The entire gamut of knowledge is before us just by click of a mouse. Thanks to Internet and IT revolution. But the quality of the population and the pace of development of a nation will be decided by the ability of its people to use the scientific knowledge to solve their problems. This is possible only if the people of a nation are scientifically and technologically literate. The inculcation and internalization of scientific and technological out look is possible where the mind and hands are used simultaneously to solve a problem, which is one of the objectives of science communication. Vigyan Prasar, for its science clubs, has developed low cost/no‐cost training module/activity kits in the form of Hands‐on‐activities for nurturing curiosity and interest in science among people. These modules are more suitable for all developing countries having wide range of socio‐economic and cultural diversity which are based on an approach which is decentralized, activity based, and participative, giving an opportunity to use head and hand simultaneously for developing problem solving skill. The approach allows local environs to be used as learning and teaching ground. It has also been realized that through these modules (also called parallel approach), what we do or learn is directly and closely connected with real problem(s), situation(s), thing(s) and happening(s) in every day life. One such popular module is "Hydroponics‐Fun with Plants in Soilless Condition" which has been developed as a group activity for developing sprit of innovativeness. The paper highlights and analyzes the development and outcome of this module used for science communication and education in India as indigenous model. Given the rich experience Vigyan Prasar has had in parallel and alternative approach of science communication based on hands‐on activities, the experience can be shared for crossbreeding and cross‐fertilization of ideas for mutual benefits.

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Fun with plants in soilless condition
A hands‐on experience

Brinder Tyagi   Vigyan Prasar

The entire gamut of knowledge is before us just by click of a mouse. Thanks to Internet and IT revolution. But the quality of the population and the pace of development of a nation will be decided by the ability of its people to use the scientific knowledge to solve their problems. This is possible only if the people of a nation are scientifically and technologically literate. The inculcation and internalization of scientific and technological out look is possible where the mind and hands are used simultaneously to solve a problem, which is one of the objectives of science communication. Vigyan Prasar, for its science clubs, has developed low cost/no‐cost training module/activity kits in the form of Hands‐on‐activities for nurturing curiosity and interest in science among people. These modules are more suitable for all developing countries having wide range of socio‐economic and cultural diversity which are based on an approach which is decentralized, activity based, and participative, giving an opportunity to use head and hand simultaneously for developing problem solving skill. The approach allows local environs to be used as learning and teaching ground. It has also been realized that through these modules (also called parallel approach), what we do or learn is directly and closely connected with real problem(s), situation(s), thing(s) and happening(s) in every day life. One such popular module is "Hydroponics‐Fun with Plants in Soilless Condition" which has been developed as a group activity for developing sprit of innovativeness. The paper highlights and analyzes the development and outcome of this module used for science communication and education in India as indigenous model. Given the rich experience Vigyan Prasar has had in parallel and alternative approach of science communication based on hands‐on activities, the experience can be shared for crossbreeding and cross‐fertilization of ideas for mutual benefits.

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