This document summarizes a research article about alternative learning methods in chemistry education, specifically the use of animation, simulation, video, and multimedia. It finds that these technologies can help students overcome difficulties in conceptual learning of chemistry by allowing them to visualize chemical phenomena and build mental models. However, these tools must be designed based on cognitive load theory and integrated effectively into the classroom by teachers trained in their educational uses. When used appropriately, information and communication technologies provide significant opportunities to improve chemistry education.
Vocationalisation of secondary education and career developmentUttam Sharma
The document discusses the philosophy and need for vocational education at the secondary level in India. It outlines key recommendations from the Kothari Commission in the 1960s that vocational and general education should be blended. The National Policy on Vocational Education was launched in 1988 to introduce vocational training in 10,000 secondary schools. However, vocational education failed to succeed in India due to issues like a lack of trained teachers, insufficient funding, and poor industry linkages.
This document discusses various forms of curriculum, including:
- Recommended curriculum developed by education authorities.
- Subject-centered curriculum organized around content units.
- Learner-centered curriculum focusing on both learners and instructors.
- Integrated curriculum adding elements to existing material and activities.
- Core curriculum of mandatory courses for all students.
- Written, taught, supported, assessed, learned, hidden, and other forms.
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
The IT@School project was launched in 2001 in Kerala, India to foster IT education in schools. It provides ICT-enabled education to over 1.6 million students and 20,000 teachers annually in the state's 12,000 schools. The project aims to enhance teachers' intellectual productivity and students' understanding of curriculum subjects through the use of technology. It also implements e-governance activities and runs an educational television channel in the state.
RTE Act and Its Relationship With Curriculum, Pedagogy and Teachersrkbioraj24
Right to Education(RTE Act) is an act of the Parliament of India enacted on 4 August 2009.
It comes under Article 21A of the Indian Constitution.
It comes into the force on 1 April 2010. It ensures the quality education for all.
The main objective of RTE is to give free and compulsory education for all children between the age group of 6 and 14 years.
It ensures the admission, attendance and completion of elementary education to all children in the 6-14 age group.
Aims and Objectives of Teaching Science.pdfCarloManguil2
The document discusses the aims and objectives of teaching science at various levels of education. It begins by defining the difference between aims, which are long-term goals, and objectives, which are more specific and immediate goals. It then covers Bloom's Taxonomy, which categorizes objectives into cognitive, affective, and psychomotor domains. The document provides detailed descriptions and examples of objectives for each category. Finally, it outlines the specific objectives of teaching science at the primary, secondary, and higher secondary levels of education. The objectives focus on developing skills, knowledge, reasoning abilities, and preparing students for further education or work.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
Vocationalisation of secondary education and career developmentUttam Sharma
The document discusses the philosophy and need for vocational education at the secondary level in India. It outlines key recommendations from the Kothari Commission in the 1960s that vocational and general education should be blended. The National Policy on Vocational Education was launched in 1988 to introduce vocational training in 10,000 secondary schools. However, vocational education failed to succeed in India due to issues like a lack of trained teachers, insufficient funding, and poor industry linkages.
This document discusses various forms of curriculum, including:
- Recommended curriculum developed by education authorities.
- Subject-centered curriculum organized around content units.
- Learner-centered curriculum focusing on both learners and instructors.
- Integrated curriculum adding elements to existing material and activities.
- Core curriculum of mandatory courses for all students.
- Written, taught, supported, assessed, learned, hidden, and other forms.
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
The IT@School project was launched in 2001 in Kerala, India to foster IT education in schools. It provides ICT-enabled education to over 1.6 million students and 20,000 teachers annually in the state's 12,000 schools. The project aims to enhance teachers' intellectual productivity and students' understanding of curriculum subjects through the use of technology. It also implements e-governance activities and runs an educational television channel in the state.
RTE Act and Its Relationship With Curriculum, Pedagogy and Teachersrkbioraj24
Right to Education(RTE Act) is an act of the Parliament of India enacted on 4 August 2009.
It comes under Article 21A of the Indian Constitution.
