• RAMPRAKASH PRAJAPATI
• RASHMI SINGHAI

Teaching-learning activity is not limited to the delivery of theory content and evaluation but they also include some experiment activity in laboratory for some subjects like Chemistry, Biology, Mathematics , Physics etc., laboratory experiment and other form of experiment in teaching-learning are expected to assist learner to acquire the technical ability. The experiments should be an important source of teaching-learning in order to have a better understanding of both concepts and theories. The reality of learning activities shows the fact that many institutions don't have the required instruments to conduct the experiment. It is because of the high laboratory operational cost. Only a few learners have the opportunity to develop thinking ability because of the lack of lab experiments.. It causes the learner's lack of interest and lack of curiosity which does not help in the enhancement of creative thinking skills. Currently many schools hold learning activities both theory and practical conventionally. The current curriculum emphasizes that learners are required to meet some competencies as subjects’ minimum completion. The competency reached not only from conventional class but also from assignments, discussion, independent experiment and some activities that take place of school. Practical skills are important in the school, so that learners may perform experimental activity such as experiment in physical laboratory. The related to experimental skills effectiveness of use of secondary science kits for class 10th, the study was carried out in Demonstration Multipurpose School, Bhopal for students of class X at secondary school level in science. For this purpose tenth grade learners taught by the same teacher in DMS School, RIE, Bhopal, were enrolled in the study. The classes were randomly assigned as two groups .Learners in the first (control) group were instructed by traditionally designed instruction whereas learners in the second (experimental) group were taught by the instruction based ( using science kit). The students of the school and were the sample for the study pre-test was conducted on 13th October 2020 and post-test also was conducted on 17th November 2020 as per prepared questionnaires of tenth class science experiments (Physics, Chemistry and Biology) . Achievement test were administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to tenth grade science concept using science kit. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions.

Secondary science kit, Control groups, Experimental groups, Practical skills, science concepts and experimental activity.

"INCULCATION OF THE USE OF SECONDARY SCIENCE KITS FOR CLASS X AT SCHOOLING", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.9, Issue 2, page no.a802-a811, February-2022, Available :http://www.jetir.org/papers/JETIR2202098.pdf

"INCULCATION OF THE USE OF SECONDARY SCIENCE KITS FOR CLASS X AT SCHOOLING", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.9, Issue 2, page no. ppa802-a811, February-2022, Available at : http://www.jetir.org/papers/JETIR2202098.pdf