Calicut University Second Semester B.Ed Physical Science : Teachers Hand books
Click here to get the pdf file of PS Teachers Hand book
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
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Scope
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Reference
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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
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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)
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Unit 2: Teaching Skills
Teaching skills for class room instruction, Essential skills for
Science teaching, Micro
teaching: Practicing Teaching skills- link practice
(20 Hours)
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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.
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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.
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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.
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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
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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.)
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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)
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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,
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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
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Science
teacher as techno pedagogue
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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.
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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.
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Techno
pedagogic skills and competencies
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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.
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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.
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Digital Resources
–CD, DVD, Websites,
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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
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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.
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m-learning
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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.
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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
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e-portfolio
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• 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.
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Tosun,
A. P. D. N., & Bariş, T. M. F. (2011). E-portfolio applications in
education. The Online Journal of New.
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Pedagogical
designs using ICT in Physical Science & Digital Lesson plans usingWeb 2.0
tools
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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
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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
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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.
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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.
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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
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Scope
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Reference
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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.
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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.
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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
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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.
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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
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
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Educational uses of e-mail,
e-discussion,chat, Wiki
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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.
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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.
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Blog in education
how to use blog in education,
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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.
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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.
|
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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.
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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.
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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.
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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
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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)
