Introduction 

Experiential STEM learning becomes more meaningful when students have opportunities to observe, investigate and apply concepts rather than rely only on memorisation. Demonstrations, school exhibitions, practical activities and guided research can help learners connect classroom topics with everyday experiences while developing scientific reasoning. 

The State Council of Educational Research and Training (SCERT), Haryana, has outlined a range of science initiatives for the 2026–27 academic session. Its Science Department is continuing programmes that include school visits, live demonstrations, sustainability activities, student exhibitions and online lectures on subjects such as artificial intelligence, robotics and data science. 

The programmes are designed to promote scientific interest, support classroom teaching and encourage experiential STEM learning in government schools. The state’s official SCERT website describes these initiatives as part of its work to improve science understanding, strengthen academic support and encourage scientific thinking among students and educators. 

Science Sutra Supports Classroom Demonstrations 

One of the initiatives continuing in 2026–27 is Science Sutra 2.0. The programme uses live demonstrations of science activities aligned with the monthly syllabus for Classes 6 to 8. Subject experts from within the system and invited external speakers contribute to the sessions. 

Demonstrations can help students understand processes that may be difficult to grasp through textbook descriptions alone. When teachers show how a scientific principle works, learners can observe changes, ask questions and connect the demonstration with the concepts being taught. 

For example, an activity related to materials can encourage students to compare observable properties, while a demonstration about motion can help them connect a scientific explanation with familiar experiences. The specific activity should match the relevant syllabus and learning objective. 

Experiential STEM learning is most effective when demonstrations are followed by discussion. Teachers can ask students to predict what may happen, explain what they observed and identify the scientific ideas that account for the result. This helps turn a demonstration into an opportunity for reasoning rather than a presentation students simply watch. 

Science Sutra’s alignment with the middle-stage syllabus also gives educators a way to connect practical explanations with classroom teaching. Regular activities can help teachers reinforce topics as students progress through the academic year. 

SPARK Brings Academic Support Closer to Schools 

SCERT Haryana is also continuing SPARK, short for Science Promotion through Activities, Research and Knowledge. The initiative includes visits to schools by District Institutes of Education and Training (DIET) teams, alongside direct academic intervention intended to support school performance. 

School-based support can help educators identify challenges in science instruction and consider ways to address them. Students may struggle with particular concepts, interpreting questions or applying scientific knowledge to unfamiliar situations. Direct academic engagement can provide opportunities to identify these difficulties and reinforce learning. 

The programme’s research and activity-oriented framing also highlights the importance of making science learning active. Students can be encouraged to ask questions, explain their observations and relate scientific ideas to familiar situations. 

For experiential STEM learning to have a sustained impact, practical activities need to be connected with the curriculum and students’ learning needs. Teachers can reinforce demonstrations through classroom exercises, diagrams, discussion and short investigations that help learners revisit the central concept. 

SPARK’s school-visit approach offers a route for academic support to be delivered within the school environment. Its longer-term value will depend on how the support is followed up and how teachers use it to strengthen their everyday classroom practice. 

School Exhibitions Encourage Scientific Ideas 

SCERT Haryana’s 2026–27 programme also includes activities connected with the INSPIRE Award MANAK scheme and the Rajya Stariya Bal Vaigyanik Pradarshani (RSBVP). 

INSPIRE Award MANAK encourages school students to develop original ideas and scientific innovations. SCERT Haryana coordinates nominations and supports the organisation of district-level and state-level exhibitions associated with the scheme. RSBVP, conducted under the aegis of NCERT, involves science, mathematics and environmental exhibition activities at different levels. 

Exhibitions give students an opportunity to communicate an idea, explain a model or present an investigation. Preparing a project can encourage learners to identify a problem, consider possible solutions and think about how evidence supports their approach. 

The process can also develop communication and collaboration. Students need to explain the purpose of their work, respond to questions and make their reasoning understandable to others. 

School science exhibitions are most valuable when they reward thoughtful investigation rather than appearance alone. Teachers can guide students to explain the problem they are addressing, the scientific principle involved and the limitations of their proposed solution. 

