The laughing tree inherits from the Laughing Budhha and the Bodhi Tree.
A deep observational meditation leading to of reality/non-reality and then the sudden joy at the knowing of meaningless-ness of all phenomena, the nothing-ness in all things, the ever present vacuum- takes all the burden away in a single sweep of lighted awareness. There is a relief giving way to a laughter not at something ... the tree is laughing by itself... laughing a Bodhi laughter!!
The presentation "Learning of Science and Mathematics by Visually Impaired Children” on Saturday 26th August 2006, by Mr. Rumesh Chander was well attended by a close group representing college of education, students and teachers from cie and Dr. Rajni Tandon, Convener, Temple of Understanding, Delhi Centre. Dr. Tandon has also agreed to make a presentation on "Panchabhaga Darshan" later in September.
Prof. Shyam Menon and Mr. Ashish Ranjan had informed their inability to attend due to prior engagements.
This write-up is followed by a copy of the presentation. Mr. Rumesh Chander's commitment to make the presentation happen on 26th August, despite his health conditions is really appreciated. Many heartfelt thanks to him.
The presentation was interesting in the proposed fact that the visually impaired students could “see” and make observations about the experiments on light while learning Physics using a low cost set up designed by the presenter! The participants, though, would have been much happier witnessing the working set- up mentioned above rather than just learning school physics about pendulum movements and reflection of light. Anyways, the tree is laughing ...May be, the set-up will be displayed during later meetings.
Advance copy of the presentations shared over this blog site and e-mails at least two days ahead will help reflection, enhance listening quality and enable discussions during the meetings.
The participants suggested that fortnight meetings might give us much required weekend breathers to engage in reflective exercises. Therefore we organize ourselves for alternate Saturday mornings unless otherwise informed.
The next presentation “ “Education of the hearing Impaired – Are the deaf doomed to be dumb?” by Dr. Sailaja Chennat, CIE, Department of Education is scheduled for the 9th September 2006, Saturday, 11:00 am- 12:00 am, at the Seminar Room, GF, CIE, 33 Chhatra Marg, University of Delhi. India. Readers not present at the location may make comments and suggestions through this blogsite. Their ideas will be shared when the group meets face to face.
The other areas of forthcoming presentations are as follows, information about time and venue will be shared as & when the presenter is ready. All interested persons are welcome to join in the discussions.
- + Ethnographic approach- a case study
- + Mental Health in the Context of Teacher Educators
- + Workshops on Listening, Reading and Writing
- + Philosophy of Education– Relevance of Ethics
- + Panchabhaga Darshan
- + Language Teaching
- + Education of the urban deprived learners
- + ICT and Teacher preparation
- + Comparative Studies in History Education
*******WA086 Regn.No 316- Learning of Science by Visually Impaired Children.
Theme
Human Resource Development
Focus Area
Access to Curricular and Extra-curricular areas
Rumesh Chander
Reader, Department of Education (CIE)
University of Delhi,
Delhi 110007
India.
Science and Mathematics are considered to be significant not only significant but also basic to learning a number of other disciplines besides they have technological implications. Learning these disciplines involves capturing those basic ideas around which ideas around which a number of explanations and implications are organized as this is how they are structured. This is also the very strength of these two areas. Unfortunately in a majority of states of our country visually impaired children (VIC) are traditionally exempted from learning these two areas even at the elementary level. This results in major lacunae in their education as also limiting their vocational opportunities an ability to cope with a number of life situations.
The education of Science and Mathematics in general is also problematic due to an improper conceptualization as also an over-emphasis on the use aspect of them. As a result it is mostly felt that if one fails to do a large number of activities one can’t appreciates Science and Mathematics. Since most of these activities can’t be done by VIC in the given circumstances it is considered that they don’t have the provisions of learning Science and Mathematics.
Most of the developments even internationally in the area of Science and Mathematics are towards daily living skills or application, these results into only limited understanding of Science and Mathematics. We need to appreciate the fact
That learning both of these disciplines involves understanding their organization and it is only some crucial experimental activities that are important to be organized for VIC, a greater deal of effort need to be devoted to analysis and interpretation. One needs to make a distinction between those activities which lead to understanding of the principles involved from those which are largely application of the principles. It is the former kind, which are much smaller in number and need to be adopted for the VIC. But unfortunately it is the latter kind that are being emphasized and on which most of the developments for VIC are happening. To cite an example there is a light probe developed for detecting presence or absence of light even for announcing some of the colours.But to understand the nature of light we need to work on capturing the principle that light can travel without any medium it travels differently in different mediums, light has definite laws of travel when it meets different mediums. The same light probe can be used but we need to have prior discussion, organize the set up and show how these phenomena suggest laws which explain a number of phenomena. The discussions that follow the experience are equally important as also may be revisit to the experiment. One need not be discouraged that light has limited use for VIC but be enthused by scientific curiosity of how events occur.
