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Local experiences in Science Local experiences in Science Education in Asia-PacificEducation in Asia-Pacific

NEW WAYS OF TEACHING SCIENCE NEW WAYS OF TEACHING SCIENCE AND MATHEMATICSAND MATHEMATICS

DOING MORE WITH LESSDOING MORE WITH LESS

Prof. Dr. M. Shamsher AliProf. Dr. M. Shamsher AliPresident, Bangladesh Academy of SciencesPresident, Bangladesh Academy of Sciences

andandVice-Chancellor, Southeast University, BangladeshVice-Chancellor, Southeast University, Bangladesh

22

AbstractAbstract

A look at the mathematics and pure A look at the mathematics and pure science enrolments in the universities in science enrolments in the universities in

Asia and the Pacific shows that these Asia and the Pacific shows that these have been declining over the years. The have been declining over the years. The

problem of Mathematics and Science problem of Mathematics and Science Education has also been echoed in the Education has also been echoed in the meeting of the Education Ministers of meeting of the Education Ministers of the Commonwealth from time to time. the Commonwealth from time to time.

The problems that have been identified The problems that have been identified in Asia and the Pacific are the following:in Asia and the Pacific are the following:

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1.1. Dearth of adequate Science and Dearth of adequate Science and Mathematics teachers in the region.Mathematics teachers in the region.

2. A lack of suitable training 2. A lack of suitable training programmes to update the teachers on programmes to update the teachers on

the latest pedagogical tools and the latest pedagogical tools and techniques for Mathematics and Science techniques for Mathematics and Science

Education.Education.

3. Lack of interest of students in Science 3. Lack of interest of students in Science and Mathematics simply because they and Mathematics simply because they can not relate what they have learnt in can not relate what they have learnt in Science and Math to what they observe Science and Math to what they observe

in Life and Environment.in Life and Environment.

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4. Since Science is basically “Doing things”, 4. Since Science is basically “Doing things”, simple facilities for doing science simple facilities for doing science

experiments are a must. It is painfully true experiments are a must. It is painfully true that such facility do not exist in many that such facility do not exist in many

countries in Asia and Pacific.countries in Asia and Pacific.

5. Lack of job opportunities for Science 5. Lack of job opportunities for Science graduates in the region. This is simply due graduates in the region. This is simply due

to the fact that many countries in the to the fact that many countries in the region have reduced themselves to region have reduced themselves to

indenting countries rather than indenting countries rather than manufacturing ones.manufacturing ones.

6. Lack of proper financial incentives for 6. Lack of proper financial incentives for Science teachers at the primary and Science teachers at the primary and

secondary levels.secondary levels.

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In Bangladesh, the local experience has been that In Bangladesh, the local experience has been that unless a dramatic change is brought about in the unless a dramatic change is brought about in the

factors outlined above, not more than fifteen factors outlined above, not more than fifteen percent (15%) of the high school graduates are percent (15%) of the high school graduates are likely to end up in university science education. likely to end up in university science education.

That is the current practice. The Bangladesh That is the current practice. The Bangladesh Academy of Sciences (BAS) addressed this issue Academy of Sciences (BAS) addressed this issue

and identified the lack of laboratory facilities as a and identified the lack of laboratory facilities as a major stumbling block in Science Education. It major stumbling block in Science Education. It brought out a report through conferences and brought out a report through conferences and round table discussions suggesting that the round table discussions suggesting that the syllabus-based Science experiments must be syllabus-based Science experiments must be

performed in an innovative manner using local and performed in an innovative manner using local and indigenous materials. Thus, the idea of the hour indigenous materials. Thus, the idea of the hour

seems to find out new ways of teaching Science and seems to find out new ways of teaching Science and Mathematics. Hence the title of the present paper. Mathematics. Hence the title of the present paper.

This paper proposes some approaches towards This paper proposes some approaches towards teaching Science and Mathematics.teaching Science and Mathematics.

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1. Introduction:1. Introduction:

The approaches of this paper include:The approaches of this paper include:

a. Teaching both science and a. Teaching both science and mathematics in an integrated mathematics in an integrated manner manner

b. Ways and means of creating b. Ways and means of creating interest in science and interest in science and mathematics education mathematics education

c. Making things look easy and c. Making things look easy and relevant to life and environment relevant to life and environment

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2. Mathematics2. MathematicsInterest in mathematics can be created primarily Interest in mathematics can be created primarily through creating interest in geometry.through creating interest in geometry.Children could be given toys of different geometric Children could be given toys of different geometric shapes and could be asked to play with them.shapes and could be asked to play with them.

