(An In-House Journal Of Kendriya Vidyalaya Sangathan)

found effective. Children have learnt to solveproblems and apply knowledge to understanda situation.2.Banasthali Vidyapith, Banasthali tried ateacher education model namely Anveshana.The focus of learning is problem solving. Thedialogue approach was used to train teachersand learners. The essence of the approach isinteractive learning leading on to theconceptual understanding of the problem ina holistic perspective.developed represented in the conference.One of the main themes discussed in theconference was developing scientific andtechnological literacy. It was recommendedthat scientific and technological literacy needsto be promoted worldwide with emphasis onunderstanding and appreciation ofenvironment.5.The collective thinking in a systematic wayleads on to better conceptualization of theconcepts and facilitates understanding. Thisapproach was successful in increasingunderstanding in including context intoproblem and appreciating the alternative waysof solving problems.3.4.The Anveshika, a voluntary body, tried todevelop science curriculum for upper primarystage in Gujarat that emphasizes learningthrough experiments. The teacher traininginstitution, Lok Bharathi, Sonosra providedthe required thrust and support for theproject. The Gujarat Education Board is likelyto change the curriculum in the near future.The Classroom 2000 Project of UNESCOfor teaching scientific and technologicalliteracy is being debated and implemented indifferent parts of the world. CASTME,HBCSE and UNESCO jointly had organizedan international conference on Science andTechnology and Mathematics Education forHuman Development at Goa, Indiafrom February 20 to 23, 2001.Many countries that aredeveloped as well as under6ICASE has a programme of AcceleratedScience and Mathematics education. Theprogramme started as a sequel to theUNESCO project Classroom 2000 . Theaccelerated science and mathematicseducation has produced materials(instructional materials such as resourcebooks, video records, exercises etc) fortraining teachers and experiments for learningscience and mathematics at different levels.The project has been effective inimplementation.Vaidya, N et.al. At Regional college ofEducation, Ajmer India tried to experimentwith the accelerated science teaching andlearning. This project was successful inimplementation. The project emphasizedproblem solving. Dave, P.N. has identifiedcognitive strategies in different levels forlearning and teaching science (Physics) at theRegional College of Education, Mysore,India.6.The Centre for Environmental Education(CEE), Thaltej Tekra, and Ahmedabad istrying to develop curriculum for children inthe Environmental education. CEE hassuccessfully tried in field based in-serviceteacher training for teachers in environmentaleducation.KVS Quarterly Journal

UNESCO 2006 Global Monitoring Reportfor elementary education says that theincrease in elementary education, scientificand technological literacy will lead the girlchild to become more conscious about thereproductive aspects of human development.They tend to delay the pregnancy at an earlierage (Gopalan, K 2006).CASE, Faculty of Education and Psychology,The Maharaja Sayajirao University of Baroda,Vadodara proposes to include problemsolving in science teacher education andchildren learning science on an experimentalbasis.7.8.Prof. Yashpal developed a T.V. programmein India for children to interact with himthrough questions over phone and discussionof experiences leading on to clear conceptformation in science. This programme wasaccepted widely by many viewers andparticipants. The feedback through telephonewas clear and responsive.Ekalavya, a primary teacher training instituterun by a private trust at Ahmedabad, Indiatried to develop standardized tests forelementary level.Ed. CIL, India has developed several tests atprimary level for different subjects. These testswere used by many institutions in India. Manystudents at M.Ed level at CASE, Faculty ofEducation and Psychology, The Maharaja SayajiraoUniverstity of Baroda, Vadodara used these testsin their research work to find effectiveness ofprimary education. CASE, MSU also organized anational conference to discuss the problems ofevaluation at primary in India and abroad.Conceptual Scheme :View pointsKVS Quarterly JournalProblems solving skills has several contexts.The purpose and objective of the problem decidesmostly the type of skills needed in a given context.The experience of the problem solver facilitatesin understanding the problem better.The Constructivist Approach : Theconstructivist approach gives freedom to thelearner to explore and solve problems. Theproblem solving includes understanding thesituation and the different variables operating onthe context. The learner gets involved and solvesthe problem to gain experience and satisfaction.The problem solving may raise questions in themind of students to explore further or to lookinto more details of the given problem.Piaget s Cognitive Development Theory :Piaget proposed that individual interests with theenvironment to learn. The active interaction resultsin certain questions that may need answer.Learners are given problems in the formof development tasks: Learner s try to solvethem through active interaction and inquiry. Theproblem solving skills show difference in individualattainment. The pace with which the problem issolved also varies from individual to individual.The ability or competency that develops tounderstand the problem and find the probablesolution is the cognitive development of theindividual.Problem solving in Health or Therapy:Problem solving has definite meaning. Problemgets defined through systematic observation,examination and testing. The consistency of theproblem will help in determining thecourse of treatment. Themanipulation is carefully,gradually carried out to lookfor improvement in health.7

