SNDT University Prescribed Science Education Syllabus, Module-4.

1. SNDT University, B.Ed. Part I
Science Subject Education
Prof. Samruddhi Chepe
Ashoka International Centre for
Educational Studies and Research, Nashik.
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2. Evaluating Student-Learning and
Professional Growth of Teacher
Module 4
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3. Content
• Concept and importance of continuous and
comprehensive evaluation, formative and summative
evaluation as constructivist Perspective (2)
• Developing framework and indicators for performance
assessment in science: Learners record of observations;
Field diary, herbarium and collection of materials; Oral
presentation of learners work in biological science,
Portfolio; Assessment of project work (both in the
laboratory and in the field); assessment of participation
in collaborative learning; Assessment of experimental
work in science(3)
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4. Content
• Construction of test items (open-ended and
structured) in science and administration of
tests (3)
• Exploring aims and objectives in Science not
assessed in formal examination system and
their evaluation through various curricular and
co-curricular activities (1)
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5. Content
• Professional development for science teachers through
Participation in seminar, conferences
• Computer and online resources
• Collaboration of school with colleges, universities and other
institutions
• Books, Journals and periodicals
• Reflective practices of Science teachers
• Field visits
• Use of Feedback from learners, colleagues and self
• Teacher as a researcher: Learning to understand how
children learn science through research, action research in
science.
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6. Why (CCE)
Continuous Comprehensive Evaluation
• Evaluation of Scholastic learning only
on marks.
• Ability of child not evaluated.
• Resulting in Pass/Fail.
• Causing frustration and humiliation.
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7. WHAT IS
CONTINUOUS and COMPREHENSIVE EVALUATION ?
‘A system of school based assessment that
covers all aspects of student’s development’.
• Comprehensive-including or dealing with all or nearly all
elements or aspects of learner.
• Continuous -from the beginning and during the instructional
process.
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8. Benefits of CCE
1. CCE helps in reducing stress of students.
2. CCE helps in improving student’s performance
by identifying his/her learning difficulties at
regular time intervals
3. Scheme of CCE is expected to help the child
make informed choice of subjects in class XI
based on his aptitude, interests, liking, and
academic performance.
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9. Benefits of CCE contd..
4. In traditional board based exam if student is
absent …..
5. Stress of a single mark is lost, they are too
young to handle it.
6. Competition is healthy.
7. Continuous study – Throughout the year
8. If child is good in co-scholastic he/she gets
upgraded in scholastic.
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10. Continuous and Comprehensive Evaluation
• Continuous and comprehensive evaluation is an process of
assessment, mandated by the RTE, of India.
• This approach to assessment has been introduced by state
governments in India, as well as by the CBSE in India, for
students of sixth to tenth grades and twelfth in some schools.
• The main aim of CCE is to evaluate every aspect of the child
during their presence at the school.
• As a part of this new system, student's marks will be replaced by
grades which will be evaluated through a series of curricular and
extra-curricular evaluations along with academics.
• This helps the students who are not good in academics to show
their talent in other fields such as arts, humanities, sports,
music, athletics, and also helps to motivate the students who
have a thirst of knowledge.
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11. C.C.E.
Continuous
Evaluation
On Day to
Day Basis
Formative
Periodic
Summative
Comprehe-
nsive
Evaluation
Scholastic
Studies
Co-
Scholastic
Sports/Arts
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12. FORMATIVE AND SUMMATIVE
EVALUATION
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13. “ When the cook tastes the
soup, that’s formative
assessment; when the customer
tastes the soup, that’s
summative assessment .” Paul
Black
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14. Summative and Formative Assessments
– With summative assessments, students are evaluated
upon completion of the work and the focus is on the final
product.
– With formative assessments, students are evaluated
during the work process and the focus is on improving the
process. For example, a summative assessment would be a
state achievement test and a formative assessment would