It comes into the force on 1 April 2010. It ensures the quality education for all.
The main objective of RTE is to give free and compulsory education for all children between the age group of 6 and 14 years.
It ensures the admission, attendance and completion of elementary education to all children in the 6-14 age group.
Aims and Objectives of Teaching Science.pdfCarloManguil2
The document discusses the aims and objectives of teaching science at various levels of education. It begins by defining the difference between aims, which are long-term goals, and objectives, which are more specific and immediate goals. It then covers Bloom's Taxonomy, which categorizes objectives into cognitive, affective, and psychomotor domains. The document provides detailed descriptions and examples of objectives for each category. Finally, it outlines the specific objectives of teaching science at the primary, secondary, and higher secondary levels of education. The objectives focus on developing skills, knowledge, reasoning abilities, and preparing students for further education or work.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
Educational psychology studies human behavior in educational settings to understand how people learn best. It examines factors like a learner's environment and emotions, the learning process and how knowledge is transferred, different learning styles, and the role of curriculum, evaluation techniques, and learning situations. Understanding educational psychology helps educators identify effective learning methods, develop curricula, evaluate students, and adapt their teaching to different learners and situations to improve the learning experience.
This document outlines the curriculum and development of environmental education in India. It discusses the need to increase environmental awareness and skills. The curriculum focuses on understanding ecosystems, human impacts on the environment, and evaluating alternative solutions to environmental issues. It also describes the roles of organizations like NCERT and UGC in developing standards and coordinating environmental education. Educational institutions are encouraged to use seminars, workshops, and technology to train teachers and raise student awareness of environmental issues.
B.ed. regulation tnteu semester - 2021-2022 -28.9.2021Thanavathi C
This document outlines the regulations for the two-year B.Ed degree program under the semester pattern with CBCS at Tamil Nadu Teachers Education University.
It details the eligibility criteria including required qualifications, subjects studied, and minimum marks. It describes the duration and structure of the program, which is spread over four semesters and includes compulsory and elective theory courses as well as practical components.
The semester-wise distribution of courses is provided, with details on the credits and evaluation scheme for each. The medium of instruction can be either English or Tamil, and candidates must have a minimum of 85% attendance to complete the program.
The document discusses encyclopedias, including their history and types. It provides background on print encyclopedias and how they evolved from early references works created in ancient times. More recently, digital encyclopedias available online have grown in popularity due to providing convenient access to information. Encyclopedias aim to comprehensively summarize knowledge across many topics for educational purposes, though they only provide shallow levels of information on many subjects.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The State Institute of Educational Technology (SIET) in Kerala is responsible for planning, researching, producing, and evaluating digital educational content like videos, audio programs, and software. SIET Kerala aims to implement teaching technology schemes and modernize the learning process. It was sanctioned in 1998 by India's Ministry of Human Resource Development to utilize educational technology in Kerala schools.
The document discusses curriculum reform efforts in Kerala, India following national curriculum frameworks. It notes that Kerala began reforming its curriculum in line with the national framework in 1975. In 1997, Kerala attempted to formulate a comprehensive curriculum focused on teaching and learning processes. The state's reform efforts gained momentum with the national curriculum framework released in 2005. The envisioned education system should promote social equality and justice, develop responsible citizens upholding unity in diversity, and nurture scientific temperament and its application to daily life problems.
The document outlines the objectives of teaching science at different educational levels according to the National Curriculum Framework of 2005 (NCF-2005). At the upper primary level, the objectives are to engage students in learning science principles through hands-on experiences and experiments, and to involve them in activities related to their environment and health. At the secondary level, the focus is on more advanced hands-on work and experimentation, as well as projects involving local science and technology issues. Finally, at the higher secondary level, the objectives shift to introducing science as separate disciplines, emphasizing experiments and problem-solving, and ensuring students learn core topics in depth with attention to recent advances in each field.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
This document outlines criteria for designing an ideal science curriculum at the secondary level. It discusses six criteria for curriculum validity: cognitive, content, process, historical, environmental, and ethical. The curriculum should engage students in acquiring scientific knowledge and processes, appreciate how concepts evolve over time, relate to students' environments, and promote values like honesty. When constructing the curriculum, principles like child-centeredness, community-centeredness, activity-centeredness, variety, creativity, and flexibility should be followed. The conclusion states that at the secondary level, students should engage with science as a composite discipline, conduct experiments to discover principles, and work on locally significant science and technology projects.
