Author: Dr. Asim Kumar Mondal & Dr. Subhas Chandra Bhat
DOI Link: https://doi.org/10.70798/Bijmrd/04050007
Abstract: The National Education Policy (NEP) of 2020 in India outlines a transformative vision for education, emphasizing hands-on learning experiences and the continuous enhancement of teacher education. This study explores the pivotal role of practical work in science subjects and its correlation with the quality improvement of teacher education within the framework of NEP-2020. Practical work in science education serves as a cornerstone for fostering experiential learning, critical thinking, and skill development among students. NEP-2020 recognizes the significance of integrating practical experiences into science curricula to bridge the gap between theoretical knowledge and real-world application. This paper delves into the multifaceted benefits of practical work, including the promotion of interest and engagement, development of problem-solving skills, and the cultivation of a scientific mindset. Furthermore, the NEP2020 places a strong emphasis on elevating the quality of teacher education. Teachers play a pivotal role in facilitating effective practical work experiences for students. The policy underscores the need for pedagogical training and continuous professional development (CPD) opportunities for educators. This study explores how teacher education programs are adapting to the multidisciplinary approach advocated by the NEP-2020, empowering teachers with the skills to seamlessly integrate practical work into their teaching methodologies.
The integration of technology is another key aspect highlighted in the NEP-2020, and this study investigates how teacher education programs are incorporating technological tools to enhance practical learning experiences in science. Technology is very essentialfrom virtual labs to simulations for immersive and interactive learning.Assessment strategies form an integral part of quality teacher education. This study discusses how teacher education programs are aligning assessment methods with the objectives of practical work, ensuring that evaluations are meaningful and reflective of students’ understanding of scientific concepts.This study provides insights into the symbiotic relationship between practical work in science subjects and the ongoing efforts to enhance the quality of teacher education in line with the transformative vision laid out in the NEP-2020.
Keywords: Science Education, NEP-2020, Practical Work, Experiential Learning, Teacher Education.
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