Science in its general sense should mean the innate human ability of investigating the environs and turning the knowledge to ones advantage by some tinkering and fixing. It has been with us since the proverbial wheel, and yet science continues to puzzle us as a modern enigma. This is perhaps due to the hiatus that has arisen between the practicing scientist or technician and the general public. The situation is similar to that for language. Due to specific historical reasons, different strata of the community acquired linguistic skills in varying degrees. Formal language, in the sense of reading and writing, was abandoned completely by many strata.This situation is expected to be rectified by the universal educational system. The same is warranted in the case of science. In other words, we are proposing that science in its basic spirit should be treated as importantly as literacy.
The universal education system has been under scrutiny by many educationists as well as social activists for a long time, a great transformation having been initiated by Madame Montessori. Here we shall focus on a particular approach to primary education, called ``learner-centered'' method of instruction. This is why the title of this article refers to ``learning methodology'', not ``teaching methodology''. Let me present here a particular science teaching program that has touched the scientific sensibilities of many scientists and has excited many educationists. It will not be possible to trace the full history or give due credits to personalities. Rather the focus is the program itself and its many desirable aspects.
If a reader's interest is kindled by this article, the best thing for him or her to do is to actually visit the Teachers Training program of HSTP usually held for a few weeks during the summer. After all, doing is the best way of knowing; this is the philosophy we are pursuing, as will be apparent in what follows.