be a teacher response to journal entries.
– National Council of Teachers of English
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15. Formative and Summative Evaluation
Formative Evaluation Summative Evaluation
1 Conducted during the
development of a course
of study.
1 Conducted after the
completion of a course of
study.
2 Carried out frequently. 2 Carried out less often.
3 Daily assessment and
observation is done.
3 Well defined evaluation
techniques and tools.
4 The purpose of FE is to
diagnose the strength and
weaknesses of the pupils.
4 The purpose is
classification and
promotion of students.
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16. Formative and Summative Evaluation
Formative Evaluation Summative Evaluation
5 Evidences secured by it
are used for further
improvement of
instruction and students
progress.
5 Its result are used for
certification and passing
judgement on pupils
achievement.
6 Its focus is on
improvement of pupils
achievement. Remedial
Nature.
6 Its focus is on
measurement of pupils
achievement. Classification
is done.
7 It refers to continuous
evaluation by means of
research, quiz assignment
etc.
7 It refers to term test,
annual tests and external
examinations.
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17. Formative and summative evaluation
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18. Framework and Indicators for Performance
Assessment in Science
1. Record of observations
2. Field diary
3. Herbarium and collection of materials
4. Oral presentation of learners work in biological
science
5. Portfolio
6. Assessment of project work (both in the laboratory
and in the field)
7. Assessment of participation in collaborative learning
8. Assessment of experimental work in science
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19. Observation
This is an oral and visual way of measuring what a person says and what a
person does. It is basic to other evaluation techniques which does not
necessarily pertain only to verbal language.
• In this technique, behaviour is studied through observation by a
trained observer.
• The effectiveness of the technique depends upon the skilfulness of the
observer.
• An observer is expected to observe well defined behaviours free from
biases and prejudices.
• Parent, teacher should know what to observe, how and what to
describe and how to interpret.
• Purpose should be clear.
• It takes time which is made on several occasions and records will
reveal the personality and a portion of the totality of the individual.
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20. Purpose of Observations
• There are many reasons for teachers to observe children.
• All these reasons relate to providing quality, developmentally
appropriate early childhood programs. o
• To determine each child's interests, skills, and needs.
• Observation allows staff to know the children as individuals so that
they can motivate them and fully involve them in the program.
• Can be used as a form of communication.
• To measure children's growth and development over time.
Observation allows staff to see how children are progressing
cognitively, physically, socially, and emotionally during the program
year
• To make changes to the environment.
• To identify concerns. Observation helps staff see if children have
special requirements that need to be addressed.
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21. Record of Observation
• Anecdotal Records
• Running Records
• Rating Scale
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22. Diary
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23. Diary Definition
• A diary is a record (originally in handwritten
format) with discrete entries arranged by date
reporting on what has happened over the
course of a day or other period.
• writer's direct experience.
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24. Types of Diaries
• Personal Diary- include a person's
experiences, and/or thoughts or feelings,
• School Diary-
• Health Diary-
• Field Diary-
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25. Uses of a Diary
• written record of personal experiences
• written record of personal observations
• A daily record of events or measurable
phenomena,
• usually kept to track patterns over time
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26. Collaborative Learning
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27. Participation in Collaborative Learning
• Collaborative learning is a situation in which two or more
people learn or attempt to learn something together.
Unlike individual learning, people engaged in
collaborative learning capitalize on one another’s
resources and skills
• More specifically, collaborative learning is based on the
model that knowledge can be created within a
population where members actively interact by sharing
experiences and take on asymmetry roles.
• Put differently, collaborative learning refers to
