Science Research Articles

Sociological and Political Origins in IBN Khaldun's State Theory

AbstractEven after centuries, the social and political insights of Islamic scholar Ibn Khaldun remain pertinent. The most important concepts in state theory are social interactions and classifications. Khaldun used sociological deductions to evaluate how society and the state have changed. He linked the transformation of the Badavi social structure to the Hadari society's economic structure through Alm Al‐Umran. In Badavi Alm Al‐Umran, a particular chief's leadership is the cornerstone of governance, and a strong sense of unity and brotherhood prevails. From a social, cultural, and economic perspective, Badavi society is less developed than Hadari society. The reason Asabiyyahh and the lineage Asabiyyahh are two types of Asabiyyahh that serve as the cornerstone of state theory. While the reason Asabiyyahh is based on a country's shared language, history, culture, and physical location, the lineage Asabiyyahh is based on ancestry. Asabiyyahh is crucial to the maintaining and preserving of social ties. According to the organismic perspective of society, which views the social structure as a living organism, a reduction in economic and social upheaval signals the implosion of the condition. The fundamental dynamic that provides political legitimacy is the Asabiyyahh dynamic, which creates the social substructure of the state system. This study aims to assess the scientific concept of umran and the political idea of asabiyyahh, which are the foundations of Khaldun's state theory. Umran is a social phenomenon. This study applies the literature review approach to analyze Khaldun's state theory, paying particular attention to its political and administrative aspects. The political and administrative aspects of Khaldun's state theory are examined in this study using a literature review approach, focusing on how social structure integration or loosening affects the political structure.

Lowering Anxiety of Students Towards Science Using a Culturally Responsive Pedagogy: A Test of the Efficacy of Culturo-Techno-Contextual Approach

Culturo-Techno-Contextual Approach (CTCA) is a culturally responsive teaching strategy that empowers African students to learn science meaningfully in the digital age. CTCA integrates culture, technology, and locational context to enhance students' comprehension of scientific concepts. This study examined the effectiveness of CTCA in reducing students learning anxiety towards science concept. A pretest-posttest, non-equivalent group design was adopted. The sample comprised 121 senior secondary II students (equivalent to grade 11) from two purposively selected schools in Lagos State. The Nutrition Anxiety Scale, which had a reliability coefficient of 0.70, was used data collection. The treatment period lasted four weeks following the pretest. The experimental group was taught using the CTCA, while the control group received conventional lecture-based instruction. The results revealed that those students who were taught using the culturo-techno-contextual approach had a significantly lower level of anxiety than the comparison group [F (1, 198) = 16.54; p < 0.05]. A statistically significant difference was not found based on gender [F(1,49)=.49; P >0.05]. Therefore, within the limitations of this study, it was concluded that CTCA is an effective teaching approach for lowering anxiety towards science. It is recommended that CTCA be adopted in teaching scientific concepts.

Analysis of Indonesian Students Scientific Literacy Ability in Chemistry Learning: A Systematic Literature Review

This study aims to examine the results of the analysis of scientific literacy abilities of Indonesian students in chemistry learning. The method used is Systematic Literature Review (SLR), which consists of five stages, namely question formulation, locating studies, study selection and evaluation, analysis and synthesis, reporting and using the results. Based on a study of 15 reputable journals indexed scopus (International Journal) and sinta (National Journal), the scientific literacy abilities of Indonesian students at the high school level and the education of prospective teachers are in the sufficient category, but there are still many who are in the low category. This is because students are not familiar with scientific literacy questions and learning which rarely trains individuals to make arguments based on observations or investigations, making it difficult for them to work on questions that require an analysis of existing scientific evidence or facts. Therefore, it is necessary to make efforts to improve scientific literacy skills through the application of learning models that train the ability to apply scientific knowledge that has been obtained in solving problems in everyday life. Problem-based learning models, ethnoscience-based learning, contextual-based guided inquiry learning, and also project-based learning.

