| Indian society is an amalgam of diverse cultures and so are the Indian classrooms. Learners from diverse cultures bring the vast repertoire of traditional and indigenous knowledge of their culture to the classrooms (Snively & Corsiglia, 2000). They come to schools with their own fund of knowledge built upon the stories, beliefs, customs, folklore, value systems, history, language and perspectives owned by their respective cultures. The learner, with already having his/her own baggage of culture, has to interact with the culture of school science, which is in nothing but the culture of scientific community itself. In such case, learners are forced to abandon or marginalise their own worldviews to internalise a different way of conceptualising about events and processes happening around them. They might feel alienated in a science classroom where the science pedagogy is oriented to the typical western modern science (Ogawa, 1995). In other words, traditional science content reflects a western sub-culture which aboriginal children find difficult to comprehend (Aikenhead, 1996, 1997). |