Calicut University Second Semester B.Ed.

Physical Science: Teachers Hand books

EDU 09.12 PEDAGOGIC PRACTICES IN PHYSICAL SCIENCE
Handbook
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)

Unit & Content Scope Reference

UNIT I Aims and

Objectives of Teaching
Science
(15 Hours)

1.1) Aims and 1.1 The general aims of teaching science 1.1 Mohan, R (2007). Innovative
Objectives of teaching in schools; how they differ from science teaching for physical
Physical Science, objectives; Furst Paradigm showing the science. New Delhi: Prentice Hall
objective based interconnection between objectives,
instruction and learning experience and evaluation; what Mathew, T.K and Mollykutty,
evaluation, objectives are the general and specific objectives T.M (2011) Science Education-
and specific objectives, may be discussed. Theoretical Bases of Teaching
learning experience and Pedagogic Analysis-Physical
and evaluation, Science and Natural
Science.Rainbow Book
Publishers

Sivarajan, K and Faziluddin, A.

(2005) Science Education.
Calicut University: Central Co-
operative stores.

1.2) Taxonomy of 1.2 The Blooms taxonomy should be

educational objectives- discussed as introduction to RBT with 1.2 Mohan, R (2007). Innovative
cognitive affective and proper discussion on all the instructional science teaching for physical science.
psychomotor domains, objectives of Cognitive and affective New Delhi: Prentice Hall
Revised Bloom's Domain. For Psychomotor domain,
Taxonomy, Taxonomy Dave‘s taxonomy may be followed. Anderson, W. L. & Krathwohl
ofMc Cormack & Revised Bloom‘s Taxonomy should be D. R. A taxonomy for Learning,
Yager, Digital discussed in detail; While dealing the Teaching and Assessing.
Taxonomy Revised Bloom‘s taxonomy, changes Newyork: Longman.
effected in the cognitive domain
1.Renaming and reorganizing of http://sabarishedn.blogspot.in/2015/0
cognitive levels 6/revised-blooms-taxonomy.html
2. Nouns changed to verbs 3. Structural
change with two dimensions (the
knowledge dimension and the cognitive Mathew, T.K. & Mollykutty
process dimension) may be emphasized. (2012) Science Education –
The domains of Science Education as Theoretical Bases of Teaching &
given by McCormack &Yager and the Pedagogic Analysis, Chengannur:
Instructional Objectives may be discussed Rainbow Publications
 .Concept of Digital Taxonomy is to be http://edorigami.wikispaces.com/Blo
introduced and discussion on ‗digital om%27s+Digital+Taxonomy
verbs‘ is required. The digital additions
and their justifications can be done. http://digitallearningworld.com/bloo
ms-digital- taxonomy
1.3 The process skills may be discussed
1.3 Process skills in along with the ways of developing process 1.3http://www.teindia.nic.in/Files/Te
Science at secondary skills in children. (13 process skills in acher_Trg_Module/19_UNESCO_So
stage, Developing UNESCO Source book are to be urcebook.pdf (Chapter 4 and 5)
process skills in discussed) or
students The teacher educator may refer chapter 4 Harlen, W & Elstgeest (1992)
and 5 – Developing children‘s process UNESCO Source Book for Science
skills and in the Primary School New Delhi:
attitudes of UNESCO sourcebook freely National Book Trust
available in the link given in reference (Chapter 6)

Unit 2: Teaching Skills Essential theoretical background for Passi, B. K. (ed.) 1976 Becoming a
Teaching skills for class Microteaching. Micro teaching –origin, better teacher: A micro teaching
room instruction, definition, micro teaching cycle, duration approach,
Essential skills for of micro teaching cycle, rationale and use Ahmedabad: Sahitya Mudranalaya
Science teaching, Micro of micro teaching, phases of micro
teaching: Practicing teaching. Mohan, R (2007). Innovative science
Teaching skills- link Core teaching skills – components, teaching for physical science. New
practice preparation of micro lessons and appraisal Delhi: Prentice Hall.
(20 Hours) format to elicit feedback.
Integration of skills , link practice, macro
Teaching. An informal discussion about
innovations in Microteaching can be done
in class.

