Understanding Discipline & Subjects (Record no. 2663)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 11408nam a22001697a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 171023b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number+Amount | 9788189463045 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.102 MAK |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Author Name | Makol,Rajesh |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Makol,Lalita |
| 245 ## - TITLE STATEMENT | |
| Title | Understanding Discipline & Subjects |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | New Delhi |
| Name of publisher | Rajesh Makol |
| Date of publication | 2017 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | CONTENTS<br/>1. Knowledge and Methods of Enquiry<br/> Knowledge - Religious Interpretations of Knowledge – Components of Knowledge – Types of Knowledge – Sources of Knowledge – Benefits of Knowledge - Exercise<br/> Disciplinary Knowledge – Discipline – Definitions – Attributes of a Discipline – Education as a Discipline – History as a Discipline – Sociology as a Discipline – Psychology as a Discipline – Philosophy as a Discipline – Disciplinary Knowledge – Illustrative Examples of Disciplinary Knowledge – Nature of Disciplinary Knowledge – Scope of Disciplinary Knowledge – Criticism of Disciplinary Knowledge by Modern Educators – Teacher’s Subject Matter knowledge and disciplinarity – Issues of subject matter knowledge – Subject knowledge required by teachers – Subject Specific pedagogy – Different policies addressing subject matter knowledge – Alternatives to Disciplinarity - Exercise<br/> Interdisciplinary Knowledge – Concept – Nature of Interdisciplinary knowledge – Need for interdisciplinary knowledge – Relevance of Interdisciplinary approach for teaching learning process – Scope of Interdisciplinary knowledge – Essential attributes of Interdisciplinary Classroom approach – Problems of Interdisciplinary Knowledge – Understanding subject, interdisciplinary, transdisciplinary and multidisciplinary approaches – Interdisciplinarity – Transdisciplinarity – Cross Disciplinarity – Pluri Disciplinarity – Multi Disciplinarity – Significance of Interdisciplinarity – Creating an Interdisciplinary Learning Environment - Exercise<br/> Constructivism –Introduction – What is Constructivism? – Characteristics of Constructivism – Education and other Development Sectors – Knowledge as Construction of Experience – Traditional classroom vs. Constructivist Classroom – Benefits of Constructivism – Criticism of Constructivism - Exercise<br/> Knowledge and Information – Information – Essential attributes of Information – Types of Information – Knowledge – Importance of Knowledge – Knowledge vs. Information – Exercise <br/> Mathematical Thinking – Concept – Meaning of Mathematical Thinking – Process of Mathematical thinking – Exercise <br/> Critical Thinking – Concept – Definition of Critical Thinking – Characteristics of Critical Thinking – Critical thinking skills – Barriers to Critical Thinking – Benefits of Critical Thinking – Exercise<br/> Methods of Enquiry – Concept – Observation Method – Characteristics of Observation method – Types of Observation – Steps of Effective observation – Limitations of observation – Advantages of Observation –Experiment - Experimental Method – Characteristics of Experimental Method – Attributes of Experimental Method –Psychological Testing – Aptitude Tests – Purpose of Aptitude Tests – Importance of Aptitude Tests – Uses of Aptitude Test – Inventory – Interest Inventory – Survey Method – Case Study – Steps in Case Study – Advantages of Case Study – Limitations of Case Study – Correlation and Prediction Studies – Steps of a Correlational Research – Questionnaire Method – Purpose of Questionnaire Method – Types of Questionnaire – Characteristics of a good Questionnaire – Advantages of Questionnaire – Disadvantages of Questionnaire – When is it appropriate to use a questionnaire for research – Interview Method – Concept of Interview – Objectives of Interview – Importance of Interview – Types of Interview – Advantages of Interview – Limitations of Interview - Exercise<br/> Scientific Thinking – What is Science – What is Scientific Method – Steps in Scientific method of investigation – Concept of Scientific thinking – Elements of Scientific Thinking – Nature of Scientific thinking – Essentials of Sound Scientific thinking - Exercise<br/> Social Scientific Thinking – Concept of Social Science – Need for being systematic – Concept of Social Scientific Thinking – Elements of Social Scientific Thinking – Process of Social Scientific Thinking – Exercise <br/> Knowledge, Language and Power – Concept of Knowledge – Concept of Language – Concept of Power – Relationship among Language, Knowledge and Power - Social Identity Theory – Exercise <br/><br/>2. Learner and their Contexts<br/>• Curriculum Literacy – Education as a Socially Contrived System – Learning Resources – Learning – Nature of Learning – Resources – Learning Resources – Principles of Learning Resources – Limitations of Learning Resources – Concept of Curriculum Literacy – Use of Subject Specific metalanguage – Linguistic background of Learner – Curriculum and language – Curriculum and subjects – Mathematics – Mathematics Curriculum and Textbook – Science – Science Curriculum and Textbook – Social Sciences – Social Sciences Curriculum and Textbook – Art Education – Art Education Curriculum and Textbook – Health and Physical Education – Health and Physical Education Curriculum and Textbook – Work Education – Work Education curriculum and Textbook – Education for Peace – Peace Education Curriculum and Textbook – Environmental Education – Environmental Education Curriculum and Textbook – Role of ICT - Exercise<br/>• Alternative Frameworks of Children’s Thinking – School Education – Contemporary Challenges – Alternative Conceptions and Alternative framework – Sources of Alternative framework – Causes of Development of Alternative frameworks of children’s thinking – Measures to overcome the problem of alternative frameworks thinking by children – Exercise <br/>• Child and Adult Misconceptions – Introduction – Misconceptions – Characteristics of misconceptions – Scope of Misconceptions – Causes of Misconceptions among students – Process of Dispelling Misconceptions – Overcoming common misconceptions in education - Exercise<br/>• Situated Cognition and Everyday Concepts – Introduction – Everyday Learning – Situated Cognition – Characteristics of Situated Cognition – Advantages of Situated Cognition – Disadvantages of Situated Cognition - Exercise<br/>• Inclusive Education – Concept of Inclusion – Inclusive Education – Need & Importance of Inclusive Education – Models of Inclusive Education – Models of Inclusive Education – Barriers in Inclusive Education – Role of Teacher in Implementation of Inclusive Education - Exercise<br/>3. Pedagogic Practice and the Process of Learning<br/>• Child-centered Education – Perspectives and Dilemmas – Emerging Dimensions of School and teacher education – Child Centered Education – Benefits of Child Centered Education – Disadvantages of Child – Centered Education - Exercise<br/>• Knowledge and Pedagogy – Science of Pedagogy – History and origin of Pedagogic Subjects – Pedagogy – History and origin of Philosophy of pedagogy in Education – Sociological and Educational Perspectives of Pedagogy – Behaviorist Approach – Classical Conditioning – Operant Conditioning – Thorndike’s Law of Effect – Skinner – Primary and Secondary Reinforcers – Cognitivism – Information Processing Approach – Structure of Information Processing Approach – Humanist Approach – Principles of Humanist Approach to Learning – Social constructivism approach – Social Constructivism Learning Approaches – Concept – Types of Concepts – Functions and purposes of concepts – Concept Learning/Concept formation – Theories of Concept formation – Jean Piaget Theory of Concept formation – Lev Vygotsky’s Sociocultural theory – Process of Concept formation – Classical Model – The Prototype Model – Instructional strategies for concept formation – Positive Approach – Interpretivist Appriach – Drawbacks of Concept formation learning - Exercise<br/>• Enquiry-based Learning – Enquiry – Enquiry based learning – Characteristics of Enquiry based learning – Approaches of Enquiry –based Learning – Advantages of Enquiry based Learning – Major Issues with Enquiry-based Learning- Exercise<br/>• Project-based Learning – Concept and definitions – Components of Project based learning – Characteristics of Project based learning – Role of student in project based learning – Role of Instructor in Project based learning method – Advantages of Project based learning method – Drawbacks