Instructors:

Narendra Deshmukh, Kalpana Kharade, Harita Raval, Reema Mani

About the course:

This course aims to provide a continuation of understanding the teaching experience. It will start in online mode. In view of the pandemic situation and classes being conducted online, the course will mainly focus on discussing teaching videos and challenges of teaching online. Having observed B.Ed students (pre-service teachers) in their institute, observed their practice, conducted classes in a regular school, and viewed textbooks, the Science and Mathematics Education research scholars are now ready to explore in-service teaching across different levels. They will read, observe teaching videos, and if possible, observe online classes in the forthcoming session.They will also make an Action Research proposal drawing from their previous experiences. As part of an assignment, they will write a reflective essay on a teaching practice-related book as provided during the course.

Instructor:

Tathagata Sengupta

This course is an attempt to understand the problem called Indian Mathematics Education. The more general purpose is to develop a method of inquiry into the evolution of Knowledge and Education in India, as we see it in its present forms. We use Mathematics specifically as a knowledge system to illustrate this method - in order to be able to pay the kind of attention that the specificities of any knowledge system deserves for such an attempt.

Instructor:

Deepa Chari

Course description:A good qualitative research study requires richer data and skillful analysis/interpretation strategies by which the researcher presents a sophisticated account of the phenomenon.In the foundation course, students were oriented towards the tradition of qualitative research by introducing some popular methodological choices in education research and the paradigms in which these methods are situated. In the advanced course, students will critically review some contemporary education research studies and discuss how these research methods are applied to explore meaning-making, cultural norms, discourse, attitudes and behaviors,conceptual understanding,and power relations,etc.Students will participate in workshops designed to develop core skills in interviewing, conducting a focus group,and ethnographic observations. Towards the end of the semester, students will carry out a short research project and disseminate the findings through a term paper. This is a core course (4 credit) and it will be assessed based on 3 written assignments (including term paper), presentations,and participation in the group discussions.

Instructors:

Mashood K. K. and Sanjay Chandrasekharan

Tutor:

Joseph Salve

Outline:

Modelling and conceptual change are two important themes in science education research. There exists extensive literature discussing them in the context of learning and instruction. However, theoretical accounts of these phenomena, through the lens of cognitive science and focusing on underlying mechanisms, are sporadic and scattered. Also, most existing accounts tacitly assume information processing models of mind, which is now considered to have serious limitations. It is thus important to make these assumptions explicit and discuss their implications. Discussions based on recent advancements in cognitive science also need to be brought to the fore to understand the emerging models of conceptual change and modelling.