TY  - BOOK
AU  - Minocha, Manisha
TI  - Understanding Disciplines and Subject
SN  - 9789355100771
PY  - 2020///
CY  - Delhi
PB  - Bookman
KW  - Understanding and Disciplines
N1  - Contents:-

Chapter 1 Theoretical Perspectives of Discipline
(Meaning, Characteristics and Nature of Discipline)
1.1 Introduction
1.2 Concept of Discipline
1.3 Meaning and Definitions of Discipline
1.4 Characteristics of a Discipline
1.5 Nature of Discipline
1.6 The Chronology of Formation of Disciplines



Chapter 2Classification of Disciplines (Disciplinary,
Interdisciplinary Multidisciplinary, and Transdisciplinary)
2.1 Disciplinary
2.2 Inter Disciplinary
2.3 Multidisciplinary
2.4 Transdisciplinary
2.5 Difference Between Interdisciplinary, Multidisciplinary
and Transdisciplinarys
2.6 Educational Implications


Chapter 3 School Subjects
3.1 Concept, Meaning, Definition and Characteristics of School Subjects
3.2 Academic Disciplines and School Subjects
3.3 Need And Importance of Studying
School Subjects
3.4 Formation of School Subjects
3.5 Need of Reframing School Subjects
3.6 Curriculum: Concept, Meaning and Principles



Chapter 4 Pedagogical Concerns for Transaction of
Various Disciplines
4.1 Meaning of Concept and Concept Making Process
4.2 Concept of Methods and Strategies of Teaching with the
Various Disciplines
4.3 Teaching of Science
4.4 Teaching of Mathematics
4.5 Teaching of Social Sciences
4.6 Teaching of Languages


Chapter 5 Disciplines- Interrelationships, Incusion of
Specific Areas, and The Factors Leading to Effective Learning5.1 Interrelationships Between and Amnong Disciplineg
5.2 Inter- Relationship of Language with Other Disciplines
5.3 Disciplines of Social Sciences - Interrelationships
5.4 Disciplinesof Sciences - Interrelationships
5.5 Discipline of Mathematics - Interrelationships
5.6 Implementation Strategies for Including Specific Areas of
Knowledge in the Teaching Learning Process
5.7 Factors Responsible for the Effective Learning of
Various Disciplines


Chapter 6Critical Examination of Terminology and
Notions Associated with Child-Centered Education
6.1 Child and Adult Misconceptions
6.2 Child Centered Education


Chapter7 NEP 2020- Pedagogicaland Curricular Structure
of School Education


Chapter 8Inclusive Education in Schools- Pedagogical
Perspectives and Concerns
8.1 What is Inclusion?
8.2 Difference Between Mainstreaming, Integration and Inclusion
8.3 Suggestions of NEP, 2020 and NCF, 2005 Regarding Concerns
and Pedagogy of Inclusive Education in Schools
8.4 The Teacher An Inclusive Setting
8.5 Universal Design for Learning
8.6 Inclusive Learning Friendly Environment (Ilfe)
8.7 Development of Appropriate Teaching Learning Material
and Learning Resources
8.8 Previous and Present Trends


Chapter 9 Attitudes, Aptitudes and Interest
9.1 Aptitude
9.2 Aptitude Tests and Their Application for Assigning Different
Subjects at the Senior Secondary Level9.3 Attitude
9.4 Interest
9.5 Difference Between Aptitudes and Interests



Chapter 10 ldentification of Attitudes, Aptitudes and Interesis

10.1 Identifying Students' Attitudes, Aptitudes and InterestsDuring the Student's School Life
10.2 Aptitude Tests
10.3 Attitude Tests
10.4 Interest Tests (Inventory)
10.5 Role of Teachers in Identifying Students'attitudes, Aptitudesand Interests at Various School Levels
10.6 Keeping Longitudinal Records of Student Attitudes, Aptitudesand Interests During Their School Years

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