Author: Ms. Hardi Pancholi & Dr. Sheetal Helaiya
DOI Link: https://doi.org/10.70798/Bijmrd/04080008
Abstract: Science is connected with individual’s life as learning of science facilitates individual to become more critical and creative. For effective learning of science involvement of students with multi-sensory. As a result, learning of science education is always emphasized in India. In Indigenous knowledge and practices, Science education is deeply rooted. For the concepts learning, the learning style of the learners was emphasized, by considering it teaching strategies were selected. Teaching practices were more directed towards the holistic development of learners, in science education also these practices were pretended for better learning outcomes. More discussion and debate among the learners enhance their mental capabilities to think beyond a certain level. Indian knowledge system explicated teaching strategies associated with multiple philosophies. Nyaya philosophy was reflected in science education because the characteristics of both are logical reasoning of the concepts. Presumption, observation, analogy and verbal association are the techniques of reasoning which are related to science education. These techniques and its application in the subject makes more contextualization of indigenous science education, research trends in the teaching practices of science education also provides the base of applicability of science education in the modern scenario. Research trends make the similarity to the indigenous teaching practices of science and provides the scope of improvement in science education. Guru Shishya tradition has the cultural background which imbibes the values and ethics in learners. In this paper elevation of science education through the realm of Indigenous glance with current scenario of it, is given in detail.
Keywords: Science Education, Indian Knowledge, Indigenous Teaching Practices.
Page No: 58-63