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Seminar on Science and Science Education

Azim Premji University, Bengaluru in collaboration with Indian Institute of Science Education and Research, Mohali will be organizing a seminar on Science and Science Education. The Seminar will be organized at Indian Institute of Science Education and Research campus, Mohali. It is scheduled from October 13 to October 15, 2018.

The proceedings of the seminar will be in Hindi and Punjabi. In order to participate in the seminar, interested participants need to submit their written paper in Hindi or Punjabi. People whose papers are accepted by the expert panel will be invited to attend the seminar.

The concept note of the seminar is attached with details of submission dates and sub-themes. Please help us in circulating this information among the teachers and educationists of your area. Please feel free to write to us at for any clarification.

अज़ीम प्रेमजी विश्वविद्यालय, बेंगलूरु एवं भारतीय विज्ञान शिक्षा एवं अनुसंधान संस्थान मोहाली संयुक् रूप से एक तीन दिवसीय संगोष्ठी का आयोजन कर रहे हैं संगोष्ठी मोहाली में 13 से 15 अक्टूबर,2018 तक होगी संगोष्ठी का मुख् विषय हैविज्ञान और विज्ञान शिक्षा संगोष्ठी हिन्दी तथा पंजाबी भाषा में होगी संगोष्ठी में भाग लेने के लिए प्रतिभागी को अपना परचा हिन्दी या पंजाबी में लिखना होगा पहले परचे का एब्स्ट्रैक् लिखना होगा। एब्स्ट्रैक् प्राप् होने पर विशेषज्ञों का एक पैनल उसका मूल्यांकन करेगा। एब्स्ट्रैक् स्वीकृत होने पर पूर्ण परचा लिखने के लिए कहा जाएगा। पूर्ण परचा प्राप् होने पर पैनल उसका आकलन करेगी। परचा स्वीकृत होने पर लेखक को संगोष्ठी में परचा प्रस्तुत करने के लिए आमंत्रित किया जाएगा

संगोष्ठी के आधारपत्र की पीडीएफ संलग् है जिसमें इस संदर्भ में अन् जानकारी विस्तार से दी गई है निश्चित ही आपकी रुचि इस संगोष्ठी में होगी

संगोष्ठी के संदर्भ में कुछ महत्वपूर्ण तारीखें इस प्रकार हैं

  • संगोष्ठी : 13 से 15 अक्टूबर, 2018 मोहली में
  • एब्स्ट्रैक् भेजने की तिथि :  15 जनवरी, 2018
  • एब्स्ट्रैक् स्वीकृत की सूचना : 15 मार्च, 2018
  • पूर्ण आलेख भेजने की तिथि : 15 जुलाई, 2018

 आपसे यह भी अपेक्षा है कि आप इस जानकारी को आपके क्षेत्र के शिक्षक, अध्यापक शिक्षक तथा शिक्षा में रुचि रखने वालों तक पहुँचाएँ

इस संदर्भ में किसी भी तरह की अन् जानकारी  के लिए कृपया पर सम्पर्क करें


Concept Note – Seminar on Science and Science Education

Letter – Seminar on Science and Science Education


Rural school teachers are trailblazers…

Rural school teachers are trailblazers, ensuring students’ scientific temper is not confined to rote-learning

S Giridhar

The Azim Premji Foundation has been working to contribute to improving quality of government schools through its field institutes across a number of districts in six states. The author visited nine schools in the Ganga Valley blocks of Uttarkashi district between 21 and 24 August and ten schools in Yamuna Valley between 11 and 15 September. 

In the course of his visits, two aspects became clear to him – first is the instances of Science teachers who are inculcating the spirit of inquiry in an inspiring manner and the other is that an increasing number of teachers are writing their daily reflections in a diary, a practice that seems to have taken root.

As we crisscrossed the Ganga and Yamuna Valley in Uttarkashi district, visiting government schools, we met teachers bound by a shared passion to teach Mathematics and Science in a manner that would kindle a lifelong liking for these subjects. For these teachers, it might just be a day’s work, but what we saw was a quest to instil the spirit of inquiry in their students and prepare them to be curious and engaged learners.

