01-09-2020  Tuesday

18 August to 03 December, 2020

Advanced course in research methods in education

Every Tuesday (12:00-14:00), Thursday (12:00-14:00)

Venue: Outside the Campus

Coordinator: Dean's Office


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.

18 August to 24 November, 2020

Cognitive accounts of modelling and conceptual change

Every Tuesday (15:00-17:00)

Venue: Outside the Campus

Coordinator: Dean's Office


Mashood K. K. and Sanjay Chandrasekharan


Joseph Salve


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.