Unit 3: Planning of 3.1Format of Year plan and lesson plan 3.1http://www.scert.kerala.gov.in/ima

Instruction and produced in the SCERT hand books may ges/2015/teachertext/fullbook/class8/
Pedagogic Analysis be adopted. The sequencing of a lesson basic%20science.pdf
(35 Hours) based on Herbartian steps has to be Mathew, T.K. & Mollykutty
emphasised. (2012) Science Education –
3.1 Planning of Instruction Theoretical Bases of Teaching &
- year plan, unit plan, Pedagogic Analysis, Chengannur:
resource unit - Lesson Rainbow Publications
planning – Need, 3.2 Sivarajan, K and Faziluddin, A.
Stages (Herbartian steps) - (2005) Science Education. Calicut
Lesson plan preparation University: Central Co-operative
based on The stores.
Constructivist format.
3.2 Pedagogic Analysis- 3.2 The scope of Pedagogic Analysis SCERT, High school science
Meaning and Steps of encompassing content analysis, statement textbooks. Available to download at
Analysis, Pedagogic of SCERT website.
Analysis of the Physics objectives, deciding prerequisites, http://www.scert.kerala.gov.in
and Chemistry content determining inputs, assignments, activities
portions of 8th and 9th of and evaluation procedures may be http://www.dct.kerala.gov.in/it/home/
Kerala state. discussed. nextPage
Content analysis may be done as terms,
(1.Arranging teaching facts, concepts, principles, equations, http://www.dct.kerala.gov.in is the
points in a logical order. processes, and law. official website which provides
2.Analysing concepts, Concept may be discussed as given by Kerala Digital Collaborative
Working out strategies for Bruner in Concept Attainment Model. The Textbooks of all the Subjects in 1st
teaching concepts. five elements of a concept (name, Standard to 10th Standard.
3.Stating general exemplar, attribute, attribute value and
instructional objectives definition) may be emphasized.
and specific instructional Criteria for stating Instuctional Objectives
objectives in terms of in the behaviourist and Constructivist
behavioural outcomes. approaches may be emphasized.
(The Behaviourist Importance of selecting suitable learning
approach) OR Stating experience for effective teaching may be
‘curriculum objectives’ in emphasized.
terms of concepts, process Selecting the appropriate evaluation
skills, strategies of procedure relevant to constructivist and
instruction and behaviourist styles.
evaluation. (The (Constructivist approach requires testing
Constructivist approach) of
4. Planning suitable process skills as well as conceptual
learning experiences understanding)
according to objectives. 3.3 Mathew, T.K and Mollykutty,
Planning the procedures T.M (2011) Science Education-
of evaluation according to Theoretical Bases of Teaching and
objectives.) Pedagogic Analysis-Physical Science
and Natural Science.Rainbow Book
3.3 Try to provide maximum practical Publishers
3.3 Use of C.D. ROM experience to student teachers on
such as Encyclopaedia - educational CD ROMs, Encyclopaedia - https://www.itschool.gov.in/downloa
Britannica, Microsoft Britannica, Microsoft Encarta, Edubuntu ds.php
Encarta, Edubuntu of it of it @school. Science resources like
@school, Kerala, video clips, animations, graphics etc http://sabarishedn.blogspot.in/2014/0
EDUBUNTU – available in CDs may be discussed. 3/edubuntu-science-education.html
exploration of the science Students may explore the Cds for
resources - Open source, themselves. Evaluation of an educational http://sabarishedn.blogspot.in/2014/0
open content in lesson CD with a suitable proforma. An Example 4/science-teaching-resources- in-
planning. proforma for evaluation of Educational edubuntu.html
CD is provided in Radhamohan Text book
Page 317.EDUBUBTU is freely available
to download from it@ school website.
The link is provided in reference. The https://opensource.com/resources/wh
 essential theoretical knowledge about the at-open-source
terms is to be ensured. http://www.accreditedonlineuniversiti
Concept of Open source softwares and the es.com/100-best-open-source-apps-
scope for use of open content in lesson for-educators/
plan can be introduced. Practical sessions
using free software in EDUBUNTU can Mohan, R (2007). Innovative science
also be conducted depending on the teaching for physical science. New
availability of time. IT enabled teaching Delhi: Prentice Hall.
resources (Modules) are available free on (An Example proforma for evaluation
it @ school website. The link is provided of Educational CD is provided in
in reference Radha mohan Text book Page 317.)
UNIT. IV. Techno
Pedagogic Content
Analysis in Physical
Science
(15 Hours)
4.1 Science teacher as 4.1 Meaning, features and importance of 4.1 http://www.tpack.org/
techno pedagogue- techno Techno Pedagogic Content Knowledge https://en.wikipedia.org/wiki/Technol
pedagogic skills and Analysis, components: technology ogical_Pedagogical_Content_Knowle
competencies, Digital knowledge, pedagogical knowledge, dge
Resources –CD, DVD, content knowledge, pedagogical content
Websites, m- learning. knowledge, technological content www.citejournal.org/articles/v9i1gen
Creating an e-portfolio, knowledge, technological pedagogical eral1.pdf
Pedagogical designs using knowledge.
ICT in Physical Science- Teacher as a Techno pedagogue: Meaning SCERT, Higher secondary and High
Digital Lesson plans & Qualities - Interrelationship between school science textbooks
usingWeb 2.0 tools Technology, Pedagogy and Contents of
(Examples: video clips, science subjects at school level- identify E- portfolio
PhET simulations, topics in physical science and integrate it
Edublogs, Wikispaces, with the components of TPCK Analysis- http://eduscapes.com/tap/topic82.htm
Dynamic Periodic Prepare Digital Lesson Plan for suitable
table, Teacher Tube, topic -preparation of constructivist lesson http://wp.auburn.edu/writing/eportfoli
Computer assisted plan by integrating ICT o-project/
assessment) E- portfolio – meaning, inputs in an
eportfolio, For Web2.0 tools in education
Mathew, M (2014)Teaching Science
for Biological and Physical Sciences.
Malappuram: NAS publishers
http://web20guru.wikispaces.com/To
ols+By+Subject#Science
http://www.chambersburg.k12.pa.us/
education/components/scrapbook/def
ault.php?sectionid=2365

