Strengthening conceptual understanding of science by the use of a science kit at the middle stage of schooling

Strengthening conceptual understanding of science by the use of a science kit at the middle stage of schooling | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Strengthening conceptual understanding of science by the use of a science kit at the middle stage of schooling Anil Kumar Nainawat, Ved Prakash Arya, Om Prakash Meena, Sandeep Kaushal This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6865134/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Learning best happens by experience, and it is especially true for science. Direct meaningful experiences are crucial in science. Laboratory work is very important for conceptual understanding of scientific concepts, but laboratory resources are not readily available to most of the learners in the rural schools of India. Science kits thus become a useful learning resource for such schools. The NCERT, New Delhi, developed science kits at every stage of school education. One such kit is the Upper Primary Science Kit (UPSK). It is designed to contain many items and materials that encompass almost all the concepts mentioned at the middle (now secondary) stage of school education. The evaluation of science kits becomes important to determine their effectiveness in improving students' science knowledge and creating a positive attitude toward science. This study is an attempt to explore the impact of science kits on conceptual understanding of science, attitude toward science among middle-stage students in ten selected schools of the Hurda block of Bhilwara district of Rajasthan state in India. The results indicate that science kit and their use in the classroom have improved students’ conceptual understanding of science. Figures Figure 1 Figure 2 Figure 3 1. Introduction The teaching and learning process is a key component of information sharing and skill development in the field of scientific education, attracting the interest of academics, educators, and policymakers equally (Kuhn et. al. 2016; Arabatzis et. al. 2020). In order to attain promising learning results and teach students 21st century abilities, teaching in the modern era requires an appropriate teaching technique. Thanks to technological advancements, teaching science disciplines in particular has undergone a revolution (Castro et. al. 2021; Oke et. al. 2020). Science is exploration of the natural world following a systematic methodology based on evidence. According to Albert Einstein, “The most beautiful experience we can have is the mysterious. It is the fundamental emotion which stands at the cradle of true art and true science". Young learners are always keen to discover and explore something new through play and innovative ways. Science and discovering things are like two faces of a coin in terms of involvement one shows and goes deep into matter (Dat et. al. 2023). In everyday life, involvement of science is all- pervading; all our activities are surrounded by science. Science is just an extension of things we see and observe in daily life, it just relates to how these things are possible. It is particularly stressed by the National Education Policy 2020 to encourage experiential learning (NEP-2020). Promoting science to spark interest and foster a lasting passion for its exploration is a global priority. A sizable and expanding corpus of research in scientific education offers significant contemporary teaching strategies as alternatives to conventional methods of instruction delivery (Twizeyimana et. al. 2024 ; Zuccarini et. al. 2024). In India, numerous efforts have been made to tackle this challenge. Modern science education now focuses on cultivating a 'scientific attitude' and broader 'scientific literacy.' The aim is to engage with science through hands-on experimentation and a deeper understanding, rather than just memorizing factual content. Media props or actual experimental equipment are necessary for the implementation of experience-based learning in middle schools. The results of Ningsih et. al. on the use of educational media in science instruction in primary schools through practicum methods demonstrate that the use of educational tools and media in science instruction can provide students with learning experiences that are not possible in theory, help them better understand and master science tools, and ultimately increase their knowledge and comprehension of the subject matter. According to Akpinar, using more engaging materials and media in science instruction can retain and increase students' scientific knowledge while also promoting student engagement in science classes at the school level. Proper experimentation is part of laboratory work in science, which is not practiced in most schools. In such a case, a science kit becomes a source of performing experiments. Many studies have been conducted on the importance of science kits in the learning of science by several groups across the world. In a study on “Implementing Inquiry Kit Curriculum: Obstacles, Adaptations, and Practical Knowledge Development in Two Middle School Science Teachers”, two elementary certified middle school science teachers are studied for practical knowledge transformation that is intended to support the implementation of kit-based enquiry (Jones et. al. 2007). The study focused on how these two pilot teachers conducted inquiries directed to their specific academic and curricular interests, as well as how to adapt children to the use of science and technology. Their findings suggest that teachers, as professionals, require collective and individual support in the classroom to become enquiry-oriented teachers. In a study, entitled “Science Kit Teaching Aid for the Earthquake in Improving Students’ Collaboration Skills and Creative Thinking in Junior High School”, the results showed that the use of IPA Kit teaching aids for earthquakes was more effective in improving students' creative thinking skills and collaboration (Atun et. al. 2021). In another study, “Science Kits as Resource: Some Pedagogical Considerations”, twelve sampled science kits were evaluated for their 'educational utility’, and their role in generating enthusiasm and interest in science through hands-on activities (Jaimini et. al. 2014). A study on “Differential use of Elementary Science Kits” examined elementary teachers' instructional strategies, classroom practices, and assessment types regarding the frequency of science kit use. Teachers using kits reported that their students designed and implemented laboratory investigations as well as recorded, represented, and analyzed data (Jones et. al. 2011 ). In a chapter on "The nature and role of science kits in affecting change in public attitude toward understanding of science," two example cases of kit implementation are discussed (Dickerson et. al. 2014 ). An interesting study was conducted on “Constructing Scientific Knowledge in the Classroom” (Driver et. al. 1994 ). According to this study, knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article presents a theoretical perspective on teaching and learning science in the social setting of classrooms, and is informed by a view of scientific knowledge as socially constructed. They illustrated how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings. A study on “Using Science Kits to Construct Content Understandings in Elementary