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

Monday, 31 March 2014

B.Ed - Some Important Questions and Answers

Some Questions and Answers
(Expand and Write on the basis of marks assigned to questions)
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Lecturer in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.

1)      What is constructivism?
·         Learner constructs knowledge using 1. Previous Knowledge 2. Newly assimilated experiences 3. Newly developed insights
·         Learning is active reconstruction and reinterpretation of experiences.
·         The core of the process of teaching is the arrangement of environment with which the student can interact. (Dewey, 1918)
·         The first principle of true teaching is that nothing can be taught. The teacher is not an instructor or task master, he is a helper and a guide. (Aurobindo,1910)

2)      Differentiate between behaviourism and constructivism.
Behaviourism
constructivism
Teacher centered
Pupil centered
Content oriented
Process oriented
Emphasizes teaching
Emphasizes learning
Based on behavioursit theories of learning
Based on cognitive theories of learning
Learning is stimulus –response relationship
Learning is associated with unique mental processes
Learning is a mechanical process.
Learning is a natural process
Learner is a receiver of knowledge.
Learner constructs knowledge
Teacher’s role is of an instructor
Teacher’s role is of a facilitator

3)      How you will promote collaborative learning experience in your class room?
n  Teacher. has to be clear about the learning out come.
n  Help learners to experiment & discuss in groups.
n  Allow learners to use their previous knowledge.
n  Provide learning aids to facilitate learning.
n  Use locally available resources
Etc
4)      What do you meant by preconception? Give two examples for preconceptions in Science?

By seeing and hearing we get superficial and apparent ideas about many things.  With this available knowledge, students form mental representations.  This is preconception.
 Eg. Stars are like small jewels with shape
       Objects of less weight will float in water

5)      What do you meant by misconception? Give two examples for misconceptions in Science?
A misconception happens when a person believes in a concept that is objectively false. When teaching and learning occurs new concepts may be formed, or an existing concept may get modified.
Due to individual differences, teaching styles or due to influence of pre-conceptions of learner, the learner may end up with half boiled ideas relating to a concept.  Such misconceptions act as learning blocks in further learning.
Eg:
  • When water evaporates it becomes hydrogen and oxygen.
  • A very heavy piece of wood may sink in water.
  • In an electric connection, the electrons travel from Idukki to my house to light the bulb.

6)  Give some examples for misconceptions about the nature of Science
  • Science theories are true for all times
  • All scientific knowledge comes from experiments
  • Science has a solution to any problem in the world
7) Where do misconceptions come from?
l  Personal experience in the world
l  Experiences in “school”
l  Informal learning
l  Language usage
l  Influence of pre-concepts

8) What is the role of teacher in Pre/mis conceptions of students?
·         Teacher should check previous knowledge to understand preconception.
·         A wrong pre-conception may create learning blocks.
·         Teacher should diagnose misconceptions if any after the instruction.
·         Teacher should use more devices like model/ chart/ av aids etc. to avoid misconception.
·         Teacher should employ remedial teaching to correct the wrong conceptions.
·         Teachers must help students correct their misconceptions. 
·         Teachers must make an effort to determine what “old” misconceptions are present and what “new” ones are being created. 
·         To help students correct their misconceptions you must provide opportunities for them to test their model.  Let them see for themselves that it fails to generate correct “answers”.  Then you can help them build a correct model. 
·         Teachers must understand that misconceptions exist and that they have consequences for the learner.  Note that teachers were and still are learners.  Teachers are likely to have misconceptions in no way different than those held by their students!
The job of the teacher is to . . . HELP THE LEARNER TO LEARN!
Then as teachers we need to . . .
  • Know what impediments to learning our students are grappling with
  • Provide our students with the resources (or learning environment) that will help them move beyond those impediments
  • This means creating an interactive learning environment
In such an environment students can best challenge their own models (mental constructs) and determine for themselves whether they work.  Once they appreciate that their models fail under certain conditions they are more likely to build a correct model.

9) Give an example for combined preconcept and misconcept of a student?
A child of standard II has the preconception that Earth is flat.  With his prior sensory experiences and knowledge he has felt the Earth as flat.  This is his preconception.  But he learns from the geography lesson that Earth is spherical.  He sees the globe which his teacher brought.  His preconcept is changed.  But did he acquire the correct concept?  No! he acquired a new misconcept.  That the earth is exactly spherical in shape and that a long pole passes through the middle of the earth which is called axis!

10) Give an example for misconcept that may develop during teaching?
A honeybee moving in circles around a rose flower is given as analogy to the orbit of an electron around nucleus.  But if a learner starts to think of nucleus as a rose flower, then he is building a misconcept.

11) Differentiate between achievement test and diagnostic test?

Achievement Test
Diagnostic Test
Purpose – to measure the relative accomplishment of pupils in specified area of learning.
Purpose – to analyse the deficiencies in learning of students
Measures how much student has achieved
Finds out  why student has not achieved
Ranking or grading students is a concern
Marks/ scores are not important; ranking is not an aim.
Proper weightage is given to every topic
Contains a cross section of topics; weightage to every topic is not essential
Strictly observes the time factor.
Time is not a matter of concern.
Remedial teaching & corrective measures may not follow
Remedial teaching is essential as follow up.