Science teacher as techno Science teaching is such a complex, Guzey, S. S., & Roehrig, G. H.
pedagogue dynamic profession that it is difficult for a (2009). Teaching science with
teacher to stay up-to-date. For a teacher to technology: Case studies of
grow professionally and become better as scienceteachers‘ development of
a teacher of science, a special, continuous technology, pedagogy, and content
 effort is required (Showalter, 1984, p. 21). knowledge. Contemporary Issues
inTechnology and Teacher
Shulman (1987) defined seven knowledge Education, 9(1), 25-45.
bases for teachers: content knowledge,
general pedagogical knowledge, Showalter, V. M. (Eds.). (1984).
curriculum knowledge, pedagogical Conditions for good science teaching.
content knowledge (PCK), knowledge of Washington, DC: National Science
learners and their characteristics, Teachers Association.
knowledge of educational context, and
knowledge of educational ends, goals, and Loucks-Horsley, S., Love, N., Stiles,
values. According to Shulman, among K. E., Mundry, S., & Hewson, P. W.
these knowledge bases, PCK plays the (2003). Designing professional
most important role in effective teaching. development for teachers of science
(Shulman, 1986, p. 9). PCK is not only a and mathematics (2nd ed.). Thousand
special form of content knowledge but Oaks, CA: Corwin Press.
also a ―blending of content and pedagogy
into an understanding of how particular Zeichner, K. (2003). Teacher
topics, problems, or issues are organized, research as professional development
presented, and adapted to the diverse for P-12 educators in the USA.
interests and abilities of learners, and Educational Action Research, 11(2),
presented for instruction‖ (Shulman, 301-325.
1987, p. 8).
Shulman, L. S. (1986). Those who
Technological Pedagogical Content understand: Knowledge growth in
Knowledge (TPACK) is a framework that teaching. Educational Researcher,
identifies the knowledge teachers need to 15(5), 4-14.
teach effectively with technology. The
TPACK framework extends Shulman‘s Shulman, L. S. (1987). Knowledge
idea of Pedagogical Content Knowledge. and teaching: Foundations of the new
TPACK is the complex interplay of three reform. Harvard Educational
primary forms of knowledge: Content Reviews, 57, 1-22.
(CK), Pedagogy (PK), and Technology
(TK). The TPACK approach goes beyond
seeing these three knowledge bases in
isolation.
Techno pedagogic skills Techno-pedagogical skills are the ways to Thakur, N. (2015). A Study on
and competencies make accessible and affordable quality Implementation of Techno-
education to all using technology. PedagogicalSkills, its Challenges and
Role to Release at Higher
Nowadays, teaching is becoming one of Level of Education. American
the most challenging professions in India International Journal of
where knowledge is expanding rapidly Research in Humanities, Arts
and much of it is available to students as and Social Sciences.
well teachers at anytime and anywhere.
As teacher education is primarily directed
towards preparing teachers, the quality of Thakur, N. (2014). A Study on
teacher education depends on the teacher Awareness of Trained Teachers in
trainee's abilities and skills. relation to Information and
Communication
Technology. International Journal of
Research and Method in
 Education, 4(1), 6-11.

Mishra, P., & Koehler, M. (2006).

