A Study on the Pedagogical Practices of Science in Various Indian School Systems

Abstract

This qualitative comparative study on the pedagogical practices of science in Indian schools explores the differences in the science teaching practices at the various school boards and compares them with standard science pedagogy. Thirty selected teachers from multiple schools, which followed various state, central and international board curricula, were telephonically interviewed for the study and a Qualitative Comparative Analysis (QCA) of the data was conducted. The study gives insights into activity-oriented learning, argumentative learning practices, school environments, teachercentred teaching and exam-oriented learning practices in Indian schools. Some practices help develop scientific literacy in students and others ruin the urge to explore and think independently. The science teaching practices studied here come under the umbrella of hands-on activities, peer collaboration and the use of argumentation. Conclusions are drawn to recommend administrative-level reconstruction of the school science classrooms, including activityoriented and argumentative learning, the need to maintain a constructive, fearless school environment and essential modification, and improvement in the pedagogical practices according to standard science pedagogical practices. The paper also discusses the importance of quality improvement in teacher training programmes and the necessity of adopting new pedagogical practices for teachers.