General Objectives of Learning Science

 General Objectives of Learning Science

Improving the quality of learning has consistently been in focus under the Sarva Shiksha Abhiyan (SSA), and the Right to Education (RTE) Act. All the National Curriculum Frameworks (NCF) developed by the NCERT and other important government initiatives have also included quality as a prime goal. It envisaged that all children learn the basics and have opportunities to acquire the transferable skills needed to become global citizens. This demands setting goals that are clear and measurable.

Learning Outcomes in Environmental Studies: Primary Stage:

Environmental Studies (EVS) at the primary stage envisages exposing children to the real situations in their surroundings to help them connect, be aware of, appreciate and be sensitised towards the prevailing environmental issues (natural, physical, social and cultural).

Curricular Expectations ( Curricular objectives)

Children at the Primary Stage are expected to:

· Acquire awareness about immediate/wider surroundings through lived experiences on various themes related to daily life, e.g., family, plants, animals, food, water, travel, and shelter etc.

· Nurture natural curiosity and creativity for the immediate surroundings.

· Develop various processes/skills, e.g., observation, discussion, explanation, experimentation, logical reasoning, through interaction with immediate surroundings.

· Develop sensitivity for the natural, physical and human resources in the immediate environment.

· Point out and raise issues related to equality, justice and respect for human dignity and rights.

Learning Outcomes in Science: Upper Primary Stage:

At this stage, it is a gradual transition from environmental studies of the primary stage to the elements of science. It is important to expand the horizon of the child gradually and start with things that are within the direct experiences of the child. The child should be engaged in learning the principles of science through familiar experiences.

Curricular Expectations Science curriculum at the upper primary stage is intended

· To develop scientific temper and scientific thinking 

· Understanding about the nature of scientific knowledge, i.e., testable, unified, parsimonious, amoral, developmental and creative.

· Develop Process skills of science which includes observation(s), posing question(s), searching various resources of learning, planning investigations, hypothesis formulation and testing, using various tools for collecting, analysing and interpreting data, supporting explanations with evidences, critically thinking to consider and evaluate alternative explanations, reflecting on their own thinking.

· Appreciation for historical aspects of evolution of science.

· Develop Sensitivity towards environmental concerns. 

· Respect for human dignity and rights, gender equity, values of honesty, integrity, cooperation and concern for life.

The curriculum has been organised around the following themes that are cross disciplinary in nature:  food,  materials,  the World of the Living, moving Things, People and Ideas,  how Things Work, natural Phenomena, natural Resources.

Learning Outcomes in Science: Secondary Stage:

Science is being taken as one of the core subjects in the secondary school curriculum. At this stage, the concepts which are beyond the direct experiences are also introduced. The abilities like abstraction and quantitative reasoning occupy a more central place, in the secondary classes than in elementary classes.

Curricular Expectations  at secondary stage:

Learners are expected to:

· Develop understanding of concepts, principles, theories, and laws governing the physical world, consistent with the stage of cognitive development.

· Develop ability to acquire and use the methods and processes of science, such as observing, questioning, planning investigations, hypothesising, collecting, analysing and interpreting data, communicating explanations with evidences, justifying explanations, thinking critically to consider and evaluate alternative explanation, etc.

· Conduct experiments, also involving quantitative measurements.

· Appreciate how concepts of science evolve with time giving importance to its historical prospective.

· Develop scientific temper (objectivity, critical thinking, freedom from fear and prejudice, etc.).

· Nurture natural curiosity, aesthetic sense, and creativity.

· Imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment.

· Develop respect for human dignity and rights, equity and equality.

Curricular Expectations  at Higher Secondary Stage: At higher secondary stage learners who have opted for biology as one of the disciplines for study, are expected to:

 1. Identify and develop understanding of concepts, principles, theories, and laws governing the physical world around a biological entity.

 2. develop ability to acquire and use the methods and processes of science, such as observing, questioning, planning investigations, hypothesising, collecting, analysing and interpreting data, communicating explanations with evidences, justifying explanations, thinking critically to consider and evaluate alternative explanation, etc., in the biological perspectives.

 3. Build upon the perceptive of basic tools and techniques used in concepts to analyse various issues in biology. 

4. conduct experiments, also involving quantitative measurements in biology.

5. appreciate how concepts of biology evolve with time giving importance to its historical prospective.

6. develop scientific temper with respect to biological phenomena (objectivity, critical thinking, creative skills, freedom from fear and prejudice, etc.).

7. nurture natural curiosity, aesthetic sense, and creativity in biological processes and phenomena.

8. imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment. 

9. develop respect for human dignity and rights, equity and equality.

10. Connect biological concepts to real life problems and develop innovative problem-solving abilities to solve problems related to life situations through understanding of biological concepts.

11. Widen skills to illustrate linkages of elementary aspects of biology with complex phenomena.

12. Apply biological discoveries/ innovations in everyday life.

13. Integrate and interrelate the biological concepts with other areas of knowledge by underlying common principles.

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