Call of duty for Science Teachers in India

[This article has also been published in Teacher Plus magazine: http://www.teacherplus.org/classroom-update/teaching-research-skills]                        

                                     Image Courtesy: Vishawabharati English Medium School, Ahmedabad

Science teachers of India have one of the toughest challenges in today’s times. Let me explain:

At the World Economic Forum-2011 in Davos, almost all of the eminent economists appeared to be agreeing on one particular point: a country with a strong “knowledge-economy” will take global leadership in the coming times. The heart of “knowledge-economy” is progress in science and research. America, European Union, China, and Japan are firmly marching forward in this direction. However, in the present scenario, India is lagging behind by a great margin. According to Science Report-2010 published by UNESCO, India’s contribution to the world research publication is only 3.7 per cent, whereas China’s contribution is 10.6 per cent and the United States’ contribution is 27.7 per cent. In global patents, India’s share is merely 0.5 per cent (USPTO patents), whereas China’s share is 4.7 per cent and the US’ share is massive 52.2 per cent. Though 16 per cent of the world’s population resides in India, only 2.2 per cent of scientific researchers of the world hold Indian citizenship. In addition, for every one million of population, India has only 137 scientific researchers; this is outnumbered many times by all of the developed countries and many of the developing nations (for e.g., China -1070, US -4663, and Japan - 5573).

Will India participate in the global competition and give a tough challenge? In the present times, the economic rise is making Indians increasingly optimistic about their future. However, in order to sustain high GDP growth rates for longer duration, India must generate a large pool of globally competent scientific researchers, whose work will drive future industries. As per UNESCO’s Science Report 2010, one of the biggest challenges for India in the coming years will be to revolutionarily improve both quantity and quality of scientists and researchers. The development of this much needed human resource is rooted in the science classrooms of our schools. And, the science teachers are directly shaping our presumably future scientists. The competition is no more between the GDP numbers, but is between the science teachers of various nations. India will out-pace China and America, if the Indian science teachers out-educate the Chinese and the American teachers. The Indian science teachers, truly, have one of the toughest challenges on their hands.

The challenge is tough, but not impossible. This will require a paradigm shift in teaching practices. Since I have taught Physics both in India and US for about two years, I shall more specifically talk about physics-teaching. [Note: The ideas presented here can be applied to many other faculties of science, and up to a certain extend to social-science as well.] When we have this broader goal of nurturing future scientists, teaching a child mere physics-content is not enough. The students must be taught research skills. They should be taught to approach the scientific concepts/problems the way physicists do. Development of scientific attitude and thinking pattern in students is of utmost importance for the future success in knowledge development of their respective field of interest.

Usually, a researcher follows the following steps:

1. Identify & Define Problem

2. Literature Review

3. Form Hypothesis

4. Methodology & Data Collection

5. Analyze Data & Produce Results

6. Explain Results & Draw Conclusions

7. Provide directions for further research

Physics teachers are in a great position to help students acquire these skills. Let us see how we can do this with an example — the experiment of the verification of Ohm’s law (Chapter 12, Class 10, NCERT):

1.         Identify & Define Problem: Students will define the problem. For this, they will identify variables that may play an effective role in a particular physical phenomenon. The teacher should direct inquiry through questions and discussions.

·      In our case: To study the relation between potential difference and current in a closed electric circuit (verification of Ohm’s Law).

2.         Literature Review: In this process, students gain relevant background knowledge about the problem. They may explore knowledge-resources (e.g., text/reference books, websites, or audio-video sources) for getting deeper understanding of the problem presented to them. Preferably, the teacher should encourage library-work with well-defined time limits, and if required, should provide resources (i.e., books, websites, etc.) as well. At the end of this session, the teacher should discuss the basic concepts to make sure no student skips this step.

·          In our case: Students will have the knowledge and understanding of Ohm’s law and will get familiar with relevant terminologies (i.e., potential difference, current, resistance, electric circuits).

3.         Form Hypothesis: Students will be asked to form hypothesis with scientific rationale based on the literature review. Formation of hypothesis requires understanding of - (a) variables and constants pertaining to the problem, and (b) the relation between variables. There can be many different hypotheses and explanations for a single problem.