At the upper primary school, Sunali in the hills of Purola, Chandrabhushan’s aim is to help his children make connections between textbooks and the world. “Zindagi se jodna (connecting with life)”, he said while adding, “I have trekked every hill of the Yamuna Valley and videographed everything. Children are taught too many things too fast but they need some space to think, ask questions and build conceptual understanding.”

Pointing to the Baanj tree (oak) that abounds in the Yamuna Valley, he said that his children have dug at the mud around the tree and found water. Therefore, they know that a place with Baanj trees means plentiful water. Like all good teachers, he thinks that learning Language, Mathematics and Science goes together.

Chandrabhushan with his resources at upper primary school, Sunali. Image credit: S Giridhar

Back in Barkot block, when the education department decided in 2015 that they would make the school at Gangani village a model school, they invited applications from teachers. Prabha cleared the qualifying examinations and joined the school to teach Mathematics and Science. When colleagues suggested that she should prepare students to participate in the National Children’s Science Congress, Prabha grabbed the idea with alacrity.

Two student teams are preparing on ‘medicinal plants in our hills’ and ‘local foods and nutrition’ for the congress that is three months away. Along with my colleagues Sanjeev and Ashish, I browsed through the project reports by the children who also did an impromptu presentation for us. When they did not have answers to some of the questions that we posed, they simply said, “Pata karenge (we will find out)”. We wished them the best and left Gangani.

The village of Molda is only 10 miles (16 kilometres) from Barkot but is a bone rattling journey up the hill on a path of mud and boulders. For 10 years between 2006 and 2016, Dhyan Singh Rawat and his colleague ran the upper primary school. Both of them lived in the village, leaving their families in town. Dhyan knows everyone in the village and every few metres, some man or child greets him or touches his feet.

At Molda, Dhyan prepared his students to develop science projects and compete in the National Children’s Science Congress. The first time in 2010, Molda qualified with a second place in Naugaon block among 20 schools. They have also competed at the district level and emerged best among 24 teams. They also qualified to represent the state in the National Science Congress at Jaipur.

Dhyan Singh Rawat with Molda village patriarch. Image credit: S Giridhar

Dhyan had to plead with the parents of the students to allow them to go to Jaipur because the parents were ignorant of what their children had achieved. How different is this situation from cities, where parents either do the projects for their children or buy projects from the market.

Molda’s children did everything themselves. Be it a project on ‘environmental protection’ or ‘dwindling water resources’, they did everything themselves. This teacher who put Molda on the science map of Uttarakhand, is an MA in Hindi and his school had the most rudimentary of science materials.

Nestled in the serene hills of Bhatwari block is the small village of Laata. Shoorvir Singh Kharola of upper primary school, Laata is a short, soft spoken man. He is either teaching Mathematics or Science or creating material to make the subjects interesting. In the room where teaching materials are kept, one can see a multitude of resources created out of old wedding cards, disused cartons and cardboards.

Suddenly the concept of fractions, highest common factor, lowest common multiple and prime numbers all come to life. On a bench is the cross section of a tree and Kharola asked us to estimate the age of the tree. Our guess was off by some years. He corrected us and said, “I planted the tree and I was there when it was cut, so I should know!”

On his table was an empty bird’s nest that held a fascinating story for us and a lovely educational experience for his children. When a bird began building its nest in their school compound, Kharola co-opted his students into a project to study the nest to mark the transition from an egg to when the bird takes flight. Research ethics were explained – no touching, no disturbance, just quiet observation and jotting down.

Resources created at upper primary school in Laata. Image credit: S Giridhar

Among the fascinating things children learnt, was that the mother bird keeps her nest very clean by pecking out all the baby bird droppings from inside the nest and dropping them outside. Kharola’s students recalled that he explained the concept of light and its constituent colours by creating a rainbow on a bright summer day by spraying water from the garden hose against the sun.

Recently, when the computer was stolen from the school, Kharola was distraught. However, only for a short while. On a visit to Dehradun, he saw a man selling a rectangular lens in a pink plastic frame (6 inches by 4 inches for Rs 150 only). Quick as a flash, Kharola bought it. Today, he places this in front of his mobile screen whenever he has to show a video to his students.

