This is an Educational blog maintained by SABARISH P, (MSc Physics, MEd, NET), Assistant Professor in Physical Science Education. Contact : pklsabarish@gmail.com

Thursday 18 February 2016

Calicut University Second Semester B.Ed Physical Science : Teachers Hand books

Calicut University Second Semester B.Ed Physical Science : Teachers Hand books

Click here to get the pdf file of PS Teachers Hand book

EDU 09.12 PEDAGOGIC PRACTICES IN PHYSICAL SCIENCE
Handbook

Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

Unit & Content
Scope
Reference

UNIT I Aims and Objectives of Teaching Science
(15 Hours)

 1.1) Aims and Objectives of teaching Physical Science, objective based instruction and
evaluation, objectives and specific objectives, learning experience and evaluation,








1.2) Taxonomy of educational objectives- cognitive affective and psychomotor domains, Revised Bloom's Taxonomy, Taxonomy ofMc Cormack & Yager, Digital Taxonomy
















 1.3 Process skills in Science at secondary stage, Developing process skills in students
















 1.1 The general aims of teaching science in schools; how they differ from objectives; Furst Paradigm showing the interconnection between objectives, learning experience and evaluation; what are the general and specific objectives may be discussed.










1.2 The Blooms taxonomy should be discussed as introduction to RBT with proper discussion on all the instructional objectives of Cognitive and affective Domain. For Psychomotor domain, Dave’s taxonomy may be followed.
Revised Bloom’s Taxonomy should be discussed in detail; While dealing the Revised Bloom’s taxonomy, changes effected in the cognitive domain 1.Renaming and reorganizing of cognitive levels
2. Nouns changed to verbs 3. Structural change with two dimensions (the knowledge dimension and the cognitive process dimension) may be emphasized.
The domains of Science Education as given by McCormack &Yager and the Instructional
Objectives may be discussed .
Concept of Digital Taxonomy is to be introduced and discussion on ‘digital verbs’ is required. The digital additions and their justifications can be done.(Please find the appendix)

1.3 The process skills may be discussed along with the ways of developing process skills in children. (13 process skills in UNESCO Source book are to be discussed)
The teacher educator may refer chapter 4 and 5 – Developing children’s process skills and
attitudes of UNESCO sourcebook freely available in the link given in reference






1.1 Mohan, R (2007). Innovative science teaching for physical science. New Delhi: Prentice Hall

Mathew, T.K and Mollykutty, T.M (2011) Science Education-Theoretical Bases of Teaching and Pedagogic Analysis-Physical Science and Natural Science.Rainbow Book Publishers

Sivarajan, K and Faziluddin, A. (2005)         Science Education. Calicut University: Central Co-operative stores.


1.2 Mohan, R (2007). Innovative science teaching for physical science. New Delhi: Prentice Hall

Anderson, W. L. & Krathwohl
D. R. A taxonomy for Learning,
Teaching and Assessing.
Newyork: Longman.



Mathew, T.K. & Mollykutty
(2012) Science Education –
Theoretical Bases of Teaching &
Pedagogic Analysis, Chengannur:
Rainbow Publications


or
Harlen, W & Elstgeest (1992) UNESCO Source Book for Science in the Primary School New Delhi: National Book Trust
(Chapter 6)

Unit 2: Teaching Skills
Teaching skills for class room instruction, Essential skills for Science teaching, Micro
teaching: Practicing Teaching skills- link practice
(20 Hours)


Essential theoretical background for Microteaching. Micro teaching –origin, definition, micro teaching cycle, duration of micro teaching cycle,  rationale and use of micro teaching, phases of micro teaching.
Core teaching skills – components, preparation of micro lessons and appraisal format to elicit feedback.
Integration of skills , link practice, macro
Teaching. An informal discussion about innovations in Microteaching can be done in class.


Passi, B. K. (ed.) 1976 Becoming a better teacher: A micro teaching approach,
Ahmedabad: Sahitya Mudranalaya

Mohan, R (2007). Innovative science teaching for physical science. New Delhi: Prentice Hall.





Unit 3: Planning of Instruction and Pedagogic Analysis
(35 Hours)

3.1 Planning of Instruction - year plan, unit plan, resource unit - Lesson planning Need,
Stages (Herbartian steps) - Lesson plan preparation based on The Constructivist format.
3.2 Pedagogic Analysis- Meaning and Steps of Analysis, Pedagogic Analysis of the Physics
and Chemistry content portions of 8th and 9th of Kerala state.