Schools” examines the efficacy of science kits in improving content knowledge. The method used involved treatment and comparison groups composed of 2,299 elementary school students in third, fourth, and fifth grades from ten different schools. In all the pairings but one, there were statistical differences in favor of the treatment groups or no statistical differences, suggesting that science kits enhance students’ content understanding (Dickerson et. al. 2006 ). Another attempt was a study on “The Use of Science Kits in the Professional Development of Rural Elementary School Teachers”. This study reports on a science professional development initiative with elementary school teachers in Canada. Grades 4 and 5 teachers were involved in the implementation and modification of science kits, together with corresponding professional development activities. Each kit was aligned to specific outcomes in the curriculum and provided a complete set of materials and guidelines for classroom use. Teachers describe, through surveys and interviews, the benefits of using the kits and share a new confidence for teaching science (Sherman et. al. 2008). An evaluation study was conducted to assess elementary school science kits in terms of classroom environment and student attitudes. The purpose of the study was to compare students' perceptions of their science classroom environment when using science kits, textbooks, or a combination of science kits, textbooks, and teacher-created materials. The findings revealed that positive classroom environments contribute to improved student achievement. (Houston et. al. 2008 ). Another study, titled "Understanding the Impact of a Kit-Based Science Resource on Teachers’ Ability to Engage Students in Science: An Interpretative Phenomenological Analysis," explored the effects of using science kits. The findings suggest that teachers' confidence and enthusiasm for teaching science were enhanced through the use of the kits. Additionally, students were reported to have gained a deeper understanding of scientific concepts. (Larsen et. al. 2014). The paper entitled “Effects of Science Kit/Inservice and Kit Use on Teachers' Science Knowledge, Attitudes, and Teaching” shows how science kit/in-services have affected elementary teachers' science knowledge, attitudes toward science, and science teaching practices in several schools in Southwest Michigan. Findings indicate that the use of science kit in the classroom have increased teachers' science knowledge, positive attitude toward science, and science teaching skills (Rubino et. al. 1994 ). Another study indicated a significant improvement in students' scientific skills, cognitive learning outcomes, and interest in natural science through the use of science kits (Satria et. al. 2015). In India, NCERT plays a key role in overseeing school education and has developed science kits for all educational stages. These kits are being procured and utilized by numerous schools across the country. It is crucial to assess their impact on the teaching and learning process. The present study focuses on the Upper Primary Science Kit (UPSK) to examine its effect on enhancing students' conceptual understanding of science. The study was conducted in 10 schools located in rural areas. 2. The purpose of the research Fostering an interest in science and cultivating a lasting passion for its exploration is a global priority. In India, numerous initiatives have been launched to tackle this challenge. The definition and purpose of ‘Science Education’ are being reimagined to focus on developing a ‘Scientific Temper’ and enhancing ‘Science Literacy.’ This shift has significant implications for teachers, as they play a crucial role in facilitating the teaching and learning process in the classroom. The role of 'science kits' as a resource material in generating excitement and interest in science through hands-on activities has long been recognized. There has been a strong emphasis on learning science by doing. However, the actual scenario has not been very promising, as science kits have often not found their intended place in science classrooms. Recently, however, both school and teacher education curricula have increased expectations, urging teachers to ensure that their students become active participants in constructing knowledge. As a result, teachers must be equipped with the skills to evaluate and adapt existing science kits, whether developed by NCERT or modified versions, to meet their specific needs. This study aims to enhance students' understanding of science concepts using science kits, compared to traditional teaching methods, in the schools of the Hurda block, Bhilwara district, Rajasthan. 3. Methodology 3.1 Objectives of the study: To improve conceptual understanding and skills to use the science kit effectively. To find out the effect of the science kit on scientific inquiry, to carry out hands-on activities. 3.2 Research Questions: Does conceptual understanding of science at the elementary level improve with the use of a science kit? Do the scientific inquiry skills of students at the elementary level improve with the use of a science kit? 3.3 Research Design: The presented research is based on a quasi-experimental method. The design was single-group pre-test-post-test control group design. 3.4 Sample of the study: The present study was undertaken for the 10 schools of the Hurda block of the Bhilwara district of the Rajasthan state in India. These schools were identified from the list provided by the education authorities of the district. These schools were upper primary, secondary, and senior secondary schools. All schools were personally visited by the principal investigators, and the selection of schools was done on the basis of the keen interest of students as well as the teachers of the schools. 3.5 Finalization of tools: To collect the desired information, the research tools were developed with the help of in-house faculty members of the different subjects related to science. The tools developed in-house were finalized in the vetting and finalization 2-day workshop. In this orientation cum tool finalization workshop, the Science teachers of the selected schools participated in one-day interaction and external resource persons of different subject of the Science and institute faculty members participated as resource persons. The finalized tools were utilized for the collection of data. 4. Results and Discussion To know the Impact of Science Kit on Conceptual Understanding of Science at the Middle Stage, 10 Schools of Hurda Block of Bhilwara District of Rajasthan state were selected. These schools were supplied NCERT Upper Primary Science Kit (UPSK). A Pre-Test was administered to all the students of class 8 th to check the conceptual understanding of the students. After the supply of UPSK to the schools, Science teachers were asked to use the kit for their real classroom transactions. To know the actual use of kits in learning-teaching processes, observation schedules for teachers were also organized. After using the science kit, a Post-Test was organized for the same students. The results of these tests are presented below. 