17Tue
Coordinator: Dr. Praveen Pathak
https://badal.hbcse.tifr.res.in/index.php/s/5gqo9f9gTPMkT6K
The first camp of NIUS Physics 2025 will be from, June 17, 2025 to July 2, 2025. Around 71 undergraduate students are expected to participate.
The camp will feature lectures aimed at introducing students to a wide range of current research areas, including theoretical physics, experimental physics, and an overview of machine learning/data science applications in physics. Additionally, a laboratory course will be conducted, based on the Experimental Problem Solving approach.
23Mon
Coordinator: Dean's Office
As part of the HBCSE Post-doctoral visiting fellow recruitment process, Ms. Sunita Raste will be delivering a seminar on Monday, June 23, 2025, at 4:00 PM in Room G1, Main Building, HBCSE. The details of the program are as follows:
Ms. Sunita Raste
Ms. Sunita Raste holds a Master’s degree in Biotechnology from the University of Mumbai and recently completed her Ph.D. in Educational Technology from IIT Bombay. Her doctoral research focused on fostering sensemaking among bioscience undergraduates through technology‑enhanced learning environments. In 2020, she was awarded the prestigious Prime Minister’s Research Fellowship (PMRF) in recognition of her doctoral work. With over seven years of teaching experience, Sunita has conducted numerous workshops and faculty development programs, impacting approximately 150 students and 300+ teachers across various states in India. She has authored seven conference papers and one journal article, and her research interests span biology education, learning sciences, instructional design, and technology‑enhanced learning.
Fostering Sensemaking in Bioscience Undergraduate: The Roles of Pedagogy, Technology and Teachers
Sensemaking is a dynamic process central to science learning — it involves building or revising an explanation to "figure out" the mechanism underlying a phenomenon and resolving gaps or inconsistencies in understanding. Yet, despite its significance, many undergraduate students struggle to develop this critical skill. The Vision and Change report (AAAS, 2011) has emphasized the need for explicitly teaching sensemaking within undergraduate bioscience education. This talk will provide an overview of how bioscience undergraduates make sense of information during a clinical diagnosis task, shedding light on their sensemaking processes and highlighting pedagogical strategies that effectively support students’ sensemaking within a technology‑enhanced learning environment. It will also discuss the implications of this research for supporting teachers to better facilitate sensemaking in the classroom, ultimately fostering meaningful learning experiences for students.