Mazhavillu – Teach Science for Kerala – Kerala Development and Innovation Strategic Council

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Comprehensive System over Rote Learning

Problem

• Prevalence of Reward-based learning which leads to the alienation of students as they learn for marks and forget the content after exams.
• The knowledge which students gain from the hierarchical classes does not condense towards wisdom which helps evolve a scientific worldview.
• Lack of scientific temper in society even after years of learning science makes people amenable and prey to pseudoscience, pseudo beliefs and rituals.
• Various disciplines in science were taught in water-tight compartments, and hence students failed to appreciate the integrity of nature.
• Inability to appreciate the interconnections of nature and to solve practical problems using scientific methods.

Solution

• Developed and implemented an assessment system based on a continuous and comprehensive evaluation.
• Developed and implemented a system of learning by doing, thinking, and comprehending.
• Critically analyzed the existing textbooks, ensured theme-wise integration of content and converted concepts into workable activities. 
• Developed and implemented a system of comprehensive knowledge capturing by integrating various disciplines in Science and Humanities based on themes.
• Each center has an Academic Coordinator, 3 Junior Programme Executives and 5 Volunteers collectively responsible for content development and delivery.

Challenges

• Convincing the parents on the academic benefits (like obtaining more marks in school) of the Mazhavillu programme.
• Conflict with the content of early-age teaching in religious institutions.
• Time taken by students to adapt to a new learning experience.
• Lack of critical thinking and analytical capacity.
• Students used to spend the majority of their time on their mobile phones.

Innovation

• Developing a thematically integrated curriculum and presenting science as a process rather than a set of facts, figures and definitions.
• Replacing classroom teaching with learning by doing, thinking and conceptualization.
• Developing indicators and methods for continuous evaluation of students.
• Replacing traditional examinations with a continuous and comprehensive evaluation.
• Treating nature as a whole in communicating science and students as contemporaries and equal citizens.

Outcomes

• 250 students in five different centers participated in the programme for a period of 1 year. 
• The students are evaluated using a structured questionnaire and they started to enjoy learning Science with an attitude of awe, participation and thought.
• Students of age group 8-12 years participated in this programme at 5 centers in Kerala. 
• Students discovered the joy of learning science by doing which completely erased their alienation while learning science.
• Students now appreciate the interconnectedness across various disciplines in science, observing and experimenting with various elements of nature.

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Case Study

Comprehensive System over Rote Learning 

Summary 

Mazhavillu intended to develop and implement a Science education curriculum without routine classroom teaching and by depending on activities that would impart a spirit of inquiry and knowledge on the historical development of knowledge pursuit in Science and, more importantly, infusing scientific temper as envisaged in the Constitution of India.

Problems

Earlier, the assessment was based on reward-based learning, which led to the alienation of students as they learn for marks and forgets the content after exams. The knowledge which students gain from the hierarchical classes does not condense toward wisdom which helps evolve a scientific worldview. Even after years of learning science, there was a lack of scientific temper in society, making people amenable and prey to pseudoscience, pseudo-beliefs, and rituals. Disciplines of science were taught in water-tight compartments, and hence students fail to appreciate the integrity of nature.

Solutions

The department developed and implemented an assessment system based on a continuous and comprehensive evaluation. A system of learning by doing, thinking, and comprehending is developed and implemented and the existing textbooks were critically analysed and converted into workable activities. A system of comprehensive knowledge is developed by integrating various disciplines in Science and Humanities based on themes. Each centre had an Academic Coordinator, 3 Junior Programme Executives and 5 Volunteers collectively responsible for content development and delivery.

Outcomes

Students started to enjoy learning Science with an attitude of awe, participation and thought. Each of the learning sessions transformed them from knowledge receivers to knowledge seekers. This brought in the spirit of inquiry through observation and experiments.  250 students in five different centers participated in the programme for a period of 1 year. The students are evaluated using a structured questionnaire. Students discovered the joy of learning science and appreciate the interconnectedness across various disciplines in science by observing and experimenting with various elements of nature.

Challenges

It was difficult to convince the parents of the academic benefits (like obtaining more marks in school) of the Mazhavillu programme. There was a conflict with the content of early-age teaching in religious institutions. The students took a long duration to adapt to a new learning experience.

Innovation

The respective local self-governments support the activities at each center. A thematically integrated curriculum is developed and science is presented as a process rather than a set of facts, figures and definitions. Different indicators and methods are developed for the continuous evaluation of students replacing traditional examinations with a continuous and comprehensive evaluation.

Opportunities

The curriculum developed in Mazhavillu will be implemented in 12 Model Residential Schools, which would expand to 2100 students in the 8-12 age group. Further, the programme will be implemented in all schools under the General Education Department.

For more information, please contact:
Dr Unnikrishnan Potheri Vasudevan, Member Secretary at ms.kdisc@kdisc.kerala.gov.in

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