The nature of Mathematics on the other hand is such that its scope is limited only by intellectual possibility and not empirical occurrence, therefore it is much wider. It is guided by logical precise structure but has freedom from experimental verification or refutation to which Science is always subjected. The strength of Mathematics is to create a consistent world of ideas. But unfortunately here also the emphasis is on its practical applications .One need to always remember that no empirical evidence can ever confirm or refute a mathematical proposition. This error is prevalent generally. So, one can’t simply adopt learning of the two disciplines by merely picking activities of application nature.
One may think that learning of Science and Mathematics for VIC is being advocated to be more difficult for VIC than it is for other children. But the purpose is here is to both highlight the true nature of the two disciplines as also the strengths of VIC in learning them. I hope most of us share the belief that VIC can comprehend analyze and interpret the basic ideas of Science and Mathematics instead of merely a passive recipients of them and users of the applications.
Presented below are some ideas and activity setup by way of illustration in school Science and Mathematics at the elementary level. It is believed that whole of the elementary Science and Mathematics at least can be so organized for VIC.
Mechanics : Pendulum
Basic Ideas: Pendulum takes a definite time to complete an oscillation (circle of movement) .The time period depends upon the length of the suspending thread. There is thus a balance between the gravity and tension of thread. So there is variation in time period with thread as also on different parts of earth. It is another proof of the fact that earth is oval in shape not spherical.
Discussion: The following issues are discussed; when the suspended bottle is allowed to oscillate what will happen to the time period? Will it remain same or change with change of length, weight of bottle etc.
With the help of a talking stop- watch number of oscillations in a definite time, say two minutes is noted. The length of thread is increased in steps and each time number of oscillations in same time period (two minutes) is noted.
Apparatus modification and procedure:
A bottle is filled with a small opening at the bottom is made; it is filled with small seeds .From the other end it is suspended. When the bottle is pulled to one side and let go the seeds drop down indicating the oscillation... Its completion can be noted by keeping a finger under the pendulum or sound of the falling seeds.
Observations. How the time period does vary? Is it affected by weight of the bottle etc?
Interpretation: Why the time period is same for a given length, why it changes with change in length? Why is it not affected by the change in weight of the bottle? What may happen at different places on earth, moon, and other planets?
Light
Basic Ideas: Light travels in straight line, it travels without medium, reflected or passes through mediums and the path is changed.
Discussion: The source of light and probe are given to the group of students, they are asked to bring the two near to each other to find that the source of light is detected each time it is turned on/off and brought near the probe. How far we can detect? What happens to sound? If we keep the source fixed and move the probe in different directions will we hear the sound?
Apparatus modification and procedure:
The apparatus is shown in the sketch. An aluminum tube is formed into a circle and its diameter is joined with wooden stick to fit mirror, glass slab, prism etc. The tube is marked as angles in gaps of ten degrees. A light sensitive probe and an LED source of light can be mounted and moved on the aluminum tube.
Observation:
Take a cardboard with a hole and fix probe on the circle and source on wooden stick in the middle along the stick. .Move the probe on the circle where do we detect the sound? When we put two cardboards with holes at same position and detect sound. Move one of the card boards sideways, do we still hear the sound?
Interpretation: The torch /probe can produce sound in the detector. Light is obstructed by objects like card-board, it travels in straight lines.
Reflection:
Basic Ideas: All solid objects don’t obstruct light passage. Some send it back (reflection) and some let it through (refraction)
Discussion:
Fix the source at some angle marked; say 30 and the mirror on the stick use probe detector if you can detect the sound in front, back of the mirror? Use any irregular surface like a rubber ball, what do you find? How does the sound intensity change? Move the source/torch, what do you find? Does light travel in any or some fixed direction when you move the torch?
Apparatus modification and procedure:
The same apparatus whose sketch is given below can be used. In addition, a shining surface like framed mirror or metallic surface can be used.
Observation: Fix the source at some angle marked; say 30 and the probe detector on the circle to find where the sound volume is maximum? Detect that angle. Change the angle of torch on the circle; say 60, what happens to volume of sound? Move the detector to locate it at maximum volume of sound. Is it near the torch or away from it? What is the angle? Repeat the experiment with a different angle setting of torch. What do you find?
Interpretation: Light is turned back from some surfaces, they are plane and shining. It changes its path so that the angle has a definite relation.
Refraction:
Basic Ideas: All solid objects don’t obstruct light passage. Some let it through (refraction) Discussion:
Fix the source at some angle marked; say 30 and the slab on the stick use probe detector if you can detect the sound in front, back of the slab? Use any irregular surface like a rubber ball, what do you find? How does the sound intensity change? Move the source/torch, what do you find? Does light travel in any or some fixed direction when you move the torch?
