B.Ed. (Learning Disability) (LD) Pedagogy of Teaching Science Syllabus - Mumbai University 2026

Introduction

• The course will help the student-teachers to generate their student’s interest for learning science and develop a scientific attitude. It is designed to equip the student-teachers to teach science using innovative methods, techniques and teaching learning material to students with & without disabilities.

Objectives

After completing the course the student-teachers will be able to:

• Explain the role of science in day to day life and its relevance to modern society.
• Describe the aims and objectives of teaching science at school level.
• Demonstrate and apply skills to select and use different methods of teaching the content of sciences.
• Demonstrate competencies of planning for teaching sciences, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences.
• Demonstrate skills to design and use various evaluation tools to measure learner achievement in sciences.

Module 1: Nature and Significance of Science

• 1.1 Nature, Scope, Importance and Value of Science.
• 1.2 Science As An Integrated Area of Study
• 1.3 Science and Modern Indian Society: Relationship of Science and Society.
• 1.4 Impact Of Science With Special Reference To Issues Related With Environment, Industrialization and Disarmament.
• 1.5 Role Of Science For Sustainable Development

Module 2: Planning for Instruction

• 2.1 Aims and Objectives of Teaching Science in Elementary and Secondary School
• 2.2 Bloom’s Taxonomy of Educational Objectives and Writing Objectives in Behavioural Terms
• 2.3 Lesson Planning – Importance and Basic Steps. Planning Lesson for an Explanation, Demonstration, and Numerical Problem in Teaching of Sciences.
• 2.4 Unit Planning – Format of A Unit Plan.
• 2.5 Pedagogical Analysis: Meaning and Need. Guidelines for Conducting Pedagogical Analysis

Module 3: Approaches and Methods of Teaching Sciences

• 3.1 Process approach, Direct Experience Approach, Inductive-Deductive Approach,
• 3.2 Lecture, Demonstration, Discussion, Problem-solving, Concept-mapping, Programmed Instruction, Team Teaching, Seminar, Computer Assisted Learning (CAL)
• 3.3 Project Method and Heuristic Method
• 3.4 Creating Different Situations of Learning Engagement: Group Learning, Individual Learning, Small Group, Cooperative (Peer-Tutoring, Jigsaw Etc.), Situated/Contextual Learning with reference to Children With Disabilities
• 3.5 Constructivist Approach and its Use in Teaching Science

Module 4: Learning Resources with reference to Children with Disabilities for Teaching Science

• 4.1 Teaching Learning Aids – Need, Importance, Selection, Use and Classification of Aids Based on Type of Experience, Audio Visual Aids, Multimedia, Charts, and Models (Tactile and Visual)
• 4.2 Importance of Co-Curricular Activities-Science Club, Science Exhibition, Science Text Books-Characteristics and Significance With Reference To Children With Disabilities
• 4.3 The Science Laboratory-Planning Organization of Lab, Storage, Record Keeping And Safety of Scientific Equipments With Reference To Children With Disabilities
• 4.4 Use of net based Resources: Open Educational Resources (OER), Virtual laboratories
• 4.5 Use of net based Resources: Learning Management Systems (LMS)

Module 5: Evaluation

• 5.1 Comprehensive and Continuous Evaluation: Concept and Significance
• 5.2 Tools and Techniques for Formative and Summative Assessments
• 5.3 Curriculum Based Assessment
• 5.4 Adaptations of Evaluation Procedure With Reference To Children With Disabilities
• 5.5 Reflections on how this paper facilitates the teacher within you

Hands on Experience for notional hours: (ANY TWO) 30 Hrs 10 Marks

• 1 Pedagogical analysis of a unit from Science content. Summarize and submit.
• 2 Preparation of a multimedia presentation on a topic from Science content keeping students with disabilities in view.
• 3 Select a science based concept. Review 3 to 4 boards in terms of how and when it is introduced in science curriculum. Submit comparative statement.
• 4 Curricular adaptations for teaching Sciences to students with disabilities: Write a letter to a school head suggesting Dos and Donts

Essential Readings

• Brown, R. (1978). Science instruction of visually Impaired Youth. New York: AFB.
• Buxton, A C. (2010). Teaching Science in Elementary and Middle School. NewDelhi: Sage Publications.
• Bybee.w.Roger (2010) The Teaching of Science 21st Century Perspective National Science Teachers. Association, USA
• Fensham, P.J. (1994). The content of Science: A constructive Approach to its Teaching and Learning.Washington, D.C: The Falmer Press.
• Gupta, V. K. (1995). Teaching and learning of Science and Technology. New Delhi: Vikas Publishing House Pvt. Ltd.
• Henninen, K. A. (1975). Teaching of Visually Handicapped, Ohio: Charles E. Merrill Publishing Company
• Joshi, S. R (2005). Teaching of Science.New Delhi: A.P.H Publishing Corporation.
• Kelley, P. & Gale, G. (1998). Towards Excellence: Effective education for students with vision impairments, Sydney: North Rocks Press.
• Layton, D. (1989). Innovations in Science and Technology Education, New Delhi: Sterling Publishers
• Lawson, E. A. (2010). Teaching Inquiry Science in Middle School, New Delhi: Sage Publications.
• Mani, M. N. G. (1992). Techniques of teaching blind children, New Delhi: Sterling Publishers.
• Mukhopadhyay, S., Jangira, N. K., Mani, M.N. G., & Raychowdhary, N. (1987). Sourcebook for training teachers of visually impaired, Delhi: NCERT.
• Murray, L. J. (1988). Basic Skills – Science, Boston: John Murrey.
• NCERT (1982). Teaching Science in secondary schools, New Delhi: NCERT.
• NIVH (1992). Handbook for the teachers for the visually handicapped, Dehradun: NIVH.
• Scholl, G.T. (1986). Foundations of education for blind and visually handicapped children and youth, New York: American Foundation for the blind.
• Sharma, R. C. (2005). Modern Science teaching, Delhi: Dhanpat Rai & Sons.
• Siddiqui, H. M. (2007). Teaching science, New Delhi: Balaji offset.
• Siddiqui, N.N & Siddiqui, M. N. (1994). Teaching of science today & tomorrow, Delhi: Doaba House.
• Starin, A. & Sund, B. (1983). Teaching science through discovery. Ohio: Charles E. Merril Publishing Company.
• Tripathi, S. (2004). Teaching of Physical Science, Delhi: Dominant Publications
• UNESCO (1966). Source Book for Science Teaching, Paris: UNESCO.
• Vaidya, N. (2003). Science Teaching in Schools, New Delhi: Deep & Deep Publishers.
• Vanaja, M. (2006). Teaching of Physical Science, Hyderabad: Neelkamal Publications.

Suggested Readings

• Gupta, S. K. (1983). Technology of Science Education, Delhi: Vikas Publishing House Pvt. Ltd.
• Gupta, V. K. (1995). Readings in Science and Mathematics Education, Ambala: The Associated Press.
• Mangal S. K & Shubhra (2005). Teaching of Biological Sciences, Meerut: International Publishing House.
• Rao, V.K. (2004). Science Education, APH Publishing Corpn. New Delhi