In the last week of August, Ria*, an IT professional in Bengaluru, was juggling too many plates, attending office meetings and helping her son (grade 4) complete school projects before the deadline. The science project was the most demanding, as her son had to create a three-dimensional model of the life cycle of an insect using clay. “I first had to look for ideas on Pinterest and YouTube to see what kind of project we could prepare, then get some materials from outside and help my son complete the project.”
Manasi Bendre, a clinical research professional and a mother of two children – a son in grade 6 and a daughter in grade 3 – in Bengaluru, shares a similar story. Her son had to submit a 3D model of the human urinary system. “What novelty or creativity do you expect while modelling the human urinary system?” Manasi asks. She adds that projects are mere “arts and crafts activities with no scope for learning in science.” Both mothers feel that hands-on projects and real-life experiences would give a rich learning experience, sparking their curiosity rather than engaging them in repetitive content.
Many parents believe that the majority of school science projects require students recreating the concepts taught in different formats – charts, posters, booklets or models. Manasi’s daughter had once worked on the model of a house in grade 1. Another student from the same class got a beautifully designed house. “It’s hard to believe a six-year-old designed that structure. A parent had done it, or they might have purchased it,” she added. Students also feel pressured to p