This document discusses education as a field of study and focuses on schools and curriculum. It explains that the term "school" originated from the Greek word "skhole" meaning leisure, as education was originally only available to the wealthy. It notes that children traditionally enter school around age 7. The document also outlines seven advantages of education including confidence, socialization, and preparation. It defines curriculum as coming from the Latin word for "race course" and discusses it as a combination of individual development and socialization. Curriculum is described as important for achieving educational aims and reflecting trends in education. The explicit, implicit, and null curriculums are also briefly defined.
Role of teachers and parents in extrinsic motivationAtul Thakur
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
This document discusses the concept of correlation in education. It defines correlation as the relationship between different subjects in the curriculum. Correlation can be direct or reciprocal. There are three types of correlation: within a subject, between subjects, and between subjects and life/environment. Correlation between science and other subjects can be incidental or systematic. Incidental correlation occurs naturally through broad subject treatment, while systematic correlation requires careful curriculum organization and teacher cooperation. Examples are provided to illustrate incidental correlation in physics, chemistry, and biology lessons.
The document is a pedagogy practicum submitted by Raseena M, a student of Natural Science. It discusses the role of biology in everyday life. The study uses a questionnaire to survey students in classes 7 through 9 on topics related to biology. Analysis of the survey found that most students were interested in biology and felt it helped them maintain healthy habits and understand microorganisms, the human body, and environmental issues. The conclusion is that biology is important for understanding how the body works and designing a healthy lifestyle.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
Problems and issues in curriculum development and factors affecting curriculu...Naeem Ashraf
The document discusses problems and issues in curriculum development. It defines education and curriculum, explaining that curriculum is the set of experiences that help children become adults. Developing curriculum involves addressing problems like lack of sequencing between stages, economic constraints, political interference, inadequate evaluation, and curricula being more suited to urban areas. Factors affecting curriculum development in Pakistan include economic problems, political interference, inadequate evaluation, curricula not suiting rural communities, lack of teaching materials, insufficient teacher training, teacher reluctance to change, and lack of commitment to a national philosophy in education.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
Educational psychology studies human behavior in educational settings to understand how people learn best. It examines factors like a learner's environment and emotions, the learning process and how knowledge is transferred, different learning styles, and the role of curriculum, evaluation techniques, and learning situations. Understanding educational psychology helps educators identify effective learning methods, develop curricula, evaluate students, and adapt their teaching to different learners and situations to improve the learning experience.
This document outlines the curriculum and development of environmental education in India. It discusses the need to increase environmental awareness and skills. The curriculum focuses on understanding ecosystems, human impacts on the environment, and evaluating alternative solutions to environmental issues. It also describes the roles of organizations like NCERT and UGC in developing standards and coordinating environmental education. Educational institutions are encouraged to use seminars, workshops, and technology to train teachers and raise student awareness of environmental issues.
B.ed. regulation tnteu semester - 2021-2022 -28.9.2021Thanavathi C
This document outlines the regulations for the two-year B.Ed degree program under the semester pattern with CBCS at Tamil Nadu Teachers Education University.
It details the eligibility criteria including required qualifications, subjects studied, and minimum marks. It describes the duration and structure of the program, which is spread over four semesters and includes compulsory and elective theory courses as well as practical components.
The semester-wise distribution of courses is provided, with details on the credits and evaluation scheme for each. The medium of instruction can be either English or Tamil, and candidates must have a minimum of 85% attendance to complete the program.
