For an inquisitive child, one with a sparkle of curiosity still left in him/her, the doit
yourself experiments described in the accompanying pages would mean an excit
Some children would be able to go
through all the experiments with the help
of the picture and the description given in
each case; some others may be able to
do most of them by themselves and the
remaining ones with a little bit of help. The
idea, however, is not to stop with this book
let, but to begin with it and go on to design
ing newer experiments, improvising new
things, not just with straws, but with any
easily and readily available lowcost, or
waste materials lying about in the house.
This is not a very difficult proposition,
provided one has understood the philosophy, internalised the methodology and
grasped the underlying scientific principles
behind the experiments/activities presented
here; they are, therefore, not meant as an
end in themselves but as a catalyst or a
trigger to let loose the child's imagination,
creative instincts and abilities to innovate
The doityourself publications of
NCSTC allow each child to work at a pace
that suits him/her. And the most important
part of all this is that children would enjoy
and have fun doing things with their own
hands and also learn a great deal in the
Science can be best learned by doing
it. It is a common observation that in our
schools there is a lot of emphasis on content teaching and memorisation of scientific facts which makes science instruction
a drab and dry affair. Science instruction
can be made interesting by incorporating
elements of the scientific process in it. This
can be achieved through lowcost, open
ended and investigative projects in science.
If a science teacher is a little resource
ful, a lot of processbased science experiences can easily be imparted to students
using inexpensive and readily available materials. It is through experimentation and
learning bydoing activities, that science related values can be fostered among students.
Investigative and openended experi.
ments give students a first hand feel of the
process of science and scientific principles. Such experiments put the student in
the role of scientist who designs experiments, makes observations, interprets ob
servations and draws conclusion.
Through this handbook an attempt has
been made to make science instruction in
teresting by giving some sample investiga
tive science projects and demonstrations.
It is hoped that school children and science
teachers will gain an insight into the process of science by doing the science projects
given in this handbook in the right spirit.
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