In-Situ and in-Operando Li-Ion Batteries for Materials Science Education

Electrochemical energy storage systems, particularly Li-ion rechargeable batteries (LiRB), have a key role to play in fortifying US energy generation, decarbonizing the electricity sector, and limiting anthropogenic climate change. LiRBs suffer from limited lifetimes, insufficient energy densities, and fire risks, which are all materials science and engineering challenges stemming from various irreversible degradation processes occurring at nano and micro-scales. These batteries function via the reversible diffusion of Li ions from a Li-rich cathode to a Li-poor anode, each of which undergo various levels of volumetric phase changes, plastic deformation, and microcracking with each charging cycle, thereby compromising subsequent battery performance. Therefore, it is imperative to understand the nano-mechanical processes associated with LiRB degradation and predict transformative material designs that can lead to manufacturing cheaper, denser, and safer LiRBs. Such understanding and design would be instrumental to achieving the US 2050 Net Zero Goal. Additionally, the US lags 10x behind China in terms of Li battery manufacturing capability, and thus a LiRB-aware Research and Development workforce is paramount for continued US energy security. In this context, we propose a new design for in-situ and in-operando Li-ion battery research and education. This battery design will be used in a classroom/lab setting to discuss fundamental materials science concepts such as diffusion, grain-boundaries, and fracture. This activity will be used to broaden "missing millions" student participation in a crucial area of energy research at a minority serving institution.

Gender preference of conceptions toward caloric-balanced living

ABSTRACT Background Caloric-unbalanced lifestyle has been documented as one critical reason for childhood obesity. Educating students with the knowledge about caloric-balanced living with a focus on healthy eating and physical activity may help raise their awareness to address obesity. Gender preference has limited the benefits of acquiring such knowledge for its impacts on the way for students to acquire knowledge. It is necessary, therefore, to identify the extent to which gender preference is associated with caloric-balanced living conceptions to enhance the literature about gender roles and to develop equitable interventions to promote healthful living. Purpose The purpose of this study was to identify the influence of gender preference on high school students’ caloric-balanced living conceptions, including naïve- and mis-conceptions and scientific conceptions. Method This research adopted a mix-method design and recruited 72 students. A semi-structured interview was conducted with each student to acquire their conceptions toward caloric-balanced living. After coding their responses, we tallied the number of responses consistent with naïve- and mis-conceptions as well as the scientific conceptions. Then a χ 2 analysis was conducted to determine the association between gender and naïve-, mis-, and scientific conceptions, respectively. Findings Students possessed three types of naïve conceptions that were specified as power, eating, or exercising to represent caloric-balanced living and two types of misconceptions that were specified as an object and activity. Gender preference was identified in naïve conception; female students preferred to exclusively conceptualize caloric-balanced living as eating, while male students as exercising only. No gender preference was identified in misconceptions and the scientific conception. Conclusion This study is significant in that it revealed potential flaw of the physical education curriculum where the core science of kinesiology may not be taught systematically, and gender-related issues may not address appropriately. It advocates that teaching scientific conceptions should be given the priority in curriculum design and teaching practices to help students acquire scientific conceptions that subsequently develop a coherent knowledge system and behavior of caloric-balanced living.

Perceptions of the social status hierarchy and its cultural and economic sources

AbstractThis paper applies a conjoint experiment to assess the sources of contemporary social status hierarchies in Western Europe. Social status has become a popular concept in political science to explain resentment against economic and cultural transformations. However, we do not know whether cultural sources like race and gender have an independent causal effect on social status perceptions. Furthermore, these characteristics may be more contested between societal subgroups and thus have a weaker stratifying effect than income or occupation. This study employs an innovative conjoint experiment, conducted in Switzerland, to systematically assess the multidimensional sources of status. The design asks respondents to place profiles with randomized criteria and thus captures intersubjective status perceptions. In contrast to evaluating one's own placement on the social status hierarchy, placing others provides more accurate insights about the structural force of social status. The results show that both economic and cultural sources strongly shape social status, with occupation, race/ethnicity and income being most important. Furthermore, different subgroups agree on the hierarchy no matter their own status. This study helps to understand the structural roots of political resentment by showing that both cultural and economic inequalities are recognized.

Student-scientist interactions: student value perceptions in science communication meetings

ABSTRACT The dissemination and acceptance of misinformation/disinformation and the denial of scientific claims and facts have become increasingly common practices in the post-truth era. The recent global pandemic has reaffirmed the importance of science communication (Sci-Comm) in a dialogical model that supports public engagement with science. Sci-Comm may promote scientific literacy by sharing knowledge and attitudes about science and is considered an important strategy for public engagement, but it requires evaluation based on participants’ motivations. This mixed-methods study examined middle school students’ subjective task values regarding Sci-Comm meetings with scientists. Seventh-grade students (N = 80) attended five meetings aligned with science curriculum topics. Based on the expectancy-value theory, students completed surveys assessing the meetings’ utility, attainment, and intrinsic value. Results showed that value ratings increased significantly across meetings, varying by topic. Qualitative themes highlighted meeting scientists, asking questions, and the interactive structure as valuable aspects. This research provides important insights into the current body of knowledge regarding the influential role of Sci-Comm within the expectancy-value theory framework. Additionally, it may guide educators and researchers in designing effective Sci-Comm sessions to increase student motivation and engagement in science, thereby enhancing the existing literature in science education and Sci-Comm.

