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“Believe
nothing
merely because
you have been told it
Or because it
is traditional
Or because you
have been imagined it
Do not believe
what your teacher tells you
But whatever
after due examination and analysis
You find to be
conductive to be the good,
the benefit,
the welfare of
all beings,
that doctrine
believe and cling to,
and take it as
your guide,”
Gautam the Bud
Science is
playing a major role in the present age to satisfy the needs and
desires of the people and it has also become one of the major
human activities. The search for truth becomes the dominant
motive in the prosecution of science. As a science teacher we
should courage our students to make careful observations,
explore natural objects and events, record and interpret data
and make sense of experiences in the context of science. But do
we really ready to teach the science? Do we have the flexible
state of mind which is needed to become a science teacher? Are
we really positive or believe the theories what we teach in the
class? It is found that some or most of the times science
teachers are not sure what they are teaching in lower classes.
They take it very lightly. But scientific base develops only in
the lower classes.
Basically
higher classes science books are full of complex scientific
theories. Lower level science teachers are not equipped well
enough to prepare scientific bases of their students for future
scientific activities. Why it is said because some time they
don’t believe what they actually teach in the class. Some time
they think some concepts are scientifically right but
practically wrong. But their perception leads them to a state of
mind where no confidence left for scientific conceptions. It is
very common mostly in the eastern part of India, teachers
teaching about superstition with lots of rings in their hands.
This phenomenon
clearly indicates that scientific attitudes are not present in
the teacher itself. In a secondary class the teacher was
teaching evolution of life. One student suddenly asked to the
teacher whether it is really correct that there is no hand of
almighty God in creation of life and life diversity. The teacher
answered that scientific theories are right but mighty
superpower is also may be there. This kind of answer creates
more unclear ideas in the minds of the students. One of the
objectives of the science teaching is to make the students
understand science in its various aspects. But can we do it with
undecided minds about scientific knowledge we have gathered?
That is why the
teacher should know how different scientific knowledge develops
and its use.
Then only he
can make his students understand about the character of
scientific knowledge. In short, the science teacher should help
and encourage students to acquire an interesting and useful
acquaintance with all aspects of science, important in the
modern world. Every student should be able to understand the
dependence of any modern society upon the scientific inventions
and to realize that science is an integral part of our modern
living. Science is not just a collection of some isolated and
assorted facts and principles.
Moreover
knowledge is not static. It may change its meaning and
importance with time. School teachers should be open minded and
always update their knowledge from different means. Science
teachings should be a process of developing personal philosophy
based on truth, understanding and logic rather than one based on
superstition, intuition or wishful thinking.
Very rarely our
schools teachers provide situations in the classroom or field
environment where the students can experience see and feel the
need for developing scientific attitude. Students should learn
from their teachers that they should respect others opinion but
at the same time believe only in verified facts. The sprit of
enquiry should be encouraged by the teacher. Students should
learn to observe and think critically and accurately. Accuracy
and precision are essential in scientific experimentation.
The purpose of
scientific pursuit is to find the truth. There is no place for
bias or prejudice if truth is to be revealed. The students
observation, therefore, should be unbiased and objective. While
solving a problem, a scientist proceeds carefully and patiently,
examines each step logically holds back judgement until he is
satisfied with the proof. These characteristics of any
scientific pursuit should become a habit in the students
learning science so that these are developed as a mental
attitude in them. The teacher here is solely responsible in
developing this kind of attitude. The teacher of science must
never believe in superstition or hearsay. They must rely in
cause and effect relationship and verified facts or proof.
May 2008
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