LEARNING occupies a very important place in our life. Most of what we do or do not do is influenced by what we learn and how we learn it. Learning, in fact, often structures our personality and behavior. An individual starts learning immediately after birth. Experience, direct or indirect, plays a dominant role in moulding and shaping the behavior of the individual from the very beginning. After home, the school becomes a new source of experiences. A child’s cognitive, affective and psychomotor domain is reinforced in the school premises. Academic subjects taught in the school further reinforce the development of the child into a responsible adult. Science provokes the attainment of values like scientific attitude, pragmatism, curiosity and many more. But is that enough? Definitely not. How is science being taught in schools? 

Why students of the same class but from different schools differ in their understanding of science? Let us examine science education through the vehicle of drawing and diagram making.Biology, the study of life, requires careful observation and description. An excellent way to describe an object is to draw it. The goal of the observer is to move beyond simple, mental images of what he/she believes a particular plant or animal looks like, and instead concentrate on the unique identity of that specimen. Biologists recognize the usefulness of drawing and a 

good deal of time is spent on it in the lab, in anatomical and microscopic studies and in the field. Oddly, however, science teachers spend little or no time on students’ drawing skills or 

on how their work will be assessed and graded. As a result, many students are intimidated by drawing exercises and resort to copying drawings from lab manuals and textbooks. Careful observation and interpretation of nature, both key components of the scientific process, are lost unless time is devoted to drawing skills. We did some research in the city of Bhubaneswar (Odisha), where six schools were selected for the educational research. Being a part of the integrated B.Sc.-B.Ed. curriculum of Regional Institute of Education (NCERT), we were exposed to these six schools in lieu of multicultural school exposure programme 2016. Each category consisted of two schools. Students of Class VII from each school were given the sheet with seven questions. All the questions were related to the chapter on digestive system. The varied responses of the students gave a reflection of the teaching learning strategies employed for the discourse of the chapter. The questions were written in English (for Public School) and Odia (for Tribal School and Government School). 

Answer the following question based on above passage.                          

Q-1: How experience played a dominant role in moulding individual's behaviour?       

Q-2: Why learning is important in our lives?                                                              

Q-3: What is an excellent way to describe an object and why?                                                          

Q-4: Why biologist recognised the usefulness of drawing ?                                  

Q-5: Why students of the same class but different schools differ in their understanding ?