In these workshops, resource persons showed the experiments and first explained them in common language and retold them in the technical language for the better understanding the science concepts. The scientific vocabulary was reinforced so that students can imbibe it with mental efforts and rigour rather than acquiring it mechanically through rote-learning and cramming.
The language structure of definition of various scientific terms was demystified by the resource person Dr Lalit Kishore as a statement consisting of attributes or properties, composition and functions with examples. The participants of the workshop were given the learning task of making a table of definition consisting of columns titled the name of the term, properties, functions and remarks.
The participants reacted favourably to the workshops and could feel the potential of the experience gained through the workshops in terms of restructuring the text after reading.
Thus, the workshops not only highlighted an effective way of transition from common language to technical language but also imparted the skill of self-learning in the form of ‘reading-to-learn skill’.
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