MODERN TRENDS IN CURRICULAR MOVEMENTS IN STATE LEVEL IN TEACHING NATURAL SCIENCE & ROLE OF SCERT

1. KERALA UNIVERSITY COLLEGE OF TEACHER
EDUCATION KUMARAPURAM
B.Ed. Course 2013-14
Semester II
Optional : Natural Science
Online Assignment
Submitted to: Submitted by:
Lesha Teacher Arunima.V.S
Lecturer of Natural Science Reg.No: 13971005

2. MODERN TRENDS IN CURRICULAR MOVEMENTS IN
STATE LEVEL IN TEACHING NATURAL SCIENCE &
ROL E OF SCERT

3. INTRODUCTION
“Curiculum is the tool in the hands of the artist (teacher) to mould
his material (the pupils) according to his ideals (aims and objectives) in
his studies (the school)”.
 Cunning ham
The word curriculum is derived from the Latin word “currere”
which means “top run”. This curriculum means to be run for reaching a
certain goal. It is the soul of the process of education. It acts as a pivot in
organizing educational effort on some manageable basis and it
undoubtedly the heart of the school and all that goes with it. It is futile to
talk how and when to teach without first deciding what to teach.
The whole life in the school constitutes curriculum. Science
curriculum is the part of the whole curriculum and plays an important role
in the evolution of balanced personality of the child. Since curriculum is
the totality of experiences of a child are different for each student in the
school. It is therefore very essential to frame a suitable science
curriculum which should in conformity with the aims and objects of
teaching.
We have seen that science is taught to pupils as it would help to
realize certain values and aims by which they could become better
individuals. But such goals cannot be reached through this vaccum. The
science curriculum is medium required for the purpose.

4. MODERN TREAND IN SCIENCE EDUCATION
Science education is now a major concern in almost all the
developing countries. High priority has been accorded ton its qualitative
expansion as well as quantitative improvement. The following are some
of the trends which are emerging in the science curriculum.
1. Establishment of State Institute of Science Education
Separate institutions of science education are being established a
number of countries. These institutes are responsible for curriculum
development in science and in some cases for planning and
implementing science education in schools.
2. Development of Indegenous curriculum
There is a new progressive shift towards development of indigenous
science curriculum based on the part experience of the country and
suitable needs and requirements of the children and the country.
3. Emphasis on conceptual learning
Although the traditional approach to teaching science as a body of
facts is still prevalent there is a shift in some countries from factual to
conceptual understanding of science.
4. Integrated science
There is trend towards unified or integrated approach to the
organization of contend with in various branches of science especially
at the primary level.

5. 5. Development of the decentralized curriculum
There is now a greater realization of the importance of decentralizing
the development and implementation of curriculum.
6. Pupil-centered teaching
There is increasingly greater recognition of providing firsthand
experience to the pupils and seeking their active involvement in the
learning process through the discovery and inquiry approach.
7. Self-learning material
In addition to the traditional instructional materials new multi-media
learning packages are being developed. These packages include self
learning kits, modules, programmed materials etc.
8. Low cost science materials
In order to overcome the problem of the science equipments there is
an emphasis on developing low cost material rather than buying
expensive and sophisticated material.
9. Non-formal science education
In addition to new innovation sin science education in the formal
school system, there is a trend towards providing non-formal science
education especially to the people who are outside the reach of the forma
education system. A number of non-formal activities and programmes
have being initiated by a number of countries.

6. RESTRUCTURING SCIENCE CURRICULUM IN INDIA
The curriculum for science education in India has undergone
drastic changes after independence. Various committees and commit ions
were appointed by the government of India to improve the educational
scenario. Based on their recommendations and suggestions certain
organizations were established by the Central Government. Among them
National Council of Educational Research and Training (NECRT) and
State Council of Educational Research and Training (SCERT) made
significant contributions for the advancement of science education in
Indian Schools.
SCERT
The State Council of Education Research and Training, Kerala is
an autonomous body constructed with planning implementation and
evaluation of all academic programmes from preschool to higher
secondary schools.
SCERT, Kerala was established in 1994. The State Institute of
Education (SIE) which functioned as part of the department of council
Education was converted to form the SCERT to give a new thirst and
direction to school education in the state. The Hon. Minister of Education
is the chairman and secretary General Education department as Vice
chairman of the Governing Body of SCERT Director.
State Council of Educational Research and Training (SCERT) were
established in every state of the country. The major aim of these council
is to bring qualitative improvement in the field of school education.

7. THE IMPORTANT FUNCTIONS OF SCERT ARE:-
 Control and supervise the working of elementary Teacher Training
Institutions (TTIs) and District Institutes for Education and Training
(DIETs).
 Organise in service training programmes for teacher.
 Implement new educational techniques and methodologies
 Develop teacher learning materials for various training programmes
 Prepare question papers for school examination.
 Execute curricular reforms in school education.
 Toa ct as an agent in school education in general in Teacher education
in particular
 To develop curricular instructional materials, text books and others for
use in school and by the teachers from Pre-school to Higher
secondary.
 To develop and prescribe curricular and text books for schools and
teacher training institutes.
 To carry out research and survey on various issues concerning the
schools teachers and students etc.
 To co-ordinate programmes of different subjects.