Technological pedagogical content
knowledge: A framework for teacher
knowledge. The Teachers College
Record, 108(6), 1017-1054.
Digital Resources –CD, In this digital age, most information at the Taylor, M. (2010). Teaching
DVD, Websites, content level is available and can be generation neXt: A pedagogy for
readily accessed by students out of class today‘s learners. A collection of
as a component of class preparation. In papers on self-study and institutional
addition to the traditional textbook, which improvement, 26, 192-196.
is now often self-augmented with CD,
DVD, and online learning resources, sites
like YouTube.com, merlot.org, and the
online university learning portals

m- learning Electronic Learning is a subset of Behera, S. K. (2013). E- and M-

Distance Learning and Mobile Learning is Learning: A Comparative Study.
a Subset of E- learning. E- learning and M International Journal on New Trends
learning have become extremely in Education and Their Implications
important words of the educational 4(3) 08 ISSN 1309-6249
technological revolution; each
characterising a whole raft of ideas and
resources for the tech-savvy teacher.
e-portfolio • A collection of digital files (artifacts) Tosun, A. P. D. N., & Bariş, T. M. F.
that are shared electronically for the (2011). E-portfolio applications in
purpose of reflection, comment and education. The Online Journal of
evaluation. New.
• It‘s quite simply a website that enables
users to collate digital evidence of their
learning.
• ePortfolios contain a wide range of
digital files, including but not limited to,
text or PDF documents, videos, sound
files, images and links to other websites or
online resources.
Transition from portfolio to e-portfolio is
one of the current examples to be given
about changing process in education
technology.

Pedagogical designs using ICT-based teaching can transform both http://www.kidsdiscover.com/teacher

ICT in Physical Science & teachers and learners into active resources/web-2-0-tools-classroom/
Digital Lesson plans knowledge constructors and critical
usingWeb 2.0 tools thinkers.
As educators, the use of Web 2.0 tools is http://www.edutopia.org/blog/five-
transforming our work, and more free-web-2.0-tools-lisa-dabbs
specifically the way we support students
in the classroom. Web 2.0 Tools are
online software programs that allow users http://askatechteacher.com/2011/07/1
 to do a number of different things. They 3/lesson-plans-for-the-web-2-0-
can be used to teach curriculum content, classroom/
store data, create/edit video, edit photos,
collaborate and so much more. These
programs are often free and can be http://www.itdl.org/Journal/Mar_10/a
effectively used for both entertainment rticle04.htm
and education
UNIT. V
Evaluation
(15 Hours) 5.1 Mohan, R (2007). Innovative
5.1 Evaluation - Different 5.1 Free response versus Fixed response. science teaching for physical science.
types of test items - merits Objective type test item – supply type and New Delhi: Prentice Hall.
and demerits. selection type. Guidelines for preparation
Construction and of true- false type/multiple choice type/ Sivarajan, K. (2008). Trends and
administration of completion type, matching type, simple developments in modern education
Achievement tests and recall etc. Short answer and essay type practices. Calicut: Calicut university
Diagnostic tests. characteristics, guidelines for preparation, central co-operative stores.
merits and demerits. Questions are http://www.nea.org/assets/docs/HE/T
supposed to be discussed in science eachrAssmntWhtPaperTransform
context. 10_2.pdf
Teacher made test versus standardized
tests. Differentiate achievement and 5.2 Mathew, T.K and Mollykutty,
diagnostic test. Process of construction of T.M (2011) Science Education-
both. Theoretical Bases of Teaching and
Pedagogic Analysis-Physical Science
5.2 Continuous and 5.2 Meaning, Scope and Importance of and Natural Science.Rainbow Book
Comprehensive CCE. Evaluation criteria ( SCERT Hand Publishers
Evaluation, Evaluation book format may be utilized)
Criteria for Assignment, 5.3Linn,R.L.&Gronlund,N.E.(2005).
Seminar and Project Measurement and assessment in
5.3 Evaluation of non 5.3 Non Cognitive Domain – Objectives teaching. New
cognitive areas like in Delhi: Pearson Education.
creativity, skill, and assessing, Difficulties in assessing,
attitude in science Assessment tools and techniques. Soman, K. (2006). Measurement and
learning contexts (observation, inventories, attitude scales, evaluation in education. Calicut:
performance tests etc). Calicut university central co-
Only basic concept is to be introduced. operative stores.

Tasks and Assignme nts (Do any one of the given two).
1. Create an e-portfolio showcasing the skills and learning acquired by the stude nt teacher. This
can be done by creating a we bsite and posting artifacts, photos, thoughts, reflections,
documents, evidences of skills acquired, ne w learning acquired etc.

Creating an e Portfolio (Step-by-Step Process)

1. Purpose- Decide on the purpose for the portfolio. What are you trying to show with this
portfolio? Identify how you are going to organize the portfolio.