methodologies and environments in which learners
engage in a common task where each individual depends
on and is accountable to each other.
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28. Evaluation of group work
– Evaluate students on both their contributions to
group processes as well as the final product.
– Create a detailed explanation of what your
expectations are.
–Provide scores for individuals as well as
groups.
– Use rubrics. Consider asking students for feedback
and including some of their ideas to the rubric.
– Incorporate peer and self-assessment at various
milestones. This is a good way to check in on the
assignment progress as well as the group dynamics.
– Communicate clearly to students at the beginning
how you will calculate their grades.
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29. Herbarium
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30. Herbarium Definition
• Herbarium (plural:herbaria) – sometimes
known by the Anglicized term herbar – is a
collection of preserved plant specimens.
These specimens may be whole plants or plant
parts: these will usually be in a dried form
mounted on a sheet but, depending upon the
material, may also be kept in alcohol or other
preservative.
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31. Laboratory Tools and Material
1. Herbarium paper for storing plants in the herbarium;
2. Herbarium labels;
3. Herbarium (specimen storage) boxes;
4. Envelopes;
5. Glass or PVC tinning jars for a wet collection;
6. Flasks for chemicals
7. Use for disinfection of the herbarium;
8. Magnifier (hand and a table one);
9. A stereoscopic microscope;
10. Tools for plant dissection and preparation;
11. Herbarium cabinets (compactor units) and shelves;
12. Literature for the plant identification
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32. Uses of the Herbarium
• Record of students work
• Learning Tool
• Used as a record of Knowledge
• Important for maintaining specimen
• Students learn about Plants Kingdom through
the herbarium.
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33. Oral Presentations
• Like scientific papers, oral presentations at a
conference or internal seminar are for sharing
your research work with other scientists. They,
too, must convince the audience that the
research presented is important, valid, and
relevant to them.
• In contrast, presentations differ from papers in at
least three ways: They are more localized in space
and time, they impose a sequence and rhythm to
the audience, and they normally include some
level of interaction.
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34. Project Work
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35. Assessment of Project Work
• evaluates content knowledge
• creativity,
• collaboration,
• problem-solving, and
• innovation.
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36. Portfolios
Portfolios are increasingly
becoming one means of
demonstrating the skills,
experiences, and
accomplishments of the
beginning teacher.
An academic portfolio
provides opportunities to
organize and reflect on
resources that include
both theoretical and
practical experiences in
your teacher preparation
program of study.
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37. Portfolio
• Portfolios are collections of student work
representing a selection of performance.
• A portfolio may be a folder containing a
student's best pieces and the student's
evaluation of the strengths and weaknesses of
the pieces.
• The primary purpose of portfolios for most is
compilation of achievements.
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38. Components of an Academic Portfolio
• Table of contents
• Student information/résumé
• Philosophy statement
• Reflections on teaching
• Additional documentation, such as letters of
recommendation and awards
• Artefacts such as sample lesson plans,
assessments, examples of student work, and
photos of creative activities.
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40. Construction of Test Items
Contents-
Evaluation Concept
Uses of Evaluation
Tools of Evaluation
Principles of Evaluation
Advantages and disadvantages of different
types of tests
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41. Examination/Evaluation
• The term ‘examination’ which was mainly
based on essay and which measured only the
factual knowledge retained by the pupils, was
replaced by the new term ‘evaluation’ which
takes into account the growth of the child as a
whole individual and in his total environment.
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42. Evaluation
• Definition of evaluation:
Evaluation is the process of analyzing,
reflecting upon, and summarizing assessment
information, and making judgments and/or
decisions based on the information collected.
Educational Evaluation is a series of
activities that are designed to measure the
effectiveness of the teaching-learning system as
a whole.

