000			06089nam a22001937a 4500
999			_c2858 _d2858
003			OSt
008			191015b ||||| |||| 00| 0 eng d
020			_a9789388669368
100			_aSharma,Saroj
700			_aNehra,Suman _eAuthor
700			_aSharma,Parveen _eAuthor _9920
700			_aYadav,Sapna Ghawri _eAuthor
245			_aUnderstanding Disciplines & Subjects (Educational Perspective)
250			_aSecond
260			_aDelhi _bBookMan _c2019
520			_aUNIT—1:- Knowlege and Methods of Enquiry 1.1 Knowledge, Philosophical Engquiry and Education : An Introducation 1.2 Disciplinary Knowledge, nature and scope 1.3 Inter-Disciplinary knowledge: Nature, Scope and Need 1.4 Understanding Educationa as Discipline, Interrelation with other Subjects 1.4.1 Education as a Discipline 1.4.2 Conceptual Framework of Interdisciplinary and Multidiscipline Approaches of Education 1.5 Knowledge as construction of Experience 1.6 Knowledge as Distinct from Informtion 1.7 Methods of Inquiry and Thiking 1.7.1 Concept of Inquiry and Methods 1.7.2 Scientific Thinking 1.7.3 Mathematical Thinking Critical Thinking 1.7.4 Critical Thinking 1.8 Language, Social Relations Power, Identity and Thinking (Relationship and Interface with Knowledge) 1.8.1 Language and Knowledge 1.8.2 Social Relations and Knowledge 1.8.3 Identity and Knowledge 1.8.4 Thinking and Knowledge 1.9 Summary of the Chapter Reference and Suggested Readings Exercise UNIT –II Learner and Their Contexts 2.1 Interface Between Knowledge, Subjects, Curriculum, Textbooks, Linguistic Background of Learners 2.1.1 Interface between Knowledge and Subjects 2.1.2 Interface between knowledge and curriculum 2.1.3 Interface between knowledge and Textbooks 2.1.4 Interface between knowledge and Linguistic Background of Learners 2.2 Alternative framework of children’s Thiking and Misconceptions 2.2.1 examples of alternative framework 2.2.2 Reasons of Alternative Framwork 2.2.3 Origin of Alternative Framwork 2.2.4 Features of Alternative Framework 2.3 Child and Adult Misconceptions 2.3.1 Types of Misconceptions 2.3.2 Scope in a Classroom 2.3.3 Process to Dispel Misconceptions 2.4 Everyday Concepts and Situated Congnition 2.4.1 Situated Learning 2.4.2 Learning Experiences in Situated Congnition 2.4.3 Characteristics of Situated Cognition 2.5 Inclusive Education in Schools 2.5.1 Concept of Inclusive Education 2.5.2 Importance of Inclusive Education 2.5.3 Colncerns of Inclusive Education in schools 2.5.4 Pedagogical Perspectives 2.6 Summary of the chapter References and Suggested Readings Exercise UNIT –III : Pedagogic Practice and the Process of Learning 3.1 Critical Examination of Terminology and Notions Associated with Child Centered Education 3.1.1 Historical Background 3.1.2 Basic Education Meaning of child Centred Education 3.1.3 Meaning of Child Centred Education 3.1.4 Characteristics of Child Centred Education 3.1.5 Transferring Knowledge from Teachers to Students 3.2 Critical Understanding of Standardized Pedagogic method 3.2.1 Meaning of Concept 3.2.2 Nature of Concepts 3.2.3 Attributes of Concepts 3.2.4 Steps in Concept Formation 3.2.5 Tuypes of Concepts 3.2.6 Role of a Teacher 3.4 Project Based Learning 3.4.1 Meaning of Project Based Learning (PBL) 3.4.2 Methods of Using PBL 3.4.3 Teachers’ Role in PBL 3.5 Interrogatin Disciplinary Practices and Creating Non-Threaetening Learning Environments 3.5.1 Relevance 3.5.2 Scope 3.5.3 Process 3.6 Summary Reference and Suggested Readings Exercise UNIT – IV Critical Studuy of ICTS and Developing Capacities 4.1 ICT in Education : Introducation 4.1.1 Meaning of Information Technology (IT) Communication Technology (CT) & Information and communication Technology (ICT) 4.1.2 Need of ICT in teaching learning process 4.1.3 Aims & objectives of integration of ICT in Educational Practices 4.1.4 Significance of ICT in Education 4.1.5 Principles of Integration of ICT in Educational Practices 4.1.6 Different ICTs used in Education 4.2 Critical Examination of Role of ICT in effective Curriculum Transaction and evaluation 4.2.1 Concept of Curriculum Transaction 4.2.2 Role of ICT in Curriculum Transaction 4.2.3 Need of ICT in Curriculum Transaction 4.2.4 Paradigm shift in Teaching Learning Process 4.2.5 ICT as a Tutor 4.2.6 ICT as a Tool 4.2.7 Concept of Evaluation 4.2.8 Role of ICT in Evaluation 4.2.9 Need of ICT in Evaluation 4.2.10 Assessment and type of assessment : Formative and Summative 4.2.11 Use of ICT in Various types of evaluation : Question Bank, online testing, E-testing, E-portfolio, CAT etc. 4.2.12 Advantage of ICT in Effective curriculum Transaction and Evaluation 4.2.13 Disadvantages of ICT in effective curriculum transaction and evaluation 4.2.14 Challenges in integration of ICT in Education 4.3 Capacity development of teachers and students in the use of ICTs 4.3.1 UNESCO’s ICT competency framework 4.3.2 National Policy of ICT in school Education 4.3.3 ICT tools in classroom: Blogs, Simulation, online learning, E-learning Sites, Hot Potatoes etc. 4.3.4 Competencies development among learners 4.3.5 Capacity building in teachers and learners 4.3.6 Issues in integrating ICT in Education with respect to capacity building 4.4 ICT based teaching learning approaches in schools 4.4.1 CBI, CAI, CMI, CAA 4.4.2 Smart board, Simulation, Power Point, Animation, Blended Learning 4.5 Role of Open and distance learning in catering to diversity in learners and learning styles 4.5.1 Meaning, concept and definitions of ODL 4.5.2 Teaching learning techniques in ODL 4.5.3 Functions of ODL in meeting the needs of diverse learners and learning styles 4.5.4 Advantages of ODL system 4.5.5 ICT in open and distance learning 4.5.6 Advantages of ICT in open and distance learning 4.5.7 Challenges of ICT in ODL 4.6 Summary References and Sugested Readings Exercise
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