Srujanika Story 2005

S R U J A N I KA

S T O RY

A background note on Srujanika (a society for research and innovation on science, education and development)

Jagamara, PO: Khandagiri Bhubaneswar 751 030 Orissa, India Tel: (0674) 2350 664 Email: [email protected]

Science, in spite of its growth and spread in our country today, fails to excite most people in our country. Even those familiar with some aspects of it look at it in a rather uninspired and mechanical way. This almost total alienation from science has been a result of the unimaginative and uninspiring ways of teaching and presenting the subject. Generally there is little or no link between science being taught and things one sees around everyday. This too is generally true for the entire process of our education, aspecially at the primary stages. Srujanika has been trying to develop approaches that would help bridge this gap between science as taught and as experienced everyday and to apply this approach to other subjects as well. We have been trying to present science as less intimidating a topic and more enjoyable an activity in which any interested adult can get involved easily. While emphasising the principle of learning through the things around inside the formal educational setup, our efforts are directed much more vigorously towards taking science beyond the classroom. Our efforts in this direction are being developed and shared through publications, particularly the periodical BIGYAN TARANG, contact programmes like teachers’ workshops, children’s camps, extension activities like Tarang clubs, distribution of science toys and publications from other sources, providing resource support to interested groups in specific areas of overlap etc. As an ongoing practice, we have been choosing a particular theme periodically and developing writings, activities and programmes on the same to achieve maximum impact. Initiation Srujanika grew out of an experiment by some science professionals, aimed at helping school children with their science club activities. This attempt around 1980, provided an opportunity

to understand the problem as well as to establish contact with other groups around the country working along similar lines. During 1983, these ideas took a working form with the founding of an innovative school on the outskirts of Bhubaneswar. This early childhood education centre, which later grew into a full-fledged primary school, experimented with activity-based learning methods, especially relating to science, in a formal school situation and with teachers without any special prior training. Also during this time out-of-classroom science activities, aimed at creating an excitement about and appreciation for science, were being developed for older children. In 1987 Srujanika was formally registered as a society for research and innovation on science, education and development with the objective of promoting education and science in their true spirit. During the same year it also took part in, and co-ordinated in the state of Orissa, the nation-wide science movement Bharat Jan Vigyan Jatha (BJVJ). In the process it developed an informal network of teachers and other interested persons around the state and also became a part of a national network of science-activist groups. During the years 1988-89 Srujanika experimented with various approaches to work out a long term plan. A mix of publication, development of kits/toys, organising workshops/contact programmes kept us busy through this period. Activity book and kit on Khel Khel Mein, Fun with Science activity fairs, discussions on Nature, Science and Society with poster and slides, Children’s Science Festivals and the experimental issues of Bigyan Tarang were some highlights of this period. Based on the response to these trials Bigyan Tarang became a regular publication in August 1989 and came to play a link role for all our activities and associates. Workshops, contact programmes and camps also became annual features with a common theme picked for the year. By 1992 these activities had completed a few cycles and many other groups had also started working on various science related programmes. Also by this time our experiment with the early childhood education centre was coming to a close, a core-group became available for full-time work and we got a work place for our unrestricted use. On the whole, the situation was right for us to function more as a resource group and to concentrate on generating/disseminating ideas, materials and work-models through publications, apprenticeships and campus-based workshops/camps etc. This is mode of functioning we have fitted ourselves into during the last few years. The approach The major areas of activity for Srujanika have been education and science. We try to focus on developing a child’s inborn creativity and to bring about a broad awareness and a deep appreciation about science. Our main target for this effort are adults, such as teachers, parents and social activists, who need to interact with children and with people in general. They then act as the ultimate transmitters and magnifiers for these efforts. We try to reach the child beyond the classroom through enjoyable reading and activity materials which are stimulating and educative. The use of the latter is sought to be made more effective through the formation of local groups guided by sensitised adults. We also interact with the education system to a limited extent, especially at the primary level, to make it more conducive for the development of a child’s creative abilities through science-activities and teachers’ reading materials. The process of reaching the child through such adult guides needs to be facilitated by creating a sympathetic and supportive group of senior persons both from the public and official circles. The growth of such a peer group forms the third approach of Srujanika and this group also provides a forum for discussing broader issues and for seeking guidance in developing our own thinking.