Is the ordinary high water mark ordinarily at bankfull? Applying a weight‐of‐evidence approach to stream delineation

AbstractThe ordinary high water mark (OHWM) is a regulatory boundary essential to identifying the lateral jurisdictional limits of rivers and streams in the United States (U.S.). Bankfull is a scientific concept that has been defined and identified in a multitude of ways by scientists. Geomorphologist and hydrologist have long recognized that there can be variability in the identification of bankfull depending on how bankfull is defined. Furthermore, this variability is only increased by the inherent variability in stream characteristics that occurs along a reach of channel. Because of the overlap in the regulatory definition of OHWM and the scientific definitions of bankfull, one of the primary purposes of the study is to apply the definition of OHWM and compare it to bankfull in a variety of channel types in different climatic, hydrologic, and geologic settings. Our results show that there is a clear overlap between the identification of the OHWM and bankfull elevations. Regulatory practitioners are generally not specialized in fluvial geomorphology and yet are tasked with consistently and accurately identifying the OHWM in a variety of stream types throughout the U.S. Therefore, we also present how to apply a weight‐of‐evidence approach through a clear step‐by‐step process to potentially improve consistency and accuracy in identification of OHWM and bankfull by both scientists and non‐scientists.

Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction

Using computer simulations in science education can facilitate the achievement of several educational objectives, including a thorough grasp of scientific concepts and an understanding of the scientific method. This research aimed to evaluate the extent of rural science educators’ technology integration self-efficacy when using simulations in teaching. The research was guided by Bandura’s (1986) social cognitive theory and focused on four key influencers of self-efficacy in educators: enactive mastery experience, vicarious experience, verbal persuasion, and affective state. The study’s demographic was all science educators in a rural district, with participants selected through convenience sampling. The survey instrument’s reliability and validity were established through exploratory and confirmatory factor analyses. The outcomes indicated that the science educators possessed a high level of self-efficacy in integrating technology through simulations, with no notable differences based on gender or education level. There was a statistically significant effect of teaching experience and school socioeconomic factors on the educators’ technology integration self-efficacy.

Assessment of conceptual understanding in student learning of evaporation

Developing a deeper understanding of scientific concepts is one of the primary goals of science education. To improve students’ conceptual understanding, it is necessary to explore the major characteristics of their learning process. Informed by previous work on conceptual understanding, this study focuses on the concept of evaporation, exploring the level division of students’ conceptual understanding of evaporation and the development of corresponding test questions. The level-based conceptual understanding assessment was tested on 721 seventh-grade Chinese students before and after the evaporation lesson. The results of quantitative and qualitative analyses indicated that the students’ conceptual understanding of evaporation could be divided into three progression levels. Students with a low level of understanding only mechanically remembered the definition of evaporation and could identify evaporation phenomena in their daily lives based on memorized examples. Students with an intermediate level of understanding grasped not only the definition of evaporation but also the factors affecting the evaporation rate. Students with a high level of understanding understood the microscopic nature of evaporation and could explain how these three factors affect the evaporation rate from a microscopic perspective. This study also provides further evidence of the value of grasping the nature of concepts in conceptual understanding. Published by the American Physical Society 2024

Embodied immersive virtual reality to enhance the conceptual understanding of charged particles: A qualitative study

Learning in science, technology, engineering, and mathematics (STEM) is often challenging due to the abstract and counterintuitive nature of some concepts. Computer-based learning has emerged as an alternative method to help improve students' comprehension of these complex topics, even though technological tools must be supported with pedagogical strategies, technology affordances, sound design, and structured activities to teach scientific concepts properly. In that sense, we propose the design of an immersive virtual reality (IVR) experience, including visual and haptic cues to facilitate learning about electric fields (EFs) and charged particles (CPs) concepts. We scaffolded our design tool based on embodied design principles and cognition. The IVR experience allows learners to manipulate the components of point charges (e.g., particles, distance between particles, and charges) to learn electricity concepts. We conducted a qualitative study (N = 8) to assess the designed application. The sample included undergraduate students (five male and three female) from technology-related fields with some or no prior knowledge of high school or higher education physics. We assessed study participants' conceptual understanding through a pretest-posttest and conducted a brief interview to identify their expected interaction with the designed affordances. Screen recording and the System Usability Scale (SUS) are the other metrics of interest in defining study participants’ performance and experience. The collected data and thematic analysis suggested that participants recognized the included affordances based on the embodied design principles and used them to interact, link previous knowledge, and identify the different factors to explain the physics phenomenon. Additionally, we provided insights for designing IVR experiences to promote conceptual understanding of complex STEM topics based on embodied learning principles.

