Abstract
The Hoshingabad Science Teaching Program has been a grassroots curriculum reform effort to contextualize science instruction in the locality of the Hoshingabad district, Madhya Pradesh, India. This report examines the discrepancies between multiple curriculum representations within the context of this science curriculum innovation. The paper concludes that local interpretations of the nature of science have in fact been an impediment to what seemed to be a valid, locally relevant science instruction.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
REFERENCES
Anderson, C.W., Holland, J.D., & Palinesar, A.S. (1997). Canonical and sociocultural approaches to research and reform in science education: The story of Juan and his group. Elementary School Journal, 97(4), 359–83
Ball, D.L. & Cohen, D. (1996). Reform by the book: What is — or might be — the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8.
Barrow, R. & Milburn, G. (1990). A critical dictionary of educational concepts (2nd ed.). Toronto: Harvester Wheatsheaf.
Cohen, D.K. (1995). What is the system in systemic reform? Educational Researcher, 24(9), 11–17.
DeBoer, G. (1991). A history of ideas in science education: Implications for practice. New York: Teachers College Press.
Dumont, L. (1980). Homo hierarchicus — The caste system and its implications. Chicago: University of Chicago Press.
Eklavya (1995). Eklavya — An introduction. Bhopal: Eklavya.
Fullan, M.G. (1991). The new meaning of educational change (2nd ed.). Toronto: OSIE Press.
Fuller, C.J. (1996). (Ed.). Caste today, Delhi: Oxford University Press.
Hepburn, G. & Gaskell, P.J. (1998). Teaching a new science and technology course: A sociocultural perspective. Journal of Research in Science Teaching, 35(7), 777–789.
Hollingsworth, S. & Sockett, H.T. (1994). Positioning teacher research in educational reform: An introduction. In S. Hollingsworth & H.T. Sockett (Eds.), Teacher research and educational reform: Ninety-third yearbook of the National Society for the Study of Education (pp. 1–21). Chicago: University of Chicago Press.
Hoshingabad Science Teaching Program (HSTP). (1996a). Hoshingabad Vigyan Shikshan Kariyakaram — Ek Dastavej. Bhopal: Eklavya.
Hoshingabad Science Teaching Program (HSTP). (1996b). Hoshingabad Vigyan Shikshan Kariyakaram — Prashan Bank. Bhopal: Eklavya.
Hoshingabad Science Teaching Program (HSTP). (1994). Bal Vigyanik Kaksha Chah. Bhopal: Madhya Pradesh Padhyapustak Nigam.
Hoshingabad Science Teaching Program (HSTP). (1984, July). The lessons of change. India Today, 120–122.
Hoshingabad Science Teaching Program (HSTP). (1977, December). The Hoshingabad Vigyan — A unique adventure in rural science teaching. Science Today, 13–23.
Koul, R. (1997a). Contextualized science? An Indian experience. Unpublished doctoral dissertation, The Pennsylvania State University, State College.
Koul, R. (1997b). School science in India: Curriculum developers/textbook authors' perspectives. Electronic Journal of Science Education, Retrieved November 5, 2001, from http://unr.edu/homepage/jcannon/ejse/ejsev2n2.html.
Kumar, K. (1987). Curriculum, psychology and society. Economic and Political Weekly, 22(12), 507–512.
Kumar, K. (1986). Textbooks and educational culture. Economic and Political Weekly, 21(3), 1309–1311.
Kopf, D. (1969). British orientalism and the Bengal renaissance: The dynamics of Indian modernization 1773–1835. Berkeley, CA: University of California Press.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, California: Sage Publications.
Metz, M.H. (1988). Some missing elements in the educational reform movement. Educational Administration Quarterly, 24(4), 446–460.
Miles, M.B., & Hubberman, M. (1994). Qualitative data analysis, an expanded sourcebook. Thousand Oaks, California: Sage.
National Council of Educational Research and Training (NCERT). (1991). Science and mathematics education for the future. New Delhi: NCERT.
National Council of Educational Research and Training (NCERT). (1988). National curriculum for elementary and secondary education — A framework. New Delhi: NCERT.
National Policy of Education (NPE). (1986, rev.1992). National Policy of Education. New Delhi: Ministry of Human Resource and Development, Department of Education.
Ogawa, M. (1998). A cultural history of science education in Japan: An epic description. In W.W. Cobern (Ed.), Socio-cultural perspectives on science education: An international dialogue (pp. 139–161). Boston: Kluwer Academic Publishers.
Prakash, G. (1999). Another reason: Science and the imagination of modern India. Princeton, NJ: Princeton University Press.
Raina, V. (1997). The ‘seekhna-Sikhana’ approach in Madhya Pradesh. Retrieved November 5, 2001, from http://www.ashanet.org/library/articles/seekhna_seekhana.1997html.
Ramanathan, S. & Siddiqi, N. (1994). Representation of science in upper primary science textbooks: An assessment. Indian Educational Review, 29(1–2), 1–12.
Sadgopal, A. (1996). Personal communication.
Sadgopal, A. (1991). A note submitted to the HSTP evaluation committee. New Delhi: Ministry of Human Resource Development Government of India.
Ulichny, P. & Schoener, W. (1996). Teacher-researcher collaboration from two perspectives. Harvard Educational Review, 66(3), 496–521.
Zachariah, M. & Sooryamoorthy, R. (1994). Science in participatory development. London: Zed Books Ltd.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Koul, R. A Report on the Hoshingabad Science Teaching Program in India. Interchange 33, 219–235 (2002). https://doi.org/10.1023/A:1020938401163
Issue Date:
DOI: https://doi.org/10.1023/A:1020938401163