An Activity-Based Constructivist Approach to Teaching Core Scientific Concepts
Authors-Dr. Gyanendra Rawat, Dr. Meena Bhandari
Keyword-Force, Pressure, Motion, Physical Science, Constructivist Learning, Activity-Based Teaching, Science Pedagogy.
Abstract-Background: Science education at the middle-school level often becomes abstract when taught only through definitions and formulas. Topics such as “Force and Pressure” remain difficult for learners unless they are connected with real-life contexts and supported by hands-on activities. Objectives: This study aims to design and evaluate an activity-based constructivist lesson plan to improve conceptual understanding, engagement, and questioning skills of Class VIII students in learning the concepts of Force and Pressure. Methods: A constructivist framework was applied in preparing a lesson plan aligned with NCERT curriculum guidelines. The teaching involved real-life demonstrations (e.g., knives, balloons, magnets, water bottles), experiments with every-day objects, mind mapping, guided practice, and collaborative activities. Data on student learning were gathered through pre/post evaluations, classroom participation, and observation of skill development. Results: Students taught through the constructivist activity-based approach demonstrated stronger conceptual clarity about types of forces, pressure as force per unit area, and its real-life applications. They also showed improved participation, curiosity, and the ability to link classroom learning with daily experiences (e.g., why sharp knives cut better or how porters reduce pressure using turbans). Conclusions: The findings highlight that activity-based constructivist pedagogy enhances both conceptual understanding and critical thinking. Such approaches make science learning more meaningful, relatable, and engaging, supporting the objectives of competency-based education recommended by NEP 2020 and NCF 2005.
Doi-[http://doi.org/10.5281/zenodo.17558609]
The Dynamics of Knowledge, Action and Liberation: A Study of Jñāna– Karma–Samuccaya in Śaṅkara’s Taittirīyopaniṣad Commentary
Authors-Shradha Aggarwal, Professor Om Nath Bimali
Keyword-Śaṅkara, Advaita Vedānta, Taittirīyopaniṣad Bhāṣya, jñāna (knowledge), karma (action).
Abstract-This paper investigates the intricate relationship between jñāna (knowledge), karma (action), and mokṣa (liberation) in Śaṅkara’s Taittirīyopaniṣad Bhāṣya. The study explores how Śaṅkara reinterprets Vedic exegesis—originally grounded in ritual action—through the lens of Advaita Vedānta, redefining liberation as a state of self-realization rather than ritual achievement. Through textual analysis of the Śikṣāvallī, Ānandavallī, and Bhṛguvallī, this work argues that Śaṅkara systematically dismantles the Mīmāṃsā doctrine of jñāna–karma– samuccayavāda and establishes knowledge alone as the direct means to liberation.
Doi-[http://doi.org/10.5281/zenodo.17558406]