CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
The science which deals with the study of living objects is called Biology. Thus the subject involves the studies of all kinds of micro-organisms, plants and animals. Biology is related to mankind ever since the origin of man, therefore this branch of science stands first in order of studies as compared to other branches of science. Ever since the origin of life man is eager to know about various phenomenon of life processes such as health and disease, birth, growth and death. However, man depends on plants and animals for food, shelter and clothing which are immediate needs of life, come from Biology. Perhaps it was the elementary need of man to know about the living beings, so that maximum benefits can be drawn out of them. Though biology involves study of life, but now a days it is mostly centralised with the study of agriculture, animal husbandry, health and microbiology and related branches. Today study of any branch of science is not possible in isolation as it also involves principles of physics, chemistry and various other branches.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
The science which deals with the study of living objects is called Biology. Thus the subject involves the studies of all kinds of micro-organisms, plants and animals. Biology is related to mankind ever since the origin of man, therefore this branch of science stands first in order of studies as compared to other branches of science. Ever since the origin of life man is eager to know about various phenomenon of life processes such as health and disease, birth, growth and death. However, man depends on plants and animals for food, shelter and clothing which are immediate needs of life, come from Biology. Perhaps it was the elementary need of man to know about the living beings, so that maximum benefits can be drawn out of them. Though biology involves study of life, but now a days it is mostly centralised with the study of agriculture, animal husbandry, health and microbiology and related branches. Today study of any branch of science is not possible in isolation as it also involves principles of physics, chemistry and various other branches.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Presentation gives a highlight about :
1.Seminar
2.Presentation
3.Types & importance of seminar
4.Advantage & disadvantage of seminar
5.Social science as an area of study
Module 12: Pedagogy of Social Sciences (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
Understanding the relevance of Social Sciences in order to appreciate the phenomena of continuity and change.
Recognising the relevance of the subject in establishing inter linkages with natural and social environment.
Appreciating the values enshrined in the Constitution of India such as justice, liberty, equality and fraternity and the unity and integrity of the nation and the building of a socialist, secular and democratic society.
Classifying and comparing the cause and effect relationship in the context of occurrence of events, natural and social processes and their impact on different sections of society
Explaining the concepts like unity in diversity, democracy, development, diverse factors and forces that enrich our culture and art.
Discussing the need for evolving plurality of approaches in understanding natural and social phenomena
Creating awareness and sensitivity towards diversity, gender disparity, needs of Children With Special Needs (CWSN) and marginalised sections of society.
Validity and Significance of Course Content, Consistency with Social Reality,...USMAN GANI AL HAQUE
This PPT is intended to help the teachers in general and pupil teachers, would-be teacher educators in particular to understand the various key aspects in Secondary and Higher secondary education prevailing in India.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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REDEFINITION OF SCHOOL SUBJECTS FROM SOCIO CULTURAL PERSPECTIVES AND SCHOOL SUBJECTS AND SOCIAL JUSTICES
1. Redefinition Of School Subjects From Socio-cultural
Perspectives & School Subjects And Social Justices
Mrs.R.Kohila Devi
Asst. Prof. in Education
Thiagarajar College of Preceptors, Madurai -9
2. Redefinitions of School Subject from Socio Cultural
Perspectives
To understand the society in which they live - to
learn how society is structured, managed, and
governed.
To appreciate the values enshrined in the Indian
Constitution such as justice, liberty, equality and
fraternity and the unity and integrity of the nation
and the building of a socialist, secular and
democratic society.
To undertake activities that will help them
develop social and life skills and make them
understand that these skills are important for social
interaction.
In textbooks and in the classroom, the content,
language, and images should be comprehensible,
gender-sensitive, and critical of social hierarchies
and inequalities of all kinds.
3. Primary Stage
Classes I and II
• For these primary grades, Socio-
cultural perspectives will be
explained as integral parts of
languages and mathematics.
• "Neglect of mathematics works
injury to all knowledge, since he
who is ignorant of it cannot know
the other sciences or the things of
the world.“ ~Roger Bacon ~
• Children should be engaged in
activities to understand the natural
and social environments through
illustrations from the physical,
biological, social, and cultural
spheres.
4. • The language used should be gender-
sensitive. Teaching methods should be
in a participative and discussion-
oriented mode. For example,
storytelling, painting, dance, song, and
music can all be part of the teaching-
learning process.
