Abstract:
Human has progressed a lot in his way of living from ancient times till now.
From discovering fire to discovering newer states of matter like plasma, human has
advanced in his own level of thinking, understanding, analyzing and interpreting
phenomenon around him. With every passing year we come across a wide range of
branches in science, showing a newer aspect of it every time, like neuroparasitology
(study of behavioural change in host body due to parasite), quantum biology (study of
biological phenomenon showing quantum properties), exo-meteorology (study of planets
other than earth), nutrigenomics(study of relation between the nutrition, diet and gene
expression), etc. Keeping in mind such advances in the field of science, the education system requires well efficient ways and methods to teach science in classroom context There has been lot of policies and commissions to bring change in the teaching sty le of science. "Good science education is one that is true to learner, true to life and true to science." (NCF, 2005). Children learn more from unstructured environment, than a structured one like school. Unstructured environment of learning may include home, playground, neighbourhood, etc. All these learning from structured as well as unstructured environment form concepts in the mind of child about different phenomenon around Himler. This sometime leads to the formation of alternative conceptions among students, which is the concern of the study here.
