Service Learning Science Camps Among Tribals as a Tool for Capacity Building Among Students – A Step Toward Inclusive Chemistry Education

Abstract

The tribal communities in South India, especially those in the Wayanad region in the proximity of Kerala state, have low literacy rates and occupy a socio-culturally marginalized status among various demographic clusters in India. The pedagogies employed through mainstream schooling do not appeal to the students in the tribal community, resulting in high dropout rates. Therefore, Madras Christian College, Chennai, has identified tribal communities as an underrepresented group in Indian science education proposing to engage them through “Service Learning Science Camps”. Herein we document our activities as formative assessment through teaching chemistry to tribal school children and consolidate the experiences gained by both the student volunteers and tribal students for prospective research. The program enabled the student mentors to explore their leadership skills while administering the science camps. In addition to this, the camps created a pleasurable environment for learning chemistry for the tribal children and increased their inclination toward science. This exercise helps students to change their perception toward tribals and bridge the gap between them by providing a welcoming and supportive environment for pleasurable learning. We propose these camps as a model to reach out and popularize chemistry among the overlooked communities, simultaneously nurturing the minds of college students toward creating an inclusive future.

Innovative Research on the Volunteer Service Work of College Students’ Civilization Practice in the Context of the New Era

“…Augustine, P. D. et al proposed a "Volunteer Service Learning" initiative to enhance the learning interests of students in tribal communities, whereby college student volunteers join tribal communities to learn alongside local students and gain experience in the process. In the volunteer service of college students, college students gained leadership skills, local students increased their interest in learning, and the learning gap between different regions was reduced [8]. Jin, S. H. designed a new service-learning instructional model and applied it to a college to test the impact and effectiveness of the service-learning instructional model on students.…”

Introduction of Formative Assessment Classroom Techniques (FACTs) to School Chemistry Teaching: Teachers’ Attitudes, Beliefs, and Experiences

“…during organic chemistry lessons . Using formative assessment during science camp was also documented . Easa and Blonder developed customized pedagogical kits to help chemistry teachers personalize their teaching according to students’ misconceptions .…”

“…As is visible, the research on the implementation of FA into chemistry education is more focused on the implementation of formative assessment or feedback rather than FACTs. Early research describing using FA in chemistry education appeared only during the past decade and mostly in the United States and Western Europe. − Meanwhile, using this kind of assessment in the rest of the world is slowly beginning to emerge. ,, …”

“… 42 Using formative assessment during science camp was also documented. 43 Easa and Blonder developed customized pedagogical kits to help chemistry teachers personalize their teaching according to students’ misconceptions. 44 As is visible, the research on the implementation of FA into chemistry education is more focused on the implementation of formative assessment or feedback rather than FACTs.…”

“… 39 − 42 Meanwhile, using this kind of assessment in the rest of the world is slowly beginning to emerge. 6 , 43 , 44 …”