(Principles-based Adaptive Teaching)
by Shamin Padalkar
The
book presents key perspectives on teaching and learning science in
India. It offers adaptive expertise to teachers and educators through a
pedagogic content knowledge (PCK) approach. Using cases and episodes
from Indian science classrooms to contextualise ideas and practices, the
volume discusses the nature of science, and aspects of assessments and
evaluations for both process skills and conceptual understanding of the
subject. It examines the significance of science education at school
level and focuses on meaningful learning and development of scientific
and technological aptitude. The chapters deal with topics from physics,
chemistry and biology at the middle- and secondary-school levels, and
are designed to equip student-teachers with theoretical and practical
knowledge abilities about science, science learning and the abilities to
teach these topics along with teaching.
The book
draws extensively from research on science education and teacher
education and shifts away from knowledge transmission to the active
process of constructivist teaching-learning practices. The authors use
illustrative examples to highlight flexible planning for inclusive
classrooms. Based on studies on cognitive and developmental psychology,
pedagogical content knowledge of science, socio-cultural approaches to
learning science, and the history and philosophy of science, the book
promotes an understanding of science characterized by empirical
criteria, logical arguments and sceptical reviews.
With
its accessible style, examples, exercises and additional references, it
will be useful for students and teachers of science, science educators,
BEd and MEd programmes for education, secondary and higher secondary
school teachers, curriculum designers and developers of science. It will
interest research institutes, non-governmental organisations,
professionals and public and private sector bodies involved in science
outreach, science education and teaching and learning practices.