Theory of the nation in the scientific concept of Lev Rebet

The article analyzes the life and work of L. Rebet, his general theoretical views on the formation and development of the nation. Considerable attention is paid to the characterization of L. Rebet’s fundamental scientific works on the theory and history of the Ukrainian nation, in particular: “The Formation of the Ukrainian Nation”; “Theory of the Nation”; “The Origin of Ukrainians, Russians, Belarusians in the Light of Modern Soviet Theories”; “The Light and Shadows of the OUN”, etc. It is shown that in his scientific concept of the formation and development of the nation, Lev Rebet examined in detail the causes of the decline, economic and cultural isolation of the Ukrainian community during the Golden Horde, analyzed the causes of the territorial fragmentation of the Ukrainian principalities and determined the importance of the Galicia-Volhynia State for the continuation of the state life of the Ukrainian people. Using historical examples, L. Rebet identified the negative impacts on the Ukrainian population under the Lithuanian and Polish occupation of Ukrainian lands. L. Rebet rightly noted that during the revival of the Ukrainian people, religion and the Orthodox faith played an important role, opposing Catholicism and polonization and becoming the bearers of Ukrainian tradition and the formation of national consciousness. It was the Ukrainian bourgeoisie, part of the petty gentry, and artisans who proved to be the bearers of culture and state traditions. However, it was only the independent Ukrainian military Cossack stratum that became the military and organizational force that quickly acquired the features of a national state, and in the era of Bohdan Khmelnytsky’s hetmanship, thanks to the military and political success of the Cossacks, one of the most powerful Ukrainian states of that time emerged, which played a significant nation-building role and for several years “crystallized the Ukrainian community, approaching a higher type - the nation”, in which the Cossacks were the main political force. The article reveals that L. Rebet in his works considered nationalism as an ideology that should be based on feelings of national dignity, self-respect and national consciousness. L. Rebet convincingly argued in his writings that the Ukrainian people have the right to political self-determination and the creation of their own state. L. Rebet believed that in order to build one’s own state, first of all, it is necessary to raise the national consciousness and culture of the people. According to L. Rebbetzin, this requires the Ukrainian people to return to their national roots, to their own history and culture, in order to preserve and establish their national identity. In his scientific concept, Lev Rebet emphasized the importance of preserving Ukrainian culture and language, and of preserving the national identity of Ukrainians. Nationalism should be democratic and social. He sought to create a national liberation organization that would unite different segments of the population and work for the benefit of the entire Ukrainian people. L. Rebet favored the creation of national statehood, but believed that the source of power in the state should be the people, not the political elite. Rebet’s views on the importance of moral virtues and cultural values, such as freedom, justice, honesty, diligence, creativity, traditions, religion, and language, are particularly relevant. Rebet believed that these values are important for Ukrainian and other nations.

Electoral system: concept and elements

The article focuses on the approaches towards understanding the concept of the electoral system, which may be the subject of research outside the field of law. The author distinguishes different opinions of foreign and Ukrainian scholars on the term “electoral system”, in particular, narrow and broad interpretation. The author analyzes the elements which inherently fill and reveal the concept of the electoral system. The article provides an overview of scientific research and concepts that study electoral systems, including the works of prominent Ukrainian and foreign scholars, as well as documents of international organizations and institutions. The author analyzes different approaches to the interpretation of the concept of “electoral system”, its legal nature and key elements that have a significant impact on the formation of elected bodies and the organization of electoral processes, and further establishment of democratic principles. The author presents various positions on the elements through which the concept of the electoral system is revealed, such as the electoral formula, electoral district, method of expressing the will of voters, structure of the ballot and the process of filling it out, method of voting, etc. The author shows the importance of these elements and how they are reflected in the definition and modification of different types of electoral systems. The author emphasizes the need for further study of the concept of an electoral system and its system-forming elements, which allow constructing an appropriate type of electoral system, in the context of Ukraine’s experience in organizing and conducting elections. This will have a positive impact on the process of improving the electoral systems used in the formation of elected bodies at the legislative level, which will consequently contribute to ensuring greater transparency of a number of electoral procedures, obtaining fair results and minimizing the risks of their distortion. The author outlines the problem of periodic unsystematic changes in electoral systems in the formation of elected bodies in Ukraine, which in turn generates negative trends in the decline of citizens’ electoral culture, trust in the results of voters’ expression of will and unpredictable consequences in the socio-political context.