The document discusses encyclopedias, including their history and types. It provides background on print encyclopedias and how they evolved from early references works created in ancient times. More recently, digital encyclopedias available online have grown in popularity due to providing convenient access to information. Encyclopedias aim to comprehensively summarize knowledge across many topics for educational purposes, though they only provide shallow levels of information on many subjects.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The State Institute of Educational Technology (SIET) in Kerala is responsible for planning, researching, producing, and evaluating digital educational content like videos, audio programs, and software. SIET Kerala aims to implement teaching technology schemes and modernize the learning process. It was sanctioned in 1998 by India's Ministry of Human Resource Development to utilize educational technology in Kerala schools.
The document discusses curriculum reform efforts in Kerala, India following national curriculum frameworks. It notes that Kerala began reforming its curriculum in line with the national framework in 1975. In 1997, Kerala attempted to formulate a comprehensive curriculum focused on teaching and learning processes. The state's reform efforts gained momentum with the national curriculum framework released in 2005. The envisioned education system should promote social equality and justice, develop responsible citizens upholding unity in diversity, and nurture scientific temperament and its application to daily life problems.
The document outlines the objectives of teaching science at different educational levels according to the National Curriculum Framework of 2005 (NCF-2005). At the upper primary level, the objectives are to engage students in learning science principles through hands-on experiences and experiments, and to involve them in activities related to their environment and health. At the secondary level, the focus is on more advanced hands-on work and experimentation, as well as projects involving local science and technology issues. Finally, at the higher secondary level, the objectives shift to introducing science as separate disciplines, emphasizing experiments and problem-solving, and ensuring students learn core topics in depth with attention to recent advances in each field.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
This document outlines criteria for designing an ideal science curriculum at the secondary level. It discusses six criteria for curriculum validity: cognitive, content, process, historical, environmental, and ethical. The curriculum should engage students in acquiring scientific knowledge and processes, appreciate how concepts evolve over time, relate to students' environments, and promote values like honesty. When constructing the curriculum, principles like child-centeredness, community-centeredness, activity-centeredness, variety, creativity, and flexibility should be followed. The conclusion states that at the secondary level, students should engage with science as a composite discipline, conduct experiments to discover principles, and work on locally significant science and technology projects.
This document discusses education as a field of study and focuses on schools and curriculum. It explains that the term "school" originated from the Greek word "skhole" meaning leisure, as education was originally only available to the wealthy. It notes that children traditionally enter school around age 7. The document also outlines seven advantages of education including confidence, socialization, and preparation. It defines curriculum as coming from the Latin word for "race course" and discusses it as a combination of individual development and socialization. Curriculum is described as important for achieving educational aims and reflecting trends in education. The explicit, implicit, and null curriculums are also briefly defined.
Role of teachers and parents in extrinsic motivationAtul Thakur
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
This document discusses the concept of correlation in education. It defines correlation as the relationship between different subjects in the curriculum. Correlation can be direct or reciprocal. There are three types of correlation: within a subject, between subjects, and between subjects and life/environment. Correlation between science and other subjects can be incidental or systematic. Incidental correlation occurs naturally through broad subject treatment, while systematic correlation requires careful curriculum organization and teacher cooperation. Examples are provided to illustrate incidental correlation in physics, chemistry, and biology lessons.
The document is a pedagogy practicum submitted by Raseena M, a student of Natural Science. It discusses the role of biology in everyday life. The study uses a questionnaire to survey students in classes 7 through 9 on topics related to biology. Analysis of the survey found that most students were interested in biology and felt it helped them maintain healthy habits and understand microorganisms, the human body, and environmental issues. The conclusion is that biology is important for understanding how the body works and designing a healthy lifestyle.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
Problems and issues in curriculum development and factors affecting curriculu...Naeem Ashraf
The document discusses problems and issues in curriculum development. It defines education and curriculum, explaining that curriculum is the set of experiences that help children become adults. Developing curriculum involves addressing problems like lack of sequencing between stages, economic constraints, political interference, inadequate evaluation, and curricula being more suited to urban areas. Factors affecting curriculum development in Pakistan include economic problems, political interference, inadequate evaluation, curricula not suiting rural communities, lack of teaching materials, insufficient teacher training, teacher reluctance to change, and lack of commitment to a national philosophy in education.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
This document describes a summer professional development workshop for early childhood teachers to learn how to effectively integrate technology into their classrooms. The workshop provided hands-on experience with various instructional tools and technology applications. Teachers explored strategies for incorporating tools like digital cameras, Microsoft Office, and multimedia tools into lessons aligned with constructivist pedagogy. They completed individual technology-based projects relevant to their teaching each week and received feedback from facilitators. The goal was to help teachers adopt a suitable model for technology integration to support young learners' development and learning.