43. Characteristics of Evaluation
• Evaluation is an essential components of teaching and learning.
• Without an effective evaluation program it is impossible to know whether
students have learned, whether teaching has been effective, or how best
to address student learning needs.
• Evaluation is the pivot of educational system. Goals or aims are only
cherished desires which decorate the reports of education commission.
Curriculum also remains confined to booklets on syllabus.
• It is evaluation alone which gives an exact idea of what has actually been
achieved at the end of a particular period or stage as a result of the
teaching-learning experiences, provided in the classroom.
• Evaluation is also the process of determining the extent to which the aims
and objectives are being attained.
• It is, therefore, that there is a close relationship between objectives,
learning experiences and evaluation.

44. Evaluation
Quantitativ
e
Description
Qualitative
Description
Teacher’s
Remarks
Evaluation
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45. Use of Evaluation
• Motivation
• Achievement
• Improvement
• Diagnosis
• Prescription
• Grading
• Classification
• Prediction

46. Principles of Evaluation
Evaluation should be
1. Based on clearly stated objectives
2. Comprehensive
3. Cooperative
4. Used Judiciously
5. Continuous and integral part of the teaching –
learning process

47. Evaluation Methodologies as per Domain
• Methods of evaluation must be selected
according to educational objectives
and domains to be evaluated.

48. Evaluation Methodologies as per Domain
Psycho-
Motor
Affective
Cognitive
• Direct observation
• Practical tests
• In real Situation
• In simulation condition
• Direct observation
• Rating scale
• Checklist
• Written test
• Objective type (Matching , Multiple
choice , True & false , Short answers)
• Subjective type (Long answer ,
Simulation)
• Oral test
• Observational rating scale
• Questionnaire
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49. Tools of Evaluation
Tools of Evaluation
Quantitative
Tools
Writte
n
Oral Practic
al
Qualitative Tools
Observ
ation
Sociom
etry
Project
ive
Introsp
ection
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50. Advantages and Limitations of various Tools of
Evaluation
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51. 1- Oral Examinations
Advantages
1. Provide direct personal contact with candidates.
2. Provide opportunity to take mitigating circumstances into account.
3. Provide flexibility in moving from candidate's strong points to weak
areas.
4. Require the candidate to formulate his own replies without cues.
5. Provide opportunity to question the candidate about how he arrived
at an answer.
6. Provide opportunity for simultaneous assessment by two examiners.

52. 1- Oral Examinations
Disadvantages
1. Lack standardization.
2. Lack objectivity and reproducibility of results.
3. Permit favoritism and possible abuse of the personal
contact.
4. Suffer from undue influence of irrelevant factors.
5. Suffer from shortage of trained examiners to
administer the examination.
6. Are excessively costly in terms of professional time in
relation to the limited value of the information it yields.

53. 2- Practical Examinations
Advantages
1. Provide opportunity to test in realistic setting skills involving all the
senses while the examiner observes and checks performance.
2. Provide opportunity to confront the candidate with problems he has
not met before both in the laboratory and at the bedside, to test his
investigative ability as opposed to his ability to apply ready-made
"recipes".
3. Provide opportunity to observe and test attitudes and responsiveness
to a complex situation (videotape recording).
4. Provide opportunity to test the ability to communicate under Pressure,
to discriminate between important and trivial issues, to arrange the
data in a final form.

54. 2- Practical examinations
Disadvantages
 1. Lack standardized conditions in laboratory experiments
using animals, in surveys in the community or in bedside
examinations with patients of varying degrees of
cooperativeness.
 2. Lack objectivity and suffer from intrusion or irrelevant
factors.
 3. Are of limited feasibility for large groups.
 4. Entail difficulties in arranging for examiners to observe
candidates demonstrating the skills to be tested.

55. Written Exam
Written
Exam
Long Ans.
Essay Type
Short Ans.
Type
Objective
Type
Answer in
1 word
Formula
Label The
Diagram
Give
symbol/Ch
emical
Reaction
MCQ
Fill in the
blanks
Match the
pair
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56. 3- Essay Type Answers Examinations
Advantages
1. Provide candidate with opportunity to demonstrate his
knowledge and his ability to organize ideas and express
them effectively
Disadvantages
1. Limit severely the area of the student's total work that
can be sampled.
2. Lack objectivity.
3. Provide little useful feedback.
4. Take a long time to score

57. 4- Multiple-choice questions
Advantages
1. Ensure objectivity, reliability and validity; preparation of questions with colleagues
provides constructive criticism.
2. Increase significantly the range and variety of facts that can be sampled in a given
time.
3. Provide precise and unambiguous measurement of the higher intellectual
processes.
4. Provide detailed feedback for both student and teachers.
5. Are easy and rapid to score.
Disadvantages
1. Take a long time to construct in order to avoid arbitrary and ambiguous questions.
2. Also require careful preparation to avoid preponderance of questions testing only
recall.
3. Provide cues that do not exist in practice.
4. Are ‘costly’ where number of students is small.