• A Teachers’ Handbook should be
prepared with examples of activities that
promote the development of concepts
and teach sensitivity towards Socio-
cultural concerns.
5. Classes III to V
• For these grades, the subject
Environment Studies (EVS) will
be introduced and will be
constituted by a discussion of the
Socio-cultural perspectives.
• Children will begin to be
sensitized to social issues like
poverty, child labour, illiteracy,
and caste and class inequalities,
in rural and urban areas.
• The content should reflect the
day-to-day experiences of
children and their life worlds. At
this stage, all concepts taught
should be activity-based.
• Activities should be related to
examples from local
surroundings.
6. Upper Primary Stage
• At this stage, the subject areas of
the social sciences may be
introduced simultaneously to
contemporary issues and
problems.
• Geography and Economics may
together help in developing a
proper perspective related to
issues concerning environment,
resources and development at
different levels, from local to
global.
• History will be taught
emphasizing the concepts of
plurality. The child will be
introduced to the formation and
functioning of governments at
the local, state, and central
levels, and the democratic
processes of participation.
7. Secondary Stage
• At the secondary stage, the social sciences reflect the judicial structure in
the country.
8. • Responses varied from teacher
to teacher, but the dominant
effect was one of undermining
the modern system of justice in
favor of caste-based
panchayats.
• The modern form of the
judiciary is likely to be taken
less seriously by teachers in
their discussions with children,
and it is likely that the caste
panchayats will be regarded as
more fair and speedy in
dispensing justice.
9. • India and the learner will be
initiated into a deeper understanding
of the social and economic
challenges facing the nation.
• In keeping with the epistemic shift
proposed, contemporary India will
be discussed from the multiple
perspectives including the
perspectives of the adivasi, dalit,
and other disenfranchised
populations, and efforts should be
made to relate the content as much
as possible to the children’s
everyday lives.
10. • In History, the contributions of
various sections/ regions to
India’s freedom struggle can
be studied, as well as other
aspects of recent history, in the
context of developments in the
modern world.
• Aspects of Geography should
be taught keeping in mind the
need to inculcate in the child a
critical appreciation for
conservation and
environmental concerns.
11. • In Political Science, the focus should
be on discussing the philosophical
foundations that underlie the value
framework of the Indian Constitution,
i.e. an in-depth discussion of equality,
liberty, justice, fraternity, dignity,
plurality, and freedom from
exploitation.
• As the discipline of Economics is
being introduced to the child at this
level and it is important that the topics
discussed should be from the
perspective of the masses.
• For example, the discussion of poverty
and unemployment should no longer
be undertaken in terms of statistics,
but instead should derive from an
understanding of the elitist functioning
of many economic institutions and the
inequality sustained by economic
relations.
12. • Also, given that this is the stage at
which choices are made about
which disciplines to pursue for
further study, it is important that
students be introduced to the nature,
scope, and methods of each of these
disciplines. For example: medical
physics
• Needless to say, the latter should
not overload students with
additional information, but instead
should explain to them what the
future study of the discipline might
hold in store and link these points to
the creation of desirable skills.
Pathway to medical physics career
13. Higher Secondary Stage
• The higher secondary stage is
considered important as it offers a
choice of streams to the students
according to their need, interest, and
aptitude.
• For some students, this stage may be
the end of their formal education,
leading to the world of work and
employment; for others, this stage
may be the foundation for pursuing
higher education.
• They may choose either specialized
academic courses or job-oriented
vocational courses depending upon
their preferences.
• Teachers can involve children in
various activities so that they can
learn certain concepts through lived
experiences.
14. • At this stage, the social sciences
will include the disciplines of
political science, geography,
history, economics, sociology, and
psychology. Commerce may
include business studies and
accountancy.
The objectives of the social science
courses at this stage may be:
• Local Crafts and Museums In order
to make the learning of social
science more enjoyable and
effective, there is a need for
innovations in teaching methods.
15. • Social science learning should
involve visits to museums at
local, state, and national levels.
Students may be asked to
explore the local surroundings
and observe the activities of
artisan communities engaged in
different crafts using local skills
and materials.
• These handicrafts may be
displayed in a small corner of the
school and developed into a
museum. The schools could have
their own social science
museums.
16. • During the summer break,
students may be asked to make
models of historical monuments,
charts indicating the effects of
volcanoes or earthquakes,
crossword games or puzzles.
