 IMAGINATION AND RATIONAL THINKING

-S.P. SAXENA

In brainstorming session of a seminar on "Science practical and their importance in science education", teachers were asked to suggest relationship between the science practicals and the science education for the following diagrams :

1 CRYSTALLISATION

2 LEVER

3 EYE & HAND

4 KEY

5 FOUNDATION

6 STEPS

ASSIGNMENT 1 : Which one of the above pictures shows the most logical relationship between the science practicals and the science education.

ASSIGNMENT 2 : Suggest one picture other than given over here to represent the relationship.

RESPONSES FROM PARTICIPANTS

ASSIGNMENT NO. 1

Which one of the above diagrams shows the most logical relationship between Science Practicals and Science Education.

DIAGRAM 1 : CRYSTALLISATION

None of the participants responded to this relationship. However, during discussion some of the participants readily agreed that this could be an appropriate relationship.

Reason given :

The process of forming crystals (solids in definite shape) from a liquid or gas is called crystallisation. Hence as matters crystallise, the undefined shape become definite and concrete. What is taught as theory in science education, that concept or abstract idea become clear through science practicals. As the concepts crystallise, it can lead to generalisation.

DIAGRAM 2 : LEVER

A Lever is a simple mechanical device which may be used to do work conveniently, Six participants responded to this relationship.

Reasons given :

Learning of theoretical part of science can be made easy by practicals. Practical work makes understanding of scientific concepts, principles, theories and laws simpler and help stimulating the thinking process in students.

Thus like a simple lever, which helps in doing work conveniently without wasting efforts, science practicals help in learning theoritical science as process and not only products.

DIAGRAM 3 : EYE AND HAND

Eye and-Hand represent a coordination between perception (Eye) and motor act (Hand).

Ten participants responded to this relationship.

Reason given :

Through practicals one learn science by doing. By using perception of vision (sense organ of sight) and organ of motor act (hand), the learning of science becomes more stable and far reaching.

Science practicals encourage students to solve problems, coordinate senses and muscular movements, finding solutions of problems and verification of scientific principles.

DIAGRAM 4 : KEY

A key is a device which opens a lock. Key helps us to solve a problem. Five participants responded to this relationship.

Reasons given :

Curiosity causes the key to operate (practicals) so as to open the door of knowledge (theoretical science).

Key denotes the tool which helps in solving problems. All the laws, principles and hypothesis o the practical science have been established through science practicals. Every principle or law should be repeatable and can be verified through science practicals.

DIAGRAM 5 : FOUNDATION

A foundation is the base on which the whole structure stands. Six participants responded for this relationship.

Reasons given :

In order to strengthen the science education (the foundation) the science practicals are essential. The whole structure of knowledge of science will be able to stand with stability, if the foundation is strong.

Unless one has a clear basic concepts (foundation), achieved through science practicals, he can not solve problems.

DIAGRAM 6 : STEPS

Steps are the pathways for going upward and reaching the aim. Five participants responded for this relationship.

Reasons given :

Steps can be used for climbing up (i.e. to learn science or develop scientific attitude). This can be done by doing appropriate science practicals. Also, steps signify systematic approach avoiding skipping or jumping any intermediate procedural part.

OTHER SUGGESTIONS BY PARTICIPANTS :

ASSIGNMENT NO. 2

Suggest your own diagram to represent a relationship between Science Practicals and Science Education.

Manifestation of theoretical knowledge about a scientific concept, principle or law can be achieved, if it is supported by experiments clarifying or verifying the facts by doing the relevant practicals.

The following are some of the appropriate relationship between Science Education and Science Practicals as suggested by the participants. Suitable diagram can be drawn for each one.

i. A BRIDGE linking the either banks of a river. By doing practicals we cross the hurdle of understanding the theory as we use the bridge to reach the objective.

ii. A HAND AND A KNOT (on a rope) - represents the problem which is to be opened by science practicals done by hands.

iii. A LADDER - As a ladder helps us to reach the higher destination, science practicals helps to know the latest development i.e. to reach higher point of knowledge.

iv. A SCREW DRIVER - As a screw driver helps to unscrew (the problems) which are difficult to be opened (understand). science practicals helps in understanding the theoratical Science

V. A SEA - SAW - Given for home assignment.

vi. A SIMPLE PHYSICAL BALANCE - Given for home assignment.

vii. FORCEPS- Practicals help to extract the hidden knowledge which has knowingly or unknowingly acquired by a child.

viii) PROCESS OF FILTERATION-(through a filter paper fixed in a funnel as done in Chemistry classes).

ix. PYRAMID - Gradually one can reach the highest point of theoretical knowledge by doing practicals

X. A BOAT AND AN OAR - Practicals in science education help to sail soothly in the sea of theoretical knowledge.

xi. A BLACK BOARD AND CHALK - A black board without a chalk or a chalk without a board is useless. They are complementary to each other. Science Practicals and Science Education are complementary to each other.

xii. A SKELETON - Without science practicals, the science education becomes a body without skeleton.