National Science Day is celebrated in India on February 28 to mark the discovery of the Raman effect by Sir Chandrashekhara Venkata Raman on this day in 1928
Scientific temper is the temper of a free man,” Pandit Jawaharlal Nehru, the first prime minister, had stated. He evoked a scientific temper in the context of making science and technology a key input in national development. Scientific temper encompasses rationality, rights, and responsibility in equal measure. So, on this National Science Day, we trace India’s journey in the field of science and technology and ask experts how we can uphold this tenet among the students and youth in the country.
What is scientific temper?
Scientific temper, a term first used by Nehru in 1946, is a way of life which uses the scientific method to question, observe physical reality, test, analyse and communicate.
How schools can promote scientific temper among students?
Help students to correlate the concept from their daily life, through more hands-on experiments. Expose children to innovative scientific ideas, which has helped in solving major human problems.
Minal Patel, teacher DPS East, Bengaluru
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.
Vandana Suryawanshi, teacher, Vidya Valley, Pune
There should be emphasis on project-based learning. Schools should be more proactive in conducting science exhibitions fairs and seminars.
Sangeeta Basuroy, VP, APS Barrackpore, Kolkata
We have theory-based learning, where students practice rote learning for exams. We must usher in a paradigm shift.
Archit Bhatt, director, Tripada School, Ahmedabad
India’s journey, so far
- India’s performance in science and technology has been impressive. The establishment of a chain of institutes and organisations such as Indian Institute of Science Education and Research and ISRO is a major indicator.
- Indian participation in mega projects like Large Hadron Collider and gravitational wave observatories under LIGO is noteworthy. nHowever, India is lagging behind when it comes to investments in science proportionate to its GDP. We fare poorly when compared with developed economies.
India’s progress has been in patches. ISRO is among the few organisations that has been able to make a mark globally. We need coordination or unification between the various government departments. Indians are good at innovation, but only outside the country. Within the country we see it only in pockets. The utilisation of the R&D budget should be well-monitored to ensure it is used for the intended purpose.
Prof Govinda, Indian Institute of Astro Physics, Bengaluru
But then...
- It is a bitter truth that in India, a lot more emphasis is given to theory than practicals as far as science teaching is concerned. The teaching is absolutely exam-centric and not much effort is taken to inculcate a scientific temperament among students. There is less focus on helping students understand scientific concepts.
Radhika Padmanabhan, HOD, chemistry and environmental science, Pawar Public School, Bhandup, Mumbai
- Science must be based on inquiry and reasoning. Students need to be in a position to question even the most established theories – be it Newton or Einstein. When we encourage an inquiry orientation, science actually becomes science. But it's going to be long before our classrooms shift focus from assessment and marks orientation to a scientific orientation.
Manju, Principal, GIIS International wing, Pune
- Let's face it. In India, more focus is given to theory than practicals in schools. There are various reasons, including lack of infrastructure, good teachers, etc. Children were, and even now are, more attuned to refer to theory than practicals. A lot of effort is required to bridge the gap between attention towards theory than practicals.
Suneetha L, teacher, Alpine Public School, Bengaluru
- Well, earlier there was an emphasis on theory than practical. However, things have changed. Now it’s about “learning by doing”. There are well-equipped labs for science practicals but it depends a lot on the teachers because the more proactive he/she is, the more scope for practicals they will introduce. Schools should make it mandatory for science teachers to explain everything to kids in both theory and practical.
Dr Muzaffar Hasan, principal, Jamia Sr. Sec School, Okhla, New Delhi
- Science is best learnt by hands-on experiences, but in most schools verbal explanations are preferred more over investigatory assignments. Most of the schools lack infrastructure and even those who have the infrastructure, it is not sufficient and it is not possible for the teacher to provide an opportunity to all.
Rajwant Riar, educator, APS, Ahmedabad
Should practical marks be increased?
- It is rightly said that ‘I hear, I forget, I see, I remember, but I do, I learn.’ So, indeed, if we allocate more marks to practicals, it will give a push to students who can then understand concepts and apply them in various situations. This will indeed ensure lifelong learning.
Anjali Deshpande, educator, SGVP, Ahmd
- There is no requirement to increase practical marks. Instead, the curriculum for practicals can be revised and a part of it can focus on individual research on any topic according to the students’ personal choice. It will greatly help students.
Sangeeta Basuroy, vice-principal, APS Barrackpore, Kolkata
- Practical knowledge gives students a better understanding of what they have learned in theory, makes them more interested in learning a concept and helps them become good thinkers and analysers. The experiments not only help them in their daily life, they develop a curiosity in them. I feel more marks should be allotted to practicals than theory to absorb the above-mentioned qualities in our learners and help them grow in all spheres of life.
Tonushree Raphel, Teacher, Silver Oaks International School, Bengaluru