Activities in general Srujanika’s regular activities fall broadly into the following categories: 1. Development, production and distribution of resource materials - publications and other softwares. 2. Orientation of resource persons as well as providing long-term academic and programme support for them. 3. Interactive programmes like camps, workshops and discussions for children and adults. Highlights of these activities are outlined below. Bigyan Tarang: The publication of Bigyan Tarang, a resource periodical in Oriya, has been our longest running venture. It has now grown to play a link role central to all our activities. Besides presenting science with a very broad perspective, linking it with education and the society, it acts as a vehicle for our programmes and for feedback from its users. In addition to the magazine issues, various topical booklets and full-length books are also brought out as special releases in the Bigyan Tarang series. Bigyan Tarang was launched in 1989 as a means to an end rather than an end in itself. This end is to develop an excitement about science and to further one’s inquisitive and creative instincts through appropriate reading and activity. Therefore, formation of reader-groups, often named Tarang Clubs, around the state were taken up as an essential extension programme through correspondence and personal contacts. One important aspect of Bigyan Tarang has been its hands-on activity features. This is supplemented by the distribution of low-cost science toys and kits by Srujanika to help the curious and interested in experiencing the excitement of seeing things work. For many these toys also play a role in creating an interest in classroom science teaching. Toys, Kits and Books: Such interest in science, either created or enhanced, is further developed through discussions and personal interactions. For this we use a variety of other softwares, such as, posters, slides, models and books. While some of these are developed by us for specific programmes, many are procured from other sources and suitably modified where necessary. Some of these are magnifiers and low cost microscopes of various powers, magnets of different shapes and sizes, magnet based toys like low-voltage DC motor, rolling armature, lenses and other optics materials, accessories for sky watching - star dial, night sky charts, planet finder, astronomical telescope etc. Some of the kits/packages available are useful for nature study, primay and pre-primary education, sky-watching, science club activities at the high school stage. Distribution of books chosen from among the available ones play an important role in sensitising the adult associates. We have also been writing/adapting important books for established publishers. This effort helps to get a wider circulation of such books without burdening us financially and workwise, rather it helps us in generating funds. The sale of science toys and other softwares also help us in establishing new contacts in totally unknown areas and in raising a part of our operating costs too. The Sunday Club: The sunday club at our campus forms another regular activity involving the local village children. They help us in trying out new activity ideas and play host to all visitors during camps and workshops. This also provides a ready model for those interested in

taking up similar work who are encouraged to visit us on sundays. The children enjoy their own library, science-fun corner, play-lot etc. which are run practically at no cost. In the process, we get a better chance to convince the visiting adults towards replicating such efforts at their own places. On special occasions these children visit other schools/organisations as a part of our team to present programmes and to strengthen our mutual contact. On the whole, this forms an important piece of work for us as it helps keep our campus filled with life and us mentally fresh. Interaction Programmes: With the local sunday club as a model and Bigyan Tarang and other softwares as link materials, we have been attempting to initiate such activities around the state. To reach out to the prospective adults who are keen to associate themselves in this work we take up periodical interaction programmes like seminars, teachers’ workshops, expositions and children’s camps etc. at various places during the year. These serve to get new persons involved and old contacts strengthened, while demonstrating first-hand to the local community newer, enjoyable and low-cost approaches to science and learning. These interaction programmes are broadly of the following types. 1. Field programmes directly organised by us, with the help of our local contacts, as a part of sponsored projects or on our own, 2. Participation, on invitation or on our own initiative, in events organised by others with approaches similar to ours, 3. Undertaking orientation/training programmes on science and primary education for specific groups. Keeping in Touch: One of the most important pieces of regular work is correspondence which we find very enjoyable. The letters received by us from children and adults, almost in equal proportions, are taken seriously as the best evaluation of our work and as guides for future. All are replied to and many are discussed in Bigyan Tarang. Manpower and Infrastructure Since Srujanika works more as a resource group developing ideas and approaches which can be adapted widely with local resources, the role of a central establishment has been minimized from the beginning. Only a small core group works fulltime at the Jagamara campus along with a few apprentices - young people who wish to try their hands out in this kind of work. Interested persons around the state join hands as associates and become a major work force when needed. The core group derives support from the academics and others around its base for its developmental work. Some associates join the base for varying durations and help out in executing specific projects, gaining newer experience for themselves in the process. Routine work is shared by all, thus keeping everyone in touch with most matters. A spacious campus with a pleasant natural setting is available to Srujanika for its unrestricted use. The facilities include enough buildings for regular work and residence along with dormitory and activity rooms for programmes. A library with a good collection of relevant books and periodicals, a workshop with basic science equipments and hardware, computer set up with DTP facility, especially for Oriya language, are some of our other resources. As noted above most of the work at Srujanika gets shared among the core persons. This includes all managerial aspects as well. However, a large degree of informality is maintained in all matters. Another area of emphasis has been the minimisation of financial requirements. The

