TY  - BOOK
AU  - Makol,Rajesh
AU  - Makol,Lalita
TI  - Understanding Discipline & Subjects
SN  - 9788189463045
U1  - 371.102 MAK 
PY  - 2017///
CY  - New Delhi
PB  - Rajesh Makol
N2  - CONTENTS
1.	Knowledge and Methods of Enquiry
	Knowledge - Religious Interpretations of Knowledge – Components of Knowledge – Types of Knowledge – Sources of Knowledge – Benefits of Knowledge - Exercise
	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
	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
	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
	Knowledge and Information – Information – Essential attributes of Information – Types of Information – Knowledge – Importance of Knowledge – Knowledge vs. Information – Exercise 
	Mathematical Thinking – Concept – Meaning of Mathematical Thinking – Process of Mathematical thinking – Exercise 
	Critical Thinking – Concept – Definition of Critical Thinking – Characteristics of Critical Thinking – Critical thinking skills – Barriers to Critical Thinking – Benefits of Critical Thinking – Exercise
	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
	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
	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 
	Knowledge, Language and Power – Concept of Knowledge – Concept of Language – Concept of Power – Relationship among Language, Knowledge and Power  - Social Identity Theory – Exercise 

2.	Learner and their Contexts
•	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
•	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 
•	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
•	Situated Cognition and Everyday Concepts – Introduction – Everyday Learning – Situated Cognition – Characteristics of Situated Cognition – Advantages of Situated Cognition – Disadvantages of Situated Cognition - Exercise
•	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
3.	Pedagogic Practice and the Process of Learning
•	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
•	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
•	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
•	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
•	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
4.	Critical Study of ICTs and Developing Capacities
•	Impact of ICT in Education – Concept of ICT – Importance of ICT in Education – Advantages of ICT in Education – Limitations of ICT in Education- Exercise
•	ICT and Curriculum Transaction – Curriculum – Curriculum transaction – Guiding Principles – ICT and Curriculum transaction-Role of Teacher - Exercise
•	Role of ICT in Assessment and Evaluation – Assessment – Assessment for Learning – Formative and Summative Assessment – Assessment Objectives in ICT – Internal Assessment – Exercise 
•	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 
•	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
•	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
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) 
6.	Question Papers of 2015 and 2016
7.	Model Test Papers – 1 to 5
8.	Bibliography


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