(1.Arranging teaching points in a logical order. 2.Analysing concepts,
Working out strategies for teaching concepts. 3.Stating general
instructional objectives and specific instructional objectives in terms of behavioural outcomes. (The Behaviourist approach) OR Stating
‘curriculum objectives’ in terms of concepts, process skills, strategies of instruction and evaluation. (The Constructivist approach) 4. Planning suitable learning experiences according to objectives. Planning the procedures of evaluation according to objectives.)


3.3 Use of C.D. ROM such as Encyclopaedia - Britannica, Microsoft Encarta, Edubuntu of it
@school, Kerala, EDUBUNTU exploration of the science resources - Open source, open content in lesson planning.










3.1Format of Year plan and lesson plan produced in the SCERT hand books may be adopted. The sequencing of a lesson based on Herbartian steps has to be emphasised.








3.2 The scope of Pedagogic Analysis
encompassing content analysis, statement of
objectives, deciding prerequisites, determining inputs, assignments, activities and evaluation procedures may be discussed.
Content analysis may be done as terms, facts, concepts, principles, equations, processes, and law.
Concept may be discussed as given by Bruner in Concept Attainment Model. The five elements of a concept (name, exemplar, attribute, attribute value and definition) may be emphasized.
Criteria for stating Instuctional Objectives in the behaviourist and Constructivist approaches may be emphasized.
Importance of selecting suitable learning
experience for effective teaching may be emphasized.
Selecting the appropriate evaluation procedure relevant to constructivist and behaviourist styles.
(Constructivist approach requires testing of
process skills as well as conceptual
understanding)





3.3 Try to provide maximum practical experience to student teachers on educational CD ROMs, Encyclopaedia - Britannica, Microsoft Encarta, Edubuntu of it @school. Science resources like video clips, animations, graphics etc available in CDs may be discussed. Students may explore the Cds for themselves. Evaluation of an educational
CD with a suitable proforma. An Example proforma for evaluation of Educational CD is provided in Radhamohan Text book Page 317.EDUBUBTU is freely available to download from it@ school website. The link is provided in reference. The essential theoretical knowledge about the terms is to be ensured.
Concept of Open source softwares and the scope for use of open content in lesson plan can be introduced. Practical sessions using free software in EDUBUNTU can also be conducted depending on the availability of time. IT enabled teaching resources  (Modules) are available free on it @ school website. The link is provided in reference





Mathew, T.K. & Mollykutty
(2012) Science Education –
Theoretical Bases of Teaching &
Pedagogic Analysis, Chengannur:
Rainbow Publications
3.2  Sivarajan, K and Faziluddin, A. (2005) Science Education. Calicut University: Central Co-operative stores.

SCERT, High school science textbooks. Available to download at SCERT website. http://www.scert.kerala.gov.in


http://www.dct.kerala.gov.in is the official website which provides Kerala Digital Collaborative Textbooks of all the Subjects in 1st Standard to 10th Standard.















3.3  Mathew, T.K and Mollykutty, T.M (2011) Science Education-Theoretical Bases of Teaching and Pedagogic Analysis-Physical Science and Natural Science.Rainbow Book Publishers







Mohan, R (2007). Innovative science teaching for physical science. New Delhi: Prentice Hall.
(An Example proforma for evaluation of Educational CD is provided in Radha mohan Text book Page 317.)
UNIT. IV.  Techno Pedagogic Content Analysis in Physical Science
(15 Hours)
4.1 Science teacher as techno pedagogue- techno pedagogic skills and competencies, Digital
Resources –CD, DVD, Websites, m-learning. Creating an e-portfolio, Pedagogical designs using ICT in Physical Science- Digital Lesson plans usingWeb 2.0 tools (Examples: video clips, PhET simulations, Edublogs, Wikispaces, Dynamic Periodic
table, Teacher Tube, Computer assisted assessment)






4.1  Meaning, features and importance of Techno Pedagogic Content Knowledge Analysis, components: technology knowledge, pedagogical knowledge, content knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge.(Please find the appendix)
Teacher as a Techno pedagogue: Meaning & Qualities - Interrelationship between Technology, Pedagogy and Contents of science subjects at school level-identify topics in physical science and integrate it with the components of TPCK Analysis- Prepare Digital Lesson Plan for suitable topic -preparation of constructivist lesson plan by integrating ICT
E- portfolio – meaning, inputs in an eportfolio,