4.1 About Pre-Test The pre-test contained 20 questions from science concepts of the upper primary stage. Concepts covered are as follows: Identification of fabric, properties of metals, sodium metal, acids and bases, evaporation of water, types of motion, shadow formation, pinhole camera, conductors, bar magnet, properties of magnet, effect of electric current, identifying different parts of a plant, types of plants, water from different sources, biodegradable and non-biodegradable waste and its management. 4.2 Students’ responses in Pre-test Fig. 1 is the representation of data in terms of % marks obtained by students in the pre-test. Marks vary from 24.3 % for the Govt. Upper Primary School, Pardodas to 66.4 % for Govt. Girls Upper Primary School, Hurda. Overall correct response in Pre-Test is 39.52%. In general, Upper Primary schools have low performance in comparison to Secondary and Senior Secondary schools. 4.3 About Post-Test Post-test also contained 20 questions from science concepts of the upper primary stage. Concepts covered are as follows: Properties of metals, reaction of metals, sodium and Potassium metals, chemical reaction of Magnesium, hydrogen gas, oxygen gas, combustion, biodegradable and non-biodegradable waste, identification of lenses, stethoscope, production and transmission of sound, sunlight, image by plane mirror, angle of incidence and angle of reflection, multiple reflections, microorganisms. 4.4 Students’ responses in Post-test School-wise data is shown below in terms of % marks obtained by students in the post-test. Marks vary from 23.9 % for the Govt. Secondary School Amartiya to 81.1 % for Govt. Upper Primary School, Pardodas. Overall correct response in Post test is 51.07 %, which is 11.55% more than the Pre-Test (i.e. 39.52%). It is interesting to note that the best-performing school in the post-test is the one that was at the bottom in the pre-test. Graphical representation of the data is given in Fig. 2. Table 1 shows the results of the pre-test and post-test in different selected schools. It is clear from the data that there is an improvement in performance for 7 out of 10 schools in the post-test, which can be attributed to the use of the science kit in teaching-learning processes. The improvement is significant in some of the cases. For example, school 3 has jumped from 24.28 % to 81.13 %. It is important to mention that this school has the lowest performance in the pre-test. School 7 also has a good improvement from 33.16 % to 68.07 %. Three schools, i.e., schools No. 4, 5, and 9, are the exceptions with a slight decrement in the score in the post-test. Overall, there is a positive impact of science kit with improvement of score from 39.52 % in Pre Test to 51.07 % in Post Test i.e. increment of 11.55 %. Table 1. School wise responses in Pre-Test and Post-Test School No. % Correct response in Pre-Test % Correct response in Post-Test 1 26.17 32.22 2 25.45 30.00 3 24.28 81.13 4 66.36 48.12 5 32.77 23.86 6 34.31 42.69 7 33.16 68.07 8 53.05 70.00 9 43.78 30.86 10 56.73 74.77 Overall 39.52 51.07 A graphical representation of the comparative performance of selected schools in pre-test and Post-Test is given in Fig. 3. 5. Conclusions Science is an experimental subject that has a scope of verification. It gives confidence to believe in the scientific principles and results. Thus, experimentation is an integral part of science, which convinces the learner. Formal experimentation is done in the laboratories, which are space-consuming and costly to establish. Science kits are a good alternative to the laboratories as they are very handy and cost-effective. Direct observation and learning by doing are superior to the lecture method. It is, therefore, natural to assume that the use of a science kit will have a positive impact on the learning of science. With this assumption, the present research study was undertaken, and the results obtained from 10 selected schools of the Hurda block of Bhilwara district confirm the assumption. The impact of the use of the science kit was perceived in terms of performance in the pre-test and post-test. Statistical analysis shows that 7 out of 10 schools recorded better performance in the post-test compared to the Pre-test. Overall score of the schools in pre-test was 39.52%, which increased to 51.07% in the post-test. Straight increase of 11.55% is thus achieved. Some schools have shown remarkable improvement. For instance, the Govt. Secondary School Amartiya topped in the post-test, which was at the bottom in the pre-test. It is not only the statistics that matter, but also the experiences of the students and teachers regarding the use of the science kit. Students were told that they were able to understand science in a much better way by using a science kit. They could see many things happen for the first time, and they could believe that the concepts given in books are true and that science is true. Learning became interesting for them. They understood the concepts by doing experiments. They came to know how important science is in their life. The use of a science kit helped in better and stable learning of the concepts. Finally, the implications of this research study are as follows: The conventional mode of teaching and the mental burden on students for the sake of their school examinations were a hurdle to achieving the goals of the science kit. Their involvement could be more. The time assigned for the science class was not sufficient for the extensive discussion on the topics of science dealt by the science kit. Alternative frameworks do play an important role in learning. They are so deeply rooted that even after treating the group by the use of a science kit, alternative frameworks persist. For right concepts to develop, continuous and systematic efforts are required. Use of the science kit enhanced the collaboration among learners. Students were given less autonomy to use the science kit. Otherwise, the results could have been much better. Students should not be feared to use the science kit. The most important thing noticed by the use of the science kit was that it became a fun to learn science for the students, and their whole perception of learning science was changed. They became interested in learning. In spite of all these constraints, the present study indicates that the science kit has a positive impact on conceptual understanding of science, and it should be available to all schools to make the learning of science joyful and engaging. Use of a Science kit is a way forward for the better conceptualization in science at the middle stage. Declarations Funding Declaration: The authors have not received any funding for this research work. Publish declaration: Consent to Publish declaration: not applicable. Informed Consent: Written informed consents for participation and publication were obtained from all individual participants included in the study. In cases where participants were under the age of 18, consent was obtained from a parent and/or legal guardian. Consent to participate: Informed consent to participate in this study was obtained from all individual participants. For participants under the age of 16, consent was obtained from a parent or legal guardian, in accordance with the ethical standards and guidelines outlined by the journal. Data Availability Declaration: The data that support the findings of this study are available, but restrictions apply to the availability of these data, which were used under license for the current research and are therefore not publicly available. The data are, however, available from the authors upon reasonable request. Competing Interest Declaration: The authors