Awareness On Science Curriculum And Its Dimensions Among High School Teachers

Abstract

Awareness refers to both concern and educated interest in a certain condition or development. In this study, high school teachers' understanding of "Science Curriculum and it Dimensions" is the focus. The probability sampling approach and the normative survey methodology were used. 96 government high school teachers from fifteen community education blocks in the Namakkal district of Tamilnadu were chosen at random by the investigator to serve as samples for data gathering.  Knowledge of scientific curricula and its aspects has been chosen as the primary study variable.

The investigator used the tool in a face-to-face setting after getting prior approval from the heads of the block and school. The completed instruments were gathered from the participants and graded using the scoring guide. The entire scores were tallied and statistical analysis was performed. The results indicate that, when it comes to the scientific curriculum, postgraduate qualified high school teachers have a mean value that is higher than that of undergraduate qualified high school teachers in terms of understanding of teaching, learning, and resources.