of Project based learning method - Exercise<br/>• The Non-threatening learning environments – Concept and Meaning – The Teacher – The Classroom – The materials – Self-assessment – Building a trusting and Caring Relationship – Learning about student’s family background – Parent-Teacher Communication - Exercise<br/>4. Critical Study of ICTs and Developing Capacities<br/>• Impact of ICT in Education – Concept of ICT – Importance of ICT in Education – Advantages of ICT in Education – Limitations of ICT in Education- Exercise<br/>• ICT and Curriculum Transaction – Curriculum – Curriculum transaction – Guiding Principles – ICT and Curriculum transaction-Role of Teacher - Exercise<br/>• Role of ICT in Assessment and Evaluation – Assessment – Assessment for Learning – Formative and Summative Assessment – Assessment Objectives in ICT – Internal Assessment – Exercise <br/>• ICT based Teaching-Learning Approaches in Schools – Learning technology (e-learning) – Computer Aided Instruction (CAI) – Computer Aided Learning (CAL) – Computer Aided Assessment (CAA) – Record Keeping – Integration of ICT with Education – Challenges in Integrating ICT with Education -Exercise <br/>• Capacity Development of Teachers and Students in the use of ICT –Capacity Development – UNESCO’s ICT Competency Framework – ICT tools for teachers – Competencies defined in the National Policy on ICT in School Education – Generic Competencies - Exercise<br/>• Role of Open and Distance learning in catering to diversity in learners and learning styles – Open and Distance Education (ODE) – Concept of Open and Distance Learning – Learner Centric Approach – Learning Environment – Empowerment of Teaching-Learning talents – Learner Centered Teaching – Learner Need Based Education- Online Learning – Advantages of Open and Distance Learning System – Limitations of Open and Distance Learning system – Exercise<br/>5. Analysis of School Textbooks to construct and discuss nature and type of knowledge and pedagogic elements- Introduction – Objective – Important Terms – Knowledge – Types of Knowledge – Pedagogical Elements – Basis of Analysis – Analysis of Science Book Class VI (NCERT) – Analysis of English Book Class VI (NCERT) – Analysis of Mathematics Book Class VI ( NCERT) – Analysis of Social Science Book Class VI (NCERT) <br/>6. Question Papers of 2015 and 2016<br/>7. Model Test Papers – 1 to 5<br/>8. Bibliography<br/><br/> |
| 300 ## - Page No. | |
| Page No | 308p |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Cost, normal purchase price (Rupees) | Total Checkouts | Full call number | Barcode | Date last seen | Date checked out | Price effective from | Koha item type | Total Renewals |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 1 | 371.102 MAK | 0005594 | 08.03.2021 | 30.11.2018 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 17 | 371.102 MAK | 0005595 | 08.03.2021 | 26.11.2019 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 19 | 371.102 MAK | 0005596 | 02.03.2023 | 23.01.2023 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 16 | 371.102 MAK | 0005597 | 08.03.2021 | 23.11.2019 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 12 | 371.102 MAK | 0005598 | 08.03.2021 | 23.11.2019 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 15 | 371.102 MAK | 0005599 | 08.03.2021 | 25.11.2019 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 14 | 371.102 MAK | 0005600 | 08.03.2021 | 19.11.2019 | 23.10.2017 | Book Bank | 1 | ||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 10 | 371.102 MAK | 0005601 | 08.03.2021 | 11.07.2019 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 10 | 371.102 MAK | 0005602 | 08.03.2021 | 18.11.2019 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 15 | 371.102 MAK | 0005603 | 08.04.2021 | 07.04.2021 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 12 | 371.102 MAK | 0005604 | 29.01.2024 | 21.12.2023 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 16 | 371.102 MAK | 0005605 | 19.01.2024 | 20.12.2023 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 18 | 371.102 MAK | 0005606 | 05.01.2023 | 23.12.2022 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 14 | 371.102 MAK | 0005607 | 08.03.2021 | 25.11.2019 | 23.10.2017 | Book Bank | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 23.10.2017 | 300.00 | 16 | 371.102 MAK | 0005608 | 08.03.2021 | 26.11.2019 | 23.10.2017 | Book Bank |