Apparatus modification and procedure: The apparatus whose sketch is given below, In addition, a glass or transparent plastic regular slab can be used.
Observation: Fix the source at some angle marked; say 30 and the probe detector on the circle to find where the sound volume is maximum? Detect that angle. Change the angle of torch on the circle; say 60, what happens to volume of sound? Move the detector to locate it at maximum volume of sound. Is it on the same side or opposite side of the torch or away from it? What is the angle? Repeat the experiment with a different angle setting of torch. What do you find?
Interpretation: Light passes through some objects. It changes its path so that the angle has a definite relation on the other side towards the torch.
Basic Ideas: Light consists of number of colors; they can be separated and combined.
Discussion: It is said that during rains people see rainbow in the sky. How does it happen? The water droplets act in such a way that light shows all the colors. How can the light separate?
Apparatus modification and procedure: The apparatus described above is used with a Prism of glass or plastic. The prism can be placed on the stick in the middle. The prism is shown to the children so that they can judge its shape size etc. Identify the two flat tops and three sides. Use the prism to check how the sound detection changes when torch is put on one side of the prism and detector on other side. There is a distinct difference when prism is placed with triangular side compared to when it is placed in rectangular side down.
Observation: Put the prism as shown on the stick with triangular side down. Place the torch on the circle at say 30 move the probe along the circle to find where the sound volume is maximum. Is it at affixed point or arrange of angle? How does it vary, is it in line with the torch or not?
Interpretation: The sound detection is in a range .This means the beam of light is split. A numbers of colours are generated, seven can be detected clearly. The place where the light is detected is not in line but lower towards the base of the prism.
Magnetism
Basic Ideas: Some objects called magnets can attract and repel each other. Earth is also a large magnet. Electricity has magnetic effects.
Discussion:
Magnets can attract iron pieces, two magnets attract or repel. This can be shown by taking two magnets and some small iron balls used in cycles. Strong ferrite magnets used in electronic speakers can also be used. Is magnetism only on the edges? What if we break the magnet, will the two poles be separated? For this we can take rubber magnet. Break it into two pieces and find that we have now two magnets. Can take a large sized magnetic needle, remove its glass lid. Children can explore it, move it around what happens to the direction of needle? Why is it so? Is earth a magnet? What will happen at different places on earth?
Apparatus modification and procedure:
Rubber magnets from refrigeration store can be obtained. They can be easily broken. A large sized magnetic needle (About 5cm.) can be used with lid being removed. Take care that the needle is securely fixed to the pivot. The dial can be modified with directions being indicated Braille .For the lines of force an apparatus as shown in the sketch be made. It consists of base made of thermo Cole and a thick paper frame with a window of rectangular shape where cello tape is pasted. The magnet is fixed in the thermo Cole and small sized iron balls are spread around the magnet. The iron balls will arrange as the magnetic field. Put the cut sheet with cello tape and press so that the balls pressed in to the thermo Cole sheet.
Observations:
What is the pattern of spread of iron balls around magnet? Where is it concentrated? When we break the magnets do the two pieces still repel? In which direction the magnetic needle point? What happens when you try to rotate its frame?
Interpretation:
The magnet attracts the iron pieces at the ends more than at the middle part. The poles of magnet can’t be separated by breaking. The smaller part of magnet must again be a complete magnet. Earth must also be acting as a magnet and its north must be in south direction. If so the suspended magnet must point downwards at the poles.
Basic Ideas: Electricity has magnetic behavior
Discussion:
What happens to the magnetic needle when we put the wire connected to the battery?
Apparatus modification and procedure:
The magnetic needle as described above can be used .A dry cell can be used along with some enamel wire. A small electromagnet can be made, which can attract small iron balls.
Observation:
How does the magnetic needle rotate when wire passing over it is connected /disconnected to the cell? Des the number of turns have an effect on the strength of the electro magnet?
Interpretation:
Electricity has magnetic effect. The magnet so made can be changed by connecting/disconnecting electricity. The tape recorders and motors must be making use of this principle.
Conclusions:
The learning of science by the visually impaired children will be helped if we identify the basic ideas in each field around which other scientific facts can be organized and explained. This also uses the power of imagination VIC. We need to distinguish between activities and experiments for reefing the ideas. A greater effort need to be devoted discussion of ideas and relevant experiences. The interpretation of findings is also of great value.Whereever possible the imagination should be stretched to its maximum
References:
Geeret J Vermeij, Science Blindness and Evolution (2004)
Mark A. Riccobono, Turning Dreams into Reality (2004)
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