INTRODUCTIOIN

Human resource is the set of individuals who make up the work force of an organisation, buisiness sector, or economy. The education human resource like teacher, scientist, resource person etc. The teacher must be treasure house of knowledge and yet he should give only minimum essential help to pupils- only that much of help which will not mar the spirit of heuristic method. The teacher should be a good guid. The discoveries made by the scientists give motivation to the students, and it races the interested and scientific attitude of students. From the corporate objective, employees have been traditionally viewed as assets to the enterprise; whose value is enhanced by further learning and development, referred to as human resource.

Human ResourceHuman resource is the set of individuals who make up the workforce of an organization,

business sector, or economy. “Human capital” is sometimes used synonymously with human resources, although human capital typically refers to a more narrow view. Likeways, other terms sometimes used include “manpower”, “talent”, “labour”, “labour”, or simply “people”.

TeacherThe teacher must be a treasure house of knowledge and yet he should give only

minimum essencial help to pupils-only that much will not mar the spirit of heuristic methord. The teacher should be a good guide. The teacher should be capable enough to plan and devise problems for investigation by pupils from the materials supplied, the teacher should direct their attention to problem rendering situations. The teacher should see that the problems are graded according to age, ability, interest and background knowledge. The teacher should be a keen observer.

SCIENTISTStudents benefit most by scientist/teacher partnerships because teachers gain content

knowledge and insights into the process of scientific investigation. The scientists also gain from a team by merging the experience of teaching strategies and content knowledge. This team approach is most effective when working with middle or high schools students. Most science teachers have had title experience working with middle or high schools students. Most science teachers have had little experience working as practicing scientitists, yet their students look to them as convent “experts”. Both parties should have a mutual respect for their partner’s experiense. A partnership can quickly dissolve if either party dismisses the professional experience of the other.The scientist can benefit from the partnership by spending time in the classroom and perhaps thus gaining an appreciation for diverse pre-college teaching methodologies. It is important to understand that student learn at different rates and in different ways. The depth of knowledge that a scientist possesses on a particular subject may be a liability becase the students need to know only what is necessary to perform an experiment or to understand a concept. Too much information may cause confusion. Both the scientist and teacher may need to make concessions to preserve the scientific integrity as well as the pedagogical integrity of the experience for the students.

ConclusionThe presumption is that such instruction is sufficent to make students capable of using

their newly acquired knowledge effectively. Sometimes special enviornments such as laboratories or computational enviourments are provided, where students can explore and learn by discovery. There is a presumption that the students will acquire useful knowledge and even tranfer their learning to other domains. There is evidence today that the learning outcomes are often disappointing. Students need help in making the jump from theory to application. You can provide this help by giving them more experience in the procedures and processes of science.

REFERENCE

1. Science Education- Dr. K. Sivarajan

2. http://en.wikipedia.org/wiki/Human Resource3. Principles of Curriculam Reconstruction

- Mailreya Balsara(Kanishka Publishers)