• Rakesh Kumar
• Himani Sharma
• Karishma Sharma

Teaching-learning processes are designed to facilitate the learners in the process of developing their ideas and conceptions in the area of the study. This is true in general and specifically in science classrooms. When teachers start teaching, it is natural for them to express their ideas and the learners getting influenced by these. While we do not explicitly see any cause of concern in this process, a deep reflection reveals something serious. Especially when we explore the reasons for the development of alternative frameworks and also during the processes designed to address these AFs this concern gets puffed-up. A strategy that can be useful in this regard is an attempt by the teacher to withheld own ideas and conclusions and let the learner’s ideas come up freely. Giving spaces for learner’s ideas has the prospect for the exploration of ideas by the learners in more efficate ways. This had been tried and the trial explored in the present study where the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher’s natural dispositions towards “Withheld Own Ideas and Conclusions Effectively” in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. ‘Statistical Descriptives’ of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers’ response to “Withheld Own Ideas and Conclusions Effectively” in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in ‘formal’ science classrooms settings while trying out ‘informal environments’ in eighteen selected schools under guidance of one of the researchers from this team.

Learning Strands, Science Classrooms, Pre-Service Teacher Education, Informal Learning Environments in Science, Teacher's Gender, Nature of School Management, School Type, Planning in Science, Withholding Own Ideas and Conclusions

"Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers’ Attempt to Withholding Own Ideas and Conclusions ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 12, page no.1477-1494, December-2019, Available :http://www.jetir.org/papers/JETIR1912194.pdf

"Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers’ Attempt to Withholding Own Ideas and Conclusions ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 12, page no. pp1477-1494, December-2019, Available at : http://www.jetir.org/papers/JETIR1912194.pdf