Students’ Views on Difficulties in Conceptual Understanding of Science at Secondary Stage

Abstract

Present research investigates students’ difficulties in conceptual understanding of science at the secondary stage (Class ninth and Class tenth) with a sample of 920 students spread over 23 schools in five States of India. Questionnaire and field notes were the tools of the study. Students’ views and suggestions to overcome their difficulties have been sought through a semi-structured focus group interviews (n=222).The major findings of the study are _ 70.22 percent students say that they have difficulties in understanding some science concepts.40 percent of class ninth and 49 percent of class tenth students are hesitant in asking questions in the class for the fear of being ridiculed. 31.11 percent say that they do not find any relevance of science concepts in their everyday life. Almost all students (97 percent) suggest that there should be more experiments and activities in the class and more interaction among students and with teachers so that they can be aware of each other’s ideas about the science concept being transacted in the class. They want that classroom environment should be such that they can ask, pose and raise questions without any fear of being ridiculed. The paper gives an insight to the stakeholders for the enrichment of teaching-learning process. Students express that they want to be engaged in inquiry, field visit, projects, discussion, debate, group work and sharing of everyday life experiences. National Curriculum Framework (NCF)- 2005 (NCERT,2005) says,“Child-centred pedagogy means giving primacy to children’s experiences, their voices, and their active participation”. As recommended by NCF-2005, it is imperative for the teachers and the teacher-educators to recognize and address students’ difficulties and concerned ideas to familiarize themselves with students’ perspectives of understanding science concepts. It is concluded that students’ views and ideas regarding their difficulties must be valued and teaching-learning approaches and strategies must be adjusted according to students’ learning needs and learning styles.