• The children may paint
phenomena related to the natural
environment. Newspaper or
magazine cuttings related to
topics in the syllabus, or related
information downloaded from
the Internet, can be displayed.
• This museum could be laid out in
different ways from time to time
so that it does not become dated.
17. • Students may be taken out to visit a
nearby museum or centre of arts and
crafts, to watch the night sky,
observe the phases of the moon, note
the timings of sunrise and sunset,
• Describe the duration of day and
night, and record their experiences
and observations in a journal
reflecting socio-cultural perspectives.
• To visit historical monuments and
sketch these monuments and write
about them. The sketches can be
displayed in the school, to assist
students to explore their interests and
aptitudes in order to choose
appropriate university courses and/or
careers.
18. School Subjects and Social Justice
SOCIAL JUSTICES:
• Education Is Social Justice. “I
believe that education is the civil
rights issue of our generation.
And if you care about promoting
opportunity and reducing
inequality, the classroom is the
place to start. Great teaching is
about so much more than
education; it is a daily fight
for social justice.”
19. Social Injustice Reasons:
Untouchability
Equal rights and opportunities not given for women
Racialism
languaglism
These are the causes of social injustice.
20. Social justice teaching through school subjects
Social science:
• Equal rights and social justice
law
• Introduced social reformer like
E.V.R.periyar, Rajaram mohan rai,
narayana guru, ambedkar, and
gandhiji .
• The “primary purpose of social
studies is to help young people
make informed and reasoned
decisions for the public good as
citizens of culturally diverse,
democratic society in an
interdependent world”
21. Mathematics:
• “EQUAL PAY FOR EQUAL
WORK”
• Teaching mathematics for
social justice consists of using
mathematical thinking to help
students become aware of the
social injustices that occur
within society at large and in
their own lives while also
increasing their mathematical
understanding.
22. Environmental science studies:
• To promote environmental social
integrity, social equity, and
economic prosperity.
• Save nature.
• Affect and causes of the people due
to environmental pollution.
• Which peoples affect more either
urban or rural areas, rich or poor
people?
• Who pollute more either rich or
poor people?
23. Science:
• Many scientists support the idea
that science reflects an objective
and indisputable knowledge
without the implication of any
sociopolitical values.
• From this perspective, science
teaching may often be based on
teaching children amassed science
concepts.
• With this view of science, it could
be argued that the success or
failure of students in learning
science would depend entirely on
their mental abilities regardless of
the features of the science
curriculum which are related to
the social and cultural milieu of
children.
24. Theoretical Background
• Research in the field of science
education has shown that science
learning is related to the social,
economic, and cultural status of
children.
• In other words, students who face
inequalities in their daily life such
as social exclusion or poverty
have fewer opportunities to learn
science.
25. Analyzing Science Education
Scholarship
• The first pillar is about providing
students with an adequate and
coherent science content which
takes into account the broader
context of democratic and
humanitarian purposes of
education and is fully linked to
their daily life.
26. • The second pillar supports
teaching the Nature of Science
(NOS).
• Science curricula should highlight
the social construction of
scientific knowledge as science is
a social outcome of the continuing
changes of our society and so
knowledge can change over time
in the light of new evidence.
• In light of this, students should
regard themselves not only as
consumers of scientific
knowledge, but also as generators
of knowledge in order to bring
structural changes towards a
democratic and humanist society
based on their socio-cultural
background.
27. • The third pillar sustains the teaching of scientific methodology through which
students will be able not only to follow given instructions to solve science
problems, but collect and evaluate information or data, develop scientific
attitude and respond critically to familiar or unfamiliar situations in their
everyday life as well.
Science in daily life
28. • The fourth pillar maintains the engagement of students in sociopolitical
action.
Conclusion:
• The school curriculum should ensure opportunities to all students to
intervene in the structure of society by assuring that social rights such as
the equal absorption of the public and social wealth, collective activism and
democratic and humanist structure of society will be accessed by all
students and not tuned to the needs of the dominant social or economic
groups.
29. References
• Understanding disciplines and subjects book/author nallamur
DR.G.PERIANNAN.
• www.youtube.com social justice in education.
• Understanding disciplines and subjects book/author prof.k.nagarajan.
• Final article role of mathematics in the development of society/ ncert/
Dr.roohi fatima.
• www.wikipedia/environmental studies in school subjects.com
• www.wikipedia/social science for social justice.com