Teacher Development

Amman Madan

This article explores the role of beauty in science education. The authors use research in science education to highlight the importance of teachers consciously making connections to aesthetic aspects in science. Caring about beauty in science can inspire a sense of wonder and curiosity among students.
Horses and rainbows make the world seem more exciting, not science”– student quoted in Mark Girod’s dissertation research study
Our Sun is visible during school hours, as long as the sky is relatively cloudless. Equipment that we can easily construct ourselves can be used to conduct simple observations and make measurements related to the Sun, from which insights into the world of astronomy, the workings of the Sun, pin-hole cameras and imaging, can emerge. A few examples of these activities are described here, with pointers to external text and video resources.
What if teachers were to provide interesting but also confusing contexts to students? Would it encourage students to ask questions, and do their own investigations? In this article, the authors present an example of how a plant with variegated leaves provoked students to conduct a series of investigations to satisfy their own curiousity about the natural world.
This article presents the journey of a group of science teachers in exploring Archimedes principle, and related concepts, through well-loved fables like that of the Thirsty Crow, as well as a series of simple, open-ended experiments with readily available material.
Lolitika Mandal is an Assistant Professor at the Indian Institute of Science Education and Research (IISER), Mohali. Her research has contributed to a global understanding of how blood cells develop. In this interview, she shares her experiences and insights on the life of a scientist.
Tell us something about your current work.

Prema Raghunath

This book outlines the education policy that the Delhi Government has espoused under the Aam Aadmi Party (AAP) during its first tenure.

Indira Vijayasimha

Student errors are often a source of irritation, frustration and even anger to teachers. Many of us have memories of our schoolwork heavily marked with red ink highlighting our mistakes and making us feel fearful, ashamed and stupid. However, errors need to be seen as part of the learning process. They can provide many insights to both the teacher and the taught.

How did we discover the existence of Pluto? Why have we reclassified Pluto as a dwarf planet? What do we know of other dwarf planets? How do we decide if a celestial body is to be classified as a planet or not? Read on for a first-hand account by Pluto.


19504 registered users
7754 resources