Dr. Sailendra Bhuyan
Science, as a subject is universal and knows no boundaries. The claims of Science for inclusion in the school curriculum came to be recognized after years of active and persistent efforts. Science almost revolutionaries human life and proved indispensable for existence of man. Now, supremacy of Science has been established in every field. In fact, so great is its importance for man and society that the present day people live in an “age of science”. No one perhaps needs an explanation at present to include science in the school curriculum. Science teaches what evidence is, what proof is. English, History, Geography, Classics etc. are taught because they provide a liberal education. The main object of imparting education is to turn out intelligent citizens able to appreciate and enjoy the beauty and wonder of Nature. They should be efficient in all walks of life and should take delight in the wealth of culture of past generations and civilizations. Hence, Science should form an essential part of the curriculum as it is the only subject which affords knowledge of certain facts and laws and helps in achieving the main object of education. One of the main objectives of school education is the development of desirable attitudes in the students. If the student has to live effectively and efficiently in a democratic society he should possess attitudes which will make him to be a well adjusted person. Although science is taught keeping in mind with this broad objective but very rarely it is stressed by the teachers. Most of the science teachers concentrate on securing high marks by the students in their final examination. Attitudes have got bearing on the success of students’ in different spheres in their life. Therefore, testing of attitude is important in diagnosing the reasons of students’ failure and often used to evaluate the effectiveness of academic programmes, courses of study and revision of curriculum as well as modification of teaching learning methods adopted by the teachers. Keeping this in mind the investigator constructed and standardized a Likert type attitude scale to measure attitude of secondary level students towards science.