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SEMESTER -IV
PAPER -2 :
PEDAGOGY OF SCHOOL SUBJECTS (ELECTIVE)
PEDAGOGY of
Science Education (415)
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S.No |
UNIT
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(TOPIC) |
BY
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1 |
UNIT -1 |
Nature of Science
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1 |
What is
Science? Evolution of science as a discipline.
Science as a dynamic
expanding body of knowledge; Development of
scientific knowledge; Scientific
method and Scientific Explanation. |
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2 |
Science and
Technology, complementarities between Science
and Technology Science and Mathematics and their
complementarities, role of Mathematics in
Science. |
|
3 |
Common
misconceptions of pupils about the nature of
science; Characteristics of different
disciplines of science, their interrelationship
and integration. |
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|
2 |
UNIT -2 |
Curriculum Trends in
Science Education
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1 |
Trends in
science education from the beginning of the
nineteenth century to the present- at national
and international level; a brief history of
Science Education |
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2 |
Criteria of
validity of science curriculum: content,
cognitive, process, historical,environmental,
ethical. Taxonomy for curriculum development in
Science Education. |
|
3 |
Curriculum
at different stages. Lessons from Curricular
Innovations and
interventions in India. |
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4 |
Instructional materials including textbook:
contextualization, criteria and concerns
including all stakeholders in their development. |
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5 |
Co-curricular activities and their role in
Science Education, integrating co-curricular
activities with science education. |
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3 |
UNIT -3 |
Approaches to Science
Learning
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1 |
Approaches
to concept learning, conceptual change model
(reconstructing
alternative concepts in science). |
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2 |
Constructivist
paradigm and its implications for Science
learning; the learning cycle. |
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3 |
Different
types of constructivist approaches to science
learning: inquiry method,
problem solving strategies, investigatory
approach, guided discovery approach,
inductive method, project based learning,
planning different types of projects,
cooperative and collaborative learning, activity
based learning, role of experiments
in science, development of laboratory design,
planning and organisation of
laboratory work, reporting skills, procedural
knowledge, improvisation in the
laboratory and low cost science experiment, ICT
based science education. |
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4 |
Meta
cognitive Strategies- giving space to pupils to
think, organizing their
knowledge and expressing teacher as a reflective
practitioner. |
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4 |
UNIT - 4 |
Assessment in Science
Education
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1 |
Role of
assessment in Science Teaching and Learning.
Formative and Summative. Changing trends in
assessment: from paper-pencil tests to authentic
assessment: from single attribute to
multidimensional assessment, from individual
assessment to group assessment, from learning
outcome to learning experiences performance
based assessment of Projects models, activities
and investigative skills, reporting students
achievement by comparing students prior and
current learning achievement and relevant
feedback to students. |
|
2 |
Assessment
of affective measures in Science: use of tools
and techniques such as observation, assessment
of laboratory skills and procedural knowledge,
attitude scales, interest inventories and
interviews. |
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5 |
UNIT -5 |
Contemporary
Issues in Science Education
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1 |
Equity and
Access to Science Education, |
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2 |
Science,
Technology, and Society: Critical appraisal of
their interface. |
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3 |
Scientific
and Technological Literacy. |
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4 |
Science
education in the context of developing
countries. |
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5 |
Critical
pedagogy and its integration in the science
classroom. |
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6 |
Communication skills in science. |
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