IOSR Journal of Humanities And Social Science (IOSR-JHSS) Volume 25, Issue 9, Series 3 (September. 2020) 17-22 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org DOI: 10.9790/0837-2509031722 www.iosrjournals.org 17 |Page Teaching-Learning Strategies for the improvement of Science Education in Government Schools in India Dr. Md Jamal Uddin 1* and Prof. P.C. Agarwal 2 1 Assistant Professor & Head (Officiating), Department of Education, Aliah University, West Bengal, India 2 Principal, Regional Institute of Education, Bhubaneswar, Odisha, India ABSTRACT: For sustainable development of education and more particularly the science education our 1 st step will be to start with our own resources. Then we have to take stock of our resources, our deficiencies and challenges ahead, and plan how we can overcome them gradually. Constructivism in learning and ICT has brought about revolutionary changes in education and our country should fall in line with it. But more important question is how we should tune ourselves with vast change of techniques and approaches in education in the 21 st century. The present author has discussed the sustainability in science education in Indian schools in seven steps: Our aims of science education, our classrooms, the curriculum we want, the facilities we have, the challenges we face, how can we overcome them & some unavoidable consequences. KEY WORDS: Constructivism, ICT, Hands on Science, Appreciation, Specialists’ curriculum, Global Classroom --------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 25-08-2020 Date of Acceptance: 09-09-2020 --------------------------------------------------------------------------------------------------------------------------------------- I. INTRODUCTION The subject matter of science takes a central place in school education. The most widely acclaimed views of teaching science in schools is that it can inculcate in children certain values and attitudes –scientific temper, rationality, reasoning, problem solving, methods of science and so on. – that are essential for an enlightened citizenship; also teaching science in schools can fasten progress and development of a nation by creating scientific and technological manpower essential for continued economic growth 1,2 . A wide range of influences went into the shaping and formulation of science education of Indian school classrooms – the historical and colonial influence, the Nehruvian project of creating a modern independent India, the neo-liberal economic mandate of creation of scientific and technological manpower and production of skilled labours, the way in which larger society and parents wish to shape the lives of younger children and so on. The objectives that figured most prominently and persistently in several of Indian science curriculum and policy documents is the role of science education in eradicating poverty, and emancipating masses from social ills of superstitions and illiteracy, and training and creating a cadre of scientists who will contribute to the nation building 3 . 1. Aims of Teaching Science in India  Teaching the general mass the functional knowledge of Science and to dispel superstitions  Creating specialists in Science  Applying science to meet the needs of the people  Competing with other countries for the economic advancement with science  Science and technology to fight against problems of 3Ps, depletion of natural resources, illiteracy etc. 2. Some Concepts of Modern Classrooms  Constructivist approach in teaching & learning science  Problem Solving Approach  Global classroom  Teaching learning with ICT  Teacher as a facilitator of learning  Team teaching and peer tutoring 3.0 What type of Science Teaching Learning Conditions do we want? 3.1 Participation More participation of students including boys and girls in science learning