AN ANALYSIS OF THE SCIENCE SYLLABUS PRESCRIBED FOR THE SECONDARY SCHOOL LEVEL IN THE STATE OF MEGHALAYA

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1 123 AN ANALYSIS OF THE SCIENCE SYLLABUS PRESCRIBED FOR THE SECONDARY SCHOOL LEVEL IN THE STATE OF MEGHALAYA Ms.Bahunlang Tron 1 Abstract In the context of science, curriculum may be regarded as all that is to be provided to or acquired by the child in the form of specific learning experiences for achieving the aims of science teaching. In its narrowest sense, the science curriculum may be considered synonymous with the term science syllabus as in the specification of content and ordering of what is to be taught. The syllabus is often considered as a gist of lessons or topics which are expected to be covered or taught to students in the classroom in a specified period of time. Since the curriculum refers to the totality of experiences that a child receives through the various activities in and outside the classroom, the syllabus therefore is one component of the curriculum. In India, all States and Union Territories have their own mechanism of curriculum development. Though, the Secondary School curriculum (Classes IX and X) is usually developed by the State Boards of Education, the Ministry of Human Resource and Development, Department of Education, however, has set up the National Council of Educational Research and Training (NCERT) which is an apex organisation for preparing model curriculum.the Government of Meghalaya also through the DERT has taken the initiative to revise the school syllabi and textbooks following the NCF 2005 perspective.this study therefore aims at analysing the secondary school science syllabus in the light of NCF Descriptive method was used and the questionnaire and the interview schedule were the main toolsfor data collection. The study found that the syllabus on the whole does not fulfil the criteria set by the NCF 2005 and therefore the investigatorput forth suggestions for improving the science syllabus in future revisions. Key terms: Meghalaya Board of School Education (MBOSE),National Curriculum Framework 2005, Science Syllabus, Secondary School Education, Validity. 1 Research Scholar,Department of Education,North Eastern Hill University, Shillong, Meghalaya

2 124 INTRODUCTION: The curriculum in science is a total programme in science for all students enrolled in the school system. Again in the context of science, curriculum may be regarded as all that is to be provided to or acquired by the child in the form of specific learning experiences for achieving the aims of science teaching. In its narrowest sense, the science curriculum may be considered synonymous with the term science syllabus as in the specification of content and ordering of what is to be taught. It is often considered as a gist of lessons or topics which are expected to be covered or taught to students in the classroom in a specified period of time. This explanation however talks about the traditional concept of the curriculum because then, the aim of education was limited to acquisition of information. In the present days, curriculum refers to the totality of experiences that a child receives through the various activities in and outside the classroom. Apart from the acquisition of information, which is the dominating aim, the teaching of science in the present day should also provide for the development of scientific attitude, interest, skills, etc. 2. In India, all States and Union Territories have their own mechanism of curriculum development. Though, the Secondary School curriculum (Classes IX and X) is usually developed by the State Boards of Education,the Ministry of Human Resource and Development, Department of Education, however, has set up the National Council of Educational Research and Training (NCERT) which is an apex organisation for preparing model curriculum, usually accepted by the Central Board of School Education, Delhi, with slight modification 3. Throughout the years, the secondary school science curriculum was seen just as a jumbling of facts from the different branches of science which was usually done in an unorganised and unsystematic manner probably ignoring the psychological principles of learning. For the successful provision of science education at the secondary school level, a well-planned and balanced curriculum is a prerequisite. The National Council of Educational Research and Training (NCERT) had recently pointed out the basic criteria of validity of a science curriculum 4. These are:- a) Cognitive validity which requires that the content, process, language and pedagogical practices of the curriculum are age appropriate, and within the cognitive reach of the child. b) Content validity which requires that the curriculum must convey significant and correct scientific content. Simplification of content, which is necessary to adapt the curriculum to the cognitive level of the learner, must not be so trivialized as to convey something basically flawed and/or meaningless. c) Process validity which requires that the curriculum engage the learner in acquiring the methods and processes that lead to generation and validation of scientific knowledge, and nurture the natural curiosity and creativity of the child in science. Process validity is an important criterion since it helps the student in learning to learn science. 2 Joshi, S. R. (2013). Teaching of Science. New Delhi: A P H Publishing Corporation. 3 Aggarwal, J. C., & Gupta, S. (2008). Secondary Education and Management. Shakarpur, Delhi: Shipra Publications. 4 NCERT. (2006). Position Paper National Focus Group on Teaching of Science. National Council of Educational Research and Training. Retrieved January 05, 2016, from

