PEDAGOGY OF SCIENCE (PART 1)

Book in two Parts 1& 2 (Based on Latest Curriculum framework 2014 Developed by NCTE,With reformulation of the curriculum for B.Ed in a two-year-Iong course) The National Focus Group on teacher education formed while developing NCF-2005 strongly recommends that teacher education programmes should be redesigned to respond to the school curriculum renewal process and in accordance with the state and regional context in which they are situated. Existing teacher education programmes neither accommodate the emerging ideas in content and pedagogy, nor do they address the issue of linkages between school and society. NCF – 2005 envisions a teacher education programme that should facilitate prospective teachers to understand that learners are active participants rather than passive recipients in the process of learning. They construct their own knowledge by connecting new ideas to the existing ideas on the basis of activities/materials presented to them. If student¬teachers are provided with such opportunities to construct their knowledge, they can appreciate how knowledge is constructed by actively involving the learners in teaching-learning process. This can further help them to become active participants in a wider context of their professional role as teachers. Science is dynamic, expanding body of knowledge covering ever new domains of experience. It is an organised system of knowledge which is based on inquiry born out of natural curiosity, logical reasoning and experimentation. The role of a science teacher has evolved in recent years from that of transmitter of knowledge to one of facilitator of knowledge. The teacher is also expected to be a participant in the construction of knowledge and to develop in students an understanding of the nature of science.