A ProblemSolving Approach for Science Learning（科学学习解决问题的方法）.pdfVIP

A Problem-Solving Approach for Science Learning Rushikesh Kirtikar Tata Institute of Social Science, Mumbai (India) rushikesh.kirtikar@ Abstract Science education in schools is aimed at providing the knowledge of surrounding science, developing curiosity, scientific attitude and thinking skills. However, in terms of pedagogy, teaching science is limited in achieving the aim of providing knowledge, while the other aims require the use of methods for experiencing through hands-on activities, experimentation, etc. However, such activities are used as a supportive to the curriculum and are largely teacher guided for learning that takes away the possibility of developing thinking skills of children. The present project with children is a methodology that enables science learning from hands-on activities and practical experiencing that can take naturally and is not teacher-directed or have planned curriculum. It uses science based toys that are exciting for children and can be made from simple and easily available materials and work on science principles that one can experience practically. The idea is not to teach them the science behind toys but how things naturally motivate the child to know science relating it and how curriculum shapes by itself, simultaneously developing range of skills. Arvind Gupta, a scientist turned toymaker in India, has designed hundreds of science based toys for children. For example, a well-known toy phone can be made from paper cups, a straw flute showing how sound is produced, a balloon car or a spinning straw that works on Newton’s third law of motion, a fountain from plastic bottle and straws working on air and water pressures,