B.Ed Teaching Notes
Basic
Criteria of validity of Science Curriculum-NCF 2005
Prepared by:
SABARISH.P
Lecturer in Physical science Education
Arafa Institute for teacher Education
Attur, Thrissur.
Email : pklsabarish@gmail.com
Introduction
Science
is a dynamic, expanding body of knowledge, covering ever-new domains of
experience. In a progressive forward-looking society, science can play a truly
liberating role, helping people escape from poverty, ignorance and superstitions.
The
advances in science and technology have transformed traditional fields of work
such as agriculture and industry, and led to the emergence of wholly new fields
of work. People today are faced with an increasingly fast-changing world where
the most important skills are flexibility, innovation and creativity. These
different aspects have to be kept in mind in shaping science education.
Good
science education is true to the child, true to life and true to science. This
simple observation leads to the following basic criteria of validity of a science
curriculum:
1) Cognitive validity:
This requires that the content, process, language and pedagogical practices of the
curriculum are age appropriate, and within the cognitive reach of the child.
2)
Content validity: This requires that the curriculum
must convey significant and correct scientific information. Simplification of content,
which is necessary for adapting the curriculum to the cognitive level of the
learner, must not convey meaningless messages.
3)
Process validity: This requires that the curriculum
should engage the learner in acquiring the methods and processes that lead to
the generation and validation of scientific knowledge and nurture the natural curiosity
and creativity of the child in science. Process validity is an important
criterion since it helps the student in 'learning to learn' science.
4)
Historical validity: This requires that the science curriculum
be informed by a historical perspective, enabling the learner to appreciate how
the concepts of science evolve over time. It also helps the learner to view
science as a social enterprise and to understand how social factors influence
the development of science.
5)
Environmental validity: This requires that
science be placed in the wider context of the learner's environment, local and
global, enabling him/her to appreciate the issues at the interface of science, technology
and society, and equipping him/her with the requisite knowledge and skills to
enter the world of work.
6)
Ethical validity: This requires that the curriculum
promote the values of honesty, objectivity, cooperation, and freedom from fear and
prejudice, and inculcate in the learner a concern for life and preservation of
the environment.
Thus according to NCF 2005 a
curriculum is valid only if it has the above mentioned six validities.