asserted that they have no known financial or interpersonal conflicts that might have influenced the research provided in this paper. Ethics declaration: The protocol was approved by the NCERT under the NEP 2020. Author contributions: Conceptualization : Anil Kumar Nainawat, Ved Prakash Arya and Om Prakash Meena; methodology : Anil Kumar Nainawat and Ved Prakash Arya; validation : Anil Kumar Nainawat, Sandeep Kaushal and Ved Prakash Arya; formal analysis : Anil Kumar Nainawat and Sandeep Kaushal, writing – original draft : Anil Kumar Nainawat; writing –review and editing : Sandeep Kaushal. All the authors have read and agreed to the published version of the manuscript. References Akpınar, E., Yıldız, E., Tatar, N., & Ergin, O. (2009). Students’ attitudes toward science and technology: an investigation of gender, grade level, and academic achievement . Procedia - Social and Behavioral Sciences , 1 (1) 2804–2808. Arabatzis, T. (2020). What are scientifc concepts? In K. McCain, & K. Kampourakis (Eds.) What is scientifc knowledge? An introduction to contemporary philosophy of science (pp. 85–99). Atun S., Latupeirisa V.P.S. (2021). 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Effects of Science Kit/Inservice and Kit Use on Teachers' Science Knowledge, Attitudes, and Teaching. Satria E. (2015). Improving Students’ Scientific Skills, Cognitive Learning Outcomes, and Learning Interest in Natural Science in Class IV by using Brain Based Learning Approach with Science Kit at SD Negeri 34 Kuranji Padang. Proceedings International Conference on Mathematics, Sciences and Education, University of Mataram, Lombok Island, Indonesia. Sherman A. and MacDonald A.L. (2008). The Use of Science Kits in the Professional Development of Rural Elementary School Teachers. Science Education Review. 7(3), 91-105. Twizeyimana E., Shyiramunda T., Duftumukiza B., Niyitegeka G (2024) Teaching and learning science as inquiry: an outlook of teachers in science education, SN Soc Sci 4, 40. Zuccarini G., Malgieri M. (2024) Modeling and Representing Conceptual Change in the Learning of Successive Theories, Science & Education 33:717–761 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6865134","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":482347291,"identity":"3e70b05e-3b57-4fc6-aea4-efb1de2743f9","order_by":0,"name":"Anil Kumar Nainawat","email":"","orcid":"","institution":"Regional Institute of Education, NCERT","correspondingAuthor":false,"prefix":"","firstName":"Anil","middleName":"Kumar","lastName":"Nainawat","suffix":""},{"id":482347292,"identity":"c2d6d9e7-4583-43fe-b2e1-bf6245278a6a","order_by":1,"name":"Ved Prakash Arya","email":"","orcid":"","institution":"Regional Institute of Education, NCERT","correspondingAuthor":false,"prefix":"","firstName":"Ved","middleName":"Prakash","lastName":"Arya","suffix":""},{"id":482347293,"identity":"b7e40b60-ea9a-47fc-a864-819b84764f00","order_by":2,"name":"Om Prakash Meena","email":"","orcid":"","institution":"Regional Institute of Education, NCERT","correspondingAuthor":false,"prefix":"","firstName":"Om","middleName":"Prakash","lastName":"Meena","suffix":""},{"id":482347294,"identity":"309339b7-4894-4843-94db-b0b059c3fcd5","order_by":3,"name":"Sandeep Kaushal","email":"data:image/png;base64,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","orcid":"","institution":"Regional Institute of Education, NCERT","correspondingAuthor":true,"prefix":"","firstName":"Sandeep","middleName":"","lastName":"Kaushal","suffix":""}],"badges":[],"createdAt":"2025-06-10 16:38:28","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6865134/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6865134/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":86427278,"identity":"092bf175-fb2e-456f-9b38-c9b814c84206","added_by":"auto","created_at":"2025-07-10 13:48:17","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":362711,"visible":true,"origin":"","legend":"\u003cp\u003eSchool-wise % marks in Pre-Test\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6865134/v1/ce51e622470010acfacc1f61.png"},{"id":86427125,"identity":"734ce082-913b-4dfc-9ae6-03b63f9b8b46","added_by":"auto","created_at":"2025-07-10 13:40:17","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":354576,"visible":true,"origin":"","legend":"\u003cp\u003eSchool-wise % marks in Post Test\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6865134/v1/a2a43da307022e02fd1ca9d8.png"},{"id":86426399,"identity":"8dbfe3b8-91b8-420b-8c56-9b2e1535612a","added_by":"auto","created_at":"2025-07-10 13:32:17","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":186682,"visible":true,"origin":"","legend":"\u003cp\u003eSchool-wise responses in the Pre-Test and Post-Test\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-6865134/v1/002b2ac13ef3d69d78ba711e.png"},{"id":88597494,"identity":"ea19faf8-9f98-4e40-9709-2d418f8febae","added_by":"auto","created_at":"2025-08-08 07:17:12","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1322677,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6865134/v1/e15681f1-683b-44e8-b30e-c51ecfae3b46.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Strengthening conceptual understanding of science by the use of a science kit at the middle stage of schooling","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe teaching and learning process is a key component of information sharing and skill development in the field of scientific education, attracting the interest of academics, educators, and policymakers equally (Kuhn et. al. 2016; Arabatzis et. al. 2020). In order to attain promising learning results and teach students 21st century abilities, teaching in the modern era requires an appropriate teaching technique. Thanks to technological advancements, teaching science disciplines in particular has undergone a revolution (Castro et. al. 2021; Oke et. al. 2020).\u003c/p\u003e\u003cp\u003eScience is exploration of the natural world following a systematic methodology based on evidence. According to Albert Einstein, \u0026ldquo;The most beautiful experience we can have is the mysterious. It is the fundamental emotion which stands at the cradle of true art and true science\". Young learners are always keen to discover and explore something new through play and innovative ways. Science and discovering things are like two faces of a coin in terms of involvement one shows and goes deep into matter (Dat et. al. 2023). In everyday life, involvement of science is all- pervading; all our activities are surrounded by science. Science is just an extension of things we see and observe in daily life, it just relates to how these things are possible. It is particularly stressed by the National Education Policy \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e to encourage experiential learning (NEP-2020). Promoting science to spark interest and foster a lasting passion for its exploration is a global priority. A sizable and expanding corpus of research in scientific education offers significant contemporary teaching strategies as alternatives to conventional methods of instruction delivery (Twizeyimana et. al. \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Zuccarini et. al. 2024). In India, numerous efforts have been made to tackle this challenge. Modern science education now focuses on cultivating a 'scientific attitude' and broader 'scientific literacy.' The aim is to engage with science through hands-on experimentation and a deeper understanding, rather than just memorizing factual content.