INTRODUCTION
 

The changes associated with the advancement of time lead to renewal of curricula, which is an essential requirement in the education system. As the contents of the syllabus, approach and pedagogy change, the orientation of the personnel engaged in teaching-learning process also become essential. In the-document on National Policy on Education 1986 great emphasis is laid on the component of teachers' training. Various agencies in the school system such as the state education departments, SCERTs or organisations like Kendriya Vidyalaya Sangathan and Navodaya Vidyalaya Samiti are involved in providing appropriate training to their teachers.

As regards the independent private schools affiliated with the CBSE, which are isolated and do not belong to any chain of school-system, there is a long standing demand for the inservice training programmes for their teachers. The Board therefore, proposed to organise orientation programmes for teachers of these schools teaching science at secondary level.

It was decided to organise a five-day Inservice Orientation Programme for TGTs on somewhat different lines from the traditional training programmes which usually have a direct link with the contents of the syllabus. This programme revolved round the theme : CREATIVITY AND SCIENCE EDUCATION. The focus in this programme had been on active involvement of teachers in analysing issues and evolving alternatives collectively.

The objective of this programme was thus to bring in improvement in teaching learning process by acquainting the teachers with latest methodology focussed on effective transaction of curriculum rotating round the theme. As we are aware, an important parameter for improving the quality of education lies in the art of imparting education. The teacher has to initiate new trends in teaching- learning process and in the strategy and methodology of teaching. There is now need for:

- class placed work instead of teacher placed work;

- teacher and class discuss rather than teacher lectures class listens;

- learning by doing and learning by investigating;

- modular courses in place of linear courses;

- multimedia approach such as use of external learning systems e.g. radio, TV, video and computers, project work, simulating exercise to develop understanding rather than text book dominance.

Interpersonal interaction, enquiry, discussions, questioning are some of the strategies which promote creativity.

An effort has been made to include in this brochure valuable articles from experts on 'Creativity and Science Education', typical investigatory projects; activities that may be undertaken in class rooms for encouraging creativity; relation between science practicals and science education; activities to simulate creativity among the students etc. It is expected that the brochure will be helpful in promoting creativity in the teachers and the students. Further suggestions for improving the quality of education are welcome.