Qualitative Chemistry Education: The Role of the TeacherIOSR Journals
This document discusses the role of chemistry teachers in improving the quality of education in Nigeria. It identifies several factors that have contributed to the decline in quality, such as unqualified teachers, examination malpractice, and lack of practical skills. The document outlines strategies chemistry teachers can use, including changing from a lecture method to cooperative learning, concept mapping, and using information communication technology. It also stresses the importance of improvisation given limited resources. The document concludes by recommending that teachers adopt innovative teaching strategies and the government provide more funding and support for teacher training.
This document summarizes a study that examines teachers' knowledge, attitudes, and perceptions regarding the implementation of innovative technologies in schools. Specifically, it explores the correlations between three key factors: (1) teachers' attitudes towards change, (2) teachers' technological pedagogical content knowledge (TPACK), and (3) teachers' perception of the school as a learning organization. The study found positive correlations between TPACK and teachers' attitudes towards change, and between attitudes towards change and perceiving the school as a learning organization. Teachers who scored higher in TPACK and perceiving the school as a learning organization also had more positive attitudes towards change.
This document analyzes the technopedagogical education competency and technology perceptions of pre-service teachers in Turkey. It found that pre-service teachers generally see themselves as moderately competent in technopedagogical education and have positive perceptions of technology. There was also a positive correlation found between their competency and perceptions. Qualitative analysis found that pre-service teachers believe educational technologies can help with presentations, developing materials, research, and raising awareness of technology's importance in learning. Suggestions were made to improve contributions of educational technologies to teacher education.
TOJET The Turkish Online Journal of Educational Technology.docxMARRY7
TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1
Copyright The Turkish Online Journal of Educational Technology 183
THE EFFECTS OF THE COMPUTER-BASED INSTRUCTION ON THE
ACHIEVEMENT AND PROBLEM SOLVING SKILLS OF THE SCIENCE AND
TECHNOLOGY STUDENTS
Oğuz SERİN
Cyprus International University, Faculty of Education,
Nicosia-North Cyprus
[email protected]
ABSTRACT
This study aims to investigate the effects of the computer-based instruction on the achievements and problem
solving skills of the science and technology students. This is a study based on the pre-test/post-test control group
design. The participants of the study consist of 52 students; 26 in the experimental group, 26 in the control
group. The achievements test on “the world, the sun and the moon” and the Problem Solving Inventory for
children were used to collect data. The experimental group received the computer-based science and technology
instruction three hours a week during three weeks. In the analyses of data, the independent groups t-test was used
at the outset of the study to find out the whether the levels of the two groups were equivalent in terms of their
achievements and problem solving skills and the Kolmogorov-Smirnov single sample test to find out whether the
data follow a normal distribution and finally, the covariance analysis (ANCOVA) to evaluate the efficacy of the
experimental process. The result of the study reveals that there is a statistically significant increase in the
achievements and problem solving skills of the students in the experimental group that received the computer-
based science and technology instruction.
Keywords: Computer-based instruction (CBI), the Science and Technology Course, learning packet,
achievement, problem solving skills, primary education
INTRODUCTION
Great emphasis is placed on the computer-based science and technology laboratories as well as ordinary science
laboratories in the educational curricula of the developed countries. One of the aims of the science and
technology course is to train individuals capable of keeping up the fast developing and changing science world
and capable of utilizing the recent technological discoveries in every field. Researchers have been interested in
revealing the effects of the computer-based instruction, which began to be used with the invention of the
computer, which is one of the most important technological devices of the time.
