Science education has undergone a sea of change with different approaches and methodologies. But value oriented science education has not been given much thought. Drawing from thinkers like Michel Foucault, Jean Baudrillard, Judith Butler,and Louis Althusser, this paper seeks to posit methods of inculcating values through construction of knowledge, transformative pedagogies and how educational institutions can play a vital role in the process The paper is divided into the following focus areas: 1. Construction of knowledge, both subjective and objective, along with the challenging and transforming task of imbibing values. Most essential part of this area lies in the fact that learners are allowed to develop their cognitive skills in their own pace irrespective of their differences in the power of absorption and retention. 2. Transformative pedagogies: Power of transforming one is the key to radical changes in the society and it will begin with the change in thought and attitude of learners and teachers involved. By involving both learners and teachers in scientific projects where issues in nearby vicinity are addressed, they get involved and absorbed into the societal improvement. Classrooms in educational institutions pave the way for these individual transformations and change in mindset and attitude. Therefore, science education in classrooms should not only involve an objective conning of concepts and definitions, but also it should bring the students closer to human values like empathy and cooperation and team spirit. Here in lies the essence of science education in the 21st century.
Remya Parameswar Iyer, Kendriya Vidyalaya Khanapara, India
Stream: Challenges and transformation in times of change
This paper is part of the NACE2014 Conference Proceedings (View)
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