58. EVALUATION THROUGH VARIOUS
CURRICULAR AND CO-CURRICULAR
ACTIVITIES
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59. • Tell me, I forget.
• Show me, I remember.
• Involve me, I understand . . .!
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60. Science Club
• The Science club can serve a number of
purpose. It is an excellent means to foster
study of Science. Students get an opportunity
to develop Science hobby.
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61. Organization of Science Club
• For successful working the club must be well organized.
• There should be proper constitution of the club.
• It should provide all details such as aims and objectives,
qualification of members, membership fees, selection of
competent person as office bearers, expenditure of money,
purpose of expenditure etc should be well mentioned.
• The head of the organization should be the Principal or
HOD Mathematics.
• Rest of the teachers can be staff advisors.
• The membership should be open to all the students and
nominal membership fee can be charged by the consent of
administration.
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62. Executive Members
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• The club may have an elected executive body to
discharge various specific duties. Following office
bearers are nominated amongst the students
1. Chairman
2. Secretary
3. Joint Secretary
4. Treasurer
5. Representatives of each section
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63. Importance of Activities
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1. Develops students interest in subject.
2. Provides a suitable platform to come together.
3. Provides opportunity for free discussions.
4. Activities can be linked with real life
experiences.
5. Expert sessions can be organized.
6. Activities provide for leadership, co-operative
working active participation, and feeling of
joint responsibility.
7. Organize various events and days.
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64. Activities
Games &
Riddles
Quiz Puzzles Visits
Science Aids Seminars
Decorating
Classes
Competitions
Science
Library
Science Day
Expert
sessions
Inter class
Activities
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65. Evaluation of Activities
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Projects Rating Scale Rubrics
Discussion Collaboration Participation

