B.Ed. (Full Time) Pedagogy of School Subject Science Syllabus - Mumbai University

Objectives

• To understand the basic concepts associated with academic disciplines
• To understand place of different disciplines in the school curriculum
• To understand the meaning and nature of Science.
• To familiarize the objectives of teaching Science as given by NCF 2005
• To identify the values of teaching science
• To develop an understanding of the approaches to teaching Science.
• To familiarize the concept, needs and ways of infusing Global Perspectives in Science curriculum.
• To develop an understanding of the methods of teaching Science.
• To acquire knowledge about various learning resources and its management in science education.
• To develop an understanding of the need and avenues of professional development of a Science teacher.

Module 1: Fundamentals of Science Education 2 credits

Unit 1: Basics of Academic Disciplines

• a) Meaning of academic disciplines, Relationship between academic disciplines and Science subject.
• b) Classification of academic disciplines: Becher -Biglan typology ( pure-hard, pure soft, applied-hard, applied-soft types) with emphasis on nature of knowledge in each type.
• c) Place of Science subject in the present school curriculum

Unit 2: Place of Science in the Curriculum and Life

• a) Meaning and Nature (Product & Process) of Science , Science Process skills - Basic and Integrated
• b) Aims and Objectives of teaching science at upper primary, secondary and higher secondary level (NCF 2005)
• c) Values of teaching science in socio-cultural context

Unit 3: Organisation of Science Curriculum

• a) Maxims of teaching science (Known to Unknown, Whole to Parts, Simple to Complex, Particular to General, Empirical to Rational, Concrete to Abstract)
• b) Co-relation of Science in the Curriculum: Internal & External
• c) i. Infusing Global Perspective in Science Curriculum (Need and Importance),
• ii) Curriculum Organization- Concentric and Topical approach

Module 2: Transacting Science Curriculum 2 credits

Unit 4: Science Teaching: Methods, Approaches and Tools

• a) Methods of Teaching - Lecture cum demonstration method, Project method, Problem Solving
• b) Approach : Inducto-deductive Approach
• c) Concept Mapping – Meaning, Steps and Significance, PEOR (i.e. Predict, Explain, Observe & React)

Unit 5: Learning Resources and Activity

• a) Science Text book: Characteristics of good Science textbook
• b) Science Club and Science Field Visit – Concept, Organisation and Significance
• c) Improvised Apparatus and E- resources (Virtual lab and Simulation)

Unit 6: Science Teacher

• a) Science teacher – Need and Avenues of Professional growth
• b) Science Laboratory - Planning and Maintenance, Laboratory Method
• c) Diagnostic testing and Remedial teaching in Science

Module 3: Internal Assessment 2 credits

• Suggested tasks: (Any One)
• a) Develop and Present Learning Resources in Science
• b) Visit any Science institution and prepare a report.
• c) Conduct any one science club activity and write a report on it
• d) Prepare concept map on any one unit of Science
• e) Critical evaluation of a Science textbook. (Std. VI to XII –SSC/CBSE)
• f) Report on avenues of continuous professional development of science teacher
• g) Conduct an experiment from School Science textbook and submit a report.

References

• AACTE committee (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators: Washington:DC, Rutledge / Taylor and Francis .Chao, Lee (ed.)(2012) . Cloud computing for teaching and learning: Strategies for design and implementation: Hershey, PA, IGI Global.
• Gupta, S. K. (1983). Teaching of physical science in secondary schools. New Delhi: Sterling Publications (Pvt.) Limited. Janie Gross Stein, Richard Stein (Ed.)(2001)Network of knowledge: Collaborative innovation in international learning: Toronto Canada, University of Toronto Press incorporated.
• John Loughran (1996). Developing reflective Practice: Learning about teaching and Learning through Modelling. London: Falmer Press
• Mary, L.S.(1985). State of the art : Transforming ideas for teaching and learning science. A guide for elementary education, Washington, DC: United States,Dept. of education.
• Mathew, T.K., & Mollykutty, T. M. (2011). Science education : Theoretical bases of teaching and pedagogic analysis. Chenganoor: Rainbow Book Publishers.
• Rena M.Palloff & Keith Pratt (2009): Assessing online learner: San Fransisco, Jossey – Bass.
• Sharma, R. C. (1985). Modern science teaching. New Delhi: Dhanpat Rai & Sons.
• Smith and Anderson (1984). Cited in apples 4 the teacher.com articles, Science Misconceptions Research and Some Implications for the Teaching of Science to Elementary School Students.
• Suresh K.P. and Joseph, Celene (2012). Teaching and Testing Science Process skills.New Delhi: Shipra Publications .
• Thurber, W. A., & Collette, A. T. (1964). Teaching science in today’s secondary school. New Delhi; Prentice Hall Of India Limited. Tony Ghaye (2011). Teaching n and learning through Reflective Practice (2nd Edn.) Newyork: Routledge
• Trowbridge, L. W. & Bybee, R. W. (1996). Teaching secondary school science.(6thed.). Eng
• Bhandula, Chadha and Sharma: Teaching of Science, Parkash Brothers Educational Publishers, 1985.
• Bhatia & Bhatk the Principles and Methods of Teaching, Doaha house Booksellers and Publishers, 1994.
• J.C.Aggarwal: Principles, Methods and Techniques of Teaching, Vikas Publishing house Pvt. Ltd., 2000
• 8Korde and Sawant; Science and Scientific Method, Himalaya publishing house, 1980.
• Narendra Vaidya: Science teaching in schools for the 21st century. Deep and deep publications Pvt Ltd.,
• New Trends in Integrated Science Teaching, Vol.1, UNESCO.1969-70.
• Prasad Janardhan, (1999.) Practical aspects in Teaching of Science, Kanishka Publication, N. Delhi
• R.C Sharma (2003) Modem Science teaching, Dhanpat Rai Publishing Company.