Between Political Strife and National Science: COVID-19 Vaccines on the Main Brazilian TV newscast

ABSTRACT Brazil ranks second worldwide in COVID-19 deaths. In this country, television is the most popular means of mass communication, and 95.5% of Brazilian homes have a TV set. During the coronavirus pandemic, Brazilians considered TV news the most reliable source of information about COVID-19. In this context, we examined the coverage of vaccines, between 2020 and 2021, on the main Brazilian TV newscast – Jornal Nacional. We identified 1,173 reports on vaccination in the digital collection of this news show, which we analyzed based on six dimensions that systematize the following: general characteristics of the news, approach to vaccination, framing the news, general handling of the topic, actors and geographic location of the study and/or the immunization campaign on the agenda. The reports evinced a mostly positive attitude towards vaccines, emphasizing the political strategies and public policies adopted in COVID-19 vaccine development. National science gained prominence in the coverage. The most common news sources were institutions and/or representatives of the executive branch, and scientists were the voices most present in the reports. Just over half of the reports discussed the topic using visual aids, but only a few explained scientific concepts pertaining to the vaccine.

Petrochemical Industry for the Future

Petroleum has played a vital role as the major supplier of materials and energy during the evolution of human civilization. Given the change in demand for energy from high to low carbon and ultimately net zero carbon, the energy framework has undergone revolutionary changes. The energy attribute of petroleum will be gradually weakened, while the material and CO2 emission attributes will be gradually strengthened. Thus, the petrochemical processing basis, scientific concepts, and ideas will undergo major adjustments to reshape the petrochemical industry. Hence, it is necessary to reconsider the evolution of the petrochemical industry from a historical perspective and to clarify the historical causes, development contexts, and possible challenges in future development. Herein, we critically reassess the key drivers and rules guiding the development of the petrochemical industry and propose a reconstruction strategy based on simplified engineering thinking, innate nature of energy and material, and CO2 emissions, which can be realized through the integration of gasification with CO as the target product and recent C1 chemistry targeting the precise synthesis of chemicals. The concept of the petrochemical industry will change from the product-based process of selection and transformation of raw material molecules to the process of carbon atom reconfiguration driven by product CO2 emissions. More accurate management of C atoms can be accomplished with greatly improved utilization efficiency and the reduction of separation intensity and CO2 emissions via the stepwise introduction of a new approach in the current petrochemical industry.

Exploring How Generating Metaphor Via Insight Versus Analysis Affects Metaphor Quality and Learning Outcomes.

Metaphor generation is both a creative act and a means of learning. When learning a new concept, people often create a metaphor to connect the new concept to existing knowledge. Does the manner in which people generate a metaphor, via sudden insight (Aha! moment) or deliberate analysis, influence the quality of generation and subsequent learning outcomes? According to some research, deliberate processing enhances knowledge retention; hence, generation via analysis likely leads to better concept learning. However, other research has shown that solutions generated via insight are better remembered. In the current study, participants were presented with science concepts and descriptions, then generated metaphors for the concepts. They also indicated how they generated each metaphor and rated their metaphor for novelty and aptness. We assessed participants' learning outcomes with a memory test and evaluated the creative quality of the metaphors based on self- and crowd-sourced ratings. Consistent with the deliberate processing benefit, participants became more familiar with the target science concept if they previously generated a metaphor for the concept via analysis compared to via insight. We also found that metaphors generated via analysis did not differ from metaphors generated via insight in quality (aptness or novelty) nor in how well they were remembered. However, participants' self-evaluations of metaphors generated via insight showed more agreement with independent raters, suggesting the role of insight in modulating the creative ideation process. These preliminary findings have implications for understanding the nature of insight during idea generation and its impact on learning.

