Report on ROSE

8/4/2019 Report on ROSE

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THE RELEVANCE OF SCIENCE EDUCATION

BY

AKASH ROY

DEPARTMENT OF ELECTRONICS AND TELECOMMUNICATION ENGINEERING

SEVENTH SEMESTER EXAM ROLL: 110807006

CLASS ROLL: 07

PROFESSIONAL VALUES AND ETHICS HOME ASSIGNMENT

Science since time immemorial has provided innumerable benefits to human beings.

From the time when the first cavemen produced fire by rubbing stones together to the timewhen modern men can set an entire city on fire, sitting thousands of miles away by firing an

intercontinental ballistic missile, not even a moment goes by without us reaping the outcomes

of scientific and technological innovation and instruction.

From the above example we can very well imagine the extent of power wielded by

science and technology. The ability to both give and take lives which brings forth a very

important question. How much accountable or responsible are the worshippers of science for

its consequences, both good and bad. In this critical analysis I shall attempt to provide

answers for this and much more.

Underlying many debates concerns regarding science and technology are are

questions likeIs science universal, objective and culture free? If not then to what extent is it

impregnated by or embedded in the cultural context, be it in terms of language and culture,

social or religious beliefs, economic systems etc.? Similar questions may be raised about the

nature and character of technology. Such questions have several dimensions and are drawn on

many academic disciplines. They are of great concern for philosophers and sociologists of

science, for educators and politiciansand of course for teachers and learners of science. At

a personal level I reject the position of science as culture free, objective and neutral. The very

seeds of scientific learning and inquisitiveness are sowed during an individuals initial yearsof instruction especially in educational institutions both public and private. What are the

possible educational implications of these fundamental questions for the teaching of science

and technology in schools? One may envisage a spectrum of educational positions on these

issues: At one extreme is the position that considers science and technology as unproblematic

and taken for granted and hence to teach what is perceived to be common, universal truths

and laws. This case is widely prevalent across many nations worldwide and is viewed by

many as the results of globalization in the education scenario. Critics consider the

homogeneity in the science and technology curriculum as evidence that a particular

dominating world-view is being imposed on other countries. The other extreme position is a

rejection of international standards in favour of national, local or even personal goals or


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contents, based on indigenous knowledge systems. This position is often argued by science

educators albeit in a weaker form.

The word relevance in the title brings forth some obvious follow up questions:

Relevant for whom? Relevant for what? Relevant for students who are aiming for a career in

science and technology? Relevant for students in general? Relevant for promoting economic

growth? Relevant for more enjoyable science lessons and everyday life in school? Relevant

for sustainable development?

The main perspective is relevant from the angle of learners- what the young people

themselves express as their concern. Students often blame school science to play a small role

in their everyday lives. Their desires are naturally directed towards themselves, towards their

own interests, their worries, their lives as well as some of the factors surrounding them in

their natural environment. Therefore educators should aim at achieving a better understanding

of a series of aspects that are related to young peoples relation with and emotions towards

science and technology, their interests, perceptions, experiences, attitudes, plans and

priorities.

The real meaning of science and technology will be clear to students when their

Personal curiosity leads the way. As when students hearts and minds are captured and the

students themselves decide school science topics from their idiosyncratic interests and

desires. The welfare of modern societies is to a large extent based on scientific and

technological development, and our future welfare is seen as reliant on bright and creative

engineers who can fuel future productivity and growth. Personal interests are a key factor

behind modern youths educational choices. One objective of higher education in science andtechnology is to enhance the ability of school science to enrich, enliven and inspire the

students. Science education is also seen as crucial means for prevention of alienation and for

empowering individuals for qualified participation in democracy. Scientific and technological

developments have shaped our societies, and play key roles in our culture and our worldview.

A more interesting school science can lead to more motivation, engagement and participation.

Another argument for promoting interesting science lessons is to facilitate personal growth.

Schooling can contribute to developing the moral, spiritual, emotional, philosophical

dimensions of the students.

THE INDIAN CONTEXT: In a Third World developing country like India where almost35% of the people fall below the poverty line, 80% of the primary schools are run by the

government. Needless to say the format of teaching is in the same dogmatic style that had

continued for decades and was reminiscent of the British rule. Instead of encouraging original

thinking and innovation, children in school are being taught science just for the sake of

teaching science and mathematics under strict guidelines in accordance with The Right To

Education Act, 2009. The emphasis is very less on promoting indigenous skills which is the

very essence of science and is instead on stereotyped learning according to the syllabus.

Meritorious students though plenty are in a mad rush vying for seats in the most prestigious

engineering or science colleges and later going abroad mainly to the United States forresearch thus constituting a major Brain Drain in which our country is losing some very


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brilliant people. The government should therefore focus on promoting more indigenous

research instead of just borrowing and duplicating technology. India has a very great resource

in the form of its huge manpower but unless the Government takes steps to utilize their

efforts properly everything would just go in vain.

THE FINAL WORD:

What The ROSE project is all about ROSE (Relevance of Science Education) is an

international comparative research project meant to shed light on factors of importance to the

learning of science and technology (S&T) as perceived by the learners. Key international

research institutions and individuals work jointly on the development of theoretical

perspectives, research instruments, data collection and analysis.

CONCLUSION: I would like to conclude this report by answering my very first question.

Science is not a privilege. It is a gift. A gift which is to be used for the good of mankind

without destroying the natural environment. The person who has this wonderful gift has alsoaccess to unimaginable power, but with great power must come great responsibility so it is

the duty of each one of science-seekers especially students to preserve that spark of scientific

inquisitiveness within us for a more safe and enriched world.

Documents

Report on ROSE