Author: Dr. V.R. Rajesh & Debapriya Sarkar
DOI Link: https://doi.org/10.70798/Bijmrd/04100012
Abstract: The history of science education within India has developed over time. Ancient and pre-modern South Asia had many impactful knowledge systems in mathematics, astronomy, medicine, metallurgy, agriculture, and material sciences. With the introduction of new educational systems and structures during the colonial era, new Western Science education was seen. After independence, Science education gradually began to be seen as central to education. Current education frameworks include notions of scientific temper, conceptual understanding, inquiry-based learning, and connecting classroom knowledge to real-world knowledge. This report will discuss the progression from ancient Indian knowledge systems to modern Science education within schools using a qualitative historical documentary method. This will draw on secondary research and key policy documents such as the National Curriculum Framework (NCF) 2005, National Education Policy (NEP) 2020, and National Curriculum Framework for School Education (NCFSE) 2023. This will highlight how scientific observation, practical application, and contextual knowledge have remained, however there have been many changes in structures, evidence, curriculum, and purpose. For Indian knowledge systems to be meaningfully incorporated into science education, they must be critically contextualised to avoid romanticising previous knowledge. A historically aware curriculum will help students broaden their knowledge of science.
Keywords: Indian Knowledge Systems, Science Education, History of Science, School Curriculum, Scientific Temper, NEP 2020.
Page No: 108-113