\u003c/p\u003e\u003cp\u003eMedia props or actual experimental equipment are necessary for the implementation of experience-based learning in middle schools. The results of Ningsih et. al. on the use of educational media in science instruction in primary schools through practicum methods demonstrate that the use of educational tools and media in science instruction can provide students with learning experiences that are not possible in theory, help them better understand and master science tools, and ultimately increase their knowledge and comprehension of the subject matter. According to Akpinar, using more engaging materials and media in science instruction can retain and increase students' scientific knowledge while also promoting student engagement in science classes at the school level.\u003c/p\u003e\u003cp\u003eProper experimentation is part of laboratory work in science, which is not practiced in most schools. In such a case, a science kit becomes a source of performing experiments. Many studies have been conducted on the importance of science kits in the learning of science by several groups across the world. In a study on \u0026ldquo;Implementing Inquiry Kit Curriculum: Obstacles, Adaptations, and Practical Knowledge Development in Two Middle School Science Teachers\u0026rdquo;, two elementary certified middle school science teachers are studied for practical knowledge transformation that is intended to support the implementation of kit-based enquiry (Jones et. al. 2007). The study focused on how these two pilot teachers conducted inquiries directed to their specific academic and curricular interests, as well as how to adapt children to the use of science and technology. Their findings suggest that teachers, as professionals, require collective and individual support in the classroom to become enquiry-oriented teachers. In a study, entitled \u0026ldquo;Science Kit Teaching Aid for the Earthquake in Improving Students\u0026rsquo; Collaboration Skills and Creative Thinking in Junior High School\u0026rdquo;, the results showed that the use of IPA Kit teaching aids for earthquakes was more effective in improving students' creative thinking skills and collaboration (Atun et. al. 2021). In another study, \u0026ldquo;Science Kits as Resource: Some Pedagogical Considerations\u0026rdquo;, twelve sampled science kits were evaluated for their 'educational utility\u0026rsquo;, and their role in generating enthusiasm and interest in science through hands-on activities (Jaimini et. al. 2014). A study on \u0026ldquo;Differential use of Elementary Science Kits\u0026rdquo; examined elementary teachers' instructional strategies, classroom practices, and assessment types regarding the frequency of science kit use. Teachers using kits reported that their students designed and implemented laboratory investigations as well as recorded, represented, and analyzed data (Jones et. al. \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). In a chapter on \"The nature and role of science kits in affecting change in public attitude toward understanding of science,\" two example cases of kit implementation are discussed (Dickerson et. al. \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). An interesting study was conducted on \u0026ldquo;Constructing Scientific Knowledge in the Classroom\u0026rdquo; (Driver et. al. \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). According to this study, knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article presents a theoretical perspective on teaching and learning science in the social setting of classrooms, and is informed by a view of scientific knowledge as socially constructed. They illustrated how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings. A study on \u0026ldquo;Using Science Kits to Construct Content Understandings in Elementary Schools\u0026rdquo; examines the efficacy of science kits in improving content knowledge. The method used involved treatment and comparison groups composed of 2,299 elementary school students in third, fourth, and fifth grades from ten different schools. In all the pairings but one, there were statistical differences in favor of the treatment groups or no statistical differences, suggesting that science kits enhance students\u0026rsquo; content understanding (Dickerson et. al. \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Another attempt was a study on \u0026ldquo;The Use of Science Kits in the Professional Development of Rural Elementary School Teachers\u0026rdquo;. This study reports on a science professional development initiative with elementary school teachers in Canada. Grades 4 and 5 teachers were involved in the implementation and modification of science kits, together with corresponding professional development activities. Each kit was aligned to specific outcomes in the curriculum and provided a complete set of materials and guidelines for classroom use. Teachers describe, through surveys and interviews, the benefits of using the kits and share a new confidence for teaching science (Sherman et. al. 2008). An evaluation study was conducted to assess elementary school science kits in terms of classroom environment and student attitudes. The purpose of the study was to compare students' perceptions of their science classroom environment when using science kits, textbooks, or a combination of science kits, textbooks, and teacher-created materials. The findings revealed that positive classroom environments contribute to improved student achievement. (Houston et. al. \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Another study, titled \"Understanding the Impact of a Kit-Based Science Resource on Teachers\u0026rsquo; Ability to Engage Students in Science: An Interpretative Phenomenological Analysis,\" explored the effects of using science kits. The findings suggest that teachers' confidence and enthusiasm for teaching science were enhanced through the use of the kits. Additionally, students were reported to have gained a deeper understanding of scientific concepts. (Larsen et. al. 2014). The paper entitled \u0026ldquo;Effects of Science Kit/Inservice and Kit Use on Teachers' Science Knowledge, Attitudes, and Teaching\u0026rdquo; shows how science kit/in-services have affected elementary teachers' science knowledge, attitudes toward science, and science teaching practices in several schools in Southwest Michigan. Findings indicate that the use of science kit in the classroom have increased teachers' science knowledge, positive attitude toward science, and science teaching skills (Rubino et. al. \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). Another study indicated a significant improvement in students' scientific skills, cognitive learning outcomes, and interest in natural science through the use of science kits (Satria et. al. 2015).\u003c/p\u003e\u003cp\u003eIn India, NCERT plays a key role in overseeing school education and has developed science kits for all educational stages. These kits are being procured and utilized by numerous schools across the country. It is crucial to assess their impact on the teaching and learning process. The present study focuses on the Upper Primary Science Kit (UPSK) to examine its effect on enhancing students' conceptual understanding of science. The study was conducted in 10 schools located in rural areas.