3 125 d) Historical validityrequires that science curriculum be informed by a historical perspective, enabling the learner to appreciate how the concepts of science evolve with time. It also helps the learner to view science as a social enterprise and to understand how social factors influence the development of science. e) Environmental validityrequires that science be placed in the wider context of the learner s environment, local and global, enabling him/her to appreciate the issues at the interface of science, technology and society and preparing him / her with the requisite knowledge and skills to enter the world of work. f) Ethical validity requires that the curriculum promote the values of honesty, objectivity, co-operation, freedom from fear and prejudice, and develop in the learner a concern for life and preservation of environment. SCHOOL SCIENCE EDUCATION IN MEGHALAYA Meghalaya "the abode of clouds became a full-fledged State on January 21, 1972 and is comprised of eleven districts. It is bounded on the north by Goalpara, Kamrup, Nagoan and KarbiAnglong districts of Assam State, and on the east by the Districts of Cachar and North Cachar Hills, also of the State of Assam. On the south and west is Bangladesh. Meghalaya lies between 20.1 N and 26.5 latitude and E and "E longitude. According to the 2011 Census, Meghalaya has a population of 29, 66,889 of which 14, 91,832 are males and 14, 75,057 are females. The population density per square kilometre is 132. School education was to a certain extent an area of priority in the state and therefore there has always been provision and allocation of funds in the different plan periods to improve and strengthen provision of education to the citizens of the State. Despite the slow start in the education front, literacy rates of the state have seen an exponential rise from 26.92% in 1961 to 63.31% in With the implementation of flagship programmes like SSA and RMSA, the educational profile of the state is expected to improve further. Every aspect of education right from language to science and mathematics education, priority has been given to further improve and strengthen school education. Considering the importance of science education towards livelihood and national economic development, right from the period the Government of Meghalaya emphasised on improvement of laboratories, incentive to teachers, provision of equipment, and formulation of an accurate science curriculum for improving the quality of science education. To further strengthen science education in schools, the department of Science in the SCERT (now DERT) was set up.the department provided coaching classes in science and maths for tribal students and also provide in-service training in science and maths for primary and middle school teachers in the state. The department is also involved in developing the curriculum, the model questions and textual materials in science and maths under the guidance of experts from NCERT. FORMULATION OF SCIENCE CURRILUM IN THE STATE OF MEGHALAYA: In order to ensure that students receive integrated, coherent learning experiences that contribute towards their personal, academic and professional learning and developmentthe formulation of a curriculum is of prime importance for the Education Department of the Government and the associate school authorities. The design and development of curriculum for courses, topics, and major and minor sequences of topics, should focus on how the educational experience contributes to students' development.the curriculum should be

4 126 developed on the basis of certain criteria which are set in accordancewith conceptual frameworks, language and students learning experiences, etc. Taking cognisance of the importance of curriculum development, as mentioned earlier, the NCERT has specified certain criteria on the basis of which the NCERT has specified the curriculum for the different stages of school education. However, the School Boards in the country have the freedom to frame their own curriculum and may adopt or adapt in accordance with the NCERT curriculum. In the State of Meghalaya, the task for framing the curriculum is therefore the responsibility of the Directorate of Educational Research and Training (DERT), Government of Meghalaya formerly known as the SCERT, Meghalaya.The DERT has taken the initiative to revise the school syllabi and textbooks following the NCF 2005 perspective. The revision of the syllabus was done for all classes and all subjects from primary to higher secondary stages in the light of NCF2005.This exercise was done in consultation with State Board of School Education that is the Meghalaya Board of School Education (MBOSE), which is the implementing body of the syllabus and at the same time a body responsible for conducting the Secondary and Higher Secondary School Leaving Certificate Examination. Schools which are affiliated to the Meghalaya Board of School Education therefore said to follow the MBOSE Syllabus. Considering science education at the secondary stage, the NCF 2005 stated that, students should be engaged in learning science as a composite discipline, in working with hands and tools to design more advanced technological modules than at the upper primary stage, and in activities and analyses on issues concerning the environment and health, including reproductive and sexual health. Systematic experimentation as a tool to discover/verify theoretical principles, and working on locally significant projects involving science and technology, are to be important parts of the curriculum at this stage 5. Further, according to the proposed curriculum approved by the State Core Committee, Government of Meghalaya, the aim of Science Education at the secondary level is to inculcate scientific temper among students and to enable students to become aware of and understand the importance of conservation of resources in nature thereby creating the eco-friendly relationship in the surrounding 6 Taking into consideration the above mentioned the present study will therefore assess and highlight the usefulness and shortcomings of the present science syllabus followed by the Secondary Schools in the state of Meghalaya and also make recommendations for its improvement. OBJECTIVES OF THE STUDY: 1. To find out the opinion of science teachers regarding the MBOSE science syllabus at the Secondary School Level in the State of Meghalaya. 2. To compare the MBOSE Secondary School level Science Syllabus with the CBSE science syllabus. 3. To assess the MBOSE Science syllabus of the Secondary School Syllabus in the light of the National Curriculum Framework NCERT. (2005). National Curriculum Framework. National Council of Educational Research and Training. 6 DERT. (2007). School Syllabus Volume II. Directorate of Educational Research and Training (DERT). Shillong: Government of Meghalaya.

