Apprentice scientists

Updated on: Monday, December 21, 2009

Why is there a lack of interest in science education, both at the secondary and higher level? How can we nurture budding scientists?
There is a decline in interest in science education, which starts at the secondary level and thus reaches the higher level, not only in India but also across Europe. A major reason is that students find other fields far more lucrative and glamorous, but we have to make the younger generations understand that science is not about making money, but about expanding one’s knowledge and perception.

Also, teachers and scientists are partly responsible for this lack of interest, as they do not always succeed in passing on their knowledge and enthusiasm to the students. Scientists, for example, have become specialised in their own narrow disciplines and few are capable of explaining the essential part of their work in simpler ways. Similarly, teachers should try and spark an interest in children from an early age.

Where are the loopholes and what needs to be done?
In the absence of curiosity and the ability to question, students do not feel inclined towards the subject. Though well trained in their subjects, teachers often lack the necessary skills for effective communication. And at times, they tend to forget the problems they faced as students
. The role of teachers is crucial to sustain student interest in a subject and we need to sensitise teachers to respond to individual student needs.

What are the new innovations in science education?
The hands-on approach to try and get students involved in scientific activities is being developed across the world. Never forget the old adage: ‘Tell me, and I’ll forget, Teach me, and I’ll understand, Involve me and I’ll remember.’ An important aspect of ‘hands-on science’ is that it makes teacher-student communication much easier. Questions arise spontaneously and difficulties are easy to spot. Even a failed experiment can teach a lot to both students and teachers.

Computers can also be used as a teaching aid. A major advantage of a computer is that it allows students to work at their own pace. Students don’t feel that they are being left behind even if they are slower than others, which ultimately helps in their overall learning and development.

As regards good practices, you should ensure that ‘all’ students are involved. This can be achieved with hands-on, low-cost scientific activities that are engaging for students. If the class strength is big, say over 25 students, one should work in smaller groups. I met several teachers in India who were enthusiastic about this approach but lamented about the resistance encountered from parents who felt that these activities were interfering with serious learning. Parents should also be made to appreciate that games are equally educating, often more than dry memorisation of facts.

Can you tell us about your book, Apprentice Scientist?
Apprentice Scientist is a walk-through science book proposing 365 simple activities. Each day starts with a question, and a short description of ‘what-to-do’ to get an answer. It is illustrated by whimsical characters, apprentice scientists themselves. At the bottom of the page, a few lines give the answer and put the question into perspective. The agenda explores a wide range of topics, ranging from geometry to familiar technical objects, covering most experimental sciences, including probability, statistics and computer sciences. One of the key aspects of the agenda is to let the apprentice discover things by him/herself.

This ‘do-it-yourself ’ approach allows nurturing curiosity while developing a critical spirit, the essential foundation of research. Furthermore, this book is ‘level free’ which means that it can serve as an inter-generational bridge. While the book is currently available in French, we have approached an Indian editor about publishing an English version, and waiting for a decision.

Timesofindia

Apprentice scientists

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