regular programmes are run with locally generated resources, mostly in kind, as are parts of the field programmes. The Government (both state and central, generally only the science & technology related departments) is approached for help with the major projects planned. The deficit, mostly for publications, is sought to be met with small contributions from friends and well-wishers. Srujanika has an informal group of senior advisors active in social and academic work. The executive consists of individuals who are closely associated with all activities, both organisational and academic. Major Structured Activities (projects) undertaken Srujanika emphasizes more on informal and regular activities on smaller scales. This provides us with a large degree of flexibility and helps in keeping the costs low. It also gives the newer workers and children to get involved more easily as they do not find any intimidating arrangements and daunting logistics. This also forms a basic principle of our work - large number of small programmes rather than small number of large programmes. However, the small programmes over a period of time are generally strung together around a common theme. These themes are chosen periodically and are developed over a period of one to many years. The development phase includes - collecting the resource materials and educating ourselves, writing articles on it for Bigyan Tarang both to articulate our understanding and to draw out interested workers, trying out the activities at the Sunday Club and then putting together a structured programme. If enough interest is generated during the development process, a project proposal is formulated on the theme and external support sought for executing the same on a State or National level. Some such projects taken up have been: 1. Bharat Jan Vigyan Jatha (Orissa) - 1987 2. Activity-based Science learning through low cost toys - 1988 3. Science Month - Orissa - 1988-90 4. State and Natinal level Children’s Science Festivals - 1989 5. Bharat Gyan Vigyan Jatha (Initiation) - 1990 6. Science Appreciation Festivals - 1991-1992 7. Sky Festivals - 1993-94 8. The solar eclipse, 1995 9. Exploring Nature, 1996 10. Preparation of Annotated Bibliography of Popular Science Books in Oriya, 1995-97 11. Worshops on Organising Nature Camps (National & State levels ), 1998-2000 12. Total Solar Eclipse, 1999 13. Science Beyond the Classroom, 2001-2002 14. Venus Transit programmes, 2004

Project Highlights: An important aspect of the structured projects has been the generation of written resource materials developed in course of it. This is usually in the shape of a manual which can be used by those wishing to replicate the efforts. This is usually followed up with workshops on using the manual for such interested people. The books like Let Us Watch the Stars, Fun with Paper Folding, Science Activities, Nature Activities etc., listed later, are examples of this approach. The first major structured project that went through this entire development process was the Sky Festival. The idea came up around 1992 during the hunt for Comet Swift-Tuttle and culminated in the Sky Camp during November 1994. There were a number of preparatory workshops during the period to train the workers/resource persons, to prepare poster shows/notes and to set up the activities. Monthly sky charts and observing notes were

developed and published in Bigyan Tarang, mobile expositions were taken up at several places around the state and finally the book came out. The Preparation of Annotated Bibliograhy of Popular Science Books in Oriya was a part of an all-India effort to document the number and variety of books published as well as to get an idea of developmental trends over time. Our work on the Oriya books also served to prepare the ground for pursuing a longer interest in cataloguing of scientific terms in common use and in developing a glossary of such terms for the use of a general reader. More recently the project Developing Resource Persons and Materials for Organising Nature Camps (Workshops on Organising Nature Camps, in short) had also a similar but longer development and wider dissemination. Work on this idea was initiated around 1995 and reached a structured programme stage in 1996. It was then developed further at the NCSTC’s (Dept. of Science & Technology, Govt. of India) behest into a National programme with around twenty National/Regional/State level workshops conducted by the Srujanika team around the country. An outcome of the project was the book Exploring Nature which has been published by Vigyan Prasar, New Delhi. A shorter Oriya version of the book - Prakruti Parakha (Nature Activities) - has already been brought out by us and has been adopted as a resource book for the Eco Clubs in Orissa by the Dept. of Environment, Govt. of Orissa. Publication Activities of Srujanika A. Bigyan Tarang: A bi-monthly resource magazine in Oriya linking education, science and development being published since 1988-89. B. Books 1. Kheli Kheli Sikhiba (Learning through play) - 1988/2002 2. Kagajara Khela (Paper Play) - activities with paper - 1990/2002 3. Diba Swapna (A book on education) - 1992 4. Ama Katha (Our Thoughts) - 1993 5. Aasa Tara Dekhiba (Let us watch the stars) - 1995 6. Ama Manara Geeta (Songs in our Hearts) - 1995 7. Kahinki Bhai Kahinki? (Why ? Why ? Why ?) - 1996 8. Kagaja Bhangara Maja (Primer on Origami) - 1997 9. Gachhabaida (Healer Plants, an identification guide) - 1997 10. Prathamika Siksha Padhhati (Primary Education Methods) - 1997 11. Kagajaru Akruti (Shapes from Paper, Mid-level Origami) - 1998 12. Paribesara Katha O’ Batha (Environment Facts and Problems) - 1998 13. Bigyan Pahali (Science Riddles) - 1998 14. Ganita Kuhuka (Magic of Mathematics) - 1998 15. Jalasampada (Water Resources) - 1999 16. Anuru Anthariksha (From Atom to Universe) - 1999 17. Chhai Aluara Khela (Game of Light and Shadow) - 1999 18. Paribesha Pradushana (Pollution) - 1999 19. Kagaja Bhangaru Jyamiti (Geometry through Paper folding) 2000 20. Chitra Pahachare Chidiakhana (Steps to a Zoo) - 2000 21. Jibanara Piladina (Early Life forms) - 2000 22. Sahajare Ankiba Gachhalata (Easy to Draw Plants) - 2001 23. Haatatiari Khelana (Handmade Toys) - 2001 24. Paribesha Darpana (Environment Overview) - 2001 25. Patraru Chitra (Leaf Figures) - 2002 26. Paribesa O’ Atmanirvarashilata (Environment and Self-reliance) - 2002 27. Prakruti Parakha (Exploring Nature through Activities) - 2003 28. Bigyana Parakha (Hands-on Low-cost Science Activities) - 2003 29. Graha Bigyana (Planetary Science) - 2003 30. Bikasha pain Binasha (Arundhati Roy’s The Greater Common Good) - 2003