·           In our case: “As voltage (V) increases, while maintaining constant resistance, the current (I) will increase”.

Rationale: According to Ohm’s law, the potential difference across resistor is directly proportional to current. In addition, the metal wire used as the resistor will provide constant resistance as its temperature is constant.

4.         Methodology & Data Collection: Based on their hypothesis, students will identify independent (V) and dependent (I) variables and constant parameters. They will list the apparatus needed to test their hypothesis, devise a method-plan, and prepare an observation table. The teacher’s role is to facilitate this autonomous process and to probe questions. The teacher should direct students’ attention to their hypothesis and to the literature as required. Once scientifically correct method-plan is devised, students can collect data.

5.         Analyze Data & Produce Results: Students can always refer to the literature as needed.

6.         Explain Results & Conclusion: Students should justify their results and conclude their experiment.

7.    Experiment analysis: Students should mention limitations of their experiment and suggest steps for improvements.

In the above exercise, defining a problem, literature review, hypothesis development, identification of constants & dependent/independent variables, method-plan preparation and justification for results are very vital steps. These steps are the crux of inquiry and development of science. Unfortunately, in our schools, students hardly get any opportunity for such intellectual exercise. During experiment sessions, in most schools, students simply follow method-steps mechanically, calculate results, and copy everything in a journal. Such a practice may work for getting high results in “cram and crack” exams, but it does absolutely nothing to promote scientific inquiry. This must be changed.

            Inquiry-based approach is applicable in regular classes as well. While teaching, teachers should emphasize on the following features of classroom inquiry:

·         engage learner in scientifically oriented questions

·         give priority to evidence in responding to questions and formation of hypothesis (warrant responses with scientific rationale)

·         learner should formulate explanation from evidence

·         learner should connect explanation to scientific knowledge and justify explanation

Group activities and demonstrations, along with scientific discussions, should be maximized in classrooms in order to encourage students to think critically. Now, lecture method alone will not work. There has to be a two-way communication, where students are active participants and can challenge the teacher. Physics should be talked in class – how concepts were evolved, how/why theories were tested and added to the pool of scientific knowledge, how/why theories were refuted, how theories are interlinked and how they are related to the real world.

In addition, physics problem solving sessions can be divided in steps to make critical scientific thinking of students more evident:

1.      Explain problem in your words with appropriate figure

2.   Devise strategy (how will you solve the problem): Students will write problem-solving strategy briefly. In order to control the effect of student’s memory on scientific process, a teacher may give multiple equations and students may choose appropriate equation for devising strategy.

3.      Calculations & results

Here again, I would give higher value to steps 1 & 2, which are essential elements of scientific approach to problem-solving. However, our schools solely focus on step 3, which saddens me. I do not mean that calculation is not important. It is important, but it should not out-value the other vital scientific steps. Suppose the total score of a problem-sum is 10, I would allocate score-value of 3, 3, & 4 for steps 1, 2, & 3, respectively. It is time our high school students use softwares like Mathematica and Matlab, and scientific calculators, so that their class-time is utilized in other aspects of learning rather than mere calculations. In addition, they must be engaged in solving physics problems using computer programming, mainly, in FORTRAN or C language (recommended through personal communication by Ketan Patel, Senior Research Fellow, PRL; & Dhiraj Shah, Research Fellow, ISRO). In research labs, these softwares and languages are widely used; and nobody hand-calculates on paper.

            I totally understand the practical difficulties that a teacher might face while implementing inquiry-based approach in teaching. Based on my personal experiences, three factors play a major role:

·         Lack of Resources:

o   Physical Resources: Activities, demonstrations, and experiments ---- all of these require relevant apparatus and infrastructure. The list may go on to reference books, audio-video equipment, CDs/DVDs, computers with high speed internet connectivity, softwares and so on. In a developing country like India, resource-constraint has been a great challenge when it comes to implementing something on a large scale.

o   Time: Most of the Indian schools have class-period of 30-35 minutes. This is just not sufficient for inquiry-based lesson plans. Tapping into prior knowledge of students, activities/demonstrations, group discussions, teacher-explanation, and note-taking may require, at least, 45mins - 1hr. In addition, the experimental sessions (as described previously) may require about 2-3hrs.

