International E-publication: Publish Projects, Dissertation, Theses, Books, Souvenir, Conference Proceeding with ISBN.  International E-Bulletin: Information/News regarding: Academics and Research

Scientific temper among students

    ,

Author Affiliations

  • 1Dept. of Electrical Engineering, Dayal Bagh Educational Institute (DEI), Agra, India
  • 2Dept.of Applied Science (Chemistry), Faculty of Engineering and Technology (FET), Agra College, Agra, India

Res. J.Educational Sci., Volume 11, Issue (1), Pages 1-5, February,1 (2023)

Abstract

Fact are not science-as the dictionary is not literature. Science is nothing, but is a systemized and an organized way of thinking-Martin H. Fisher. This article is about lacking scientific theme among students and the best results, India needs trained teachers, also the use of United nations children fund and explanation of religion by Scientific concepts and practical scientific education develop productive, reproductive, constructive, imagination power of students. Our paper presents how to change the science education system of India into a system that not only includes theoretical education but the scientific view with value education. It is very sensitive approach according to Froied, in his four- or fifth-year human being is frequently a finished product and this paper represents what is the importance of scientific theme in students and the understanding cannot be conveyed but it must be developed by the intellectual activation of learning underpins, coeval prospective on scientific learning.

References

  1. Scardamalia, M., & Bereiter, C. (1991)., Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media., The Journal of the learning sciences, 1(1), 37-68.
  2. Bowman, B. T., Donovan, M. S. & Burns, M. S. (2001)., Eager To Learn: Educating Our Preschoolers., [Full Report and Executive Summary.]. National Academy Press, 2001 Constitution Avenue, NW, Lockbox 285, Washington, DC 20055.
  3. Driver, R., Asoko, H., Leach, J., Scott, P. & Mortimer, E. (1994)., Constructing scientific knowledge in the classroom., Educational Researcher, 23(7), 5-12.
  4. National Academy of Sciences-National Research Council, Washington, DC., National Research Council (US)., National Research Council Staff, National Research Council, Board on Science Education Staff, Division of Behavioral, ... & Assessment Staff (1996)., National science education standards., Joseph Henry Press.
  5. Yashpal Committee (1993)., Learning without burden: Report of the National Advisory Committee., New Delhi, Ministry of Human Resource Development, India.
  6. Broström, S. (2015)., Science in Early Childhood education., Journal of Education and Human Development, 4(2), 1.
  7. Karen Worth (2010), science in early childhood classrooms Seed Papers: ISSN 1524-5039., undefined, undefined
  8. Duschl, R. A., Schweingruber, H. A. & Shouse, A. W. (Eds.). (2007)., Taking science to school: Learning and teaching science in grades K-8, Vol. 500., Washington, DC: National Academies Press.
  9. Scaife, J. & Abdullah, A. (1997)., Using Interviews to Assess Children, School Science Review, 78(285), 79-84.
  10. Sutton, C. (1992)., Words, Science and Learning., McGraw-Hill Education (UK).
  11. NCERT, T. (2014)., Position Paper: National Focus Group on Teaching Science., No. id: 5991.
  12. Davies, D. & McGregor, D. (2016)., Teaching science Creatively., Routledge.
  13. Dockett, S., Einarsdottir, J. & Perry, B. (2009)., Researching with children: Ethical tensions., Journal of early Childhood Research, 7(3), 283-298.
  14. Edwards, K. & Loveridge, J. (2011)., The inside story: Looking into early childhood teachers, Australasian Journal of Early Childhood, 36(2), 28-35.
  15. Emilson, A. (2007)., Young children’s influence in preschool., International Journal of Early Childhood, 39, 11-38.
  16. Eshach, H., & Fried, M. N. (2005)., Should science be taught in early childhood?., Journal of Science Education and Technology, 14, 315-336.
  17. Veena Sharma (2020)., Science Behind Indian Traditions., AutAut Research Journal, XI(VIII).
  18. Sarukkai, S. (2012)., What is Science?., New Delhi: National Book Trust. 225pp.
  19. Hodson, D. (2003)., Time for action: Science education for an alternative future., International Journal of Science Education, 25(6), 645-670.
  20. Kelly, A. E. and Lesh, R. A. (2000)., Handbook of Research Design in Mathematics and Science Education., Lawrence Erlbaum Associates, Mahwah, New Jersey.
  21. Kumar, K. (1997)., What is worth teaching?., New Delhi: Orient Longman.
  22. Lederman, N. (1992)., Students’ and teachers’ conceptions of the nature of science: A review of research., Journal of Research in Science Teaching, 29(4), 331-359.
  23. Hewson, M. G. & Hewson, P. W. (2003)., Effect of Instruction Using Students, Journal of Research in Science Teaching, 40.
  24. Wynme Harten and Jos Elslgeest (1992)., UNESCO source Book for Science in the Primary School., Paris: UNESCO publishing.
  25. AAGASTYA (2022)., International Foundation., Supported by R. Jhunjhunwala foundation and others.
  26. Worth, K., & Grollman, S. (2003)., Worms, Shadows and Whirlpools: Science in the Early Childhood Classroom., Heinemann, Orders/Customer Service, PO Box 6926, Portsmouth, NH 03802-6926.
  27. Carey, S. (1986)., Cognitive science and science education., American psychologist, 41(10), 1123.
  28. Position Paper (2006)., National Focus Group on Teaching of Science., National Council of Educational Research and training, 2006
  29. Anu Joy (2014)., Indian School Science Education., 2014.
  30. Champagne, A. B., & Klopfer, L. E. (1983)., Naive Knowledge and Science Learning., Research in Science and Technology Education, 1, 173-183.
  31. Ahmed, M. (1991)., Basic Education and National Development: lessons from China and India., UNICEF.
  32. Baker, D. R. (1998)., Equity issues in science education., In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education, pp. 869-895.
  33. Broström, S., & Frøkjær, T. (2013)., Science i dagtilbud: et actions for sknings projekt., [Science in preschool: an action research project]. Vera, 2(22), 48-53.
  34. Douglas, D., Angel, H., & Bethany, W. (2012)., Digital devices, distraction, and student performance: Does in-class cell phone use reduce learning?., Astronomy education review.
  35. India Times (2022)., Scientific Explanations to Indian Rituals., Assesses on 30 November 2022 at https://www.indiatimes.com