31. Prasna Kare Anarko (Anarko's questions) - 2004 32. Baisaikelara Kahani (The Bicycle Story) - 2004 33. Graha Sanchara (Planetary Transit) - 2004 34. Pade Chhande Paribesa (Environment in Rhymes) - 2004 35. Kimiara Bigyana (Science Behind Magic Tricks) - 2005 36. Atha Kuhuka (Glue Magic) - 2005 37. Gijubhai Siksha Nidhi (Gijubhai's Educational Treasures) – 2005 38. Haata Pa’ntare Bigyana (Science Within Reach) - 2005

In addition to the titles listed above, many topical booklets have also been developed which serve as guide books to poster presentations on specific programmes. These include: What is science, Sun, Mars, Universe, Eclipse, Moon-landing, Changing Sky-1996. Srujanika team has also been involved in developing/transcreating/editing books in Camera Ready Copy form for other organisations like the National Book Trust, India, Vigyan Prasar (Dept. of Science & Technology, Govt. of India), Centre for Environment Education, Ahmedabad, Centre for Environment Studies (Govt. of Orissa), etc. Some major books brought out in Oriya language under this approach are: 1. Diva Swapna, Gijubhai Badheka, NBT, New Delhi 2. Totto-Chan, T. Kuroyanagi, NBT, New Delhi, 3. Surya (The Sun - An Ecology Book), NBT, New Delhi, 4. Bharatiya Khelana Tiarira Maja (The Joy of Making Indian Toys), NBT, New Delhi, 5. Kuni Khelana (Little Toys), NBT, New Delhi, 6. Shakti (Energy), NBT, New Delhi 7. Kitamanankara Ajaba Dunia (The Wonderful World of Insect), NBT, New Delhi 8. Sampurna Surya Paraga (Total Solar Eclipse), Vigyan Prasar (Govt. of India), New Delhi 9. Mo Bandhu Sri Liki (My Friend Mr. Leakey), Vigyan Prasar, New Delhi 10. Kamputar’ra Maja (Fun with Computers), Silicon Sahitya, Bhubaneswar, 11. Janiba Bujhiba Internet (Introducing the Internet), Silicon Sahitya, Bhubaneswar 12. Sabuja Padaskhepa Digdarshaka (Green Action Guide), CEE, Ahmedabad 13. Hati… Hati… Hati (Endangered Elephants), CEE, Ahmedabad

Srujanika also provides topical write-ups to various Oriya newspapers on interesting events. One of the regular features along this line has been the monthly sky chart and planet positions. Besides these some newspapers/magazines reproduce selected materials from Bigyan Tarang and other books of ours. In Conclusion On the whole, it can be said that this venture has succeeded in collecting a lot of ideas and materials (science toys) from many sources, adopted and extended the same and disseminated among a reasonably large target group of teachers/volunteers. The printed materials produced have been well received and have added a new class to the Oriya literature. The regular activities, camps and workshops have also been useful in exposing many to various innovative approaches. Although not always fool-proof indicators, the work has been recognised through a few awards. The most notable of which has been the “National Award for the Best Effort in Science Popularisation Among Children” from the NCSTC, Department of Science & Technology, Govt. of India, in 1999. However, The real assessment of long term impact and sustainability/replication is still open. Meanwhile, our efforts at finding newer ways are continuing.