Understanding Disciplines & Subjects (Educational Perspective) (Record no. 2858)
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| fixed length control field | 06089nam a22001937a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 191015b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number+Amount | 9789388669368 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Author Name | Sharma,Saroj |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Nehra,Suman |
| Relator term | Author |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Sharma,Parveen |
| Relator term | Author |
| 9 (RLIN) | 920 |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Yadav,Sapna Ghawri |
| Relator term | Author |
| 245 ## - TITLE STATEMENT | |
| Title | Understanding Disciplines & Subjects (Educational Perspective) |
| 250 ## - EDITION STATEMENT | |
| Edition | Second |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Delhi |
| Name of publisher | BookMan |
| Date of publication | 2019 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | UNIT—1:- Knowlege and Methods of Enquiry<br/><br/>1.1 Knowledge, Philosophical Engquiry and Education : An Introducation<br/>1.2 Disciplinary Knowledge, nature and scope<br/>1.3 Inter-Disciplinary knowledge: Nature, Scope and Need<br/>1.4 Understanding Educationa as Discipline, Interrelation with other Subjects<br/>1.4.1 Education as a Discipline<br/>1.4.2 Conceptual Framework of Interdisciplinary and Multidiscipline Approaches of Education<br/><br/>1.5 Knowledge as construction of Experience<br/>1.6 Knowledge as Distinct from Informtion<br/>1.7 Methods of Inquiry and Thiking<br/>1.7.1 Concept of Inquiry and Methods<br/>1.7.2 Scientific Thinking<br/>1.7.3 Mathematical Thinking Critical Thinking<br/>1.7.4 Critical Thinking<br/><br/>1.8 Language, Social Relations Power, Identity and Thinking (Relationship and Interface with Knowledge)<br/><br/>1.8.1 Language and Knowledge<br/>1.8.2 Social Relations and Knowledge<br/>1.8.3 Identity and Knowledge<br/>1.8.4 Thinking and Knowledge<br/><br/><br/>1.9 Summary of the Chapter<br/>Reference and Suggested Readings<br/>Exercise<br/><br/><br/><br/>UNIT –II Learner and Their Contexts<br/>2.1 Interface Between Knowledge, Subjects, Curriculum, Textbooks, Linguistic Background of Learners<br/>2.1.1 Interface between Knowledge and Subjects<br/>2.1.2 Interface between knowledge and curriculum<br/>2.1.3 Interface between knowledge and Textbooks<br/>2.1.4 Interface between knowledge and Linguistic Background of Learners<br/><br/>2.2 Alternative framework of children’s Thiking and Misconceptions<br/>2.2.1 examples of alternative framework<br/>2.2.2 Reasons of Alternative Framwork<br/>2.2.3 Origin of Alternative Framwork<br/>2.2.4 Features of Alternative Framework<br/><br/>2.3 Child and Adult Misconceptions<br/>2.3.1 Types of Misconceptions<br/>2.3.2 Scope in a Classroom<br/>2.3.3 Process to Dispel Misconceptions<br/><br/>2.4 Everyday Concepts and Situated Congnition<br/>2.4.1 Situated Learning<br/>2.4.2 Learning Experiences in Situated Congnition<br/>2.4.3 Characteristics of Situated Cognition<br/><br/>2.5 Inclusive Education in Schools<br/>2.5.1 Concept of Inclusive Education<br/>2.5.2 Importance of Inclusive Education<br/>2.5.3 Colncerns of Inclusive Education in schools<br/>2.5.4 Pedagogical Perspectives<br/><br/>2.6 Summary of the chapter<br/>References and Suggested Readings<br/>Exercise<br/><br/><br/>UNIT –III : Pedagogic Practice and the Process of Learning<br/>3.1 Critical Examination of Terminology and Notions Associated with Child Centered Education<br/>3.1.1 Historical Background<br/>3.1.2 Basic Education Meaning of child Centred Education<br/>3.1.3 Meaning of Child Centred Education<br/>3.1.4 Characteristics of Child Centred Education<br/>3.1.5 Transferring Knowledge from Teachers to Students<br/><br/>3.2 Critical Understanding of Standardized Pedagogic method<br/><br/>3.2.1 Meaning of Concept<br/>3.2.2 Nature of Concepts<br/>3.2.3 Attributes of Concepts<br/>3.2.4 Steps in Concept Formation<br/>3.2.5 Tuypes of Concepts<br/>3.2.6 Role of a Teacher<br/><br/><br/>3.4 Project Based Learning<br/>3.4.1 Meaning of Project Based Learning (PBL)<br/>3.4.2 Methods of Using PBL<br/>3.4.3 Teachers’ Role in PBL<br/><br/>3.5 Interrogatin Disciplinary Practices and Creating Non-Threaetening Learning Environments<br/><br/>3.5.1 Relevance<br/>3.5.2 Scope<br/>3.5.3 Process<br/><br/>3.6 Summary<br/>Reference and Suggested Readings <br/>Exercise<br/><br/>UNIT – IV Critical Studuy of ICTS and Developing Capacities<br/><br/>4.1 ICT in Education : Introducation<br/><br/>4.1.1 Meaning of Information Technology (IT) Communication