As a result of the rapid development of the information and communication technology, the use of computers in
education has become inevitable. The use of technology in education provides the students with a more suitable
environment to learn, serves to create interest and a learning centred-atmosphere, and helps increase the
students’ motivation. The use of technology in this way plays an important role in the teaching and learning
process (İşman, Baytekin, Balkan, Horzum, & Kıyıcı, ...
The document discusses the use of technology in education. It notes that while access to technology is widespread, its impact on learning is unclear, with some studies showing minimal effects. The purpose of the study described is to observe how educational technology affects student interactions and engagement in classrooms. Understanding these impacts could help schools better integrate technology in a way that improves learning.
The document summarizes research on the technology gap between digital native students and digital immigrant teachers. It discusses how the TPACK model can help bridge this gap. The TPACK model shows that effective technology integration requires knowledge in technology, pedagogy, content, and their intersections. Teacher training must address these knowledge areas and provide hands-on experience applying technology to specific lessons. External factors like support and experience also influence integration. The document provides examples of how to implement TPACK-based training to help teachers successfully integrate new technologies.
The document discusses how information and communication technologies (ICTs) can enhance teaching and learning. ICTs have the potential to motivate students, relate lessons to real-world practices, and strengthen teaching. For ICT integration to be effective, teachers need to believe that ICTs are useful, will not be disruptive, and that they can control the technologies. Research shows that while teachers value ICTs, most do not fully utilize their potential to improve learning environments. Successful ICT integration depends on confident teachers who are willing to explore new teaching methods using technologies. This prepares students for their future careers by supporting independent learning and knowledge construction over memorization.
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
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1. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
N
TÜRK FEN EĞİTİMİ DERGİSİ
Yıl 7, Sayı 2, Haziran 2010
111
Journal of
TURKISH SCIENCE EDUCATION
Volume 7, Issue 2, June 2010
http://www.tused.org
Alternative Methods in Learning Chemistry:
Learning with Animation, Simulation, Video and Multimedia
Bülent PEKDAĞ1
1
Assist. Prof. Dr., Balıkesir University, Necatibey Education Faculty, Dept. of Sec. Sci. and Math. Edu.,
Chemistry Education, Balıkesir-TURKEY
Received: 18.02.2009
Düzeltildi: 30.06.2009
Kabul Edildi: 10.10.2009
The original language of article is Turkish (v.7, n.2, June 2010, pp.79-110)
Keywords: Chemistry Education; Animation; Simulation; Video; Multimedia; Dual Coding Theory;
Cognitive Load Theory.
SYNOPSIS
INTRODUCTION
Occurring on a molecular level in many chemical phenomena makes learning chemistry
difficult (Ben-Zvi, Eylon & Silberstein, 1987; Gabel, Samuel & Hunn, 1987). This is because
an understanding of chemistry is based on assigning meaning to the unseen and the intangible
(Kozma & Russell, 1997). In recent years, benefit has been derived from information and
communication technologies (ICT) in attempting to overcome the difficulties encountered in
the conceptual learning of chemistry (Hakerem, Dobrynina & Shore, 1993; Hameed, Hackling
& Garnett, 1993; Russell & Kozma, 1994; Williamson & Abraham, 1995; Russell et al.,
1997; Burke, Greenbowe & Windschitl, 1998; Sanger, Phelps & Fienhold, 2000; Ebenezer,
2001; Laroche, Wulfsberg & Young, 2003; Stieff & Wilensky, 2003; Yang, Andre,
Greenbowe & Tibell, 2003; Ardac & Akaygun, 2004; Marcano, Williamson, Ashkenazi,
Tasker & Williamson, 2004; Zahn, Barquero & Schwan, 2004; Kıyıcı & Yumuşak, 2005;
Lee, Plass & Homer, 2006; Kelly & Jones, 2007; Michel, Roebers & Schneider, 2007;
Winberg & Berg, 2007; Abdullah & Shariff, 2008; Daşdemir, Doymuş, Şimşek & Karaçöp,
2008). Alternative learning methods such as animation, simulation, video, multimedia and
other similar technological tools have become more important in chemistry education.
Therefore, the main argument of this study is to focus on those alternative learning methods in
chemistry education.
