NUFFIELD FOUNDATION SCIENCE TECHNOLOGY PROJECT

The influence of BSCS was felt in the UK as the people there wanted a new syllabi in science subjects - physics, chemistry and biology. In 1962 the work of Nuffield biology began with financial support from Nuffield foundation.

The original Nuffield science  project was concerned with the production of course materials for the three branches of science (physics, chemistry and biology) at GCE(general certificate of education) O-Level , that is a five year course in the respective the three branches of science for students between age group 11 and 16 (class 7 to 10). The developed course was used on experimental basis as a representative sample for schools in Britain. The experience of O-level team was then used in framing the Nuffield Advanced level (A-level) courses in the three branches for the students aged between 16 and 18.

Objectives of NFSTP

·         Provide sound introduction of modern biology to those who leave school at the age of 16 with no more formal science teaching.

·         Develop and encourage an attitude of curiosity and enquiry.

·         Develop the skill of scientific investigation, formulation of questions and designing experiments.

·         Develop an understanding of man as a living organism and his place in nature.

·         Let the students realize the variety of living organism and their interrelationship.

·         Develop a link between biology, chemistry and physics teaching.

·         Develop suitable courses in 'Science for All'.

·         Provide a basis for additional courses of science suitable for those not pursuing science as a specialist subject.

Nuffield foundation Biology series

In 1962, the work on Nuffield biology series began. The first four textbooks were published in 1966 and the last in 1967. It took notice of the constraints of time and facilities, and allowed some flexibility in substituting practical work in class room. It also encouraged sharing of findings of experiments performed by different groups or classes.

To achieve the objectives of the course, considerable emphasis was given to the teaching methodology. However a sense of achievement in practical work was understood. The strategy used were identification of problem, formulation of hypothesis, collection of data, analysis of data and drawing conclusion. Due emphasis was given to the structured discussion method and projects were recommended. The details of the Nuffield biology project were discussed here in brief.

Course content - It focuses pupils attention on living organisms, not just biological principles. An attempt is made to develop a link among various biological themes such as population, genetics and ecology. The whole course is divided into five texts with titles Book I to Book V.

Teaching approach - The emphasis was placed on experimentation and critical evaluation of evidence. Learning is based on project and laboratory work. Scientific method and problem solving approach are used. Demonstration method was also used.

Project - Individual and group project were given. But the emphasis was put on individual project work.

Reading materials in the form of book - The course provides self study material in the form of books. At the end of each chapter references are given for teachers and students. The course has included at the end of each chapter a short section called background reading.

Films, film loops and other materials - films are meant: to deal with process, to illustrate experiments and to show the sequence of technique. The film loops are of three minutes duration and some of them can be used to stimulate experimental situation for discussion in the class.

Evaluation - The traditional type of test was removed and various new patterns of question were introduced to test the all round development of the child. Six categories of question used in this course are as follows: simple recall type, association recall type, experimental recall type, experimental design type, deductive type and continuous prose type.

Teachers guide - Every teacher is provided with a teacher's guide to help make his style of teaching more lively and dynamic. It helps in proper planning, presentation and evaluation of the lesson in the class. 

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