Abstract:
The core knowledge of science forms an internally consistent structure in the curriculum. Also, since science supports to understand and explain natural phenomena like water cycle, evaporation, condensation precipitation etc., it necessarily has to be consistent with whatever information available about the natural phenomena. A new information is accepted only if it does not disturb this consistency. If it does, then, either it is rejected as invalid or it creates a dissonance within the structure which may lead to a structural reorganization. Such re-organization can be implanted to the minds of the students through new teaching and learning strategies, like storytelling, discussion, experimentation, problem solving etc. Most of the children are interested in hearing stories. Stories rejuvenate not only the minds of the students but teachers too. Here, the investigators have adopted storytelling as strategy for understanding the concept of science. The above strategy is recommended by the UNESCO for sustainable development. This strategy helps the student to develop a wide range of skill, values, and knowledge about science which in turn help the students to improve their cognitive level. The investigators have chosen the students of 5th standard for the implementation of this strategy. Here, the investigators have selected the process of distillation as a topic to understand, and provide a platform to the students to relate stories which are relevant to the contextual situation based on the usage of distillation process and understand the concept of science in a fruitful way. Students enjoyed this method of study which is remarkably different from the normal strategies of learning. The achievement test given to the students were statistically analyzed. Results of such analysis confirmed that the method is very useful and could be adopted as teaching and learning strategy for the sustainable development.