What to do in this step: Set up a Google Sites page that will serve as the opening
page/Introduction to the portfolio and to the portfolio developer. Create a first post that
describes the purpose for developing this portfolio.
 OR

Students can create a blog in Blogger (included under the GoogleApps domain)

2. Collection/Classification- What artifacts will you include in your portfolio? How will you
classify these entries?

What to do in this step: Create a digital archive of works. This archive would be on a hard
drive, flash drive, iPod or local area network server; Online, these files can be stored
anywhere on the Internet, as long as each document has a unique URL.
Upload your files online. (Recommend using google drive). Other free websites that allow
you to store documents: SlideShare, Scribd, dropbox etc

3. Reflection/Writing-. Reflection/writing is the heart and soul of a portfolio.

What to do in this step: Write a blog entry/post a page with a reflection on each artifact .
Add appropriate artifacts (through hyperlinks)

4. Connection/Interaction/Dialogue/Feedback- This stage provides an opportunity for

interaction and feedback on the work posted in the portfolio. This is where the power of Web
2.0 interactive tools becomes apparent.
What to do in this step: Use the feedback features of Google Sites or GoogleDocs, such as
comments, to provide feedback on the work posted in the ePortfolio/blog entries.
REPEAT steps 3-4 for each artifact.

5. Publis hing -The portfolio developer can decide what parts of the portfolio are to be made
public and who can access it.
What to do in this step: Create a set of pages that highlight the best components of the
portfolio, linking to specific entries. Students can limit who can read the Google Site through
the More Actions ->Share this Site menu item.

 A collection of students e-portfolio is available in the following link

http://wp.auburn.edu/writing/eportfolio-project/eportfolio-examples/

 Student Teachers can use Google sites, Blogger, Wix , hpage etc for creating free e-portfolios.

2. Create 5 digital lesson plans using digital taxonomy and incorporating we b 2.0 tools.

Select an appropriate topic in Science

Collect as much as digital resources. (Videos, graphics, simulations etc). For incorporating web 2.0 tools we can
use video clips, PhET simulations, Edublogs, Wikispaces, Dynamic Periodic table, etc
To use Bloom's Digital Taxonomy in your lesson plans it's important to consider the digital verbs. Each of the
taxonomic levels has a series of digital verbs associated with it.
For example,
If our lesson plan is about the topic ‗Nuclear fission‘ activities can be
"Using Google, students will retrieve information about ‗Nuclear fission‘.
Then, ‗searching Teacher tube, students can see videos about ―Nuclear interactions‖
Then ‗seeing different simulations from PhET students can classify/identify Nuclear fission‘ etc

A list of Digital verbs by Andrew Church's can be obtained from the following links
https://globaldigitalcitizen.org/blooms-digital-taxonomy-verbs-infographic
 http://techtitans.weebly.com/applying-blooms-digital-taxonomy-to-lesson-plans.html

A video about creating digital lesson plan is available in Teacher tube.

http://www.teachertube.com/video/digital-lesson-planning-270838

Appropriate link, (URL, Source) is to be provided in lesson plan wherever technological tools are used.

EDU 10.12 PROFESSIONALISING PHYSICAL SCIENCE EDUCATION

Handbook
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)

Unit & Content Scope Reference

UNIT I Reaching out to

Society
(15 Hours)

1.1 Science as a social 1.1 Social Dimensions of Science, Dual role 1.1 For oppressive role of
Endeavor; Science and of science (emancipatory and oppressive). science http://www.human-
Technology, Using science as a tool for oppression – Dark nature.com/rmyoung/papers/p
complementarities between Ages (science in the middle Ages) Science as ap103h.html and for
Science and Technology. tool for educating and uplifting masses. emancipator role of science
Scientific Literacy, Influence Difference between science and technology.
Significance and relevance of both. Discussion http://www.republicancommu
of science on society. nist.org/articles/EL008/EL00
on how both complement for the progress of
The Science Teacher and 8Robertson.html
humanity.
Society. Role of science Scientific literacy –meaning/definition.
teacher in eradicating Characteristics of literate students. http://sabarishedn.blogspot.in
superstitions in Society. Science as a tool for fighting superstitions,
fostering logical thinking and instilling http://www.scientificliteracy.
scientific outlook in life. org/aboutus.html
Role of science teacher in eradicating Mathew, M (2014)Teaching
superstitions in Society. Science for Biological and
Physical Sciences.
Malappuram: NAS
1.2. Identifying and 1.2 Characteristics of Scientifically gifted publishers.
nurturing the scientifically children. Measures to nurture scientific talent.
gifted children. Creativity Creativity in science-ways to foster. critical 1.2 Sivarajan, K & Faziluddin, A.
and Critical thinking thinking in science. NSTS- NSTS Scheme of (2005) Science Education. Calicut
NCERT. Objectives of the scheme. National University: Central Co-operative
in Science. NTSE(National
Talent Search Examination conducted by stores.
Talent Search Examination
NCERT, objectives, procedure.
by NCERT), Olympiad Science Olympiad-Subjects, Procedure,
programme in Science by enrollment, Nature of exam.
Homi Bhabha Centre for KVPY (Kishore Vaigyanik Protsahan Yojana) http://olympiads.hbcse.tifr.res.in/
Science Education Scholarship- Basic Details, Selection procedure
(HBCSE), KVPY http://kvpy.iisc.ernet.in/main/index
scholarships by the .htm
Department of Science and
 Technology.