In fact, while teaching them alphabets, they could In fact, while teaching them alphabets, they could be encouraged to write all alphabets using only be encouraged to write all alphabets using only three things namely, a point ● , a straight line three things namely, a point ● , a straight line and a half circle and a half circle For higher classes, the geometry of DNA, the Master For higher classes, the geometry of DNA, the Master Molecule of Life could be of great interest.Molecule of Life could be of great interest.

For secondary school students, conic sections can For secondary school students, conic sections can be a matter of fun and delight.be a matter of fun and delight.

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Conic sections: a point, a straight line, a Conic sections: a point, a straight line, a circle, a parabola, a hyperbola should be circle, a parabola, a hyperbola should be realized as sections of the cone by students realized as sections of the cone by students themselves.themselves.

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A highly eccentric ellipse degenerates into a pair of A highly eccentric ellipse degenerates into a pair of straight lines.straight lines.

Glass with water

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Equation of Ellipse:Equation of Ellipse:

A highly eccentric ellipse degenerates into a pair of A highly eccentric ellipse degenerates into a pair of straight linesstraight lines

Mathematical Relations governing growths and Mathematical Relations governing growths and formsforms

byb

y

a

xveryisaif

b

y

a

x

,1 ,0 ,large

1

2

2

2

2

2

2

2

2

1111

If one looks at the geometrical structure of If one looks at the geometrical structure of sunflowers and pineapples, the proportions sunflowers and pineapples, the proportions in which the different petals and edges are in which the different petals and edges are rearranged are in a Fibonacci fashion. A rearranged are in a Fibonacci fashion. A similar structure can be observed if one similar structure can be observed if one studies the patterns in nature, which give a studies the patterns in nature, which give a

wonderful illustration of bionics.wonderful illustration of bionics.

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FishesFishes

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One may ask if there are any mathematical One may ask if there are any mathematical relations governing growth and form. A relations governing growth and form. A straight answer may be difficult to give. As straight answer may be difficult to give. As D’arcy Thompson pointed out in his book titled D’arcy Thompson pointed out in his book titled “On Forms and Shapes”, that in case of fishes, “On Forms and Shapes”, that in case of fishes, the shape of one can be related to that of the shape of one can be related to that of another by mathematical transformation. If a another by mathematical transformation. If a little oceanic fish by the name of Argyropelecus little oceanic fish by the name of Argyropelecus olfersi is placed on a Cartesian paper and if its olfersi is placed on a Cartesian paper and if its outline is transferred to a system of oblique outline is transferred to a system of oblique coordinates whose axes are inclined at an coordinates whose axes are inclined at an angle of 700, then we get the mathematical angle of 700, then we get the mathematical figure of a fish which actually represents a figure of a fish which actually represents a simple shear of the first fish. simple shear of the first fish.

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But it is indeed fascinating to note that such a But it is indeed fascinating to note that such a fish by the name of sternoplys diaphana actually fish by the name of sternoplys diaphana actually exists in nature. No wonder Dirac, the exists in nature. No wonder Dirac, the celebrated theoretical physicist of all times celebrated theoretical physicist of all times pointed out that God is the greatest pointed out that God is the greatest mathematician. The humans have discovered mathematician. The humans have discovered through the discovery of force laws and the way through the discovery of force laws and the way numbers work in nature that without the use of numbers work in nature that without the use of mathematics, life forms would find it difficult to mathematics, life forms would find it difficult to survive.survive.

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FractalsFractals

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Use of Geometry by the waspUse of Geometry by the wasp

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Mathematics and Common senseMathematics and Common sense

Two concentric circlesTwo concentric circles

One of circumference 25,000 feet -------------One of circumference 25,000 feet ------------- Another of circumference (25,000+20) feet.Another of circumference (25,000+20) feet.

Would a pea pass through the gap between the two Would a pea pass through the gap between the two circles?circles?

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Five 9 inches football would pass through.Five 9 inches football would pass through.Mathematics is not always common sense !Mathematics is not always common sense !

)( 42

25

25 2

252)( 2

approxfeetr

feetr

feetrrr

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3. Science3. Science

Q: How much to teach?Q: How much to teach?

A: The Fundamental Principles.A: The Fundamental Principles.

Science is "doing" things? Where are the Kits?Science is "doing" things? Where are the Kits?

Experiments should be innovativeExperiments should be innovative

Experiments should have an element of fun and delight.Experiments should have an element of fun and delight.