The National Education Policy and National Curriculum Framework for many decades have emphasised the need to inculcate scientific temper among students. But this remains confined to the documents because of the vice-like grip of rote learning and the tyranny of admissions to higher education based on marks in examinations. To break free and create classrooms that encourage the spirit of inquiry is a huge uphill task even in enlightened city schools with all the necessary equipment at their disposal. This is why people like Dhyan Singh and Chandrabhushan in rural schools are trailblazers. They may not have formal degrees in science nor any equipment but their methods are the kind that kindle scientific spirit in the minds of children. Perhaps the Kharolas and Prabha Devis are telling us that we can temper our despair with hope.

S Giridhar is the Chief Operating Officer of Azim Premji University. He can be reached at

Re-posted here from:



DIALOGUE: Science, Scientists, and Society


In our times of rapid change, driven in significant part by new science and technology,
there is an ongoing and important need to widely and deeply re-examine the relationship between science and society. Science forms an integral part of society, implicitly suggesting an ongoing dialogue between the two. However, there is a wide range of often very divergent notions about how the scientific enterprise is pursued, and the role and relevance of science to society at large. Moreover, in the last few decades, there have been far-reaching changes in the socio-political, cultural and economic spheres worldwide, but very few attempts to systematically re-conceive the basic nature of the science-society contract. Therefore, a sustained introspection and dialogue about
the practice of science in the broadest terms is essential to have an informed and shared vision of the place of science in society, polity, and culture.

Against this backdrop, the Indian Academy of Sciences, Bengaluru, has decided that it is essential to have an open-ended and sustained dialogue amongst science practitioners, science policy makers, science administrators and educators, and society at large. It is necessary to have public discussion on these broad themes, so that all stake-holders can engage in discussion on issues pertaining to the practice, teaching and management of science as well as all aspects of the science-society interface.

The hope is that this will give rise to a more inclusive and acceptable vision of the place of science in society, polity, and culture. The Indian Academy of Sciences also intends publication of a journal, DIALOGUE: Science, Scientists, and Society. We hope this will contribute to this multifaceted endeavour.

The first event in this initiative is a “Symposium on Dialogue: Science, Scientists, and Society”, to be held at the Faculty Hall, Indian Institute of Science, Bengaluru, on Friday, 13 th October 2017, starting at 2 pm. The event is open to the public and includes talks and a panel discussion with audience participation.


Teacher @ Jhamtse Gatsal Children’s Community

The mission of Jhamtse Gatsal Children’s Community is to provide a loving home and quality education to local at-risk children who are first generation learners. The Community is founded on the principles of love and compassion as well as mindful and sustainable living whereby we try to live simple lives in tune with local practices. We grow some of our own food organically and harness solar energy to power some of our buildings. Our goal is to become energy independent in the next five to seven years using solar and wind energy. Currently, the Community has 89 children who are studying in Classes PreK to 12. The Community is located in the remote foothills of the Himalayas in the Tawang District of Arunachal Pradesh near the Bhutan and Tibet borders.

To learn more about the Community and our work, please visit our website  @ and our Facebook page @Jhamtse Gatsal.

Roles and Responsibilities
The roles and responsibilities would include:
• Classroom instruction of subject matter
• Real-life application of academic material through active participation in the Community’s
experiential education initiatives
• Development of K-8 curriculum which balances academic and experiential education
• Participation in all community-level activities with heart
• Being a model adult for children
• A conscious and mindful effort to live simply and happily with limited urban amenities
• A desire to connect with people from different cultural backgrounds
• Manage stress levels due to a flexible and dynamic work environment
• Good written and oral communication as well as interpersonal skills

Skills and Qualifications
We seek innovative and skilled teachers with:
• A heart and passion for teaching
• Strong subject knowledge and a sound understanding of the CBSE curriculum for all classes
• An ability to individualize instruction to meet each student’s needs
• Motivation to encourage and inspire students to love learning and excel in academic and real life skills
• A keen interest in using ICT tools to support their teaching
• Experience teaching secondary and higher secondary classes strongly preferred for high school
• A Bachelors or Masters degree in area of expertise and a B.Ed degree preferred
• An interest in sports and extracurricular activities
• A desire to serve those who are less fortunate and to raise children mindfully and responsibly
• Sound physical and mental health

Subjects: Chemistry, high school (1), Physics, high school (1) General Sciences, middle school (1)

Compensation Package Negotiable based on experience and commitment
Application Process Interested candidates are requested to send in a copy of their resume and cover letter to Vasudha Wanchoo, Managing Director, Jhamtse Gatsal Children’s Community,  Lumla at

For enquiries, please write at the email address above or call at +91 9402201964.

