'Cognitive validity' of science curriculum at upper primary stage implies that it should

Validity in research mainly stands for accuracy of procedures, research instruments, tests, etc. The concept of validity can also be understood by posing a question, ‘Are we measuring or able to measure what we originally intended to measure?’. Validity means that research must be unbiased and free from any systematic error as these may impact the applicability of research. Without validity, research goes in the wrong direction.

According to NCF-2005, good science education is one that is true to the learner, true to life, and true to science. Thus science education is intended to meet the following criteria (validity) and the science curriculum should adhere to it.

Key Points 

• Cognitive validity- requires that the content, process, language, and pedagogical practices of the curriculum are age-appropriate, and within the cognitive reach of the child.
• Content validity- requires that the curriculum must convey significant and correct scientific content. Simplification of content, which is necessary to adapt the curriculum to the cognitive level of the learner, must not be so trivialized as to convey something basically flawed and/or meaningless.
• Process validity- requires that the curriculum engage the learner in acquiring the methods and processes that lead to generation and validation of scientific knowledge, and nurture the natural curiosity and creativity of the child in science. Process validity is an important criterion since it helps the student in ‘learning to learn’ science. 
• Historical validity- requires that science curriculum be informed by a historical perspective, enabling the learner to appreciate how the concepts of science evolve with time. It also helps the learner to view science as a social enterprise and to understand how social factors influence the development of science.
• Environmental validity- requires that science be placed in the wider context of the learner’s environment, local and global, enabling him/her to appreciate the issues at the interface of science, technology, and society and preparing him/her with the requisite knowledge and skills to enter the world of work.
• Ethical validity- requires that the curriculum promote the values of honesty, objectivity, co-operation, freedom from fear and prejudice, and develop in the learner a concern for life and preservation of the environment.

Thus from the above-mentioned points, it is clear that 'Cognitive validity' of the science curriculum at the upper primary stage implies that it should be age-appropriate.