Design Literacy for Effective Science Communication by Educators
Design Literacy for Eﬀ ective Science Communication by Educators Sub Themes
1 New and emerging media for eﬀ ective science learning
2 Transition to STEM education
3 Science communication for all
4 Science learning for sustainable development
5 Innovations in science communication
Who can Participate?
• School teachers of upper primary, secondary and higher secondary levels.
• Educators of vocational/open schools, teacher educators, DIET faculty, science educators/communicators, B.Ed/M.Ed students, researchers and scientists are also eligible.
Paper submission deadline extended till 20 October 2018
Eligibility Criteria for Participants
This is a forum open to young scientists in the age group of 10-17 years as on December 31 of the calendar year. This event of NCSC is not restricted to the school-going children only but is also open for the non-school children from the marginalized sections of the society who can be involved as team members.
- It is open for children in the age of 10 years to 14 years (lower age group) and from 14+ years to 17 years (upper age group) as on December 31 of the calendar year.
- A group of children not exceeding five can do the project study under a guide teacher.
- A child scientist, who had already presented as a Group Leader at the National Level in one age group can act as a co-worker in the subsequent year, in the same age group (lower / upper).
- Parents, whose child would participate in the Children’s Science Congress in the ensuing year, should not hold any portfolio in the organizing committee of the CSC conducted at any level.
NATIONAL CHILDRENS SCIENCE CONGRESS MAIN WEBSITE CLICK HERE
1. Originality of idea and concept:
A unique or novel project idea which attempts to answer a specific question – (a hypothesis driven by curiosity to understand any concept related to focal theme). The idea should not be an exact replication of model project as printed in the Activity Guide. A proper explanation of origin of the idea may be demanded by the evaluator.
2. Relevance of the project to the theme:
This section focuses on how the project is relevant to the focal theme/sub-theme.
3. Scientific understanding of the issue:
Refers to the extent of knowledge the child scientist has in relation to the project idea.
4. Data collection:
Systematic collection of information using relevant tools/interviews/questionnaire. Sample size should be sufficient to support the issues under study.
This includes tabulation, categorization/classification, and simple statistics as applicable to the study.
6. Experimentation/Scientific study/validation:
Conducting of experiments/field study and validation applying simple methods of science. Experiment need not be every sophisticated or lab based, they could be simple,self developed and inexpensive too.
7. Interpretation and Problem solving attempt:
To what extent the team has addressed the proposed hypothesis and the issue of the locality through the project.
8. Team work:
It refers to work division, cooperation and sharing among and beyond the team members (the child scientists).
9. Background correction (Only for District level):
In this case the background of the children is verified like geographical location of their school, village, town etc. in relation to infrastructure, information and other input related facilities available with them. The logic is that children from difficult geographical situation must get some weightage in comparison to the children from advantageous geographical location. Non-school going children should also get some weightage in this criterion
10. Report and Presentation:
Written Report and Oral Presentation are evaluated separately. Reports are evaluated for its systematic presentation, tabulation of data in support of the project idea and the clarity with which the study is documented and explained. A Log Book(actually a Daily Diary) is mandatory and should be authenticated over the signature of the guide teacher daily. The cover page of the Log Book should carry the names of the child scientists, the district and the Sate, in English. Marks awarded for the presentation covers question and answer with evaluators, presentation of charts/posters, illustrations and other visuals.
11. Follow up Action Plan (Only for State level):
The child scientists should try to find out scientific solution to the bothering problem. Has the team conveyed the message to the community? How it was communicated? Will effort continue to involve more people till the problem is solved? Was any action plan suggested? Credit shall be given for similar efforts.
12. Improvement from the previous level (Only for State level):
This is to encourage the child scientists towards their continuous involvement with the project for its improvement. Improvements on the work from District to state level and then from State level to the national level will be given marks separately. The evaluators shall specify the areas of improvement on a separate sheet of paper.
13. Additional page(s):
These must be there in the Project Report with detail description of works of improvement done after the previous level (particularly on the basis of the evaluators’ suggestion in the previous level).