Rajkot conducts tests every year for studentsat school level. Each of the examination isnamed after a famous scientist. Schools inGujarat state that are following the GujaratSecondary and Higher Secondary Boardsyllabi and examination participate every yearand the perfor mances of schools areencouraging. This prepares students to thinkand develop problem solving skills in science.The solution of the problem does not guaranteeits reoccurrence. The problem solving skillsdevelop with more clinical experience and research.The problem solving skills gets developedprogressively with experience. The hierarchy ofthe problems gets determined by professionalclassification of problems. The practicalexperience provided in the institution getsstrengthened by field experience.Problem solving skills in Competition :There are several opportunities provided tochildren to demonstrate their problem solvingskills. Some of the opportunities in India arepresented as follows:lThe Homi Bhabha Centre for ScienceEducation (HBCSE), tifr, Mankhurd,Mumbai has been entrusted with the conductof Science Olympiad. The HBCSE conductsa test every year for the students interestedin subjects such as Physics, Chemistry,Mathematics, Computer Science and AstroPhysics. The selected students are providedone month training in problem solving skillsby the staff of HBCSE (Scholars), tifr,Mumabi. This training facilitates them tocompete for selection for InternationalScience Olympiad in their respective domains(subjects). The students from India have beendoing well in the successive years.lThe Science and IT Olympiad is organizedevery year in Central schools from 3 rdstandard to 12 th standard. These testsfacilitate students to think and solve problemsin science and IT areas. The performance ofstudents are encouraging in thesuccessive years of conduct ofScience and IT Olympiad.l8The Science Parishad,lThe Kishore Vigyan Puraskar is anopportunity for students to show their talentin science by developing projects, makingobser vations and drawing inferences.Problems chosen by students are relevant andpractical in nature.Kishore Vaigyanic Protsahan Yojana (KVPY)is a scheme sponsored by the Deprtment ofScience and Technology (DST) to attract youngtalented students to science, which has been inoperation since 1999. It is administered by theIndian Institute of Science (IISc), Bangalore.Students are selected after classes X and XII andgiven scholarships. They are also invited for asummer school, and the summer school for freshawardees every year is held at IISc. In earlier years,the programme consisted of lectures and visits tovarious departments and institutes. Summer school2002 Joshi, A.W. Raybagkar, VH and Surve, F.Ireported that in May 2002 for the first time, anexperimental laboratory component was given tothe KVPY scholars. There were 46 students whohad come after their class XI and 7 after their Firstyear of B.Sc examinations. Our team laid out tenexperiments in a laboratory, which the studentsperformed in groups of 4 to 6. A short handoutwas given to the students, which described theexperiment and the activity in one page each. Thestudents were able to do 6 to 8 experiments in thetime slot that was available. They took readings,KVS Quarterly Journal

changed parameters, made calculations and drewinferences. Since the experiments were openended, the students got to see something beyondtheir prescribed syllabus. They soon started askingquestions such as what will happen if this is donethat way, etc. A few experiments that were triedare listed as follows: Experiment 1. Head onCollision of Bodies with Different mass Ratios,Experiment, 2. Study of Projectile Motion Usinga Pistol, Experiment 3. Study of Friction using aRecord Player, Experiment 4. Study ofInterference of Sound using Quinke s Tube,Experiment 5. Transparency of Materials using aPhotodiode and OPAMP.lThe Indian science congress meets in achosen place to deliberate on various issues andproblems of the country and science. The childrenare allowed to exhibit their project or study in asystematic way. This enriches them and facilitatesinteraction with illustrious scientists

functional, more responsive and problem solving in nature. The need for molecular understanding has increased the more integral approach and functional in solving the problem. The problem needs to be understood in a gestalt. There is an increased understanding for the molecular approach