·         Lack of Autonomy: It is possible that the school administrators or parents are not convinced with the newer teaching approach; and they may voice objection. This can be very frustrating and demotivating for teachers.  

·         Lack of Competence: Most of the teacher training colleges never discuss “how to teach research skills”. Hence, it is very likely that even trained teachers lack knowledge and skills that this approach demands. However, as professionals, it is the duty of the teachers to develop the required skills and stay updated to remain globally competent. I would also suggest teachers to develop some political skills like – persuasion, negotiations, and lobbying. These skills can help them tackle the previous two impeding factors (i.e., lack of resources & lack of autonomy). 

            Coming back to the broader question— will India become a global leader? Our teachers may not be the only contributing factor to India’s rise, but they surely are one of the most important ones. If we are able to provide research experiences in our classrooms, I see bright possibilities. I wish our teachers all the very best – ‘You have always been the unsung heroes; and today again, you are asked to heavy-lift India’s great optimism for its future’.   

I welcome your comments....

After ‘Sadbhavana- fast’, let’s all eat together…

Image Courtesy: http://exitopinionpollsindia.blogspot.com/

Narendra Modi’s ‘Sadbhavana Mission’ has stirred nation-wide debates and many speculations - from his image makeover to candidacy for the post of PM. Different people have different views on it. I am not sure if Modi would succeed with his objective of ending “vote-bank politics” [Tacitly, this means entering into Congress’ strong-holds at national level; and I am sure - he won’t give up easily. He has already done this in Gujarat]. Nonetheless, I definitely want some concrete actions out of this mission to strengthen the social cohesion in Gujarat.                                                                               

The time has healed wounds of many; and many believe Gujarat has moved on. However, we have seen any cohesive efforts which can ensure communal harmony neither by the state nor by the centre. Modi-government states that after 2002, there has not been a single riot. That is great! It means that the law and order situation has improved and the police-force maybe pro-actively tackling threats. But that is a ‘hard’ approach. What about the ‘soft’ approach? What have you done to tackle religious intolerance? What about tackling extremism? How have you controlled hate-mongers and fanatics? Have you conducted studies to measure – ‘how religiously polarized the people are?’ If so, is it increasing or decreasing as time moves on? What about counseling people, establishing community dialogs, and addressing the psychological needs of the masses? Effects of these things may not be observable in the short term, but they have grave adverse implications on the society in the long run.  

After 2002, BJP has won elections on merit bases, and the congress has never recovered. One party hold is a worrying scenario for Gujarat, because BJP is very sluggish in moving to the centrist perspective from the far right. And the weak opposition party (congress) is unable to exert any pressure on the Modi government. Moreover, it seems the congress has still not realized that the majority of people in Gujarat perceive it as sub-servant of the minorities; and this is hurting it the most. In addition, there are no prominent civil society pressure-groups that work for strengthening social-cohesion across the state. Thus, I am extremely concerned about the social cohesion and stability of Gujarat. There are three options that we have:

1.      The Modi government states repeatedly that it does not believe in “vote-bank politics” and the state policies are inclusive.  I think that is a great step forward. However, there are many indicators that point out some fault lines in the social-fabric of Gujarat. Let’s take one example-

·         The areas of our cities (take any city) are more divided by religions than a decade ago.  This means that now we have islands of Muslim-areas in Hindu majority cities, whereas a decade ago, we still had many mixed areas. Is this a sign of a healthy state? The direct inference of this fact is that Hindus prefer Hindu neighbour and Muslims prefer Muslim neighbour increasingly.  The geographical distance between the two communities has increased.  This may be happening in other parts of India as well, but is that a good thing? Sociologists would raise a red flag for sure.

The state government needs to establish a body that is solely devoted to strengthening social-cohesion, and counters all divisive forces.  It would be great to have social scientists researching and implementing large scale state-wide programs for social-cohesion and social stability in Gujarat.