8. CONTRIBUTUIONS OF SCERT
Following the directives of NCERT the State Council of
Educational Research and Training (SCERT) develops the curriculum for
the state. The content oriented curriculum for the upper primary and
secondary schools developed in 1992 was changed in 2002
implementi9ng the learner centred and activity based pedagogy. The
curriculum underwent a paradigm shift from the behaviourist patterns to
constructive pattern. Consequently the biology syllabus was also revised.
The salient features of the new curriculum introduced in high school
classes in 2002-03 are:-
 Learner centred approach in classroom
 Importance given to the process of learning rather than to the product.
 Continuous and comprehensive evaluation
 Acceptance of multiple intelligence theory instead of traditional IQ
concept.
 Group activities
 Strategies such as projects, seminars, debates, field trips, club
activities and special assignments.
 Grading system of evaluation
Programmes such as District Primary Education Programme (DPEP)
and Sarvasiksha Abhiyan (SSA) introduced in the State are
implemented by the SCERT. Recently SCERT has published Kerala
Curriculum Frame work (KCF) in 2007 incorporating the changes
envisaged by the NCF 2005. Accordingly text books have been
pepared by the SCERT considering the challenges of the modern
world.

9. MODERN TRENDS IN SCIENCE CURICULUM
CONSTRUCTION
It had to identify trends in science curriculum construction in India.
However, some trends which are visible in some developed countries
may follow in India after some time. There are atleast three trends in
Science Curriculum Construction.
1. Individualized
2. Interdisciplinary
3. Social issues oriented
INDIVIDUALIZED
 It includes the use of audio-tutorial instruction slides, films, film loops
or video clips.
 Individualization requires an organisation which allows the student to
engage in activities uniquely appropriate to his own style and rate of
learning.
 The curriculum must be designed to meet the individual requirements
of each child at his particular level of ability, achievements and
progressions.
 Individualised instruction in science is widely supported.
 The major advantages of the individualized instruction and the basic
reason why it hasn’t fully implemented even in developed countries.

10. INTER DISCIPLINARY
 The current efforts to develop curricula in the areas of environmental
or population education indicate a trend towards interdisciplinary
approach to curriculum construction.
 Curricula that developed on a truly interdisciplinary approach are
almost non-existent.
 These areas are challenging in the sense that they require
consideration in the content of biological sociological, historical
economic and political interdisciplinary programmes.
 The colleges and universities do not provide opportunities for cross
disciplinary training in the sciences and in the social sciences.
 In order achieve this goal, we must provide the opportunity for
scientists, social scientists and trainers of teachers to interact in the
planning andimplementatio9n of approaches techniques and materials
necessary for a total approach.
 There are some empherical evidences which show that students will
benefits markedly from a more natural learning process.
SOCIAL –ISSUES ORIENTED
 There is an increasing trend in science teaching in some developed
countries do emphasize the social implication of science.
 This approach is pedagogically and psychologically appropriate.
 Students may show their concern with problems such as food,
unemployment poverty, pollution, over-population urban ecology the
anatomy and physiology of human reproductive system etc.

11.  If this pedagogical technique in the construction of the curriculum is
allowed, it may become more relevant to the needs of the students and
prepare them to understand and solve the problems that they may have
to face when they finish schooling.
 As the needs and interest of the children and problems of the society
change from time to time, there is need to develop a continuity is the
process of curriculum development. This process should include the
following components.
 Analysis of student needs and interests.
 Formulation of instructional objectives.
 The ‘screening’ of instructional objectives to detect if they are
consistent with an operational philosophy of education and modern
learning theory.
 The selection of major instructional objectives that are consistent in
their relationship to each other.
 The development and selection of instructional activities to
accomplish these objectives.
It emphasis self discipline free choises of instructional objectives and
format by the students and social evidences. It will take teachers and
students sometime to get comfortable in this less structured teaching and
learning.

12. ROLE OF TEACHERS
 Regarding the involvement of teachers, it is admitted that they must
play a major role in the curriculum construction.
 Their representatives only can be associated in the formation of the
curriculum.
 Of course before the introduction of the curriculum, try-outs may be
conducted in selected schools and feedback obtained from the
experience of the teacher.
 A few workshops of teachers may also held.
 The teacher must be allowed a reasonable freedom to experiment with
the curriculum.

13. CONCLUSION
The curriculum is the totality of the experience that the child gain
thorough the multifarious activities in the school. It is more than mere
subject matter as in traditionally conceived.
The review of the present syllabus in science reveals that is
subject-centered, examination ridden, not in conformity with the aims and
objectives of teaching science, rigid and outfits the different age groups.
So it is imperative in the light of the principles mentioned. The whole
course should be divided into organised units and each unit should
contain the major problem of everyday life.
Quality teachers are the assets of school . The teacher
empowerment has got a new dimensions in our country owing to the
vision put forth by National Curriculum Framework for making teacher
education more sensitive to the merging demand of school system.
SCERT has important role in this area, for all academic purposes. It
functions as an autonomous

14. REFERENCE
 Dr. K. Shivarajan, Trends and development in Modern Education
practice, central co-operative store, New Delhi.
 Jessy Mathew (2008) Teaching of Natural Science, Academic
Publications, St. Mary’s Training College, Kottayam.
 Anju Soni, Teaching of General Science, Tandom Publication,
Ludhiana.
 Dr. Shivarajan. K (2005) Science Education Methodology of
Teaching and Pedagogic Analysis Central Co-operative Store.