These opportunities can make experiential STEM learning more purposeful by connecting classroom knowledge with student-led ideas. They also allow learners to see science as a process of inquiry, testing and improvement. 

Sustainability Activities Connect Science with Everyday Life 

SCERT Haryana’s Green Steps for Better Future initiative, associated with Mission LiFE, uses a sustainability calendar shared with government schools. The calendar includes green activities planned across the year, with DIET faculty observing activities during school visits. 

The council also lists activities connected with tree plantation and water conservation under Rashtriya Avishkar Saptah. These activities are intended to foster interest in science, mathematics and technology among children.

Sustainability activities can help students connect scientific learning with their immediate surroundings. Water conservation, for example, can lead to questions about water use, sources of waste and practical ways to reduce unnecessary consumption. Plantation activities can create opportunities to discuss plant growth, soil conditions and the needs of living organisms. 

Teachers can strengthen these experiences by asking students to record observations and explain what they learn. A school activity may become a more substantial learning experience when students compare conditions, track changes or discuss the environmental reasoning behind a particular action. 

Such activities can also support interdisciplinary learning. Science concepts may be combined with mathematics through recording and comparing observations, while language activities can help students explain their findings and communicate recommendations. 

Sustainability education in schools can therefore contribute to scientific understanding as well as responsible decision-making. The learning objective should remain clear, with activities adapted to the school’s context and resources. 

Online Lectures Introduce AI, Robotics and Data Science 

SCERT Haryana is continuing its Webinar Series 3.0, which includes online lectures on selected topics aligned with educational priorities under the National Education Policy 2020. The subjects listed by the council include intellectual property rights, counselling for Classes 10 and 12, artificial intelligence, robotics, cyber safety, data science and mental health. 

These sessions extend the programme beyond conventional science topics. AI and robotics can introduce students to emerging technologies, while data science can help them understand how information is organised and interpreted. Cyber safety discussions can also help learners consider responsible behaviour in digital environments. 

Introducing these topics does not require every student to become an advanced programmer. At school level, lessons can focus on core ideas, everyday applications and the questions students should ask when using technology. 

For instance, students can discuss how automated systems use information, consider the difference between human judgement and machine output, or examine why digital information needs to be handled responsibly. Teachers can adapt discussions to students’ ages and prior knowledge. 

The council also lists science laboratory inspections as part of its work to improve the functionality of government-school laboratories. This complements the broader focus on practical learning by drawing attention to the facilities required for science teaching.  

Supporting Teachers and Improving Science Understanding 

SCERT Haryana’s initiatives involve teachers as well as students. The department lists science seminars for both groups, webinars, professional development activities and coordination with other council departments on training and curriculum-related work. 

Teacher support is important because a practical activity needs careful planning to meet its learning objective. Educators must decide what students should understand, which materials are appropriate and how to assess whether learners have grasped the concept. 

Professional discussions and subject-focused sessions can give teachers opportunities to revisit scientific ideas and exchange teaching approaches. School visits and laboratory inspections can also help identify areas where classroom resources or academic support need attention. 

For students, the combined approach can provide multiple ways to engage with science. Demonstrations offer visual explanations, exhibitions invite independent thinking, sustainability activities connect science with the environment and online lectures introduce additional topics. 

These methods work best when they reinforce one another. Students need opportunities not only to observe or participate but also to explain what they have learned and apply the knowledge to new situations. 

Conclusion 

SCERT Haryana’s 2026–27 science initiatives bring together syllabus-aligned demonstrations, school-based academic support, exhibitions, sustainability activities and digital lectures. The range of programmes reflects an effort to strengthen science understanding through different learning experiences in government schools. 

The initiatives provide several routes for students to engage with scientific ideas, from practical demonstrations in middle-stage classrooms to student projects and discussions about emerging technologies. Teachers remain central to ensuring that these activities are connected with curriculum goals and meaningful assessment. 

Consistent implementation and follow-up will be important to their impact. By linking classroom concepts with observation, investigation and reflection, experiential STEM learning can help students develop stronger scientific reasoning and a more active interest in science. 

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