\u003c/p\u003e"},{"header":"2. The purpose of the research","content":"\u003cp\u003eFostering an interest in science and cultivating a lasting passion for its exploration is a global priority. In India, numerous initiatives have been launched to tackle this challenge. The definition and purpose of \u0026lsquo;Science Education\u0026rsquo; are being reimagined to focus on developing a \u0026lsquo;Scientific Temper\u0026rsquo; and enhancing \u0026lsquo;Science Literacy.\u0026rsquo; This shift has significant implications for teachers, as they play a crucial role in facilitating the teaching and learning process in the classroom.\u003c/p\u003e\u003cp\u003eThe role of 'science kits' as a resource material in generating excitement and interest in science through hands-on activities has long been recognized. There has been a strong emphasis on learning science by doing. However, the actual scenario has not been very promising, as science kits have often not found their intended place in science classrooms. Recently, however, both school and teacher education curricula have increased expectations, urging teachers to ensure that their students become active participants in constructing knowledge. As a result, teachers must be equipped with the skills to evaluate and adapt existing science kits, whether developed by NCERT or modified versions, to meet their specific needs. This study aims to enhance students' understanding of science concepts using science kits, compared to traditional teaching methods, in the schools of the Hurda block, Bhilwara district, Rajasthan.\u003c/p\u003e"},{"header":"3. Methodology","content":"\u003cp\u003e\u003cstrong\u003e3.1 Objectives of the study: \u003c/strong\u003e\u003c/p\u003e\n\u003col class=\"decimal_type\"\u003e\n \u003cli\u003eTo improve conceptual understanding and skills to use the science kit effectively.\u003c/li\u003e\n \u003cli\u003eTo find out the effect of the science kit on scientific inquiry, to carry out hands-on activities.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003e3.2 Research Questions:\u003c/strong\u003e\u003c/p\u003e\n\u003col class=\"decimal_type\"\u003e\n \u003cli\u003eDoes conceptual understanding of science at the elementary level improve with the use of a science kit?\u003c/li\u003e\n \u003cli\u003eDo the scientific inquiry skills of students at the elementary level improve with the use of a science kit?\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003e3.3 Research Design:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe presented research is based on a quasi-experimental method. The design was single-group pre-test-post-test control group design.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.4 Sample of the study:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe present study was undertaken for the 10 schools of the Hurda block of the Bhilwara district of the Rajasthan state in India. These schools were identified from the list provided by the education authorities of the district. These schools were upper primary, secondary, and senior secondary schools. All schools were personally visited by the principal investigators, and the selection of schools was done on the basis of the keen interest of students as well as the teachers of the schools.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.5 Finalization of tools:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo collect the desired information, the research tools were developed with the help of in-house faculty members of the different subjects related to science.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThe tools developed in-house were finalized in the vetting and finalization 2-day workshop. In this orientation cum tool finalization workshop, the Science teachers of the selected schools participated in one-day interaction and external resource persons of different subject of the Science and institute faculty members participated as resource persons. The finalized tools were utilized for the collection of data.\u003c/p\u003e"},{"header":"4. Results and Discussion","content":"\u003cp\u003eTo know the Impact of Science Kit on Conceptual Understanding of Science at the Middle Stage, 10 Schools of Hurda Block of Bhilwara District of Rajasthan state were selected. These schools were supplied NCERT Upper Primary Science Kit (UPSK). A Pre-Test was administered to all the students of class 8\u003csup\u003eth\u003c/sup\u003e to check the conceptual understanding of the students. After the supply of UPSK to the schools, Science teachers were asked to use the kit for their real classroom transactions. To know the actual use of kits in learning-teaching processes, observation schedules for teachers were also organized. \u0026nbsp;After using the science kit, a Post-Test was organized for the same students. The results of these tests are presented below.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.1 About Pre-Test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe pre-test contained 20 questions from science concepts of the upper primary stage. Concepts covered are as follows:\u003c/p\u003e\n\u003cp\u003eIdentification of fabric, properties of metals, sodium metal, acids and bases, evaporation of water, types of motion, shadow formation, pinhole camera, conductors, bar magnet, properties of magnet, effect of electric current, identifying different parts of a plant, types of plants, water from different sources, biodegradable and non-biodegradable waste and its management.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2 Students\u0026rsquo; responses in Pre-test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFig. 1 is the representation of data in terms of % marks obtained by students in the pre-test. Marks vary from 24.3 % for the Govt. Upper Primary School, Pardodas to 66.4 % for Govt. Girls Upper Primary School, Hurda. Overall correct response in Pre-Test is 39.52%. In general, Upper Primary schools have low performance in comparison to Secondary and Senior Secondary schools.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.3 About Post-Test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePost-test also contained 20 questions from science concepts of the upper primary stage. Concepts covered are as follows:\u003c/p\u003e\n\u003cp\u003eProperties of metals, reaction of metals, sodium and Potassium metals, chemical reaction of Magnesium, hydrogen gas, oxygen gas, combustion, biodegradable and non-biodegradable waste, identification of lenses, stethoscope, production and transmission of sound, sunlight, image by plane mirror, angle of incidence and angle of reflection, multiple reflections, microorganisms.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4 Students\u0026rsquo; responses in Post-test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSchool-wise data is shown below in terms of % marks obtained by students in the post-test. Marks vary from 23.9 % for the Govt. Secondary School Amartiya to 81.1 % for Govt. Upper Primary School, Pardodas. Overall correct response in Post test is 51.07 %, which is 11.55% more than the Pre-Test (i.e. 39.52%). It is interesting to note that the best-performing school in the post-test is the one that was at the bottom in the pre-test. Graphical representation of the data is given in Fig. 2.