Science: A Dying Art in Kashmir at the Elementary Level
BY: Tawheed Parvaiz Bhat
Science, as a subject, has always been a cornerstone of education, introduced to students from the earliest stages of schooling. It is not just a discipline but an art—an art that bridges logic and creativity, grounding us in a concrete world while fostering our imaginations for the future.
However, in the context of elementary education in Jammu and Kashmir, science appears to be losing its essence, transforming into a dry theoretical pursuit rather than the dynamic, engaging subject it is meant to be.
The National Education Policy (NEP) 2020 has laid down a vision for nurturing creativity and competency in children, preparing them to tackle problems of an imagined future.
Science education plays a pivotal role in achieving these goals. It is not merely a collection of facts but a way of thinking—a method to explore, question, and solve problems. Unfortunately, the way science is taught at the elementary level in Kashmir often deviates from this ideal, leaning heavily on traditional methods that fail to inspire curiosity and innovation.
Challenges in Elementary Science Education
- Lack of Well-Equipped Science Labs
A significant barrier to effective science education is the absence of science laboratories at the elementary level. Hands-on experiments and practical learning are fundamental to developing a scientific attitude, yet most schools in Jammu and Kashmir lack the facilities to provide such experiences. Without access to appropriate equipment, science remains confined to textbooks, reducing it to a theoretical subject rather than a practical art.
To address this, schools must be equipped with age-appropriate science labs that allow students to explore and experiment. Practical learning fosters critical thinking and problem-solving skills, enabling students to engage with real-world challenges.
- Inadequately Trained Teachers
While many elementary school teachers hold degrees in science, they often lack practical training in modern teaching methodologies and tools. Effective science education requires teachers who can inspire curiosity, design problem-based learning experiences, and cultivate a scientific mindset in their students. Unfortunately, this gap in teacher training leaves students with a passive learning experience that discourages exploration and innovation.
Institutions like SCERTs (State Council of Educational Research and Training) and DIETs (District Institute of Education and Training) must take the lead in providing hands-on training and workshops for teachers. Continuous professional development will empower educators to make science engaging and impactful for young learners.
- Misuse of Exposure Visits
The government has initiated exposure visits to enrich students’ learning experiences, but the intended purpose is often misunderstood. Instead of taking students to science museums, research centers, or other places of scientific interest, schools sometimes treat these visits as picnics or excursions. This practice squanders the opportunity to inspire scientific curiosity and awareness in students.
To maximize the potential of exposure visits, schools must prioritize destinations that offer meaningful learning experiences. Guided tours to science centers, planetariums, and research facilities can spark a lifelong interest in science among students.
Reviving Science as an Art
Science is the art of questioning, exploring, and understanding the world around us. Our scientists are the artists who paint the canvas of our future with innovative ideas and discoveries. To nurture the next generation of scientists in Kashmir, we must revive science as an art in our schools.
Key Recommendations:
- Establish Science Labs: Equip elementary schools with basic science labs to encourage hands-on learning.
- Train Teachers: Conduct regular training programs for teachers to familiarize them with modern teaching techniques and tools.
- Redefine Exposure Visits: Ensure that exposure visits serve their intended purpose of fostering scientific curiosity and awareness.
- Promote Inquiry-Based Learning: Shift from rote learning to problem-based and inquiry-driven approaches that encourage students to think critically.
By addressing these challenges, we can ensure that science education in Jammu and Kashmir inspires young minds to explore, innovate, and contribute to a brighter future. Science is not just a subject; it is a way of thinking, a tool for solving problems, and a path to progress. Let us work together to keep this art alive, nurturing a generation that will shape a better tomorrow.
(The author is a teacher by profession. He works with the department of education)