2.      The congress (or any other party) should introduce visionary leaders having high credibility, competency & centrist-views (not over-focused on minorities) at the earliest; and should strengthen itself to provide a serious fight in the next election. At the very least, it should be in position to correct the government as an effective opposition and expose its loopholes.

3.      We, the people of Gujarat, should become pluralists and teach our children pluralist values.

The first two options are out of hands of common Gujaratis. But, the last option is worth implementing. Gujarat has overlooked the unique contribution of its very own son, Mohandas Gandhi, to the field of education. In all of his educational experiments, Gandhi always emphasized on teaching children the basic values of all of the major religions. The reason behind such educational practices was to nurture pluralist values in children, in order to have tolerant citizens who respect diversity. Most of the biases and bigotry have roots in ignorance and lack of empathy towards the other group of people. If an individual is well aware of the way of living, set of beliefs, and the hardships and day to day challenges of the other set of people, s/he will be more likely to see commonalities rather than differences. And these common elements will prevent compartmentalization and segregation and ensure social cohesion.

Today our schools have forgotten the idea of sarva-dharma prarthana (prayer of all religions). In addition, because of the geographical segregation between Hindus and the Muslims, our schools have hardly remained multi-religious in nature. As a consequence, the younger Hindus are losing contact with their Muslim counterparts and vice-versa. This, to me, is a very dangerous scenario. It is like waiting for a failure. Unless we Gujaratis identify this and act accordingly, it would take a small event, attack or accident for anti-social elements to instigate riots and to trap Gujarat in the cycle of violence. [Modi-government boosts prevalence of peace after Akshardham attacks & Ahmedabad blasts. This analogy does not fit well, because in a terrorist strike the masses rationalize enemy as an “outsider”. So, it is unlikely that the mass-anger discharges on fellow citizens, unless politicians, religious-extremists & media establish such rationalization.]   

Lastly, I would like to provide five simple steps for nurturing pluralist values in ourselves as well as in our children:

1. Study your own religion and cultural ethos.

2. Analyze yourself if you are biased against any religious communities.

3. Make friends of different religions (begin with the one you hate the most).

4. Learn about his/her religious literature and rituals, and identify common elements.

5. Stay with your friend (of other religion) for seven consecutive days.

These ordinary steps have an extraordinary empirical value. The choice is ours. Do we want to ignore fault lines and fight internally when there is a friction? Or do we want to create an ironclad social cohesiveness, which is riot-proof? Always remember, a pluralist country is built by pluralist states; and a pluralist state is built by pluralist individuals.

One personal fact: All the Muslims that I have met in Gujarat or from Gujarat strongly believe that they are much better off than Muslims in any other parts of India. In fact, one Muslim religious group that I got opportunity to travel with, said that they have been to most of the Muslims countries and life in Gujarat is far more peaceful for Muslims than anywhere else. 

On Modi’s skull cap controversy:  I would have gladly worn. However, I don’t think people have to pretend to be belonging to every religion in order to be considered socially acceptable Indians. Such discourse on the national media is outright stupid.  It would be highly tragic if we start exerting social-pressure on individuals to adopt practices of other religion. It’s logically same as telling a Muslim – “you have to be at a Kumbh-mela, before going to Hajj”; Or asking a Sikh boy to participate in a Brahmin like Upnayan Sanskar & go bald before admitting to a school; Or asking a Jain to celebrate the Bakra-id with same zeal as Muslims; or asking a Christian to use the word “Allah” instead of “Jesus” in public. Also, here’s another version that the national media completely ignored:  http://www.youtube.com/watch?v=8o0pct-CxT4

I welcome your comments....

