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B.Ed - 1 Year
code :005.5
PAPER -5 :
PEDAGOGY OF SUBJECT AREA
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S.No |
UNIT
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(TOPIC) |
BY
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PEDAGOGY OF SUBJECT AREA (Science) |
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UNIT -1 |
Nature
of Science and its knowledge :
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1 |
Note: This
unit intends to help student teachers develop an
understanding of the nature of science
and scientific knowledge that will help them
take decisions while designing, managing and
in assessment of learning experiences in
science. Some topics covered will be:
Science, scientific method and scientific
knowledge - dynamic nature, understanding the
natural world using the scientific method,
science as a process and product contribution of
science in human being.
Nature of scientific explanation and scientific
theories and laws - understanding how
scientific theories and laws are constructed and
get accepted.
Paradigmatic changes in scientific knowledge.
Current challenges to science in explaining
complex phenomenon.
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UNIT -2 |
Perspectives on science and society:
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Note: This
unit is intended to help student teachers
develop an understanding of science as a
discipline and its relevance to society by
looking at it through the lens of history and
debates
around the practice of science. The teacher
educator is expected to develop the following
ideas along with specific examples and tasks for
student teachers:
Science in our lives and investigating its
inter-relationship with technology.
Science and society - how each influences the
other, gender representation in science, science
as a social activity, literature related to
scientific Endeavour, science as a tool of
oppression
as well as liberation
Ethics and science - values associated with
science, current debates on the ethics of
scientific
endeavours
Teaching
of science in schools - a historical perspective
Social attitudes towards nature of science and
scientific knowledge
Scope of science - branches & application. |
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UNIT -3 |
Curriculum,
syllabus and textbooks :
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1 |
Note:
Teachers are responsible for transacting the
curriculum; hence an understanding and the
ability to analyze it are desirable. Student
teachers should be able to appreciate the
reasons
for including a particular topic and handle the
content. Teachers should not take textbook as
the only resource but should look for local
examples and more relevant resources related to
the content area. They should also be prepared
to critically examine textbooks.
dd. Aims and objectives of science teaching at
the primary, upper primary, secondary and
higher secondary stages.
Criteria
for analysis of school science curriculum (place
of science in the school curriculum,
content areas, sequence, linkages, promotes
values of objectivity, honestly, cooperation
and freedom from fear and prejudice,
opportunities to appreciate larger issues
concerning
science and society, etc)
Analyzing a few syllabi of science at upper
primary and secondary stages- Underlying
principles, criteria for judging syllabi
Textbook as one of the resources.
Criteria for textbook analysis (content within
reach of target group, content is represented
accurately and conveys the meaning, content is
placed in wider context of learner's
environment- local and global, quality of
printing, accuracy of diagrams, interesting
presentation of content, etc)
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UNIT -4 |
Understanding learners to develop a
good science classroom :
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1 |
Note: This
unit intends to help student teachers understand
the learner in the context of science
teaching-learning and also understand the
elements of a good science class.
Diversity in the class -diversity among learners
and diversity in thinking exhibited by children
in acquiring the scientific concepts.
Literature review and secondary data analysis to
understand science learning of the learner.
For example, intuitive perceptions and
understanding of natural phenomenon-like force.
motion, etc.
Qualitative and
quantitative techniques to assess the learners
understanding of science (like
interview questionnaire etc).
Developing democratic and interactive class.
Developing scientific skills in the
learner-observing, building hypothesis,
recording data, organizing data, measurement,
generalization, reading and following
instructions,conducting experiments, observing
and deducing patterns and relationships,
Categorizing,etc.
Development of scientific communication skills-
comprehend science text, reporting, expressing
own ideas, etc.
Equitable provisioning for science learning
providing access to resource material.
identification of learning resource from
immediate environment, science experiments,
kits,
ICT-mediated learning, taking science outside
the four walls of a room.
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UNIT -5 |
Teaching and learning of Science :
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Unit 5:
Note: Student teachers re-visit key content
areas in the school science syllabus in the
light of the
possible approaches to teaching them in the
classroom. These areas have been chosen because
they are fundamental concepts and because it has
been observed that student teachers often
do not have clarity on them. The following could
be done for each of the key content areas:
Discussion of knowledge learners are likely to
bring into the class and how the teacher can use
this
Analysis of content areas
Developing unit plan and resources
Exploring different ways of creating different
learning situations for different content areas
(e.g. inquiry, problem solving, investigation,
discovery learning, cooperative learning etc)
Links between concepts
Challenges teachers may face (in transaction of
content, resources, supplementary material,
large number of pupils, etc)
Key
content area of Science: Understanding the
physical world and the living world
>>Motion
>>Force, energy and work
>>Pressure
>>Friction
>>Gravity
>>Cell structure and function (plant and animal)
- Prokaryotic & Eukaryotic
>>Micro-organisms - concept, types and their
uses.
>>Form and function (plants and animals)
Note: The above given content area is of class
6th to 10th standard. |
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