Analysis of Students’ Learning Performance in Science at Middle Level
Keywords:
NCF-2005, Middle Level, Reasoning Questions, Language Difficulty, Activity- Based Teaching-LearningAbstract
All children by nature have curiosity, and it is this curiosity that leads them to search. Keeping this in view,
National Council of Educational Research and Training, India has developed activity- based textbooks which
promote skill of reasoning and self expression. In this study, learning performance of students studying at middle
level (upper primary stage; Classes VI-VIII) was done by giving questions according to their cognitive level. The
study reveals that unfortunately students have not shown the expected performance even though the textbooks give
ample space to child to think and explore. The study shows that either the teachers are not able to use the textbooks
in the expected way, may be due to lack of desired infrastructure or they are not trained in inquiry- based science
teaching-learning process.
Downloads
References
Brotherton, P.N., & Preece, F.W.(1995). Science process skills: their nature and interrelationship. Research in Science
& Technology Education, 13, 5-11.
Chang, C.Y., & Mao, S.L. (1999). Comparison of Taiwan science students’ outcome with inquiry –group versus
traditional instruction. J. Educational Research, 92, 340-346.
Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education Policy
&Practice, 6, 129-145.
Key, C.W., & Bryan, L.A. (2001). Co-constructing inquiry based science with teachers: essential research for lasting
reform. J. Research in Science Teaching, 38, 631-645.
National Council of Educational Research and Training. (2005). National Curriculum Framework-2005.New Delhi,
India.
National Council of Educational Research and Training. (2005). Syllabus for Classes at Elementary Level. Volume 1,
New Delhi, India.
National Council of Educational Research and Training. (2006). Textbook of Science, Class VI. New Delhi, India
National Council of Educational Research and Training. (2007). Textbook of Science, Class VII. New Delhi, India.
National Council of Educational Research and Training. (2008). Textbook of Science, Class VIII. New Delhi, India.
National Council of Educational Research and Training. (2014). Laboratory Manual in Science for Upper primary
Stage (Classes VI- VIII). New Delhi, India.
Turnip., & Cage, B.N. (2004). The effects of an integrated, activity-based science curriculum on student achievement,
science process skills, and science attitudes. Electron. J. Literacy through Science, 3.
Walters, Y.B., & Soyibo, K. (2001). An analysis of high school students’ performance on five integrated science
process skills. Research in Science & Technological Education, 19, 133-145.
Wilke, R.R., & Straits, W.J. (2005). Practical advice for teaching inquiry–based science process skills in biological
sciences. American Biology Teacher, 67, 534-540.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 International Journal Of Teacher Education & Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.
-
Copyright Ownership
All content published in this journal, including articles, images, and other materials, is the exclusive property of the journal. Authors transfer the copyright to the journal upon acceptance for publication. -
Usage Rights
The journal holds the rights to publish, reproduce, distribute, and archive all accepted works in any format or medium. Authors may share their published work for non-commercial purposes with proper acknowledgment of the journal as the original publisher. -
Open Access Policy
Articles are made available for reading and downloading for educational and research purposes. Any commercial use or reproduction requires prior written permission from the journal. -
Restrictions
Users may not alter, sell, or republish the content without formal authorization from the journal. -
Third-Party Content
Any material not owned by the journal is clearly identified, and separate permissions may be required for its use. -
Disclaimer
While every effort is made to ensure accuracy, the journal is not liable for any misuse, errors, or omissions in published content. Authors are responsible for the originality and authenticity of their submissions.