5 To offer suggestions in order to bring improvement in the formulation of the Science syllabus to be adopted at the Secondary School level. DELIMITATION OF THE STUDY: The present study was delimited only to the Government, Deficit and Adhoc and Private Secondary schools affiliated to the State Board of School Education i.e. Meghalaya Board of School Education (MBOSE) of Meghalaya. METHODOLOGY: i. POPULATION: The population of the present study comprises of 13 Government Secondary Schools, 61 Deficit secondary schools and 170 adhoc secondary schools and 100 Private Secondary Schools. ii. SAMPLE: The sample for the present study comprise of360 science teachers who were randomly drawn from 10 Government Secondary Schools, 45 Deficit secondary schools and 57 adhoc secondary schools and 90 Private Schools from the different districts of the State iii. TOOL USED: For gathering data the investigator made used of a self-prepared questionnaire designed for obtaining information from the science teachers. The interview schedule was also used to gather information from Government officials in the Education Department under the Government of Meghalaya. iv. DATA COLLECTION: The data was collected by administering the tool mentioned above to the teachers sample. The collected data was then tabulated and analysis was done on the basis of the percentage of responses. The responses of the Government officials to the interview schedule were incorporated by the investigator in the qualitative analysis of the MBOSE Secondary School Level Science Syllabus. FINDINGS OF THE STUDY: After a detailed analysis, the findings of the study may be reported as follows: 1. Firstly, it is found that the aims or objectives of teaching- learning Science at the secondary level i.e. class IX and Class X has not been formulated and stated in the MBOSE syllabus. The objectives however deserve a special mention in syllabus. 2. The content presentation of the various subjects is not uniform in the MBOSE syllabus. While for subjects like English and MIL, the syllabus opens with the distribution of marks, followed by the list of chapters, topics and sub-topics; subjects like Mathematics, Science, Social Science and Health Education opens directly with the list of chapters. 3. The allotment of marks in the subject science is seen to be given unit wise in case of Class X, while it is totally not seen in the case of Class IX science syllabus. The allotment of the number of classes to be taken per unit has not been specified in the MBOSE syllabus. 4. With regards to the number of units included under separate section under Physics, Chemistry or Biology, it is found that there is lack of uniformity in the inclusion of topics or chapters under the different sections of the subject science in the MBOSE science syllabus On the basis of the teachers opinion few points of comparison are observed between the MBOSE and CBSE science syllabus and are reported as follows:

6 128 i. Firstly, the objectives of teaching the science course have not been clearly defined in the MBOSE syllabus but have been clearly done so in the science CBSE syllabus. ii. Secondly, the topics included in the MBOSE syllabus have been specifically categorized under Physics, Chemistry and Biology while it is not being categorized in the science CBSE syllabus. In the CBSE science syllabus, topics are presented thematically i.e. on the basis of the related theme. iii. It is also found that the CBSE syllabus have provided specification of topics to be taught in the different terms of the academic year as well as the number of periods for teaching the different units and this is not seen in the MBOSE syllabus. iv. It is also found that the unit theme is absent in the MBOSE science syllabus though a unit title is given for each unit. v. While the evaluation methods are clearly specified in the CBSE science syllabus, it is not seen in the case of the MBOSE science syllabus.it is found that the allotment of marks in the subject science is seen to be given unit wise in case of Class X, while it is totally not seen in the case of Class IX science syllabus. The absence of marks allotment for the different chapters or units in the science MBOSE syllabus indicates that teachers face problem to decide upon the quantum of factual knowledge and information to be taught in respect of the prescribed topics included in various chapters. After thorough analysis of the syllabus in the light of NCF 2005, the following findings are reported: 1. The syllabus is found to be in accordance with the maturity level of students and also takes into consideration the previous learning experiences of the students while incorporating the topics thereby fulfilling the criteria of cognitive validity. 2. The MBOSE science syllabus is also found to be lacking in terms of content validity whereby several chapters seem to show deficiency in terms of sequential arrangement of content, repetition of content. It is also found that the prescribed science syllabus does not include topics that will encourage inventiveness and creativity. 3. According to the NCF 2005, the historical perspective of the science curriculum should enable students to view science as a social enterprise and to understand how social factors influence the development of science. Not a single topic has been included to trace the evolution of a scientific concept and the present application of the same. Therefore it is found that the present MBOSE science syllabus is also lacking in terms of historical validity. 4. A closer look at the syllabus from the environmental perspective suggests that concept about environmental protection and preservation of the local environment has not been given due emphasis. Very few topics related to environmental protection has been included. The MBOSE science syllabus is not comprehensive enough as far as topics related to environmental protection is concerned. While the CBSE science syllabus has set aside a unit with three broad topics consisting of numerous sub topics each in relation to environmental concepts, the MBOSE science syllabus is seen to be very brief in relation to environmental concepts. Work on regional or locally significant projects involving science and technology was not seen to be mentioned anywhere in the science syllabus while it is seen to be included in the CBSE science syllabus. It is therefore found that the MBOSE science syllabus is also lacking in terms of environmental validity.

