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Pedagogical Concerns in Science Learning
The document discusses several pedagogical concerns with science learning, including that it is often too transmissive rather than participative, focuses more on content learning than developing scientific process skills, and misses opportunities for integrated, project-based, and experiential learning. It advocates for reforms that emphasize explorative, investigative, collaborative, and activity-based approaches in order to develop scientific habits, attitudes, and values in students and make science learning more interesting and relevant.
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Pedagogical Concerns in Science Learning
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- 2. Transmissive rather than participativeand owning the process of learning
- 3. Hence, it isnot surprising that many students in considering the senior secondary years are saying: Why should I continue studying science subjects when there are more interactive, interesting and less difficult ones to study? (Fensham 2008)
- 4. • Problem solving& Creativity • Explorative & Investigative learning • Project based learning • Activity based learning • Experiment • Sharing and Cooperative learning • Learning styles oriented
- 5. • Concepts • Methods •Language and readability index • Process of learning– Process skills and metacognition • Contextualizing • Reflection • Examination
- 6. • Content learningrather than process, method, strategy for knowledge creation • Drill and rote learning for scoring rather than observation, design, analysis, questioning, argumentation, discussion, debate and process skills in general • Vertical continuity, horizontal integration is missing so is with life connection
- 7. • Stock ofknowledge , but missing building of scientific habits, attitudes, interest, values (spirit of observation, Calmness, Self control, practice of looking for the causes of things, Order Caution in making claims, admiration of nature, modesty, tolerance and so on (Comas Camps 1925)
- 8. Research • Theoretical, • Pedagogical, •Action, • Applied
- 9. • Science clubs, •Science fairs, • Debate, • Panel discussion, • quiz, • Educational trip, Field trips
- 10. • Gender • Language •Intelligence • Social • Ethnicity • Disability
- 11. • Local • Global •Community • Industry • Research institutes • Higher education institutes • Government
- 12. • Availability • Effectiveuse and • Maintenance • Use and abuse of online resources, communities, forums • Communication • LMS & CMS
- 13. Habits, behaviors, attitudes •Learning • Practicing • Spreading • Working with others
- 14. • Need befor short term and long term purpose • for attitudes and values building • Collaboration of assessment
- 15. • Science Education-Equality and Equity • Culture of Science • Empowerment of teachers • Training of Teacher Educators • Differentiated instructions • Open ended instruction • Integrated learning • Evidence based learning
- 16. • Personalized andcustomized learning • Project and problem based learning • Collaboration and communication • Capitalize on Lerner’s interest in mobile technology • Make the most of social media • Metacognition skills • Build right relation for learning
- 17. • Teach metacognitiveskills • Include every learner through technology • Highlight learner centered models • Promote learning without boarders • Encourage life long learning • Adapt to non traditional learning modes • Assess for deeper understanding and competence
- 18. • Innovator • Facilitator •Co-worker • Mentor • Modeling • Leader • Resource provider • Catalyst of and for change
- 19. Thanks For YourKind Attention Dr. Vijay Grover DAV College of Education, Abohar, Punjab Email: grovervijayk@gmail.com