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Figure: Two pitchers having openings at different Figure: Two pitchers having openings at different heights.heights.

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Example: Water finds its own level.Example: Water finds its own level.Consideration of Cultural practices in devising Consideration of Cultural practices in devising experiments: UNESCO : 700 Experimentsexperiments: UNESCO : 700 ExperimentsTeaching Science and Mathematics in an Teaching Science and Mathematics in an integrated and interdisciplinary mannerintegrated and interdisciplinary manner

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Principle of heat exchangePrinciple of heat exchange

PotatoPotato

2323

2424

2525

2626

2727

TO FROM

ELECTROMAGNETIC

CHEMICAL

NUCLEAR THERMAL

KINETIC(MECHANI

CAL)

ELECTRICAL GRAVITATION

AL

ELECTROMAGNETIC

Chemiluminescence(fireflies)

Gamma reactions

(Co60 source)(A-bomb)

Thermal radiation(hot iron)

Accelerating charge

(cyclotron)Phosphor

Electromagnetic radiation

(TV transmitter Electroluminesc

ence

Unknown

CHEMICAL Photosynthesis(plants)

Photochemistry(photographic

film)

Radiation catalysis

(hydrazine plant)

lonization(cloud

chamber)

Boiling(water/steam)

Dissociation

Dissociation by

radiolysis

Electrolysis(production of

aluminium)Battery

charging

Unknown

NUCLEAR Gamma-neutronreactions Be9 + y Be8 +n

Unknown Unknown Unknown Unknown Unknown

THERMAL Solar absorber(hot sidewalk)

Combustion

(fire)

Fission (fuel element) Fusion

Friction(brake shoes)

Resistance heating

(electric stove)

Unknown

MatricesMatrices

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KINETIC RadiometerSolar Cell

Muscle Radioactivity

(alpha particles)(A-bomb)

Thermal expansion

(turbines) Internal combustion(engines)

MotorsElectrostrict

ion(sonar

transmitter)

Falling objects

ELECTRICAL Photoelectricity(light meter)

Radioantenna Solar

cell

Fuel cellBatteries

Nuclear battery

Thermoelectricity Thermionics

Thermomagetism Ferroelectricity

†MHD

Conventional

generator

Unknown

GRAVITATIONAL

Unknown Unknown Unknown Unknown Rising objects

(rockets)

Unknown

†Magnetohydrodynamics

Table: Energy Conversion MatrixTable: Energy Conversion Matrix

So far we have discussed the instructional management of the sheep So far we have discussed the instructional management of the sheep (the students); it would be in order to say a few words about the (the students); it would be in order to say a few words about the management of the shepherds (teachers) management of the shepherds (teachers)

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Examples of matrix elements: a fire fly Examples of matrix elements: a fire fly

Chemiluminescence Chemiluminescence

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Solar cellSolar cell (Matrix element: Electromagnetic to electrical) (Matrix element: Electromagnetic to electrical)

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Hydro electrical PlantHydro electrical Plant::

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Matrix element: Kinetic to electricalMatrix element: Kinetic to electrical

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4. NATURE AS TEACHER4. NATURE AS TEACHER::

Consider for example a pond which is found in almost all Consider for example a pond which is found in almost all countries. A pond can be a very good example of studying countries. A pond can be a very good example of studying numerous flora and fauna.numerous flora and fauna.

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King fisherKing fisher

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Insects walking on the water surface of the pond using the Insects walking on the water surface of the pond using the property of surface tension of water.property of surface tension of water.

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Frogs spawning in massesFrogs spawning in masses of grey jelly floating on the of grey jelly floating on the warm water.warm water.

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Tadpoles Tadpoles wriggling among the weeds.wriggling among the weeds.

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Water snailsWater snails on the edge of the pond or on the stems of on the edge of the pond or on the stems of water plants, devouring all kinds of rotting matter and water plants, devouring all kinds of rotting matter and keeping the water of the pond clean.keeping the water of the pond clean.

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Water snakeWater snake swimming gracefully. swimming gracefully.

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Pond-beatlesPond-beatles attacking smaller creatures savagely. attacking smaller creatures savagely.

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Pond Skate gliding on the water.Pond Skate gliding on the water.

