Capacity Building of KRPs Belonging to SC Dominated Areas in Teaching of Science in the Light of NCF-2005

Abstract

National curriculum framework-2005 says that good science is true to the child, true to life, and true to science. This simple observation leads to the cognitive, content) process, historical, environmental and ethical validity of science curriculum. Process validity requires that the curriculum should engage the learner in acquiring the methods and processes that lead to the generation and validation of scientific knowledge and nurture the natural curiosity and Creativity of the child in science. NCF-2005 also says that the education system does not function in isolation from the society of which it is a part. Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven economic development that characterize Indian society also deeply influences access to education and participation of children in school. Thus the children belonging to ST and SC communities among the rural and urban poor and disadvantaged sections of religious and other ethnic minorities are educationally most vulnerable.