A Brief History of Congress Party

Image Courtesy: http://www.udaykumar.info/uday.htm

Allan Octavian Hume, a Scottish civil servant in British India, was very outspoken and never feared to criticize the government, which he was serving. He had many ideas for reformation; and he desperately wished to implement government-policies that make life of the native people better. [It is important to note that during the freedom struggle of 1857, Hume was saved & protected by his loyal Indian officials.] He had openly criticized several policies of the government, including a strong protest of ‘land revenue policy’. His superiors were irritated and attempted to restrict his powers and this led him to publish a book on Agricultural Reform in India in 1879. He repeatedly noticed that the interest of the native people was not of concern to the British-government, and this frustrated him. In 1883 he wrote an open letter to the graduates of Calcutta University, calling upon them to form their own national political movement to secure the rights of the India people. As a result, some like-minded British-officers and educated Indians, all members of Theosophical Society, formed the Indian National Congress party to represent the voice of all of the Indians. Gradually, this party gained popularity among educated Indians and Dadabhai Navrogi became the first Indian Member of Parliament in the British House of Commons. By the end of the 19^th century, Congress had prominent leaders like – Gopal Krishna Gokhle, Bal Gangadhar Tilak, Bipin Chandra Pal, Lala Lajpat Rai, Mohammed Ali Jinnah etc.

            However, the ideological and methodological differences among the party members were clear in early 20^th century. By 1907 the party was split into two halves—the Garam Dal (literally "hot faction") of Bal Gangadhar Tilak, and the Naram Dal (literally "soft faction") of Gopal Krishna Gokhale. Tilak was a hard-liner and was openly opposing the British-government. Whereas Gokhle was a moderate; and he believed that things can be worked out by working closely with the government. Naturally, the British preferred Gokhle’s methods and were valuing his voice. However, under the influence of Tilak, the Congress became the first integrated mass organization in the country, bringing together urban people against the British. And later on, when Mahatma Gandhi returned to India, he expanded the reach of the Congress to the villages of India, making it representative of all Indians in a true sense.

The Indian National Congress was the only political party to provide harmony to all the sects of the Indian society without appeasing to any in the pre-independence era. The masses of India blindly believed anything and everything that the Congress said. Ordinary villagers would travel to cities to listen to some ‘UK-return’ Congress-men giving speeches in English, maybe because they could read their eyes and listen to their hearts. When the Congress-men said that violence was not the way to fight against the Brits, the people restrained their cumulative anger of many decades and created nation-wide non-violent mass movements. They fasted for days, peacefully protested and got arrested, suffered ‘lathi-charge’ and torture without showing a hint of aggression, only because some Congress-men had asked for that. When the Congress-men asked for boycotting the imperialists, thousands of people left government jobs; students left government colleges; and the masses completely boycotted foreign goods and happily celebrated the burning of their foreign-made clothes. They had appointed those few Congress-men as architects of their lives and their future. Some say the people of India were very lucky to have great Congress-leaders at that time, but I truly believe that all those Congress-leaders were equally lucky, if not more, to have millions of Indians behind them with complete faith. Undoubtedly, in those times, Congress party must have been having the world's largest public mandate. 

The moral of the story:

• For the current member of the Congress-party: Your party neither was created nor gained the national acceptance by the “Feroze Jahangir Gandhi” family. Please have some respect for the legacy of your party. The party, which was one of the biggest unifying factors of India, has turned into a political-dynasty today. How long will you use (misuse) “Gandhi” last name? 

In fact, the actual surname in Parsis is "GHANDHY", so it should be Indira Feroze Ghandhy, Rajiv Ghandhy, Sonia Ghandhy, Rahul Ghandhy and so on. Are they ashamed of Feroze Ghandhy's Parsi descent? Why do all these "secular" people spell like Hindu-sounding last name "Gandhi"? 

Reference: Arun Gandhi, grandson of Mahatma Gandhi, responding to a question on Indira Ghandhy: 

• For all Politicians: People were/are/will be willingly following you devotedly if you demonstrate a combination of “competence and character”.
• For common citizens: Let’s get more involved with the political-world. Let’s make sure the candidate with “competence and character” wins every-time and everywhere. Let’s create an environment where all “dumb and/or characterless” politicians find themselves as “misfits” and are forced to change profession.    

If you're interested in Indian Politics, you may like to read: Understanding the present dysfunction  and Solution through ideology of value-based centrist pragmatism

·    NOTE: I am not a BJP (or any other party) activist. Read my other articles, which clearly criticizes religious politics. I consider myself politically a pragmatic-centrist; and vote for a candidate who seem to be doing a better job at Human Development Index and Knowledge Economy Index.

I welcome your comments....