Science Teaching Strategies At The Secondary Level In India, Singapore And The USA: A Comparative Study

Abstract

To meet the curricular goals of science education effectively and efficiently, proper handling of science curriculum is necessary. It can be effectively carried out by proper science teaching strategies maintained by the science teacher. Science teaching strategies should be maintained from very beginning i.e. lower secondary level when the subject is introduced in school curriculum as separate disciplines. In this study, the science teaching strategies of India, Singapore and the USA has been discussed comparatively. This is a qualitative study with few-country comparison methodology. The authors depend on secondary data collected from Government documents of the three countries, various journal articles, edited books, websites, research thesis etc. to apply document-based analytical approach. It is found that, India has lagged behind than Singapore and the USA in case of applying Information and Communication Technology (ICT) and Science Technology Engineering Mathematics (STEM) classroom more effectively for science teaching at secondary level. Though various attempts for innovative science teaching strategies were made after NCF-2005, but practically all of them were not successful. Activity-based, inquiry-based, blended, student centric teaching strategies are highly solicited for India for better performance in various International tests like, Programme for International Student Assessment (PISA), Science Olympiads etc. Through NEP-2020, India has started to nurture creativity and incorporate critical-thinking skills in science teaching more vividly.