Which of the following will NOT contribute to professional development of science teachers?

The correct option is Regular reading of science content given in science textbooks.

Explanation and Analysis:

Professional development for science teachers involves continuous learning, expanding pedagogical skills, acquiring advanced knowledge beyond standard curricula, collaborating with peers, and engaging in experiential learning activities that foster a deeper curiosity and passion for the subject.

Let's evaluate the given options in the context of professional development:

1. Cultivation of hobbies in areas related to science such as robotics and electronics:
Engaging in practical, hands-on scientific hobbies allows teachers to gain creative insights, understand modern technical applications, and design innovative experiments for their students. This directly enhances their practical expertise and professional growth.

2. Regular meetings with teachers from neighbouring schools:
Collaborative discussions, peer learning, sharing classroom experiences, and exchanging teaching strategies with other educators are essential components of continuous professional development.

3. Visits to planetariums, industries and science museums:
Field trips and educational visits expose teachers to real-world applications of scientific concepts, active informal learning environments, and updated scientific tools, enriching their instructional repertoire.

4. Regular reading of science content given in science textbooks:
School science textbooks contain basic foundational content tailored for school students, which teachers already know and teach routinely. Merely reading basic textbook content repeatedly does not provide new knowledge, pedagogical innovations, or advanced research insights required for professional growth. Therefore, it does NOT significantly contribute to the professional development of a science teacher.