66. Professional Development for Science
Teachers
• Participation in seminar, conferences
• Computer and online resources
• Collaboration of school with colleges,
universities and other institutions
• Books, Journals and periodicals
• Reflective practices of Science teachers
• Field visits
• Use of Feedback from learners, colleagues and
self
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67. What is a seminar??
• seminar is a small
group of people
(usually less than 20)
who meet to discuss a
particular subject.
• It is, first and foremost,
a conversation among
people who share a
common interest in
expanding their
understanding of idea,
a book, or some other
specific topic.
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68. Purposes of Seminar
• It is designed to create a situation where the
participants share their views about something very
specific, so that everyone's understanding of that focus
is expanded, improved, and deepened.
• A seminar seeks to promote the skills of conversation,
a complex set of habits and attitudes which, in large
part, determine our abilities to deal with others.
• Seminar tries to foster an ongoing discussion which will
continue outside the classroom. This third aspect
means that there is no definite end-point to our
seminar discussions and that they are intended to
continue beyond the classroom.
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69. Conference
• Attending a conference is a professionally rewarding
experience.
• Socializing with colleagues from other institutions
• Hear presentations
• Converse with other researchers.
• Listening to presentations will inform you of what
others are doing , will inspire research ideas of your
own, and will expose you to different styles of
presentation.
• As your career advances, you'll learn that even though
listening to the talks is extremely valuable.
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71. Books
• A book is a set of written, printed, illustrated, or blank
sheets, made ink, paper, parchment, or other
materials, fastened together to hinge at one side. A
single sheet within a book is a leaf, and each side of a
leaf is a page. A set of text-filled or illustrated pages
produced in electronic format is known as an electronic
book, or e-book.
• Books may also refer to works of literature, or a main
division of such a work. In library information science,
a book is called a monograph, to distinguish it from
serial periodicals such as magazines or newspapers.
The body of all written works including books is
literature.
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72. Types of Books
• Encyclopedia
• Dictionary
• Reference Books
• Autobiography
• Biography
• Travelogue
• Current affairs
• Subject Specific
• Novel
• Fiction
• Short Story Book
• Poetry Book, etc.
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73. Advantages of Referring Books
• Thorough overview of a topic
• Quality checked by publisher
• Usually well-researched
• Include references to other sources you can
use
• Dip in and out as needed – portable!
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74. Periodical
• A ‘periodical’ is any publication that
comes out regularly or occasionally (i.e.
Periodically)
• The word periodical is related to period,
as in a certain length of time.
• Periodicals are published with regular
lengths of time between issues and are
described by that length of time, whether
it's daily, weekly, monthly, quarterly, or
annual.
• They may be meant for a general
audience like the ones you find on the
magazine stand in the airport, or they
may be more specialized for readers with
specific interests.
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75. Advantages of Referring Periodicals
• Indicate areas of professional interest
• Up to date coverage of news and opinion
• Opportunity for communities to engage
• Feature new services, resources or areas of
interest
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76. Journal
• A ‘journal’ is a scholarly periodical aimed at
specialists and researchers. Articles are
generally written by experts in the subject,
using more technical language. They contain
original research, conclusions based on data,
footnotes or endnotes, and often an abstract
or bibliography. The Journal of Physical
Chemistry, The Chaucer Review, The Milbank
Quarterly, and Labour History are examples of
journals.
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77. Advantages of Referring Journals
• Include the latest research
• Up to date
• Cover very specific topics
• Quality checked during peer review process
• List references used - good source for further
research
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78. Computer and Online Resources
• Web based learning
• Virtual Classrooms
• Mobile Learning
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80. Advantages
• Teachers may have the option to select learning materials that meets their
level of knowledge and interest
• Teachers can study anywhere they have access to a computer and Internet
connection
• Self-paced learning modules allow students to work at their own pace
• Instructors and students both report eLearning fosters more interaction
among students and instructors than in large lecture courses
• eLearning can accommodate different learning styles and facilitate
learning through a variety of activities
• Develops knowledge of the Internet and computers skills that will help
learners throughout their lives and careers
• Successfully completing online or computer-based courses builds self-
knowledge and self-confidence and encourages students to take
responsibility for their learning