Transdisciplinary approach to the characterisation and current status of Spanish karstic lakes on gypsum

Karstic lakes on gypsum are a very peculiar type of ecosystem declared as a Habitat Type of Community Interest (Type 3190) by the European Habitats Directive. They are usually small lakes but often displaying a high relative depth, located in active gypsum karst areas, with a high saturation of Ca2+ and SO42− in its waters. These lakes can usually stratify from spring to early autumn when the depth is high enough, then a sulphide-rich anoxic hypolimnion can develop in deep layers. So far, neither a comprehensive scientific definition of their ecological characteristics nor an exhaustive catalogue of their occurrence in a particular territory are available. This paper delves on their biotic and abiotic features needed for their identification as an ecosystem type. A proper methodology was also designed and applied for the evaluation of their conservation status, with the definition of reference values and assessment methods following the criteria of the Habitats Directive. The Spanish karstic lakes on gypsum (THCI 3190) were here identified, statistically representative sites were selected, and spatial GIS methods and multimetric indices were applied to assess the range, area, structure and function, and future prospects of this Habitat Type, as requested for the reporting according to Article 17 of the Habitats Directive. Results showed a favourable conservation status of this habitat type in the Alpine and Atlantic regions of Spain, but unfavourable-inadequate status in the Mediterranean, due to the pressures and impacts acting on some specific sites. A critical analysis of the methodologies and the values obtained for its conservation status was carried out.

Instructional framing for guiding the construction of explanatory diagrams in a science classroom: a metafunction perspective

ABSTRACT This study investigates how to guide students’ drawing diagram activities as constructing explanations in science classrooms from the metafunctions in systemic functional language (SFL). Although a drawing-to-learn approach requires sufficient support, there is still a lack of understanding regarding the pedagogical considerations for guiding students on what and how to draw during their activities. Guided by the metafunctions in SFL, I analysed a case of one teacher’s teaching practices of employing drawing-diagram activities in a general science classroom. I found that the teacher translated the objects to draw from the familiar to the targeted visual meaning for the students (ideational). To provide a clearer understanding of the roles of diagrams, she had reflective discussions with the students about how other people could interpret their diagrams and what would be important to represent iteratively through sharing the diagrams using a visualiser (interpersonal). She also often provided several examples of organising diagrams at the beginning of or during the activities to brainstorm ideas for the compositions (textual). This practical knowledge framed by the metafunctions is aimed at providing a better understanding of how teachers can deploy a drawing-to-learn approach and intervene during drawing activities to facilitate students’ science learning in general science classrooms.

KANT, FREGE, HILBERT Y LAS FUENTES DEL CONOCIMIENTO GEOMÉTRICO

1. The scientific revolution of the 18th century was based in capability of predicting, using mathematical models, the structure of the spacio-temporal world. From there, aro se the notion of experimental science whose goals are determine wich of the theorical architectures correspond to spatio-temporal facts. 2. Producing the scientific revolution and destroying the psychologism inherent in the realism of Arostotle is the question "What are the mental structures that permit the creation and development ofthe scientific model achieved by mathematico-experimental physics? This is the problem conceming the sources of geometric knowledge proposed by Kant and later by Fregge and still later by David Hilbert. 3. These lead to a new concept of science seen as creativity of the human mind in order to systematize our experience in the spatio-temporal world inhabited by Horno sapiens.

EFFECTIVE TEACHING-LEARNING STRATEGIES FOR SECONDARY LEVEL SCIENCE EDUCATION

Science Education at the secondary level holds paramount importance as it serves as the foundation for further scientific pursuits. The efficacy of secondary level science education significantly impacts a students inclination towards higher studies and eventual contribution to scientific and technological advancements. In order to enhance the effectiveness of secondary level science education, it is imperative to explore innovative teaching-learning strategies that transcend traditional lecture-based methods. Research and surveys consistently advocate for activity-based learning approaches over conventional lecture methods, citing their ability to foster deeper understanding and retention among learners. Practical work emerges as a cornerstone of this approach, offering hands-on engagement and experiential learning opportunities. With the recent shift in the academic structure as per the National Education Policy of 2020 (N.E.P-2020), extending the secondary level from grades 9 to 12, there lies a crucial window for students to immerse themselves in scientific exploration and discovery.Subjects such as Physics, Chemistry, and Biology inherently lend themselves to practical applications, presenting ample opportunities for students to engage directly with scientific concepts. By integrating practical work into the curriculum, secondary level science education can cultivate critical thinking, problem-solving skills, and a deeper appreciation for the scientific method. This shift towards practical-based learning not only aligns with contemporary pedagogical trends but also serves as a catalyst for nurturing the next generation of innovators and scientists.