PURPOSE OF THE STUDY
The main purpose of this study is to review the research articles related to effects of
technological tools (animation, simulation, video, multimedia) on learning chemistry. This
compilation is significant in terms of both setting forth the benefits technological tools can
provide students and also as a source of information on Internet-based learning opportunities.
The present study also gives information on cognitive load theory (Sweller, 1988; Chandler &
Corresponding Author email: pekdag@balikesir.edu.tr
2. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
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Sweller, 1991; Baddeley, 1992) which may be useful to researchers in examining the effects
of technological tools on learning.
DISCUSSION and RECOMMENDATIONS
Many students in secondary school and in the universities have many difficulties in
understanding chemistry (Ross & Munby, 1991; Griffiths & Preston, 1992; Nakhleh, 1992;
Schmidt, 1995; Sanger & Greenbowe, 1997; Stavridou & Solomonidou, 1998; Pınarbaşı &
Canpolat, 2003; Sepet, Yılmaz & Morgil, 2004; Agung & Schwartz, 2007; Othman, Treagust
& Chandrasegaran, 2008). For this reason, students develop scientifically unacceptable
conceptions about many subjects or concepts in chemistry. Their knowledge of chemistry is
therefore incomplete and incoherent (Kozma & Russell, 1997). Many students, in fact, merely
memorize chemistry concepts without actually learning them (Haidar, 1997; Niaz &
Rodriguez, 2000). This situation is an indication of why some students never come to like
chemistry.
Conceptual understanding in chemistry is related to the ability to explain chemical
phenomena through the use of macroscopic, molecular and symbolic levels of representation
(Gabel, Samuel & Hunn, 1987; Johnstone, 1993; Gabel & Bunce, 1994; Wu, Krajcik &
Soloway, 2001). It is known that when relationships are formed between these three levels of
representation, students understand and learn more in chemistry (Sanger, Phelps & Fienhold,
2000). In learning environments that include ICT, students are able to form successful
relationships between the three levels of representation in chemistry (Marcano et al., 2004)
and thus learn the subject in a more effective and meaningfully (Nakhleh & Mitchell, 1993;
Paselk, 1994).
Individuals construct mental models to interpret phenomena and make sense of them
(Johnson-Laird, 1983). A mental model is defined as an individual’s personal description of a
concept or event that has been impressed in that person’s mind (Coll & Treagust, 2003).
Through ICT, students rearrange their thoughts about chemical phenomena and processes and
build meaningful mental models (Clark & Jorde, 2004). ICT provide students the opportunity
of improving their conceptual understanding and forming mental models of high quality
(Lowe, 2003; Marcano et al., 2004).
Designs of constructivist learning environments that encompassed ICT for teaching
chemistry were seen in the 1980’s. In those years, ICT were used to teach high school
chemistry students the subject of titration (Stevens, Zech & Katkanant, 1988). With the use of
these technologies within the educational environments, the mode of education switched from
teacher-centered learning to student-centered learning. In student-centered learning, instead of
remaining passive, students actively participate in the learning process (problem-solving,
building of knowledge, etc.) (Bernauer, 1995; Own & Wong, 2000). The role of ICT in
student-centered education is to provide tools whereby the student’s comprehension ability
can be increased (Mayer, 2003).
It is known that the collaborative learning method benefits students in their learning
process (Lonning, 1993). The use of ICT in teaching environments provides students with the
opportunity for group work. The students can then communicate with each other to discuss
the chemical phenomena and explain the chemical concepts (Basili & Sanford, 1991) that
have been presented to them in the learning environment with technological tools (animation,
simulation, videos, etc.) (Laroche, Wulfsberg & Young, 2003). This gives students the chance
to exchange information and build a body of common knowledge (Solomon, 1987; Driver,
Asoko, Leach, Mortimer & Scott, 1994).
Using ICT in teaching and learning is of the greatest importance. Teachers however
may think that these technologies will be taking over their teaching responsibilities
(Sutherland, 2004). Teachers must be well informed so that they do not harbour such beliefs.
3. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
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Teachers should be provided with scientific explanations as to what the teacher’s
responsibility is and should be, within the framework of constructivist teaching that
encompasses ICT. Furthermore, it will also be very important to enhance teachers’ knowledge
about how exactly to benefit from technological tools in the teaching environment. Teacher
education should not only include technical information as to how to use the technology but
should also cover how to choose the right methods and strategies to be used in the teaching
environment where technological tools are employed. Teachers should be informed about the
benefits technological tools can offer students when used in the classroom. For example,
some chemical reactions may constitute a serious risk for students if carried out on their own.
Instead of having students work on such reactions, possible risks might be avoided by using
ICT to demonstrate.
The biggest problem encountered in the use of ICT in the classroom is the failure of
teachers to effectively integrate these technologies with teaching and learning processes
(Demiraslan & Usluel, 2005; Usun, 2006; Gülbahar, 2008). Teachers should be provided with
in-service education on ICT integration. These in-service training sessions offered to teachers
should be based on a “learning through doing” model and should be conducted by competent
authorities. Teachers should be provided with an environment that will be conducive to
learning more about making use of multimedia, simulation and animation software. Concrete
examples should be presented to teachers in in-service training sessions. The effective and
productive use of ICT in the classroom as well as the important role these technologies play in
teaching and learning should be impressed upon teachers. Teachers should be consulted in the
planning of in-service training programs and they should also be provided with opportunities
for continuous education (Akpınar, 2003; Demiraslan & Usluel, 2005; Altun, 2007). Teachers
should use ICT in the classroom environment for the purpose of supporting and improving
their teaching (Sarıçayır, Şahin & Üce, 2006; Arnold, Padilla & Tunhikorn, 2009). The
Ministry of National Education and school administrators should encourage teachers to use
such technologies in the classroom environment.
Advances in technology and science have drawn attention to technological tools that
appeal to the sense organs and require interaction with the learner in educational
environments (Akkoyunlu & Yılmaz, 2005). Inevitably today, learning environments will
from hereon be designed to make use of technological tools. Such educational tools should be
designed to serve pedagogical purposes. Designs must consider both a student’s prior
knowledge and the development of knowledge over the course of the student’s learning
process. Moreover, the design of technological tools should consider the advantages that will
be made available to curriculum as well as respond to the needs of students. That is, if a
teacher is to benefit from a technological tool (animation, simulation or video) in the transfer
of knowledge, the information provided by means of that technological tool must be
appropriate to the student’s level of knowledge. Another matter to be considered in the design
of technological tools is cognitive load. The concept of cognitive load is defined as the mental
cost of what is necessary to achieve activity in an individual’s cognitive system (Sweller,
1988). Technological tools should be designed so as not to create an extreme load for the
student’s cognitive system. Memorization is influenced by extreme cognitive loads (Winberg
& Berg, 2007).
CONCLUSION
Chemistry teachers must make much effort to create an ideal environment for teaching
and learning. Including technological tools in the classroom will require teachers to employ
different teaching techniques. Instead of making use of technological tools for a short-term
educational program, however, students will benefit more from a longer period of learning.
Designers of chemistry curriculum as well as chemistry teachers should take care to plan and
4. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
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implement activities that include technological tools in accordance with pedagogical
objectives since the structure of such activities will be meaningfully effective in a student’s
learning process. Furthermore, researchers in chemistry education may benefit from dual
coding theory (Paivio, 1971, 1986; Clark & Paivio, 1991) and cognitive load theory (Sweller,
1988; Chandler & Sweller, 1991; Baddeley, 1992) through studies on the influence of ICT on
learning. Although these theories are familiar to researchers in cognitive psychology, they are
not adequately known in chemistry education. Recently, it has been observed that studies on
the effects of technological tools on learning and teaching have begun to make use of the two
theories. Dual coding theory and cognitive load theory may constitute new fields of study for
researchers in chemistry education.
In conclusion, information and communication technologies present significant
opportunities in the near future for the chemistry education programs. They may also be a
beneficial and effective tool in the development of new methods and techniques.
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