Teachers @ Residential Schools in Tribal Areas of Odisha (Gram Vikas)

Gram Vikas ( is an NGO based in Odisha with an experience of 40 years of working with tribal communities of Odisha to address their critical needs of education, health, safe drinking water, sanitation, livelihoods and alternative energy in a manner that is sustainable, socially inclusive, gender equitable and empowering.

Gram Vikas is focused on providing quality education for the tribal children. In this regard, it has established four residential schools in different districts of Odisha, namely Ganjam, Gajapati and Kalahandi. Two of these schools are in Ganjam district. Three of the schools are within forest reserves and more than 90% of the students in all the schools are from tribal communities. There is a requirement for B.Ed. teachers in all the four schools for English, Science and Maths. Knowledge of Oriya language is an added advantage though not mandatory.

For more information please mail at

Focus Area Science Technology Summer Fellowship (FAST-SF)

The Science Academies (Indian Academy of Sciences, Bengaluru; Indian National Science Academy, New Delhi; The National Academy of Sciences, Allahabad) is inviting application for fellowship programme. Since 1995, the Academy has been running the Summer Research Fellowship programme that is now (since 2007) an activity of the three national Science Academies of the country. So far, about 11060 students and 1280 teachers have availed the SRF that enables them to spend a couple of months in research laboratories all over the country.

Applications from students and teachers are now being received. The last date for receipt of applications is 30 November 2016, and we hope to offer the SRF to about 2000 students and teachers next year.

A copy of the application format, instructions to applicants including eligibility criteria, and a list of names of scientists/faculty who have consented to guide students/teachers to work on short-term projects is displayed online. [;; or].

From this year onwards it has start a new effort in the same direction, the Focus Area Science Technology Summer Fellowship (FAST-SF). The purpose of this effort is to enhance the spread of Science and Technology in specific areas. In 2017 the focus will be on the North Eastern States of the country and the FAST-SF will be for students and teachers working in North-Eastern States. Application should be submitted online through website

About 200 Fellowships will be offered to students/teachers working or studying in these states.  The last date for receipt of applications is 15 December 2016. The focus will shift each year to different geographical regions or to different subject areas. Suggestions for future focus areas are very welcome!

For any detail/correspondence please contact:

The Coordinator

Summer Research Fellowship Programme/Focus Area Science Technology Summer Fellowship (FAST-SF)

Indian Academy of Sciences

C V Raman Avenue


Bengaluru 560 080

Tel : (080) 2266 1207, 2266 1202, 2266 1221

Fax : (080) 2361 6094

Khan Academy India Talent Search 2016

Khan Academy is looking for brilliant explainers whose videos help students succeed in school and find joy in learning.

We are looking for submissions in Math and Science from VI to XII Standards in English and Hindi. If you have a passion for teaching and a knack for making challenging concepts seem simple, send us one of your videos!

The top finalists will be considered for video creation contracts with Khan Academy. In addition, they will receive cash prizes, have their videos published on Khan Academy and a chance to interact with Sal Khan, the founder of Khan Academy.

Send us your video today!…

An activity of Litmus paper test  

School: UPS Mora, Mori, Uttarkashi Zafar

As we (me and my colleague) had planned to meet science teacher of this school and to conduct an activity of showing acidic and basic nature of substances of daily use, by Litmus paper test. I tried to inform the teacher for our visit but unfortunately on all three times I called, a mechanical voice replied “The number you are trying is either switched off or out of coverage area, please try again later”. Anyway, we decided to visit school and perform activity with students and left for Mora from Mori, hanging on the back-rods of a vehicle, like stuntmen.

About the Village
Above on the hill beside the river “Tauns”, full of green fields, a village called “Mora” comes while moving some 7 to 8 Km from the remotest block Mori of district Uttarkashi, on the Purola-Tyuni road. Village community looks prosperous as many have agricultural fields and some have given their lands to a company of Rafting, known as In-Me. some, who are not very well enough, work with the company and in other occupations.
By going from the fields towards Mora Primary & upper primary school, there are chances of encountering with snakes, as this area is near to Thadiyar which people say is famous for snakes. Anyway I have neither met snakes there, nor do I want to.