\u003c/p\u003e\n\u003cp\u003eTable 1 shows the results of the pre-test and post-test in different selected schools. It is clear from the data that there is an improvement in performance for 7 out of 10 schools in the post-test, which can be attributed to the use of the science kit in teaching-learning processes. The improvement is significant in some of the cases. For example, school 3 has jumped from 24.28 % to 81.13 %. It is important to mention that this school has the lowest performance in the pre-test. School 7 also has a good improvement from 33.16 % to 68.07 %. Three schools, i.e., schools No. 4, 5, and 9, are the exceptions with a slight decrement in the score in the post-test. Overall, there is a positive impact of science kit with improvement of score from 39.52 % in Pre Test to 51.07 % in Post Test i.e. increment of 11.55 %.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1.\u0026nbsp;\u003c/strong\u003eSchool wise responses in Pre-Test and Post-Test\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"648\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSchool No.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e% Correct response in Pre-Test\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e% Correct response in Post-Test\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e26.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e32.22\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e25.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e30.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e24.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e81.13\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e66.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e48.12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e32.77\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e23.86\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e34.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e42.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e33.16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e68.07\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e53.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e70.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e43.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e30.86\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e56.73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e74.77\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003eOverall\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e39.52\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 216px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e51.07\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eA graphical representation of the comparative performance of selected schools in pre-test and Post-Test is given in Fig. 3.\u003c/p\u003e"},{"header":"5. Conclusions","content":"\u003cp\u003eScience is an experimental subject that has a scope of verification. It gives confidence to believe in the scientific principles and results. Thus, experimentation is an integral part of science, which convinces the learner. Formal experimentation is done in the laboratories, which are space-consuming and costly to establish. Science kits are a good alternative to the laboratories as they are very handy and cost-effective. Direct observation and learning by doing are superior to the lecture method. It is, therefore, natural to assume that the use of a science kit will have a positive impact on the learning of science. With this assumption, the present research study was undertaken, and the results obtained from 10 selected schools of the Hurda block of Bhilwara district confirm the assumption. The impact of the use of the science kit was perceived in terms of performance in the pre-test and post-test. Statistical analysis shows that 7 out of 10 schools recorded better performance in the post-test compared to the Pre-test. Overall score of the schools in pre-test was 39.52%, which increased to 51.07% in the post-test. Straight increase of 11.55% is thus achieved. Some schools have shown remarkable improvement. For instance, the Govt. Secondary School Amartiya topped in the post-test, which was at the bottom in the pre-test.\u003c/p\u003e\n\u003cp\u003eIt is not only the statistics that matter, but also the experiences of the students and teachers regarding the use of the science kit. Students were told that they were able to understand science in a much better way by using a science kit. They could see many things happen for the first time, and they could believe that the concepts given in books are true and that science is true. Learning became interesting for them. They understood the concepts by doing experiments. They came to know how important science is in their life. The use of a science kit helped in better and stable learning of the concepts.\u003c/p\u003e\n\u003cp\u003eFinally, the implications of this research study are as follows:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eThe conventional mode of teaching and the mental burden on students for the sake of their school examinations were a hurdle to achieving the goals of the science kit. Their involvement could be more.\u003c/li\u003e\n \u003cli\u003eThe time assigned for the science class was not sufficient for the extensive discussion on the topics of science dealt by the science kit.\u003c/li\u003e\n \u003cli\u003eAlternative frameworks do play an important role in learning. They are so deeply rooted that even after treating the group by the use of a science kit, alternative frameworks persist. For right concepts to develop, continuous and systematic efforts are required.\u003c/li\u003e\n \u003cli\u003eUse of the science kit enhanced the collaboration among learners.\u003c/li\u003e\n \u003cli\u003eStudents were given less autonomy to use the science kit. Otherwise, the results could have been much better. Students should not be feared to use the science kit.\u003c/li\u003e\n \u003cli\u003eThe most important thing noticed by the use of the science kit was that it became a fun to learn science for the students, and their whole perception of learning science was changed. They became interested in learning.\u003c/li\u003e\n \u003cli\u003eIn spite of all these constraints, the present study indicates that the science kit has a positive impact on conceptual understanding of science, and it should be available to all schools to make the learning of science joyful and engaging.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eUse of a Science kit is a way forward for the better conceptualization in science at the middle stage.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding Declaration:\u0026nbsp;\u003c/strong\u003eThe authors have not received any funding for this research work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePublish declaration:\u0026nbsp;\u003c/strong\u003eConsent to Publish declaration: not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent:\u0026nbsp;\u003c/strong\u003eWritten informed consents for participation and publication were obtained from all individual participants included in the study. In cases where participants were under the age of 18, consent was obtained from a parent and/or legal guardian.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate:\u0026nbsp;\u003c/strong\u003eInformed consent to participate in this study was obtained from all individual participants. For participants under the age of 16, consent was obtained from a parent or legal guardian, in accordance with the ethical standards and guidelines outlined by the journal.