SCERT, Higher secondary and High school science textbooks

E- portfolio


For Web2.0 tools in education
Mathew, M (2014)Teaching Science for Biological and Physical Sciences. Malappuram: NAS publishers

Science teacher as techno pedagogue

Science teaching is such a complex, dynamic profession that it is difficult for a teacher to stay up-to-date. For a teacher to grow professionally and become better as a teacher of science, a special, continuous effort is required (Showalter, 1984, p. 21).

Shulman (1987) defined seven knowledge bases for teachers: content knowledge, general pedagogical knowledge, curriculum knowledge, pedagogical content knowledge (PCK), knowledge of learners and their characteristics, knowledge of educational context, and knowledge of educational ends, goals, and values. According to Shulman, among these knowledge bases, PCK plays the most important role in effective teaching. (Shulman, 1986, p. 9). PCK is not only a special form of content knowledge but also a “blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, presented, and adapted to the diverse interests and abilities of learners, and presented for instruction” (Shulman, 1987, p. 8).

Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.
TPACK is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation.
Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of scienceteachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues inTechnology and Teacher Education, 9(1), 25-45.

Showalter, V. M. (Eds.). (1984). Conditions for good science teaching. Washington, DC: National Science Teachers Association.

Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.

Zeichner, K. (2003). Teacher research as professional development for P-12 educators in the USA. Educational Action Research, 11(2), 301-325.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(5), 4-14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Reviews, 57, 1-22.

Techno pedagogic skills and competencies
Techno-pedagogical skills are the ways to make accessible and affordable quality education to all using technology.

Nowadays, teaching is becoming one of the most challenging professions in India where knowledge is expanding rapidly and much of it is available to students as well teachers at anytime and anywhere. As teacher education is primarily directed towards preparing teachers, the quality of teacher education depends on the teacher trainee's abilities and skills.
Thakur, N. (2015). A Study on Implementation of Techno-PedagogicalSkills, its Challenges and Role to Release at Higher
Level of Education. American International Journal of
Research in Humanities, Arts
and Social Sciences.

Thakur, N. (2014). A Study on Awareness of Trained Teachers in relation to Information and Communication Technology. International Journal of Research and Method in Education, 4(1), 6-11.

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
Digital Resources CD, DVD, Websites,
In this digital age, most information at the content level is available and can be readily accessed by students out of class as a component of class preparation. In addition to the traditional textbook, which is now often self-augmented with CD, DVD, and online learning resources, sites like YouTube.com, merlot.org, and the online university learning portals

Taylor, M. (2010). Teaching generation neXt: A pedagogy for today’s learners. A collection of papers on self-study and institutional improvement, 26, 192-196.

m-learning
Electronic Learning is a subset of Distance Learning and Mobile Learning is a Subset of E-learning. E-learning and M learning have become extremely important words of the educational technological revolution; each characterising a whole raft of ideas and resources for the tech-savvy teacher.
Behera, S. K. (2013). E- and M-Learning: A Comparative Study.  International Journal on New Trends in Education and Their Implications
4(3) 08 ISSN 1309-6249
e-portfolio
• A collection of digital files (artifacts) that are shared electronically for the purpose of reflection, comment and evaluation.
• It’s quite simply a website that enables users to collate digital evidence of their learning.
• ePortfolios contain a wide range of digital files, including but not limited to, text or PDF documents, videos, sound files, images and links to other websites or online resources.
Transition from portfolio to e-portfolio is one of the current examples to be given about changing process in education technology.

Tosun, A. P. D. N., & BariÅŸ, T. M. F. (2011). E-portfolio applications in education. The Online Journal of New.
Pedagogical designs using ICT in Physical Science & Digital Lesson plans usingWeb 2.0 tools
ICT-based teaching can transform both teachers and learners into active knowledge constructors and critical thinkers.
As educators, the use of Web 2.0 tools is transforming our work, and more specifically the way we support students in the classroom. Web 2.0 Tools are online software programs that allow users to do a number of different things. They can be used to teach curriculum content, store data, create/edit video, edit photos, collaborate and so much more. These programs are often free and can be effectively used for both entertainment and education







UNIT. V
Evaluation
(15 Hours)
5.1 Evaluation - Different types of test items - merits and demerits. Construction and administration of Achievement tests and Diagnostic tests.








