Learning science can be made more interesting by providing the students hands on experience through experimentation and project work etc. This is especially true for science laboratories where students get a chance to test their ideas and learn difficult science concepts by performing experiments. Science laboratories have become a very important part of learning science in schools and thus students’ perceptions of their science laboratory learning environments would provide valuable insights as to how science laboratories can be further improved and the right kind of environment is created that fosters learning. This study, which is the first of its kind in India, reports the use of the modified form of Science Laboratory Learning Environment Inventory (SLEI) for assessing the students’ perceptions of their learning environments in General Science laboratories. Analysis of data of 460 students from higher secondary classes i.e. grades 10th to 12th provides evidence for the reliability and validity of the questionnaire for use in Indian school settings. The same data is also used for studying gender differences and the associations between students’ perceptions of their science laboratory learning environments with their attitude towards science.

Teaching requires expertness which proliferates over the time. Professional development refers to skills and knowledge attained for personal as well as career development. Continuous professional development of teachers is the need of the hour because the students have to face the ever changing world. The knowledge domain, lifelong learning, pedagogy, information and communication technology, communication are the core areas which should be addressed through professional development programmes of teachers.For transacting the professional development programmes agencies like NCERT, State Education Departments, Centre of Advanced Studies in Education etc. undertake the responsibilities.

The purpose of the present study is to investigate the relationship between anxiety and socio-economic status of adolescents of Amritsar city. The present study also examined the gender differences with respect to anxiety and socio-economic status among adolescents. For this, 200 respondents from Amritsar city of Punjab state were selected. The results of the study reveals no significant difference in boys and girls on all the measured variables i.e. anxiety and socio-economic status. The findings of the study further reveal no relationship between anxiety and socio-economic status.

This paper focuses on comparing the effectiveness of smart classroom over traditional classroom in terms of academic achievement and its relation to intelligence.40 students of class VIII of age 13-15 years were selected, for the study and two groups were formed of 20 students each in experimental and control group. Experimental group was taught through Smart Board technology Classroom and control group through traditional classroom.The Jalota’s Group test of General Mental Ability was employed. The analysis of data was done by finding out the correlation coefficient between the intelligence and academic achievement and the “t-values” were calculated to be significant difference.The main findings of the study are that there is positive correlation between intelligence and academic achievement.When students studied through smart classroom technology it was found that academic achievement was better in relation to intelligence.

The aim of present paper was to study the influence of Cognitive Style, Achievement in Science and their Interaction on Scientific Creativity of secondary school students. Total 205 students of classes IX and X (mean age 14.8 Years) studying in schools affiliated to Central Board of Secondary Education were taken as sample. Standardized tools, namely, Group Embedded Figures Test by Witkin, Oltman, Raskin and Karp (1971), Scientific Creativity Test by Majumdar (1982) were used to collect data. Marks of students from school records were taken as a measure of their achievement in science. The data were analysed using 2 × 3 Analysis of Variance. Field Independent Students had significantly higher Scientific Creativity than Field Dependent Students. Also, Students with High Achievement in Science had significantly higher scientific creativity than students with Low Achievement in Science.

The role of resources in teaching and learning process in schools cannot be emphasized. As a developing country, Nigeria is striving to improve its education system for the knowledge era. Resource utilization, curriculum innovation and professional development courses are integral to improve educational practices as they empower teachers with knowledge and skills required for integrating education and society. Such moves and actions need to be guided with research. The education practices in Nigeria need to be sound and grounded. This paper is concerned with the importance of the use of resources for effective understanding of school science with special reference to biology. It identified necessary resources, constraints and how to select and use resources for effective teaching and learning of biology. The selection and utilization of any resources depends on the specific features of a particular topic. Therefore, different sets of resources and strategies are needed to teach different topics.

Majority of the human resource for the effective working of the engine of growth of a country emanates from the higher education system of a country. But the falling quality of output from the Higher education system in India is presenting a major challenge and concern in front of the policy makers. Falling quality among the Higher education system can be judged by observing various major indicators some of which are, the inefficiency of Higher education system in generating employment opportunities and development of output which is not only poor in hard skills but also lacks soft skills which are essential for the growth and development of the human resource. To deal with this issue it is important to look at the root cause of the problem. The present study focuses on the root cause of such problems which apparently is hidden in the school education system in the country.

Today technology is an inherent part of our lives. All the organizations have identified the importance of Information and Communication Technology (ICT). ICT playsan important role in improvement of educational sector too.ICT helps us in getting information from all over the world. It helps us to bring the world under one roof. Thus the students in the school need to be trained in ICT and its use. With this in view Government of Maharashtra in India introduced ICT as a subject for Std. IX students of Secondary School Certificate (SSC) Board in aided as well as unaided schools. This study deals with the impact of this newly introduced ICTsubject on Std. IX students’ self-regulation and its seven dimensions. It is an outcome evaluation study. 1041 students from 21 SSC Board schools from Greater Mumbai were the respondents. Comparison of self- regulation of students from different type of schools indicates that unaided school students are better in their self-regulation.

Sustainable development is the need to integrate social, environmental, and economic concerns so as to arrive at development paths which meet the needs of present generations, without compromising the ability of future generations to meet their own needs. Education for sustainable development is a vision of education that seeks to balance human and economic well-being with cultural traditions and respect for the Earth’s natural resources. It emphasizes aspects of learning that enhance the transition towards sustainability including future education; citizenship education; education for a culture of peace; gender equality and respect for human rights; health education; population education; education for protecting and managing natural resources; and education for sustainable consumption. Education for sustainable development has come to be seen as a process of learning how to make decisions that consider the long term future of the economy, ecology and social well-being of all communities. Building the capacity for such futures-oriented thinking is a key task of education. Education for sustainable development must explore the economic, political and social implications of sustainability by encouraging learners to reflect critically on their own areas of the world, to identify non-viable elements in their own lives and to explore the tensions among conflicting aims. Development strategies suited to the particular circumstances of various cultures in the pursuit of shared development goals will be crucial. Educational approaches must take into account the experiences of indigenous cultures and minorities, acknowledging and facilitating their original and important contributions to the process of sustainable development.

Literature shows teachers face ethical quandaries bombarding them every day in theirprofessional life. Reports reveal unprofessional behaviour among teachers. To adequately deal with these challenges teachers must get trained in professional ethics.However, evidences suggest inadequate attention paid to ethics training in teacher education programs. The present paper makes an attempt to study professional ethics, its early habituation and proposes an improved case analysis as a suitable approach for delivering training in professional ethics tailored to teaching practices.