My journey through science from classrooms to cosmos, this science communicator’s journey shows how physics, storytelling, and digital tools can bring curiosity alive for every learner.
What’s the story
A quiet classroom spark turned into a cosmic journey
It all started in a classroom. Chalk in hand, syllabus in mind, I explained Newton’s laws, electric circuits, and sometimes, a sliver of the universe. But there was one moment—a student whispering, “Ohhh… now I get it!”—that felt bigger than any textbook. According to NCERT, 61% of Indian students feel most engaged when they connect topics to real-world examples. That stat echoed in my heart. I knew I wanted more than grades and exams—I wanted students to see science as a lens, not a subject. The push began with one question that wasn’t in the curriculum. Slowly, I realized the real learning often starts where the lesson plan ends. From that spark, my journey leapt from classrooms to planetariums, from earth’s crust to galaxies. And all of it—every phase—started with the simple joy of someone finally getting it. That was my first clue that science isn’t taught. It’s felt.
Bridge builder
Connecting physics and astronomy for deeper meaning
Physics gives rules—gravity, light, motion. Astronomy gives dreams—nebulae, moons, time travel theories. I realized both aren’t separate worlds. They’re two halves of the same wonder. In 2021, ISRO reported that public interest in space sciences had jumped by 47% among Indian youth post-Chandrayaan-2. That surge wasn’t because of syllabus updates—it was because science felt alive. My classes shifted from definitions to discussions. We talked about escape velocity and then asked, “How would it feel falling into a black hole?” Students started staying back after class—not for marks, but for meaning. I found that when you teach physics with the sky in mind, curiosity flows. A basic pendulum became a conversation about time on Jupiter. A prism wasn’t just refraction—it was starlight. I stopped teaching facts and started building bridges. And that’s when students didn’t just learn—they launched.
Beyond syllabus
Learning moved from blackboards to sky domes
Leaving the school was never a rejection. It was an expansion. One planetarium show reached more people in a week than my old classroom did in months. According to Vigyan Prasar, 70% of Indians exposed to hands-on science exhibitions report stronger recall than traditional lectures. When I stepped into that planetarium dome for the first time in 2022 in Ahmedabad, the stars weren’t illustrations—they were invitations. Kids sat on the floor with open mouths. Grandparents clapped when Saturn rose on screen. I wasn’t just teaching anymore—I was witnessing wonder. And it wasn’t just about astronomy. I added geography, environmental science, and cultural stories. Because the sky above is tied to the soil beneath. Every dome session became an emotional experience. I saw eyes light up like they’d seen a new side of reality. That’s when I knew: science isn’t something we visit. It’s home.
📌 Quick Fact Box
- 74% of Indian students say they learn better when subjects are interconnected (NCERT, 2022).
- Planetarium audiences in India have grown by 58% post-pandemic (Indian Express, 2023).
- Interest in astronomy among kids aged 10–16 has doubled in the last five years (Science India, 2023).
Interconnected ideas
How one subject opened doors to many more
Teaching physics led me to geography. Geography pulled me into climate science. And climate science showed me the stories of people. In school, subjects often feel boxed in. But in reality? They’re braided like rivers. A NASA report found that Earth’s systems—air, land, water, life—interact constantly. This idea cracked open a new door for me: science isn’t separate streams. It’s one big ocean. I began weaving everything together. While talking about heat, we spoke of melting glaciers. While discussing tectonic plates, we learned about tsunamis. The students didn’t even notice we’d “changed” subjects. Their questions flowed like one long thread: “Why do stars explode?” turned into “How does that affect life here?” And the moment that shift happened, every subject became personal. That’s when I stopped labeling lessons by topic. I just followed the thread of curiosity, and let it lead.
Storytelling switch
Why stories became my most powerful teaching tool
People forget data. But they remember a good story. Once, I told a class about Galileo—not just his telescope, but how he hid it from the church. The students were hooked. A study in Science magazine showed that people retain up to 22 times more information when it’s told through story. That number matched what I saw in real life. When I told tales of comets as ancient messengers or linked the water cycle to monsoon memories in Gujarat, students leaned in. Science became a narrative, not just notes. I saw that feelings—fear, excitement, awe—make facts stick. So, I stopped opening with objectives and started with mysteries. “What if the sun disappeared for 10 seconds?” or “Why do we never see the far side of the moon?” became my class starters. Because when science starts like a bedtime story, everyone listens.
Digital leap
Teaching evolved with zines, AI tools, and reels
The chalkboard days gave way to Canva, zines, and ChatGPT. And surprisingly, the magic didn’t go away—it multiplied. More than 65% of Indian teens now use YouTube as their go-to learning tool, and platforms like Instagram Reels and Shorts aren’t far behind. I jumped in with both feet. Zines let me explain topics like relativity with comics. AI helped me write scripts faster. Tools like Make.com automated my newsletter updates. And most importantly, students from places like Darbhanga to Diu messaged me saying, “I finally understood light years because of your reel.” That’s when I realized: the classroom isn’t shrinking. It’s expanding. Today’s tools aren’t distractions—they’re bridges. With the right intent, tech can amplify emotion and clarity. It’s not about screen time vs. real time. It’s about how deeply you connect. And in my case, the deeper I went digitally, the more human my teaching became.
Final quote
“From chalk dust to stardust” became my new motto
There’s a quiet power in those six words. “From chalk dust to stardust.” It reminds me daily that no tool, no tech, no platform is bigger than the moment of connection. A quote by Carl Sagan sums it up best: “Science is a way of thinking much more than it is a body of knowledge.” That thinking doesn’t need a lab or even a classroom—it needs a question, a pause, a human spark. When I reflect on my journey from blackboards to domes to Instagram posts, it isn’t just about content delivery. It’s about wonder delivery. And I’m not alone. Thousands of educators across India are moving this way—blending emotion, inquiry, and digital reach. If we want to raise curious, kind learners, we need to meet them where they are—and sometimes, that means rewriting everything we thought we knew about teaching.
Key takeaways
Here’s what this journey taught me—and might teach you too
- Science begins with one simple question.
- Classrooms don’t need walls to be impactful.
- Physics, geography, and astronomy are deeply connected.
- Stories and emotions help facts stay in our hearts.
- Teaching tools evolve—but curiosity remains timeless.
- The best teaching happens when we listen, not just explain.
- Every learner deserves the chance to feel wonder.
- Your journey as a teacher is also a journey as a student.
Also Read – One Student Question That Changed My Life
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