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Water scorpionsWater scorpions

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Water spiderWater spider

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Brilliant Brilliant dragon-fliesdragon-flies

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Water lillyWater lilly

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DuckweedDuckweed

4747

Water hyacinthsWater hyacinths

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All the organisms that dwell in the pond may serve All the organisms that dwell in the pond may serve to give an illustration of bio-diversity existing even to give an illustration of bio-diversity existing even in a limited area of nature.in a limited area of nature.So far we have discussed the instructional So far we have discussed the instructional management of the sheep (the students); it would management of the sheep (the students); it would be in order to say a few words about the be in order to say a few words about the

management of the shepherds (teachers)management of the shepherds (teachers)

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5. From the management of the sheep to that of the 5. From the management of the sheep to that of the shepherds shepherds

Tending sheep has been regarded as a holy job and Tending sheep has been regarded as a holy job and most of the Prophets who were given Divine most of the Prophets who were given Divine Messages were regarded basically as teachers Messages were regarded basically as teachers (Ustads) and were shepherds. The teachers of all (Ustads) and were shepherds. The teachers of all subjects in general, and of science and mathematics subjects in general, and of science and mathematics in particular, must be accorded the honor for in particular, must be accorded the honor for meeting the challenges of the times. They must also meeting the challenges of the times. They must also be given incentives. In this connection, I am be given incentives. In this connection, I am reminded of a book titled “The Man Who Counted” reminded of a book titled “The Man Who Counted” authored by Malba Tahan[3]. In this book which is a authored by Malba Tahan[3]. In this book which is a collection of mathematical adventures, is given the collection of mathematical adventures, is given the legend of Beremiz Samir who, coming from the legend of Beremiz Samir who, coming from the village of Khoi in Persia, was a shepherd and used village of Khoi in Persia, was a shepherd and used

to tend vast flocks of sheep.to tend vast flocks of sheep.

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For fear of losing lambs and therefore being For fear of losing lambs and therefore being punished, he counted them several times a day. He punished, he counted them several times a day. He became so good in counting, that he could count all became so good in counting, that he could count all the bees in a swarm and all the leaves in a tree. the bees in a swarm and all the leaves in a tree. Satisfied with his mathematical agility his master Satisfied with his mathematical agility his master granted him four months’ leave. During this leave granted him four months’ leave. During this leave he showed wonderful feats to many, and finally was he showed wonderful feats to many, and finally was offered the post of Vizier by Caliph al-Mutasim of offered the post of Vizier by Caliph al-Mutasim of Baghdad. But Samir did not accept the post. Science Baghdad. But Samir did not accept the post. Science and Mathematics teachers do not want to be Viziers and Mathematics teachers do not want to be Viziers but they at least want to be paid reasonable but they at least want to be paid reasonable salaries so that for purposes of meeting the costs of salaries so that for purposes of meeting the costs of living, they do not take up many jobs and can living, they do not take up many jobs and can remain faithful to one profession only, namely remain faithful to one profession only, namely

teaching.teaching.

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In some of the countries of Asia and presumably of In some of the countries of Asia and presumably of other continents, teachers’ salaries are very low, other continents, teachers’ salaries are very low, and as a result they often do other jobs to the and as a result they often do other jobs to the detriment of their own profession. This practice detriment of their own profession. This practice must be stopped.must be stopped.A recommendation that could be made in respect of A recommendation that could be made in respect of salaries of science and mathematics teachers is that salaries of science and mathematics teachers is that once a teacher is evaluated for his qualification, once a teacher is evaluated for his qualification, experiences and teaching potential, his salary could experiences and teaching potential, his salary could remain the same whether he works in a school, remain the same whether he works in a school, college or university. In other words, a teacher college or university. In other words, a teacher should be judged by his intrinsic merit and not by should be judged by his intrinsic merit and not by the place he is working in. Universities cannot the place he is working in. Universities cannot flourish if schools are neglected. We must flourish if schools are neglected. We must remember the saying “The battle of Waterloo was remember the saying “The battle of Waterloo was won in the playground of Eton”.won in the playground of Eton”.

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6. Conclusion:6. Conclusion:

Science and mathematics are the essential Science and mathematics are the essential tools for the study of nature. While utmost tools for the study of nature. While utmost care should be taken to attract students to care should be taken to attract students to these basic subjects through teaching in a these basic subjects through teaching in a delightful manner, the teachers to be delightful manner, the teachers to be appointed must be selected very judiciously. appointed must be selected very judiciously. And once selected, his salary structure must And once selected, his salary structure must be logical. It would be a great irony if be logical. It would be a great irony if teachers responsible for upholding the logic teachers responsible for upholding the logic of science and mathematics are themselves of science and mathematics are themselves

not dealt with in a logical way.not dealt with in a logical way.

