Democracy in the science classroom

Muralidhar, Chandrika (2021) Democracy in the science classroom. Learning Curve (9). pp. 30-32. ISSN 2582-1644

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There is one duty that is unique to India under Article 51A (h) that encourages the citizen to ‘develop the scientific temper, humanism and the spirit of inquiry and reform’. How does a teacher of science view democracy in her classroom? Does it play a role in defining the approach to classroom teaching and learning? In Dewey’s words, ‘If we were ever to be governed by intelligence and not by things and by words, science must have something to say about what we do, and not merely about how we may do it most easily and economically.’ What is it that Dewey means by ‘what we do’ in science? The life that we lead outside the classroom and its influence in shaping our perspective to aspects of life cannot be ignored. Owens, Sadler and Zeidler (2018), in a study, speak of the socio- scientific issues that need to be brought to the fore. A science classroom includes opportunities to seek out trustworthy information, develop positions concerning controversial issues, practice defending those positions using scientific evidence and respectfully evaluate alternative positions held by others.

Item Type: Articles in APF Magazines
Authors: Muralidhar, Chandrika
Document Language:
Uncontrolled Keywords: Education, Elementary education, Education for Citizenship, Citizenship Education, Schooling, Textbooks
Subjects: Social sciences > Education
Divisions: Azim Premji University > University Publications > Learning Curve
Full Text Status: Public
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