Technology (CT) & Information and communication Technology (ICT)<br/>4.1.2 Need of ICT in teaching learning process<br/>4.1.3 Aims & objectives of integration of ICT in Educational Practices<br/>4.1.4 Significance of ICT in Education<br/>4.1.5 Principles of Integration of ICT in Educational Practices<br/>4.1.6 Different ICTs used in Education<br/><br/><br/>4.2 Critical Examination of Role of ICT in effective Curriculum Transaction and evaluation<br/>4.2.1 Concept of Curriculum Transaction<br/>4.2.2 Role of ICT in Curriculum Transaction<br/>4.2.3 Need of ICT in Curriculum Transaction<br/>4.2.4 Paradigm shift in Teaching Learning Process<br/>4.2.5 ICT as a Tutor<br/>4.2.6 ICT as a Tool<br/>4.2.7 Concept of Evaluation<br/>4.2.8 Role of ICT in Evaluation<br/>4.2.9 Need of ICT in Evaluation<br/><br/>4.2.10 Assessment and type of assessment : Formative and Summative<br/>4.2.11 Use of ICT in Various types of evaluation : Question Bank, online testing, E-testing, E-portfolio, CAT etc.<br/><br/>4.2.12 Advantage of ICT in Effective curriculum Transaction and Evaluation<br/><br/>4.2.13 Disadvantages of ICT in effective curriculum transaction and evaluation<br/><br/>4.2.14 Challenges in integration of ICT in Education<br/><br/><br/>4.3 Capacity development of teachers and students in the use of ICTs<br/><br/>4.3.1 UNESCO’s ICT competency framework<br/>4.3.2 National Policy of ICT in school Education<br/>4.3.3 ICT tools in classroom: Blogs, Simulation, online learning, E-learning Sites, Hot Potatoes etc.<br/>4.3.4 Competencies development among learners<br/>4.3.5 Capacity building in teachers and learners<br/>4.3.6 Issues in integrating ICT in Education with respect to capacity building<br/><br/><br/>4.4 ICT based teaching learning approaches in schools<br/>4.4.1 CBI, CAI, CMI, CAA<br/><br/>4.4.2 Smart board, Simulation, Power Point, Animation, Blended Learning<br/><br/><br/>4.5 Role of Open and distance learning in catering to diversity in learners and learning styles<br/>4.5.1 Meaning, concept and definitions of ODL<br/>4.5.2 Teaching learning techniques in ODL<br/>4.5.3 Functions of ODL in meeting the needs of diverse learners and learning styles<br/><br/>4.5.4 Advantages of ODL system<br/>4.5.5 ICT in open and distance learning<br/>4.5.6 Advantages of ICT in open and distance learning<br/>4.5.7 Challenges of ICT in ODL<br/><br/><br/>4.6 Summary<br/>References and Sugested Readings <br/>Exercise |
| 300 ## - Page No. | |
| Page No | 170p |
| 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 | Barcode | Date last seen | Date checked out | Price effective from | Koha item type | Full call number | Source of acquisition |
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| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 2 | BED0006233 | 11.01.2021 | 11.01.2021 | 15.10.2019 | Reserve Books Section | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 14 | BED0006234 | 06.11.2024 | 21.10.2024 | 15.10.2019 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 12 | BED0006235 | 23.09.2024 | 03.09.2024 | 15.10.2019 | General Books | 370 SHA | |||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 13 | BED0006236 | 24.09.2024 | 11.09.2024 | 15.10.2019 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 10 | BED0006237 | 18.01.2024 | 21.12.2023 | 15.10.2019 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 11 | BED0006238 | 14.10.2024 | 03.10.2024 | 15.10.2019 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 6 | BED0006239 | 14.10.2024 | 10.10.2024 | 15.10.2019 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 17 | BED0006240 | 14.10.2024 | 10.10.2024 | 15.10.2019 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 11 | BED0006241 | 16.10.2024 | 10.10.2024 | 15.10.2019 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 8 | BED0006242 | 24.11.2023 | 21.11.2023 | 15.10.2019 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 13 | BED0006243 | 16.10.2024 | 10.10.2024 | 15.10.2019 | General Books | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 11 | BED0006244 | 21.10.2024 | 07.10.2024 | 15.10.2019 | Book Bank | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 7 | BED0006245 | 02.02.2024 | 21.12.2023 | 15.10.2019 | Book Bank | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 13 | BED0006246 | 24.11.2023 | 23.11.2023 | 15.10.2019 | Book Bank | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 15.10.2019 | 320.00 | 10 | BED0006247 | 16.02.2024 | 20.12.2023 | 15.10.2019 | Book Bank | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 17.03.2021 | 10 | BEDD000548 | 21.10.2024 | 10.10.2024 | 17.03.2021 | Book Bank | Dr Jyoti Bhalla |