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Talking of logic which connects science with Talking of logic which connects science with mathematics, one might come forward and say mathematics, one might come forward and say rather pessimistically “what is the use of teaching rather pessimistically “what is the use of teaching logic in the present day world where force is logic in the present day world where force is prevailing over logic?” In this connection, I would prevailing over logic?” In this connection, I would like to narrate a story told in the book of Malba like to narrate a story told in the book of Malba Tahan:Tahan:A lion, a tiger and a jackal hunted a sheep, a pig and A lion, a tiger and a jackal hunted a sheep, a pig and a rabbit. The tiger was given the responsibility by a rabbit. The tiger was given the responsibility by the lion of dividing the prey amongst themselves. the lion of dividing the prey amongst themselves. The tiger gave the tastiest of the prey, the sheep, to The tiger gave the tastiest of the prey, the sheep, to the lion, kept the dirty pig for himself and gave the the lion, kept the dirty pig for himself and gave the miserable rabbit to the jackal. The lion was very miserable rabbit to the jackal. The lion was very angry at this division and said “who has ever seen angry at this division and said “who has ever seen

three divided by three giving a result like that?”three divided by three giving a result like that?”

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Raising his paw, the lion swiped the head of the Raising his paw, the lion swiped the head of the unsuspecting tiger so fiercely that he fell dead a unsuspecting tiger so fiercely that he fell dead a few feet away. The lion then gave the charge of the few feet away. The lion then gave the charge of the division to the jackal who, having already witnessed division to the jackal who, having already witnessed the tragedy of the tiger said to the lion, “the sheep the tragedy of the tiger said to the lion, “the sheep is a feed worthy of a king, the appetizing pig should is a feed worthy of a king, the appetizing pig should be destined for your royal plate. And the skittish be destined for your royal plate. And the skittish rabbit with its large ears is a savory bite for a king rabbit with its large ears is a savory bite for a king like you”. The lion praised the jackal and asked him like you”. The lion praised the jackal and asked him how he learnt this kind of division of three by two how he learnt this kind of division of three by two so perfectly!” The jackal replied “I learnt from the so perfectly!” The jackal replied “I learnt from the tiger. In the mathematics of the strong, the quotient tiger. In the mathematics of the strong, the quotient is always clear while to the weak must fall only the is always clear while to the weak must fall only the

remainder”.remainder”.

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The ambitious jackal felt that he could live in The ambitious jackal felt that he could live in tranquility only as a parasite, receiving only the tranquility only as a parasite, receiving only the leftovers from the lion’s feast. But he was wrong. leftovers from the lion’s feast. But he was wrong. After two or three weeks, the lion, angry and After two or three weeks, the lion, angry and hungry, tired of the jackal’s servility ended up hungry, tired of the jackal’s servility ended up killing him, just as he had the tiger. Thus, the killing him, just as he had the tiger. Thus, the division of three by two realized with no remainder division of three by two realized with no remainder could not save the jackal. This story contains a could not save the jackal. This story contains a moral lesson: adulators and politicians who move moral lesson: adulators and politicians who move obediently in the corridors of the powerful may gain obediently in the corridors of the powerful may gain something in the beginning but in the end, they are something in the beginning but in the end, they are always punished. always punished. Therefore, there is no use in going Therefore, there is no use in going away from logic which is so inherent in science and away from logic which is so inherent in science and mathematics. The greater the number of people mathematics. The greater the number of people who follow logic, the safer will be our earth to live who follow logic, the safer will be our earth to live

in.in.

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References: References: [1] “Symmetry” by Herman Weyl, Princeton [1] “Symmetry” by Herman Weyl, Princeton University Press, Princeton, New Jersey, University Press, Princeton, New Jersey, 19521952

[2] “700 Science Experiments for everyone”, [2] “700 Science Experiments for everyone”, compiled by UNESCO, Doubleday and compiled by UNESCO, Doubleday and Company, Inc, Garden City, New York, 1958.Company, Inc, Garden City, New York, 1958.

[3] “The Man who Counted” by Malba Tahan, [3] “The Man who Counted” by Malba Tahan,

W.W. Norton & Company, USA, 1994.W.W. Norton & Company, USA, 1994.

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(The author is President, Bangladesh Academy of Sciences and (The author is President, Bangladesh Academy of Sciences and Vice Chancellor, Southeast University, Dhaka)Vice Chancellor, Southeast University, Dhaka)

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The End