5.2 Continuous and Comprehensive Evaluation, Evaluation Criteria for Assignment, Seminar and Project
5.3 Evaluation of non cognitive areas like creativity, skill, and attitude in science learning contexts




5.1 Free response versus Fixed response.
Objective type test item – supply type and
selection type. Guidelines for preparation of true-false type/multiple choice type/ completion type, matching type, simple recall etc. Short answer and essay type characteristics, guidelines for preparation, merits and demerits. Questions are supposed to be discussed in science context.
Teacher made test versus standardized tests. Differentiate achievement and diagnostic test. Process of construction of both.

5.2 Meaning, Scope and Importance of CCE. Evaluation criteria ( SCERT Hand book format may be utilized)


5.3 Non Cognitive Domain – Objectives in
assessing, Difficulties in assessing, Assessment tools and techniques. (observation, inventories, attitude scales, performance tests etc).
Only basic concept is to be introduced.


5.1 Mohan, R (2007). Innovative science teaching for physical science. New Delhi: Prentice Hall.

Sivarajan, K. (2008). Trends and developments in modern education practices. Calicut: Calicut university central co-operative stores.
5.2 Mathew, T.K and Mollykutty, T.M (2011) Science Education-Theoretical Bases of Teaching and Pedagogic Analysis-Physical Science and Natural Science.Rainbow Book Publishers

5.3Linn,R.L.&Gronlund,N.E.(2005).Measurement and assessment in teaching. New
Delhi: Pearson Education.

Soman, K. (2006). Measurement and evaluation in education. Calicut: Calicut university central co-operative stores.
Tasks and Assignments (Do any one of the given two).
1.   Create an e-portfolio showcasing the skills and learning acquired by the student teacher. This can be done by creating a website and posting artifacts, photos, thoughts, reflections, documents, evidences of skills acquired, new learning acquired etc.

Creating an e Portfolio (Step-by-Step Process)
1.      Purpose- Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Identify how you are going to organize the portfolio.

What to do in this step: Set up a Google Sites page that will serve as the opening page/Introduction to the portfolio and to the portfolio developer. Create a first post that describes the purpose for developing this portfolio.
OR

Students can create a blog in Blogger (included under the GoogleApps domain)

2.      Collection/Classification- What artifacts will you include in your portfolio? How will you classify these entries?

What to do in this step:  Create a digital archive of works. This archive would be on a hard drive, flash drive, iPod or local area network server; Online, these files can be stored anywhere on the Internet, as long as each document has a unique URL.
 Upload your files online. (Recommend using google drive). Other free websites that allow you to store documents: SlideShare, Scribd, dropbox etc
3.      Reflection/Writing-. Reflection/writing is the heart and soul of a portfolio.
What to do in this step:  Write a blog entry/post a page with a reflection on each artifact . Add appropriate artifacts (through hyperlinks)
4.      Connection/Interaction/Dialogue/Feedback- This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent.
What to do in this step: Use the feedback features of Google Sites or GoogleDocs, such as comments, to provide feedback on the work posted in the ePortfolio/blog entries.
REPEAT steps 3-4 for each artifact.
5.      Publishing -The portfolio developer can decide what parts of the portfolio are to be made public and who can access it.
What to do in this step: Create a set of pages that highlight the best components of the portfolio, linking to specific entries. Students can limit who can read the Google Site through the More Actions ->Share this Site menu item.


Ø  A collection of students e-portfolio is available in the following link

Ø  Student Teachers can use Google sites, Blogger, Wix , hpage etc for creating free e-portfolios.

2. Create 5 digital lesson plans using digital taxonomy and incorporating web 2.0 tools.

·         Select an appropriate topic in Science
·         Collect as much as digital resources. (Videos, graphics, simulations etc). For incorporating web 2.0 tools we can use video clips, PhET simulations, Edublogs, Wikispaces, Dynamic Periodic table, etc
·         To use Bloom's Digital Taxonomy in your lesson plans it's important to consider the digital verbs. Each of the taxonomic levels has a series of digital verbs associated with it.
For example,
If our lesson plan is about the topic ‘Nuclear fission’ activities can be
"Using Google, students will retrieve information about ‘Nuclear fission’.
Then, ‘searching Teacher tube, students can see videos about “Nuclear interactions”
Then ‘seeing different simulations from PhET students can classify/identify Nuclear fission’ etc

·         A list of Digital verbs by Andrew Church's can be obtained from the following links


·         A video about creating digital lesson plan is available in Teacher tube.



