The issue of teaching of science has figured in umpteen number of discussions, debates both from the points of view of content as well as pedagogy in India and abroad. As a matter of fact it has several dimensions, which are of particular interest for the science teachers and educators.

As we all know that schools are the workshops where human behavior is shaped through a variety of curricular and co-curricular activities. The quality education needs engagement of committed and well skilled teachers who can deliver the goods.

It has been found that in the teaching-learning process time to time several improvised and sort cut condensed expressions. Good teachers very often teach the students some very important tricks and techniques to grasp and understand the subject.

In the present system of school education, the demands of the science subjects are much different then the traditional system of science teaching and learning. For effective teaching – learning of science, it is necessary to learn by experiments and activities.

In the study of science in general and physics in particular, experimentation has a vital role to play. It is a fact that there is no substitute for experimental observations in physics for the actual study of its principles. Yet there are other ways which may prove to be of great help for the clear explanation of physics principles.

Science does not come from books but from experiments and from our natural environment. Therefore, it is necessary to follow the practical oriented teaching of science, at least at secondary and senior secondary levels so as to make the subject interesting. But sometimes, due to lack of some traditional equipment/apparatus,

Since long, I have a very small question in my mind that what is the difference between present day science teaching and teaching of other subjects like History or Civics? After interacting with a number of science teachers and students, it has been noticed that science students hardly have any hands on practice for experimentation.