7 Ethical validity as mentioned in NCF 2005 requires that the curriculum promote the values of honesty, objectivity, cooperation, and freedom from fear and prejudice, and inculcate in the learner a concern for life and preservation of the environment. It is found that the MBOSE science syllabus does not include topics related to the contributions of science and technology in making everyday life healthier, easier and more comfortable or the social benefits of science and technology thereby lacking in ethical validity. IMPLICATIONS OF THE STUDY:The discussion given above implies that the science syllabus for the secondary school level lacks direction as it failed to formulate the aims and objectives of teaching the science subject which is necessary in order to be able to describe what students will be able to do once they successfully complete the particular course of instruction. Further, though the framers of the syllabus have tried their level best to bring equivalence with the syllabus prescribed by the NCERT for CBSE yet the MBOSE syllabus seem to be lacking in the major areas whereby it fails to fulfill the criteria as identified by the NCF SUGGESTIONS: 1. The science syllabus which the schools affiliated to MBOSE are following at present was last revised in the year The syllabus therefore requires immediate revision, development and refinement by taking into consideration of the many changes occurring in scientific and human environment, the instructional settings and new approaches to science teaching. 2. Thorough assessment of the existing syllabus is necessary to determine strengths, gaps, and redundancies with the aim of developing changes that reflect best practices in the delivery of the related science content. 3. The syllabus should not be framed by administrative heads only, however academicians especially trained and experienced teachers teaching the subject at the secondary and higher secondary levels should be involved in framing the syllabus. 4. Further while framing the syllabus, the intended learning outcomes, contact hours, teaching methods, assessment or evaluation methods and suggested readings needs to be included while outlining the syllabus. CONCLUSION There are several reasons why a science syllabus is useful as a permanent record of what was taught in a course. Firstly, in this age of learning outcomes assessment, more and more evidence is often sought to show evidence of the effectiveness of the prescribed school syllabus. By providing details of what was covered, what students were expected to do, and how these outcomes and performances were assessed, the science syllabus can be quite helpful in efforts to evaluate the teachers, the students and the entire curriculum. Review committees may consider the syllabus to determine if the included content about a topic is appropriate in terms of both scope and depth. They may evaluate whether or not the instructor appears to be cognizant of the level of students in the course, the uses to which the students will put the knowledge and skills learned in the class, and the correspondence between the content and the current demands of the course of study.. In conclusion, it may be stated that provision of science education in our secondary schools can be improved if the syllabus is planned in a way that will be helpful in fostering scientific attitude and temperament among students there by raising the students interest and level of achievement in the subject science.

8 130 REFERENCES: Aggarwal, J. C., & Gupta, S. (2008). Secondary Education and Management. Shakarpur, Delhi: Shipra Publications. Bruner, J. S. (1967). On Knowing: Essays for the Left Hand. Cambridge: Mass: Havard University Press. DERT. (2007). School Syllabus Volume II. Directorate of Educational Research and Training (DERT). Shillong: Government of Meghalaya. Eley, M., & Norton, P. (2004). The Structuring of Initial Descriptiond or Demonstrations in the Teaching of Procedures. International Journal of Math Education, Science and Technology. Retrieved March 11, 2015, from Hudson, P. (2016). The Importance of the Scientific Method. Retrieved February 5, 2016, from Jala, J. (1986). An Investigation into the Development of Secondary Education in Meghalaya since independence. Shillong: Department of Education, North Eastern Hill University. Kulshrestha, S. P., & Singh, G. (2014). Teaching of Physical Science. Meerut: Vinayrakheja (An ISO Certified Company). Massialas, B. G., & Sprague, N. F. (1974). Teaching Social Issues as Inquiry: A Classification. NCERT. (2005). National Curriculum Framework. National Council of Educational Research and Training. NCERT. (2006). Position Paper National Focus Group on Teaching of Science. National Council of Educational Research and Training. Retrieved January 05, 2016, from Sharma, R. C., & Shukla, C. S. (2002). Modern Science Teaching. New Delhi: Dhanpat Rai Publishing Company. Thurber, W. A., & Collette, A. T. (1964). Teaching Science in Today's Secondary Schools. New Delhi: Prentice-Hall of India (Private) LTD.

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