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This article reflects the experiences gained by the author while teaching science at "elementary level" (classes VI-VIII; ages 11-13) to rural children in India in the light of the recommendations given in the National Curriculum Framework (NCF-2005). These envisage, along with content, that inquiry skills, creativity and inventiveness should be strengthened during science teaching. The article deals with constraints and problems faced by science teachers at elementary level in this rural context. The experience suggests the need to address issues such as classroom strengths, development of language teaching at primary level and curriculum gaps in conceptual hierarchies. The article highlights student's inputs to resolve the problems in the prevailing situation and to establish learning outcomes for child-centric teaching-learning within the given constraints.