UNIT. II Co-curricular
activities in Science
(13 Hours)
2.1 Co-curricular activities need and
2.1 Organization of field 2.1 Sivarajan, K & Faziluddin, A.
significance- Fieldtrip and study tour, Meaning
trips and study tours, their (2005) Science Education. Calicut
,difference ,importance/merits/values, steps of
importance. Science Club - organizing. University : Central Co-operative
its pattern, organization and Science Club – Objectives, Organisation, list of stores.
activities such as science activities conducted by Science Club. Mathew, M (2014)Teaching
fairs, science exhibition, Science Fair, Science exhibition, and science Science for Biological and
science debates. debates –Objectives, steps of organizing. Physical Sciences. Malappuram:
Community based resources- Community based resources in Science– NAS publishers.
science exhibitions, fairs, science exhibitions, fairs, science parks, http://edglossary.org/hidden-
science parks, museums museums –basic concepts, difference, curriculum
educational uses.
http://edglossary.org/community-
based-learning/

www.sedl.org/pubs/classroom-
compass/cc_v3n1.pdf

UNIT III: ICT for Better

Teaching- learning
(12 Hours) 3.1 Mathew, M (2014)Teaching
Science for Biological and
3.1Use and Importance Of chat, E--‐mail e- Physical Sciences. Malappuram:
3.1 Educational uses of e- mail,
discussion, wiki etc. NAS publishers.
e-discussion, chat, Wiki , Blog
- Concept & use, Familiarizing facilities Mohan, R (2007). Innovative
in education - how to use blog
Available use of blog in education. science teaching for physical
in education, utilizing social
Creative Commons License – brief descriptions science. New Delhi: Prentice Hall
net working effectively, copy about CC0, Attribution CC BY, Attribution-
right in the digital world , ShareAlike CC BY-SA, Attribution-NoDerivs Creative Commons License
creative commons license. CC BY-ND, Attribution-NonCommercialCC https://creativecommons.org/licens
BY-NC, Attribution-NonCommercial- es/
ShareAlike CC BY-NC-SA, Attribution-
NonCommercial-NoDerivs CC BY-NC-ND
3.2 Definitions of computer related
3.2 Communication 3.2 Definitions of terms in Communication terms may be collected from
Technology- Technology Technology- tele conferencing, webinar etc. http://www.webopedia.com/
based new emerging Use of virtual classroom and virtual lab.
http://blog.scientix.eu/2015/08/20/
communication media
virtual-laboratories-in-teaching-
[Tele-conferencing, webinar, and-learning-science/
video conferencing, micro
blogging etc] . Virtual class http://plpnetwork.com/2011/04/01/
room and virtual reality, science-simulations-a-real-way-to-
virtual labs (iLab Project at learn/
MIT, The Chem collective
virtual labs) http://www.iojes.net/userfiles/artic
le/iojes_167.pdf
 http://icampus.mit.edu/projects/ila
bs/

http://ilab.mit.edu/wiki

http://chemcollective.org/vlabs

3.3 E-learning methodologies: A

3.3 Computer Aided 3.3 Use of computers in teaching – as guide for designing and
Teaching, Expert System and supporting and as a teaching machine. developing e-learning-courses
Intelligent Tutoring Systems, Human Teacher – merits and draw backs. Retrieved from
Module preparation for e- Expert System as the major component http://www.fao.org/docrep/015/i25
of Intelligent tutoring systems,. 16e/i2516e.pdf
content Development, Course For e-content development the ADDIE model
ware, MOOC, Free softwares can be followed. ie Analysis, Design, Hyacinth S. Nwana (1990)
in Science - Learning Development, Implementation and Evaluation. Intelligent Tutoring Systems:
Management Systems – an overview, Artificial
MOODLE Massive open online course (MOOC) is a Intelligence Review, 4, 251-
free Web-based distance learning program 277 Retrieved from
that is designed for the participation of http://tinyurl.com/gqtmqq4
large numbers of geographically dispersed https://www.khanacademy.org/
students.
Free softwares in Science include PhET, http://docs.moodle.org/23/en/A
Celestia, Step, Avogadro, Chemical bout_Moodle
Calculator, gamgi, ghemical, GPeriodic, http://sabarishedn.blogspot.in/2
Kalzium, Kstars, Molecules Viewer, 016/01/bed-notes-
Periodic Table of the Elements, Rasmol, professionalizing-physical.html
Stellarium etc.

