In late August, an IT professional based in Bengaluru, Ria (name changed), was seen trying to balance her professional life with her son’s educational needs. As part of her responsibilities, she found herself assisting her fourth-grade son in executing a school project about the lifespan of an insect. The project was challenging, demanding the construction of a 3D model made out of clay. In her own words, Ria said she had to search extensively on different online platforms for inspiration, secure the necessary materials, and guide her son in order to finish the project.
The predicament is not unique to Ria, as many parents find themselves entangled in similar situations. Manasi Bendre, a clinical research professional in Bengaluru and mother of two children, reiterates the predicament. Her son was tasked with creating a 3D model of the human urinary system. She rhetorically asked her peers, “What novelty or creativity do you expect while modeling the human urinary system?”
The two mothers concurred that projects had devolved into standardized arts and crafts activities, with little room for scientific learning or exploration. They expressed a shared belief that projects could provide richer learning experiences if they were deeply tied to hands-on activities and real-life experiences. This, they argue, would help ignite students’ curiosity rather than engaging them in repetitive tasks.
From interactions with parents, it is clear to see that most school science projects demand students recreate concepts learned in class through different formats like charts, posters, booklets, or models. This raises questions on how these projects are evaluated by teachers. A former high school science teacher in Mumbai had her say. She highlights that although teachers can easily discern projects done by parents or purchased pre-made, they are left to assume that students did put in some effort.
The market is flooded with ready-to-assemble kits for a variety of school projects. From types of houses to rainwater harvesting systems, and other science-based themes, students have plenty of options that come with detailed instructions. However, the rise of these kits invites the question, what do students learn beyond merely piecing together a project based on existing guidelines?
When considering what a worthwhile project might look like, educators argue for a comprehensive approach. Exemplified by former Mumbai Instructors Parag and Sheetal, an ideal school project should be rooted in addressing real-world problems. Furthermore, projects should be student-centered and offer room for collaboration. For instance, a project on oil spills can prompt high school students to delve into the physical, chemical, environmental, and economical aspects of oil spills before embarking on project execution.
Prof. Jyotsna Vijapurkar, an astronomer and science education retiree from the Homi Bhabha Centre for Science Education (HBCSE), proposes that younger students could be assigned nature-focused projects like collecting butterfly larvae and observing their development. Such projects not only engage the students but also develop an appreciation of nature, and the learning experience is enriched more than just replicating the structures they learned in textbooks.
Vijapurkar emphasizes that teachers should provide adequate time for learners to plan, execute, and observe science projects. They should make room for trial and error, given that various learning opportunities arise from making mistakes. When evaluating a project, teachers should focus more on what the student learned rather than the appearance, neatness, and creativity of the project. Therefore, projects should be done in the presence of teachers, allowing for interaction between students and teachers, ensuring guidance and encouragement are provided when necessary. In conclusion, it is clear that there is a need for a comprehensive reconsideration of the approach to project assignments in schools.
