Promoting Science Communication among Scheduled Tribe Students through Museum

Panda, Snigdha

Abstract

Governments try to improve the educational status of socially excluded sections like Dalits, tribals and women through various strategies and tools. It is already proven that students learn better and retain more when they participate actively in the learning process. Students find science difficult as the language of instruction is very much different from their own language. They generally fail to adapt to new circumstances as well as the new language. The science curriculum is far from their dreams, aspirations and life pursuits.

This study is a descriptive survey based on the data collected by the author from Scheduled Tribe (ST) students and staff of a Museum in Bhubaneswar. It was found that student visitors to the museum experienced a change in the way they thought about science, and thus developed a bonding relationship with science. As visiting a museum had a measurable impact on students of this study, it is concluded that regular visits to the museum may further fuel their interest to study science. Though the study was limited in its scope, it provided evidence that positive science outreach experiences can have a strong impact on students’ ability to learn and understand science.


Keyword(s)

Science communication, Scheduled Tribe (ST) students, Museum

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