Researchers are looking to email as a Sadat, A., & Rahman, K. R.

Educational uses of e- mail, Prospect of Email Communication
promising instructional and learning tool.
e-discussion,chat, Wiki However, its strength as an educational tool as an Educational Tool for
relies solely on constructing a solid email- Distance Education in Bangladesh.
based environment and a pedagogically
Blackmon, S. J. (2012). Outcomes
sound message. Email could be used as a of Chat and Discussion Board Use
feedback and communication tool. in Online Learning: A Research
Online discussion boards are often used in Synthesis. Journal of Educators
traditional courses, hybrid courses, and Online,9(2), n2.
fully online courses. Online chats and
discussions can be particularly useful in
fully online courses, as these
communication connections are often
students‘ only means of connecting with
each other and sharing ideas in an open
forum.
A blog (also called a weblog or web log) is
Blog in education http://www.lsa.umich.edu/UMI
a website consisting of entries (also called CH/sweetland/Home/Instructors
how to use blog in education, posts) appearing in reverse chronological
 order. /Teaching%20Resources/Using
Blogging can improve students‘ writing BlogsintheClassroom.pdf
skills and build their confidence as writers.
By blogging, students can take ownership
of their writing, become better observers of
others‘ writing, and develop a more
immediate and powerful understanding of
audience.
Social media includes the various online
Utilizing social networking Ralph, M., & Ralph, L. (2013).
technology tools that enable people to
effectively Weapons of mass instruction:
communicate easily via the internet and to The creative use of social media
share information and resources. Social
in improving pedagogy. Issues
media can include text, audio, video, in Informing Science and
images, podcasts, and other multimedia Information Technology, 10,
communications useful for teaching and 449-460.
learning
Creative Commons is a nonprofit
Copyright in the digital world, http://hets.org/virtualplaza/files/
organization that works to increase the 2014/05/Education_for_a_Digit
Creative commons license, amount of creativity (cultural, educational, al_World_complete.pdf
Communication Technology – and scientific content) available in ―the
Technology based new commons‖ — the body of work that is http://cis-
available to the public for free and legal india.org/a2k/publications/exce
emerging communication
sharing, use, repurposing, and remixing. ptions- limitations-education
media
https://wiki.creativecommons.or
[Tele-conferencing, webinar,
g/images/3/35/Creativecommon
video conferencing, micro
s-what-is-creative-
blogging etc]. Virtual class
commons_eng.pdf
room and virtual reality,
virtual labs (iLab Project at http://open.umich.edu/sites/defa
MIT, The Chem collective ult/files/cc_licenses.pdf
virtual labs) http://www.learninglandscapes.
ca/images/documents/ll- no12-
vfinal- lr- links.pdf

http://icampus.mit.edu/projects/ila
bs/

http://ilab.mit.edu/wiki

http://chemcollective.org/vlabs
Intelligent Tutoring Systems (ITS) are
Expert System and Intelligent Chakraborty, S., Roy, D., &
computer-based tutors which act as a
Tutoring Systems. Basu, A. (2010). Development
supplement to human teachers.
of knowledge based intelligent
Module preparation for e-
tutoring system. Advanced
content Development, In response to the e- learning challenge, it is
Knowledge Based Systems:
Courseware, Free softwares in important to design and develop efficient Model, Applications &
Science and effective e- learning courseware Research, 1, 74-100.
(Course+software) with pedagogical based
in an e learning setting http://ijter.com/pdf%20files%20
Free softwares, are computer softwares that folder/JANUARY2013/p5.pdf
gives users the freedom to run the software Jintavee, M. (2008). Higher
 for any purpose as well as to study, change, Education E-Learning
and distribute the software and the adapted Courseware: Pedagogical-Based
versions. The right to study and modify free Design and Development.
software gives full access to its source code In Proceedings of 5th
International Conference on E-
Learning for Knowledge-based
E-Society.
http://nte.unifr.ch/IMG/pdf/cvs_
embryo_icnee02_article.pdf
http://www.educational-
freeware.com/category-
Science.aspx

During the past 15 years, learning

Learning Management http://www.monarchmedia.com
management systems (LMS) have become
Systems – MOODLE /wp-
important for eLearning providers as content/uploads/2015/01/open-
platforms to handle course registration, source- lms-sakai-and-
content storage and delivery, assessments, moodle.pdf
administration, and reporting.
Moodle (Modular Object-Oriented http://www.savap.org.pk/journa
Dynamic Learning Environment) is a free ls/ARInt./Vol.2(3)/2012(2.3-
open-source learning management system 55).pdf
or e-Learning platform, that serves http://docs.moodle.org/23/en/A
educators and learners across the globe. bout_Moodle