·         Appropriate link, (URL, Source) is to be provided in lesson plan wherever technological tools are used.




EDU 10.12 PROFESSIONALISING PHYSICAL SCIENCE EDUCATION
Handbook

Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Unit & Content
Scope
Reference

UNIT I Reaching out to Society
(15 Hours)

 1.1 Science as a social Endeavor; Science and Technology, complementarities between
Science and Technology. Scientific Literacy, Influence of science on society.
The Science Teacher and Society. Role of science teacher in eradicating superstitions in Society.






1.2. Identifying and nurturing the scientifically gifted children. Creativity and Critical thinking
in Science. NTSE(National Talent Search Examination by NCERT), Olympiad
programme in Science by Homi Bhabha Centre for Science Education (HBCSE), KVPY
scholarships by the Department of Science and Technology.


UNIT. II Co-curricular activities in Science
(13 Hours)
2.1 Organization of field trips and study tours, their importance. Science Club - its pattern, organization and activities such as science fairs, science exhibition, science debates.
Community based resources- science exhibitions, fairs, science parks, museums









 1.1 Social Dimensions of Science, Dual role of science (emancipatory and oppressive). Using science as a tool for oppression – Dark Ages (science in the middle Ages) Science as tool for educating and uplifting masses.
Difference between science and technology. Significance and relevance of both. Discussion on how both complement for the progress of humanity.
Scientific literacy –meaning/definition. Characteristics of literate students.
Science as a tool for fighting superstitions, fostering logical thinking and instilling scientific outlook in life.
Role of science teacher in eradicating superstitions in Society.


1.2 Characteristics of Scientifically gifted children. Measures to nurture scientific talent. Creativity in science-ways to foster. critical thinking in science. NSTS- NSTS Scheme of NCERT. Objectives of the scheme. National Talent Search Examination conducted by NCERT, objectives, procedure.
Science Olympiad-Subjects, Procedure, enrollment, Nature of exam.
KVPY (Kishore Vaigyanik Protsahan Yojana) Scholarship- Basic Details, Selection procedure









2.1 Co-curricular activities need and significance- Fieldtrip and study tour, Meaning ,difference ,importance/merits/values, steps of organizing.
Science Club – Objectives, Organisation, list of
activities conducted by Science Club.
Science Fair, Science exhibition, and science debates –Objectives, steps of organizing.
Community based resources  in Science– science exhibitions, fairs, science parks, museums –basic concepts, difference, educational uses.







Mathew, M (2014)Teaching Science for Biological and Physical Sciences. Malappuram: NAS publishers.
1.2 Sivarajan, K & Faziluddin, A. (2005) Science Education. Calicut University: Central Co-operative stores.












2.1 Sivarajan, K & Faziluddin, A. (2005) Science Education. Calicut University : Central Co-operative stores.
Mathew, M (2014)Teaching Science for Biological and Physical Sciences. Malappuram: NAS publishers.





UNIT III: ICT for Better Teaching- learning
(12 Hours)

3.1 Educational uses of e-mail, e-discussion, chat, Wiki , Blog in education - how to use blog
in education, utilizing social net working effectively, copy right in the digital world , creative commons license.




3.2 Communication Technology- Technology based new emerging communication media
[Tele-conferencing, webinar, video conferencing, micro blogging etc] . Virtual class room and virtual reality, virtual labs (iLab Project at MIT, The Chem collective virtual labs)












3.3 Computer Aided Teaching, Expert System and Intelligent Tutoring Systems, Module preparation for e-content Development, Course ware, MOOC, Free softwares in Science - Learning Management Systems MOODLE


















3.1Use and Importance Of chat, E--mail e- discussion, wiki etc.
- Concept & use, Familiarizing facilities
Available use of blog in education.
Creative Commons License – brief descriptions about  CC0, Attribution CC BY, Attribution-ShareAlike CC BY-SA, Attribution-NoDerivs CC BY-ND, Attribution-NonCommercialCC BY-NC, Attribution-NonCommercial-ShareAlike CC BY-NC-SA, Attribution-NonCommercial-NoDerivs CC BY-NC-ND

3.2 Definitions of terms in Communication Technology- tele conferencing, webinar etc. Use of virtual classroom and virtual lab.






















