Interdisciplinarity in Educational Studies: Concepts, Theories and Approaches


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A Presentation at ZHCES, Jawahar Lal Nehru University (JNU) by V K Kanvaria on 12/03/2013 in a Seminar

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Interdisciplinarity in Educational Studies: Concepts, Theories and Approaches

  1. 1. Presenting at ZHCES, JNU in ZHCES Graduate Seminar onInterdisciplinarity in Educational Studies : Concepts, Theories and Approaches 12th March, 2013 12/03/2013 VKK ZHCES JNU 1
  2. 2. VINOD KUMAR KANVARIAResearch Scholar, School of Education IGNOU, New Delhi
  3. 3. What are we discussing here?• (i) Discussing and developing a framework for interdisciplinary research methodology for pedagogy, ICT and learning of mathematical concepts.• (ii) Reflecting on various variables in terms of what, why and how.• (iii) Mentioning about sampling technique for interdisciplinary research methodology.• (iv) Endeavouring to discuss the strategy for validity of tools. 12/03/2013 VKK ZHCES JNU 3
  4. 4. ICT Method Research Case MathematicsIn the field of Research, it can be achieved through a Interdisciplinary Research Methodology 12/03/2013 VKK ZHCES JNU 4
  5. 5. What is ICT? Information and Communication Technology! What is it ?12/03/2013 VKK ZHCES JNU 5
  6. 6. What are various views on ICT ?Means of accessing, storing, sharing, processing, editing, selectin g, presenting and communicating information through a variety of media. It also involves finding, sharing and restructuring information in its diverse forms. BECTA (2002) 12/03/2013 VKK ZHCES JNU 6
  7. 7. What are various views on ICT ? Major forms may be given as word processing e.g. MS Word, spread sheets e.g. MS Excel, databases e.g. MS Access, graphing e.g. SPSS, graphics packages e.g. Corel draw, clipart and sound packages e.g. Flash Player, desktop publishing e.g. PageMaker, Cohen, Manion and Morrison (2005)12/03/2013 VKK ZHCES JNU 7
  8. 8. What are various views on ICT ? multimedia e.g. MS PowerPoint, internet e.g. Windows Internet Explorer, e-mail e.g. Gmail, games e.g. solitaire and simulations e.g. packages for air-pilot training and chemistry practical. Cohen, Manion and Morrison (2005)12/03/2013 VKK ZHCES JNU 8
  9. 9. What are various views on ICT ?ICT makes new and moreflexible learning environmentpossible. Alexander and Potter (2005)Currently, the major issuespertaining to ICT are accessand advancement. 12/03/2013 VKK ZHCES JNU 9
  10. 10. What is a Method? Method ! What is it ?12/03/2013 VKK ZHCES JNU 10
  11. 11. What are various views on Method ? Etymologically, ‘meta’: after, ‘hodos’: way, motion, journey 12/03/2013 VKK ZHCES JNU 11
  12. 12. What are various views on Method ? Pursuit of knowledge, investigation, mode of prosecuting such inquiry or the system. 12/03/2013 VKK ZHCES JNU 12
  13. 13. What are various views on Method ? A process of completing a task or a way of doing something. 12/03/2013 VKK ZHCES JNU 13
  14. 14. What is Mathematics? Mathematics ! What is it ?12/03/2013 VKK ZHCES JNU 14
  15. 15. What are various views on Mathematics ?The science or class of scienceswhich treats the exact relationsexisting, between quantities ormagnitudes and operations andof the methods of which, inaccordance with theserelations, quantities sought aredeductible from other known orsupposed. Webster’s Dictionary (1948) 12/03/2013 VKK ZHCES JNU 15
  16. 16. What are various views on Mathematics ?Mathematics is a way tosettle in the mind; a habit ofreasoning. Locke (1801) 12/03/2013 VKK ZHCES JNU 16
  17. 17. An Interdisciplinary Framework An Interdisciplinary Framework Keeping in Mind All the Disciplines 12/03/2013 VKK ZHCES JNU 17
  18. 18. Design of the Study12/03/2013 VKK ZHCES JNU 18
  19. 19. What ? How ? Variable Control Why ?12/03/2013 VKK ZHCES JNU 19
  20. 20. What ? How ? Why ? Class level -- Taking same class -- Avoid different academic levels12/03/2013 VKK ZHCES JNU 20
  21. 21. What ? How ? Why ? Content -- Taking content from all five units -- Avoid content- subjectivity12/03/2013 VKK ZHCES JNU 21
  22. 22. What ? How ? Why ? Concepts -- Taking one concept each from all five units -- Avoid concept- subjectivity12/03/2013 VKK ZHCES JNU 22
