Physics of Gulli – Danda

Suresh C Joshi

Ahlcon International, Delhi

This paper is the result of the study that was conducted to test a compelling, yet largely untested, theory for developing low cost pedagogical tools using traditional native games that may possibly play a major role in designing an ‘activity based physics curriculum’. For the purpose of this study, Gulli – Danda†, a native game in many parts of the world, was used to test this hypothesis. The study was designed to gather data that would lead to checking the effectiveness of the tool in creating an active learning environment in physics classrooms and to check if it helps in boosting the conceptual understanding of the learner group. In the course of the study, it was observed that a particular set of physics ideas were evolved from a demonstration of the game and a set range of questions were asked (discussed) by the learners during the presentation using this game. It was also observed that learners were able to make a connection with the seen and unseen world through demonstration of Gulli – Danda, which provides powerful evidence for a strong connection between the neuroscience of brain chemistry and play and joy. It also advocates using traditional native games as props and ‘play’ as the basic component of enquiry. An analysis of the post test results of different sets of audiences at different places revealed that no learner scored less than fifty percent marks on these tests. This is a clear indication of achieving average gain in conceptual understanding of learners towards physics concepts by using Gulli – Danda.