UNIT IV: The Professional 4.1 Profession – definition. 4.1 Mohan R., (2011) Teacher
Science Teacher Characteristics of a profession, who is a Education, NEWdELHI: PHI
professional teacher? Learning Pvt Ltd
(10 Hours)
Professional Ethics – Code of ethics as
4.1 Definition of profession, given by NCTE. Professional elements
4.1, 4.2, 4.3, -
Teaching as a profession - (traits).
http://sabarishedn.blogspot.in/2016
Professional ethics, Traits of Teacher competencies listed by NCTE.
/02/bed-notes-professionalizing-
professionalism, Teaching physical.html
competencies required by a 4.2 Soft skills – meaning, significance in
science teacher. teaching. Essential soft skills required
for a teacher like leader ship skills, Mathew, M (2014)Teaching
4.2 Soft Skills communication skills, time management Science for Biological and
skills, team skills, event management Physical Sciences. Malappuram:
required for a teacher
skills etc. NAS publishers.

Mathew, T.K and Mollykutty, T.M

(2011) Science Education-
4.3 Professional growth of science Theoretical Bases of Teaching and
4.3 Professional growth of teacher – teaching research and Pedagogic Analysis-Physical
Science teacher. Teaching, extension. Improving professionalism by in Science and Natural
Research and service courses. Role of SCERT and Science.Rainbow Book Publishers
Extension, Research journals NCERT in the professional growth of a
in Science & science teacher. Professional organizations of
Education teachers. A list of Research Journals in
Science. A list of internet resources and
websites for the professional growth of
science teacher.

Tasks and Assignme nts (Do any one of the given two).
1. Prepare a poster including the main points of any of the three schemes 1. NTSE 2. Olympiad
programme 3. KVPY scholarship.

Select any one of the Schemes and prepare the poster. The poster can be prepared in Chart. Can be
provided either as an individual work or group. Posters can be evaluated on the basis of Theme,
Innovative ideas, creativity, organization, neatness and appropriateness.

2. Prepare a summary of an article related to science education from an e -journal.

This is an individual task. Students should be given provisions to access e-journals in computer lab. After
selecting and reading the journals summary can be prepared. The selected journal should be related to
Science Education. The summary must include name of journal, article, author, date of publication,
executive summary, citations, etc. A file is to be kept.

Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant Professor in Physical Science, Arafa Institute for Teacher Educatio n
Attur, Thrissur.
Contact me: [email protected]

Guidance
1) Dr. Manoj Praveen.G (Assosciate Professor, Farook Training College, Kozhikode)
2) Mrs. Irshana Shahanaz Ulladan (Assistant Professor, Farook Training College,
Kozhikode)
3) Mrs. Himna P.A (Assistant Professor, Farook Training College,
Kozhikode)

Courtesy
1) Dr.C.A. Jawahar (Principal, Farook Training College, Kozhikode)
2) Dr. T. Mohammed Saleem (Assosciate Professor, Co-ordinator IQAC, Farook Training
College, Kozhikode)
3) Dr.K.Ganga Devi Menon (Principal, Arafa Institute for Teache r Education, Attur,
Thrissur)
4) Dr. Mahamood Shihab. (Principal, Ansar Training college, Perumbilavu)
 Appendix
Blooms Digital Taxonomy
Bloom's Digital Taxonomy is about using the tools or technologies to facilitate learning. Outcomes are measured
by competence of use and most importantly the quality of the process or product. In summary it is about learning
happening in digital world. Extended by Andrew Churches.
Creative Commons License
1) CC0 : Freeing content globally without restrictions
2) Attribution CC BY: lets others distribute, remix, tweak, and build upon your work, even
commercially, as long as they credit you for the original creation.
3) Attribution-ShareAlike CC BY-SA : lets others remix, tweak, and build upon your work even
for commercial purposes, as long as they credit you and license their new creations under the
identical terms.
4) Attribution-NoDerivs CC BY-ND : This license allows for redistribution, commercial and non-
commercial, as long as it is passed along unchanged and in whole, with credit to you.
5) Attribution-NonComme rcial CC BY-NC : This license lets others remix, tweak, and build upon
your work non-commercially, and although their new works must also acknowledge you and be
non-commercial
6) Attribution-NonComme rcial-ShareAlike CC BY-NC-SA: This license lets others remix,
tweak, and build upon your work non-commercially, as long as they credit you & Share as you.
7) Attribution-NonComme rcial-NoDerivs CC BY-NC-ND: allowing others to download your
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