Pedagogy of Science

Unit 1 : Nature of Science and

Science Education.

Compiled by
E. Farhana Shahni
 Development of Scientific Temper

 What is Scientific Temper ?

 Scientific temper is a state of mind which does not
accept anything but the truth.

 Scientific temper been defined by several educationists ,

philosophers and scientists .

1. Scientific temper is an attitude or a way being that

involves application of the mind, application of logical
analysis , willingness to meet with new facts and
evidences without pre-conceived notions and
willingness to question conclusions based on newer
evidences .
.
2. Scientific temper is a way of life which uses the
scientific methods including observing physical reality ,
questioning , testing , hypothesizing , analyzing and
communicating.
3. Scientific temper refers to an attitude of logical , rational
and scientific thinking.
 Scientific temper is an approach of believing only facts
supported by relevant evidences where these evidences
are derived from observation , logical interpretation and
conclusion made from experiment or experience which is
repeatable under similar condition.
 The term Scientific temper was first coined by India`s first
Prime Minister , Pt . Jawaharlal Nehru in 1946.

 An individual is considered to have scientific temper if he

employs a scientific method of decision making in
everyday life
 Discussion , argument and analysis are vital parts of
Scientific temper.
 Elements of fairness , equality and democracy are built
into it. That `s why ` to develop Scientific temper` is one of
the fundamental duties of Indian citizens, according to the
Constitution of India.
 Scientific temper is characterized by following traits :
a. Healthy scepticism
b. Universalism
c. Freedom from prejudice or bias
d. Objectivity
e. Open mindedness and humility
f. Willingness to suspend judgement without sufficient
evidence .
g. Rationality
h. Perseverance – positive approach to failure.
How to develop Scientific Temper ?
• Techniques for developing Scientific temper :
 Use of wide reading : The students should be encourage
to read Science magazines , journals, recent science
news , biographies of Scientists etc in order to develop
scientific temper among them
 Help students to correlate the concept from their daily
life , through more hands- on experiments.
 Expose children to innovative scientific ideas such as
interesting experiments, projects, brain storming , buzz
session etc which has helped in solving major human
problems.
 Instead of focusing more on bookish knowledge , allow
the students to carry out activities , observe , derive and
conclude. This will help students to innovate and explore .

 There should be more emphasis on project-based learnin

g . Schools should be more proactive in conducting
science exhibitions, science fair, science club and
seminars.

 The classroom should be make democratic so that there

is freedom for expression .
Public Understanding of Science
 Public Understanding of Science or Public awareness of
science or most recently public engagement with science
and technology are terms relating to the attitudes,
behaviours, opinions and activities that comprise the
relations between general public or society as a whole to
scientific knowledge and organisation.

 The phrase ` Public Understanding of Science ` has

developed a dual meaning as both public attitudes and
understanding of scientific concepts and development
and also the field of research and pedagogical approaches
relating to those attitudes and understandings.
 Public understanding of science is an important
dimension of introducing and reaching the benefits of
modern science and technology to people.
 It is a comparatively new approach to the task of
exploring the multitude of relations and linkages
science, technology and innovation have among the
general public.
 Concern for the public understanding of science
constitutes a field of teaching and research focused on
the communication of science and technology to the
non-scientific public.
 As science , technology and society become
increasingly intertwined , public communication
concerning science and technology is of even more
obvious importance to relations between science,
technology and ethics .

