout the fundamentals of science. In this level students will develop their positive attitude towards the scientific world. Basic level science develops the scientific attitude among the students whereas secondary science provides the basic skills of use and handling of materials around us.

Problems of teaching science in school level

Teaching science in school level is not an easy task. There are lots of circumstances that we have to cope with. First and foremost it the elementary level of study and we have to be extra visional. Some of the problems can be listed as follows:

1.      Lack of competent man power: Teaching has never been an attractive profession in Nepal. The man power who is in awaiting for other jobs have been appearing in teaching field as an intermediate pass time. So definitely in science also there is problem. There aren’t qualified man power. Science academics are opportunists. Teaching has been waiting place. If we ask anyone of the science students definitely teaching is last options so the man power who did not get excel in other fields have chosen this occupation so there are hardly good and competent teachers.

2.      Lack of resources: In context of Nepal there are hardly minimal resources in science. In most of the schools there are not any laboratories. The science lab has been squeezed in a locker or a small dark room. So science without the practical, what can we expect.

3.      Reluctant administration: The school management has been pessimistic for the investment in science in school level no doubt science is an expensive subject. The tools and techniques are very expensive. Their handling is another challenge. So management are never comfortable to invest. So science has been mare theoretical rather than practical.

4.      Grade teaching: Grade teaching provides intensive care of the students. It has so many benefits but this is the one of the causes of lackluster in science. A single teacher cannot teach the all the subjects with accuracy and with full potential. If the teacher is of science background than it is all right but from other subjects we can’t imagine so science has met accident.

5.      Time relevant curriculum: There isn’t the time relevant curriculum. The curriculum that was taught 50 years back is still being taught so this has not met with the need of time. The old curriculum should be updated.

           Future perspectives and solutions:

1.      Adequate resources: the resources are to be made adequate. The classes should be equipped with user friendly furniture, there should be sufficient materials and space in practical laboratories. Only   then the classes and teaching learning process will go effectively. The facilitator should also design activities according to the local environment and easily accessible resources. One should go for no cost ,low cost and only to high cost.

2.      Grade teaching should be replaced by level teaching: This method is based on the level wise subject expect to teach. Instead of grade teaching if we look for the subject wise teaching then students will get subject. Though grade teaching is not in higher classes it should also be removed from basic level. Only then base of students will be good and excel in higher classes.

3.      Updated curriculum: the curriculum should be updated frequently and in need base. The school teacher can develop their own curriculum in need base. That will help to manage resources and after all teaching learning process will be effectively.

4.      Science friendly administration: if we get the science friendly admin it is widely easier to work with. If the administration has studied science that is very nice otherwise faculty has be able to convince the  administration.

So , science has brightest future ,it is mother of all the disciplines . Let’s make it better.