Which of the following is not implied by the statement 'Good science education…

Concept: NCF 2005's Position Paper on Teaching of Science lays down three validity criteria that good science education must satisfy at the same time — true to the child (matched to the learner's stage of cognitive and physical development), true to life (rooted in the child's own environment and everyday experience), and true to the discipline (faithful to the content, processes and methods of science as a field of knowledge). All three describe features of the learning experience and the subject matter — none of them is about enforcing classroom conduct or obedience.

Application: each option maps to one of these three criteria.

• Helping students acquire the processes of science follows from being true to the discipline — it is about the methodology of science itself.

• Building a link between the child and his/her environment follows from being true to life — connecting learning to lived experience.

• Developmentally appropriate classroom practice follows from being true to the child — matching teaching to the learner's stage of development.

Cross-check: none of the three criteria (child, life, discipline of science) refers to student behaviour or obedience.

• Training students to remain disciplined in school swaps the meaning of 'discipline' from the academic discipline of science to behavioural conduct — a sense the statement never uses, so it does not follow from any of the three criteria.

Therefore, the claim about training students to remain disciplined in school is the one that is not implied by 'true to the child, true to life and true to the discipline.'