Teaching Science In Selected Secondary Schools of Rajasthan – A Case Study

Abstract

The present study is based on the observation of 38 Science classes of IX and X of 14 Government schools of Churu and Jalore districts of Rajasthan. Data was collected by observing the teachers teaching Science, interviewing the Science teachers and by holding Focus Group Discussions with a representative group of students in each school. The present paper is based on the data collected for a study on 'Classroom Processes of RMSA' of NCERT. The study revealed that in most of the classes the lesson was introduced by stating the topic. Presentation of new concepts was done in most of the classes mainly by teacher talk. Activity was used for presentation of the new concept in only one class of a school located in Educationally Backward Block (EBB). Learner participation in asking questions was never found in about 34% of the classes where as in about 10% of the classes it happened often. Role play was organized for the learners only in two classes of SC/ST area. Blackboard was often used in most of the classes, but it was never used in five classes, which come under SC/ST area, disturbed area and EBB. The textbook was used to explain the content in 50% of the classes and for giving assignments in more than 20% of the classes. It was also observed that evaluation was done by asking oral questions in about 71% of the classes and no evaluation was done in 5% of the classes. The class was concluded abruptly in 25% of the classes without summarising the main points or creating opportunities to go beyond the textbook. The findings recommend for an intensive study of teaching Science and immediate actions for improving the teaching-learning process in schools.