Pedagogy of PHYSICAL SCIENCES

Preface

Human have always been curious about the world around them. The inquiring and imaginative human mind has responded to the wonder and awe of nature in different ways. One kind of response from the earliest times has been to observe the Physical and Biological environment carefully, look for any meaningful patterns and relations, make and use new look to interact with nature, and build conceptual models to understand the world. This human endeavour is science. Physical Science emerged as one of the branches of science which includes physics and chemistry.

The methodology of science and tis demarcation from other philosophical debate. It professed value neutrality and objectivity have been subject to critical sociological anlaysis. But science is ultimately a social endeavour. Science is knowledge and knowledge is power. With power can come wisdom and liberation.

Science is dynamic, expanding body of knowledge covering over new domains experience. It is an organised system of knowledge which is based on inquiry born out of natural curiousity, logical reasoning and experimentation. Basically science is an open – ended exploration; its end results are not fixed in advance.

The whole philosophy of science teaching is to develop scienctific understanding, scientific attitudes, process skills and inturn develop scientific outlook which helps in understanding the unknown phenomena of nature.

The vision of true science education consists the following foctors  like; the learner (child), the environment – physical, biological and social (life) in which the learner is embeded, and the object of learning science. We can regard good science education as one that is true to life and true to science. The teachers are also expected to be participants in the construction of knowledge and develop in students an understanding of the nature of the  science.

This book is developed based on NCTE two year B.Ed. curriculum framework, to bring a paradigm shift from conventional teaching  centric to learning centric