3.3 Use of computers in teaching – as
supporting and as a teaching machine.
Human Teacher – merits and draw backs.
Expert System as the major component
of Intelligent tutoring systems,.
For e-content development the ADDIE model can be followed. ie Analysis, Design, Development, Implementation and Evaluation.

Massive open online course (MOOC) is a free Web-based distance learning program that is designed for the participation of large numbers of geographically dispersed students.
Free softwares in Science include PhET, Celestia, Step, Avogadro, Chemical Calculator, gamgi, ghemical, GPeriodic, Kalzium, Kstars, Molecules Viewer, Periodic Table of the Elements, Rasmol, Stellarium etc.



3.1 Mathew, M (2014)Teaching Science for Biological and Physical Sciences. Malappuram: NAS publishers.
Mohan, R (2007). Innovative science teaching for physical science. New Delhi: Prentice Hall

Creative Commons License https://creativecommons.org/licenses/


3.2 Definitions of computer related terms may be collected from http://www.webopedia.com/










3.3 E-learning methodologies: A guide for designing and developing e-learning-courses Retrieved from
 Hyacinth S. Nwana (1990) Intelligent Tutoring Systems: an overview, Artificial Intelligence Review, 4, 251-277 Retrieved from http://tinyurl.com/gqtmqq4


Educational uses of e-mail,
e-discussion,chat, Wiki

Researchers are looking to email as a promising instructional and learning tool. However, its strength as an educational tool relies solely on constructing a solid email-based environment and a pedagogically sound message. Email could be used as a feedback and communication tool.
Online discussion boards are often used in traditional courses, hybrid courses, and fully online courses. Online chats and discussions can be particularly useful in fully online courses, as these communication connections are often students’ only means of connecting with each other and sharing ideas in an open forum.
Sadat, A., & Rahman, K. R. Prospect of Email Communication as an Educational Tool for Distance Education in Bangladesh.

Blackmon, S. J. (2012). Outcomes of Chat and Discussion Board Use in Online Learning: A Research Synthesis. Journal of Educators Online,9(2), n2.
Blog in education
how to use blog in education,
A blog (also called a weblog or web log) is a website consisting of entries (also called posts) appearing in reverse chronological order.
Blogging can improve students’ writing skills and build their confidence as writers. By blogging, students can take ownership of their writing, become better observers of others’ writing, and develop a more immediate and powerful understanding of audience.

Utilizing social networking effectively
Social media includes the various online technology tools that enable people to communicate easily via the internet and to share information and resources. Social media can include text, audio, video, images, podcasts, and other multimedia communications useful for teaching and learning
Ralph, M., & Ralph, L. (2013). Weapons of mass instruction: The creative use of social media in improving pedagogy. Issues in Informing Science and Information Technology, 10, 449-460.
Copyright in the digital world,
Creative commons license,
Communication Technology – Technology based new emerging communication media
[Tele-conferencing, webinar, video conferencing, micro blogging etc]. Virtual class room and virtual reality, virtual labs (iLab Project at MIT, The Chem collective virtual labs)
Creative Commons is a nonprofit organization that works to increase the amount of creativity (cultural, educational, and scientific content) available in “the commons” — the body of work that is available to the public for free and legal sharing, use, repurposing, and remixing.




Expert System and Intelligent Tutoring Systems.
Module preparation for e-content Development, Courseware, Free softwares in Science
Intelligent Tutoring Systems (ITS) are computer-based tutors which act as a supplement to human teachers.

In response to the e-learning challenge, it is important to design and develop efficient and effective e-learning courseware (Course+software) with pedagogical based in an e learning setting
Free softwares, are computer softwares that gives users the freedom to run the software for any purpose as well as to study, change, and distribute the software and the adapted versions. The right to study and modify free software gives full access to its source code












Chakraborty, S., Roy, D., & Basu, A. (2010). Development of knowledge based intelligent tutoring system. Advanced Knowledge Based Systems: Model, Applications & Research, 1, 74-100.
Jintavee, M. (2008). Higher Education E-Learning Courseware: Pedagogical-Based Design and Development. In Proceedings of 5th International Conference on E-Learning for Knowledge-based E-Society.