 The public understanding and communication of

science have become topics of increasing concern since
the 1960s as public attitudes to science became more
ambivalent than the overweening optimism that reigned
immediate after World war II.
How to raise public awareness and
public understanding of Science?
• Following are the ways which will help the public in
raising awareness and understanding of science :
 Science communication in the mass media, internet ,
radio, films and television programmes .
 Science museums, aquarium, planetaria, zoological
parks , botanical gardens etc.
 Public controversies over science and technology
 Fixed and mobile science exhibits.
 Science festivals .
 Science fair in schools and social groups
 Science education for adults .
 Consumer education .
 Public tours of research and development parks,
manufacturing companies etc.
 Science in textbooks and classrooms .
BENEFITS OF PUBLIC UNDERSTANDING OF SCIENCE :
 Increased public understanding of science has been
seen as preferable to a strict separation between
science and the public for a variety of reasons.
 These reasons include-
a. Benefit to science i.e scientific and technological
development .
b. Economic growth.
c. Growth of national power and influence
d. Increase participation of individuals in democratic
societies .
e. Increased work skills .
f. Increased skills for public policymakers faced with issues
that have scientific and technological dimensions .
g. Intellectual, aesthetic and moral benefits .
 ETHICS OF SCIENCE
 Ethics are set of moral principles and values a civilised
society follows .
 They are the principles used by a person or group of
people to decide what is right or wrong .
 Ethics is an important consideration in science .
Scientific investigations must be guided by what is right
and what is wrong . That`s where ethical rules come in .
 Ethics help ensure that science is done safely and that
scientific knowledge is reliable .
• Here are some of the ethical rules that scientists follow :
 Scientific research must be reported honestly . It is
wrong and misleading to make up or change research
results .
 Scientific researchers must try to see things as they
really are . They should avoid being biased by the results
they expect or hope to get .
 Researchers must be careful . They should do whatever
thay can to avoid errors in their data .
 Researchers must inform coworkers and members of
the community about any risks of their research .
 They should do research only if they have the consent of
these groups.
 Researchers studying living animals must treat them
humanely. They should provide their needs and take
pains to avoid harming them.
 Researchers studying human subjects must tell their
subjects that they have the right to refuse to participate
in the research .
 Human subjects also must be fully informed about their
role in the research , including any potential risks.
SCIENCE EDUCATION IN THE CONTEXT
OF A DEVELOPING COUNTRY .

• Science Education is one of the most important areas

of the curriculum . It is an essential vehicle to provide
human resource development , modernization and
overall development of countries .

• Science education is related to some important aspects

of development such as health, food , agriculture ,
energy resources, industry and technology, environment
etc.
• OBJECTIVES OF SCIENCE EDUCATION :
Ogunniyi (1986) determined the objectives of science
education as :
 The development of a spirit of inquiry .
 Understanding of valid views of the nature of science .
 The teaching of problem solving , using scientific
techniques such as observation, measurement etc.
 Formulating or testing hypotheses , experimentation ,
drawing valid conclusions .
 Impartation of scientific literacy.
 Development of manipulative skills and scientific
attitudes.

 Understanding the interaction between science and the

society.

 The production of individuals who are capable of

participating in socially useful and productive activities.
SCIENCE EDUCATION IN THE CONTEXT OF
A DEVELOPING COUNTRY .
• Science Education is extremely important if a country is
to successfully compete and survive in today`s world .
• A good science education is the key to productivity and
successful life.
• Countries all over the world are comparing , ranking one
another and scrutinizing their curricula to ensure that
their students being taught the necessary material in
order to remain scientifically competitive .
• The most important variables for good science education
include a strong and focused curriculum , qualified
teachers,financial support and good educational facilities
and resources.
• However , all these things require an investment of a
substantial amount of money .
• In the words of Lewin ( 1992) , developing countries is a
term used as a general category for non – industrialised
countries with low to mid range per capita incomes .
• Science Education provides good standards for people
and leads to cultural development .
• Industrialised/ developed countries are giving emphasis to
science education while some non- industrial/ developing
countries are not able to succeed because of deficiencies
such as curriculum , inadequate resources , shortages etc.
Some problems and factors which effect development

of Science Education in developing countries

• The problems of developing countries in enhancing

science education identified by UNESCO are as follows :
• Shortage of funds to purchase equipments .
• Poorly equipped laboratories .
• Inadequate facilities and basic services .
• Shortage of qualified science teacher .
• Poor quality science teaching .
• Lack of well trained laboratory assistants .
• Rapid increase in student population .
• The negative influence of external examinations, poor
planning and implementation procedures prevented
their development.
• Conclusion :
• The developing countries first must realise their
problems and the aspects which cause those problems.
• It should seem clearly that all the developing countries
should accelerate the development of science education
as learner – centred , teacher – assisted , action-
oriented , project –based education programmes
• Pre-service and in-service teacher training programmes
must be improved .

• For the rapid development of science education ,

government , society and industry should be in a co-
operation and work together.
THANK YOU