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Declaration:\u0026nbsp;\u003c/strong\u003eThe data that support the findings of this study are available, but restrictions apply to the availability of these data, which were used under license for the current research and are therefore not publicly available. The data are, however, available from the authors upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interest Declaration:\u0026nbsp;\u003c/strong\u003eThe authors asserted that they have no known financial or\u003c/p\u003e\n\u003cp\u003einterpersonal conflicts that might have influenced the research provided in this paper.\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics declaration:\u003c/strong\u003e The protocol was approved by the NCERT under the NEP 2020.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConceptualization\u003c/strong\u003e: Anil Kumar Nainawat,\u0026nbsp;Ved Prakash Arya and Om Prakash Meena; \u003cstrong\u003emethodology\u003c/strong\u003e: Anil Kumar Nainawat and\u0026nbsp;Ved Prakash Arya; \u003cstrong\u003evalidation\u003c/strong\u003e: Anil Kumar Nainawat, Sandeep Kaushal and\u0026nbsp;Ved Prakash Arya; \u003cstrong\u003eformal analysis\u003c/strong\u003e: Anil Kumar Nainawat and Sandeep Kaushal, \u003cstrong\u003ewriting \u0026ndash; original draft\u003c/strong\u003e: Anil Kumar Nainawat; \u003cstrong\u003ewriting \u0026ndash;review and editing\u003c/strong\u003e: Sandeep Kaushal. All the authors have read and agreed to the published version of the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAkpınar, E., Yıldız, E., Tatar, N., \u0026amp; Ergin, O. (2009). Students\u0026rsquo; attitudes toward science and technology: an investigation of gender, grade level, and academic achievement\u003cem\u003e. Procedia - Social and Behavioral Sciences\u003c/em\u003e, 1 (1) 2804\u0026ndash;2808.\u003c/li\u003e\n \u003cli\u003eArabatzis, T. (2020). What are scientifc concepts? In K. McCain, \u0026amp; K. Kampourakis (Eds.) What is scientifc knowledge? An introduction to contemporary philosophy of science (pp. 85\u0026ndash;99).\u003c/li\u003e\n \u003cli\u003eAtun S., Latupeirisa V.P.S. (2021). Science KIT Teaching Aid for the Earthquake in Improving Students\u0026rsquo; Collaboration Skills and Creative Thinking in Junior High School. European Journal of Educational Research, 10(1), 187-197. \u0026nbsp;\u003c/li\u003e\n \u003cli\u003eCastro MDB, Tumibay GM (2021) A literature review: effcacy of online learning courses for higher education institution using meta-analysis. Educat Inform Technol 26:1367\u0026ndash;1385.\u003c/li\u003e\n \u003cli\u003eDat ND, Bien NV, Kraus S. (2024) The Impact of the Curriculum on Pre-service Physics Teachers\u0026rsquo; Nature of Science Conceptions. \u003cem\u003eSci \u0026amp; Educ\u003c/em\u003e \u003cstrong\u003e33\u003c/strong\u003e, 1231\u0026ndash;1256.\u003c/li\u003e\n \u003cli\u003eDickerson D., Clark M., et al. (2006). Using science kits to construct content understandings in elementary schools, Journal of Elementary Science Education. 18(1), 43-56.\u003c/li\u003e\n \u003cli\u003eDickerson, Daniel L., et al. (2014). The nature and role of science kits in affecting change in public understanding of science. Communicating Science to the Public: Opportunities and Challenges for the Asia-Pacific Region (pp.47-62). Springer. Editors: L. Hin \u0026amp; R. Subramaniam.\u003c/li\u003e\n \u003cli\u003eDriver R, Asoko H., Leach J., Millar, et al. (1994). Constructing Scientific Knowledge in the Classroom, Educational Researcher. 23(7), 5-12.\u003c/li\u003e\n \u003cli\u003eGumala, Y., Suhandi, A., Syaodih, E., Maftuh, B., Ningsih, A. R., Afiffah, R. N., Samsudin, A. (2019). Facilitating of fourth grade student\u0026rsquo;s problem solving skills on friction. In \u003cem\u003eJournal of Physics: Conference Series\u0026nbsp;\u003c/em\u003e(Vol. 1280, No. 5, p. 052009). IOP Publishing.\u003c/li\u003e\n \u003cli\u003eHouston L.S., Fraser B., Ledbetter C.E. (2008). An evaluation of elementary school science kits in terms of classroom environment and student attitudes. Journal of Elementary Science Education. 20(4), 29-47.\u003c/li\u003e\n \u003cli\u003eJaimini N. (2014). 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Improving Students\u0026rsquo; Scientific Skills, Cognitive Learning Outcomes, and Learning Interest in Natural Science in Class IV by using Brain Based Learning Approach with Science Kit at SD Negeri 34 Kuranji Padang. Proceedings International Conference on Mathematics, Sciences and Education, University of Mataram, Lombok Island, Indonesia.\u003c/li\u003e\n \u003cli\u003eSherman A. and MacDonald A.L. (2008). The Use of Science Kits in the Professional Development of Rural Elementary School Teachers. Science Education Review. 7(3), 91-105.\u003c/li\u003e\n \u003cli\u003eTwizeyimana E., Shyiramunda T., Duftumukiza B., Niyitegeka G (2024) Teaching and learning science as inquiry: an outlook of teachers in science education, \u003cem\u003eSN Soc Sci\u003c/em\u003e 4, 40.\u003c/li\u003e\n \u003cli\u003eZuccarini G., Malgieri M. (2024) Modeling and Representing Conceptual Change in the Learning of Successive Theories, Science \u0026amp; Education 33:717\u0026ndash;761\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-6865134/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6865134/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eLearning best happens by experience, and it is especially true for science. Direct meaningful experiences are crucial in science. Laboratory work is very important for conceptual understanding of scientific concepts, but laboratory resources are not readily available to most of the learners in the rural schools of India. Science kits thus become a useful learning resource for such schools. The NCERT, New Delhi, developed science kits at every stage of school education. One such kit is the Upper Primary Science Kit (UPSK). It is designed to contain many items and materials that encompass almost all the concepts mentioned at the middle (now secondary) stage of school education. The evaluation of science kits becomes important to determine their effectiveness in improving students' science knowledge and creating a positive attitude toward science. This study is an attempt to explore the impact of science kits on conceptual understanding of science, attitude toward science among middle-stage students in ten selected schools of the Hurda block of Bhilwara district of Rajasthan state in India. The results indicate that science kit and their use in the classroom have improved students\u0026rsquo; conceptual understanding of science.\u003c/p\u003e","manuscriptTitle":"Strengthening conceptual understanding of science by the use of a science kit at the middle stage of schooling","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-10 13:32:13","doi":"10.21203/rs.3.rs-6865134/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"b098cca5-b2fc-4712-8d5d-0259a878f3fd","owner":[],"postedDate":"July 10th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-08-08T07:09:05+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-10 13:32:13","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6865134","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6865134","identity":"rs-6865134","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}