Learning Management Systems – MOODLE
During the past 15 years, learning management systems (LMS) have become important for eLearning providers as platforms to handle course registration, content storage and delivery, assessments, administration, and reporting.
Moodle (Modular Object-Oriented Dynamic Learning Environment) is a free open-source learning management system or e-Learning platform, that serves educators and learners across the globe.





UNIT IV: The Professional Science Teacher
(10 Hours)

4.1 Definition of profession, Teaching as a profession - Professional ethics, Traits of
professionalism, Teaching competencies required by a science teacher.

4.2 Soft Skills
required for a teacher





4.3 Professional growth of Science teacher. Teaching, Research and
Extension, Research journals in Science & science Education










 4.1 Profession – definition.
Characteristics of a profession, who is a professional teacher?
Professional Ethics – Code of ethics as
given by NCTE. Professional elements (traits).
Teacher competencies listed by NCTE.

4.2 Soft skills – meaning, significance in
teaching. Essential soft skills required
for a teacher like leader ship skills,
communication skills, time management
skills, team skills, event management
skills etc.



4.3 Professional growth of science
teacher – teaching research and
extension. Improving professionalism by in service courses. Role of SCERT and NCERT in the professional growth of a teacher. Professional organizations of teachers.  A list of Research Journals in
Science. A list of internet resources and
websites for the professional growth of science teacher.




4.1 Mohan R., (2011) Teacher Education, NEWdELHI: PHI Learning Pvt Ltd




Mathew, M (2014)Teaching Science for Biological and Physical Sciences. Malappuram: NAS publishers.

Mathew, T.K and Mollykutty, T.M (2011) Science Education-Theoretical Bases of Teaching and Pedagogic Analysis-Physical Science and Natural Science.Rainbow Book Publishers




Tasks and Assignments (Do any one of the given two).
1. Prepare a poster including the main points of any of the three schemes 1. NTSE 2. Olympiad programme 3. KVPY scholarship.
Select any one of the Schemes and prepare the poster. The poster can be prepared in Chart. Can be provided either as an individual work or group. Posters can be evaluated on the basis of Theme, Innovative ideas, creativity, organization, neatness and appropriateness.
2. Prepare a summary of an article related to science education from an e-journal.
This is an individual task. Students should be given provisions to access e-journals in computer lab. After selecting and reading the journals summary can be prepared. The selected journal should be related to Science Education. The summary must include name of journal, article, author, date of publication, executive summary, citations, etc. A file is to be kept.



Appendix
Blooms Digital Taxonomy
Bloom's Digital Taxonomy is about using the tools or technologies to facilitate learning. Outcomes are measured by competence of use and most importantly the quality of the process or product. In summary it is about learning happening in digital world. Extended by Andrew Churches.




Digital verbs/Power Word of Digital Taxonomy





TPACK



Creative Commons License

1)      CC0 : Freeing content globally without restrictions
2)      Attribution CC BY: lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation.
3)      Attribution-ShareAlike  CC BY-SA : lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms.
4)      Attribution-NoDerivs CC BY-ND : This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you.
5)      Attribution-NonCommercial CC BY-NC : This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial
6)      Attribution-NonCommercial-ShareAlike CC BY-NC-SA: This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you & Share as you.
7)      Attribution-NonCommercial-NoDerivs CC BY-NC-ND: allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.

Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant Professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
Contact me : pklsabarish@gmail.com

Guidance
1) Dr. Manoj Praveen.G (Assosciate Professor, Farook Training College, Kozhikode)
2) Mrs. Irshana Shahanaz Ulladan (Assistant Professor, Farook Training College,                                                                                                                                            Kozhikode)
3) Mrs. Himna  P.A (Assistant Professor, Farook Training College,                                                                                                                                            Kozhikode)

Courtesy
1) Dr.C.A. Jawahar (Principal, Farook Training College, Kozhikode)
2) Dr. T. Mohammed Saleem (Assosciate Professor, Co-ordinator IQAC, Farook Training                                                                                                                   College, Kozhikode)
3) Dr.K.Ganga Devi Menon (Principal, Arafa Institute for Teacher Education, Attur,                                                                                                                                             Thrissur)
4) Dr. Mahamood Shihab. (Principal, Ansar Training college, Perumbilavu)