2. INTRODUCTIOIN
Human resource is the set of individuals who make up the work force of an organisation,
buisiness sector, or economy. The education human resource like teacher, scientist, resource person
etc. The teacher must be treasure house of knowledge and yet he should give only minimum
essential help to pupils- only that much of help which will not mar the spirit of heuristic method.
The teacher should be a good guid. The discoveries made by the scientists give motivation to the
students, and it races the interested and scientific attitude of students. From the corporate
objective, employees have been traditionally viewed as assets to the enterprise; whose value is
enhanced by further learning and development, referred to as human resource.
3. Human Resource
Human resource is the set of individuals who make up the workforce of an organization,
business sector, or economy. “Human capital” is sometimes used synonymously with
human resources, although human capital typically refers to a more narrow view. Likeways,
other terms sometimes used include “manpower”, “talent”, “labour”, “labour”, or simply
“people”.
Teacher
The teacher must be a treasure house of knowledge and yet he should give only
minimum essencial help to pupils-only that much will not mar the spirit of heuristic
methord. The teacher should be a good guide. The teacher should be capable enough to
plan and devise problems for investigation by pupils from the materials supplied, the
teacher should direct their attention to problem rendering situations. The teacher should
see that the problems are graded according to age, ability, interest and background
knowledge. The teacher should be a keen observer.
SCIENTIST
Students benefit most by scientist/teacher partnerships because teachers gain content
knowledge and insights into the process of scientific investigation. The scientists also gain
from a team by merging the experience of teaching strategies and content knowledge. This
team approach is most effective when working with middle or high schools students. Most
science teachers have had title experience working with middle or high schools students.
Most science teachers have had little experience working as practicing scientitists, yet their
students look to them as convent “experts”. Both parties should have a mutual respect for
their partner’s experiense. A partnership can quickly dissolve if either party dismisses the
professional experience of the other.
The scientist can benefit from the partnership by spending time in the classroom and
perhaps thus gaining an appreciation for diverse pre-college teaching methodologies. It is
important to understand that student learn at different rates and in different ways. The
depth of knowledge that a scientist possesses on a particular subject may be a liability
becase the students need to know only what is necessary to perform an experiment or to
understand a concept. Too much information may cause confusion. Both the scientist and
teacher may need to make concessions to preserve the scientific integrity as well as the
pedagogical integrity of the experience for the students.
4. Conclusion
The presumption is that such instruction is sufficent to make students capable of using
their newly acquired knowledge effectively. Sometimes special enviornments such as
laboratories or computational enviourments are provided, where students can explore and
learn by discovery. There is a presumption that the students will acquire useful knowledge
and even tranfer their learning to other domains. There is evidence today that the learning
outcomes are often disappointing. Students need help in making the jump from theory to
application. You can provide this help by giving them more experience in the procedures
and processes of science.
5. REFERENCE
1. Science Education
- Dr. K. Sivarajan
2. http://en.wikipedia.org/wiki/Human Resource
3. Principles of Curriculam Reconstruction
- Mailreya Balsara
(Kanishka Publishers)