  23. 23. What ? How ? Why ? ICT tools -- Taking same tool for all concepts -- Avoid tool- subjectivity12/03/2013 VKK ZHCES JNU 23
  24. 24. What ? How ? Why ? Instructional strategies in ICT based pedagogy -- Same teacher for all for ICT based pedagogy -- Avoid individual teacher-effect on pedagogy12/03/2013 VKK ZHCES JNU 24
  25. 25. What ? How ? Why ? Curriculum -- Taking standardized curriculum for secondary level -- Avoid curriculum-effect12/03/2013 VKK ZHCES JNU 25
  26. 26. What ? How ? Why ? Elements of concept -- Taking same elements for each concept -- Avoid internal subjectivity for concepts12/03/2013 VKK ZHCES JNU 26
  27. 27. What ? How ? Why ? Availability of ICT facilities -- Taking those schools which already have ICT facilities available for students -- Avoid non-familiarity with ICT facilities12/03/2013 VKK ZHCES JNU 27
  28. 28. What ? How ? Why ? Testing of achievement -- Same achievement test for all students -- Avoid subjectivity of test12/03/2013 VKK ZHCES JNU 28
  29. 29. What ? How ? Why ? Types of questions -- Objective type questions -- Avoid item- subjectivity on assessment12/03/2013 VKK ZHCES JNU 29
  30. 30. What ? How ? Why ? Length of the test -- Same number of items for each concept -- Equal weightage to each concept12/03/2013 VKK ZHCES JNU 30
  31. 31. What ? How ? Why ? Efficiency and interest on the topic -- Attempting best two content-sections in the test – Avoid individual interest and aptitude-variability factor12/03/2013 VKK ZHCES JNU 31
  32. 32. What ? How ? Why ? Various traditional methods -- Taking various teachers for traditional methods -- Reaching various traditional methods12/03/2013 VKK ZHCES JNU 32
  33. 33. Sampling TechniquesSuper-flexibility of sampling technique for such a Typical Interdisciplinary study 12/03/2013 VKK ZHCES JNU 33
  34. 34. Sampling Teachers Teachers for content Students for(subject experts and field validation small groupexperts) for test selected try out validation using selected selected using purposive using quota sampling convenient sampling sampling 12/03/2013 VKK ZHCES JNU 34
  35. 35. Students Studying under CBSE curriculum from different government schoolsfor achievement scores purposive non-random sampling technique 12/03/2013 VKK ZHCES JNU 35
  36. 36. Methodology12/03/2013 VKK ZHCES JNU 36
  37. 37. Methodology (i) ICT based content on specific concept from every unit was developed. (ii) This ICT based content was applied in classroom pedagogy in various schools.12/03/2013 VKK ZHCES JNU 37
  38. 38. Methodology (iii) An achievement test was designed to test the concept attainment by the students.(iv) The test was administered onthe students taught by using ICT based content.12/03/2013 VKK ZHCES JNU 38
  39. 39. Methodology (v) The test was administered on the students taught by traditional approach. (vi) The two sets of data were compared and analysed.12/03/2013 VKK ZHCES JNU 39
  40. 40. Statistical Tools & Techniques Statistical toolsPercentage of Chi-square test agreeability One Way & Two Way t-test ANOVA 12/03/2013 VKK ZHCES JNU 40
  41. 41. Analysis & Discussion A quasi-experimental design (McGuigan, 1990), with an essence of flexibility, gave the most reliable results and paved the way for a better compatible research methodology for ICT in education.12/03/2013 VKK ZHCES JNU 41
  42. 42. Inference Due to its unique interdisciplinarynature, a quasi-experimental design with a super-flexible mode suited such a research the most.12/03/2013 VKK ZHCES JNU 42
  43. 43. Special Care Designing and validating tools Statistical toolsIssues Sampling Controls 12/03/2013 VKK ZHCES JNU 43
  44. 44. WHAT ARE WE DOING WHAT NEEDS TO BE DONE Searching for a Universal Convince Panacea ourselves that various researches need various types of research methodologies 12/03/2013 VKK ZHCES JNU 44
  45. 45. Conclusion Coherence Research Natural Sciences Discipline Social SciencesLogical Method Content and Nature12/03/2013 VKK ZHCES JNU 45
  46. 46. Educational Research in the 21st Century Our SUCCESS will depend upon the extent to which we are able to change ourselves with the changing times with the optimum flexibility in Research Methodology12/03/2013 VKK ZHCES JNU 46
  47. 47. -To entire Teaching Community, itsstudents, Organisations and all……12/03/2013 VKK ZHCES JNU 47