81. Collaboration of School with Colleges,
Universities and Other Institutions
• Now the need of the hour is collaboration and
not Competetion.
• Team forming leads to the real development.
• Mandatory at all levels.
• NAAC etc. have given additional scoring points
if the institute is collaborated with some other
organization.
• Real development takes place.
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82. Advantages of Collaboration
1. Building capacity of the organization;
2. Within organisations and across federations to enable partners to
thrive in a demand-led system;
3. Changing the way provision is delivered to better meet the needs
of employers, and learners;
4. Meeting a specific need of the community;
5. Establishing coherence across students;
6. Deploying technology effectively to support a demand-led system;
7. Improving, moving or extending facilities; and sharing back office
services and systems.
8. A sense of shared identity/common purpose;
9. Clarity of vision and purpose and partner roles;
10. Strong, cohesive leadership and a strong management
infrastructure;
11. Developing commitment; and
12. Developing trust
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83. Reflective Practices of Science
Teachers
• In modern social science, reflective practice is
also known as ‘first- person research’.
• Reflective practice, the process of examining
one’s own actions and learning about oneself, has
long been part of many great transformational
traditions, from Buddhism (Goldstein,1983) to
the Jesuit (Coghlan, 2004) spiritual exercises to
Socrates and the transcendental-ists’ call to
‘know thyself’ (Emerson, 1903).
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84. Reflective Practices
• A major way that teachers improve their decision
making is through reflection. Reflective teachers are
thoughtful, analytical, and even self-critical about their
teaching. After you have taught a lesson, you will want
to reconsider your planning and the decisions you have
made.
• Reflection, whether written or mental, is an effective
tool for refining professional thoughts, ideas, and
beliefs. Reflection enables us to evaluate our
experiences, learn from mistakes, repeat successes,
and revise and plan for the future.
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85. Three Key Stages in Learning
Reflective Practice
The stages are-
1. Understanding the
reality.
2. Recognizing one’s own
contribution to that
construction.
3. Taking action to
reshape that
construction.
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86. Feedback
• Process in which the effect or output of an action is
'returned' (feed-back) to modify the next action.
Feedback is essential to the working and survival of all
regulatory mechanisms found throughout living and
non-living nature, and in man-made systems such as
education system and economy.
• In an organizational context, feedback is the
information sent to an individual about its prior
behaviour so that the entity may adjust its current and
future behavior to achieve the desired result.
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87. Feedback from Learners
• Receiving feedback from your students about
your teaching helps you identify and meet the
needs of your students.
• It also assists you in improving and further
developing your teaching.
• Students can provide you feedback on your
everyday teaching experiences.
• They can give you the most accurate perception
of your teaching because they experience how
you teach in the actual situation.
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88. Feedback from Colleagues
• Peer evaluation has been used in academia for many years
when it comes to hiring and tenure decisions, grant
applications etc.
• Now, many institutions use peer observation as a means of
evaluating and improving the teaching of educators.
• As a result of the observation process, it is hoped that you will
gain new ideas and perspectives about teaching from your
colleagues.
• You should provide your observer with an
observation/feedback form to fill out and ask your observer to
provide written feedback identifying what you did well and
what can be improved.
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89. Feedback from Self
• Professionals who receive encouragement to
think about and reflect about what they do
their job, how do they do their job, etc. learn
in more profound ways.
Three types of reflection.
• Pre-Action Reflection.
• Reflection in Process.
• Reflection After Process.
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90. Benefits of Feedback
1. Continuous feedback increases the efficiency of the
employee and the effectiveness of the job well done.
2. Feedback gets the employee on the right track, before
he completes his task.
3. Feedback boosts the employees to give their best.
4. It also holds up the employees’ morale, by which they
remain loyal to their work and to their organization.
5. It gives well trained and groomed employees to the
organization.
6. Enhances the productivity of the organization.
7. Helps maintain a friendly atmosphere and positive work
culture in the organization.
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91. ACTION RESEARCH
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92. Methods of Research
Historical Method
Descriptive Method
Experimental Method
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93. Meaning
• Action research is a method for improving and
modifying the working system of a classroom in school.
• Action research is a research that any of us can do on
his/her own practice to improve it.
• It can be conducted with the assistance or guidance of
professional researchers in order to improve strategies,
practices, and knowledge of the environments within
which they practice.
• Action research is a process in which participants
examine their own educational practice, systematically
and carefully, using the techniques of research.
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94. Definition
Corey: -
Action research is a process for studying
problem by part-owners scientifically to take
decision for improving practices.
S. Backwell :-
Research concerned with school problems
carried on by school personal to improve
school practice is action research.
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95. Objective of Action Research
To raise performance level.
To study effectiveness.
To improve working condition of school.
To develop scientific attitude of teacher.
To bring excellence in schools
To find out new innovative technique
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97. Practical Action Research
Analyze and
Interpret Data
Develop an
Action Plan
Collect Data
Identify an
Area of Focus
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98. Taxonomy of action research data collection
techniques
Action Research
Data Collection Techniques
Experiencing Enquiring
Examining
(By observing) (By asking)
(by using records)
Participant Observation
(Active participant)
Passive Observer
Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests
Archival documents
Journals
Maps
Audio and
Videotapes
Artifacts
Fieldnotes
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99. Characteristics of Action Research
• It is a process of studying practical problem.
• It is scientific procedure for finding out a practical
solution for current problems.
• It is personal research
• To improve & modify current practices.
• It does not contribute in the fund of knowledge.
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100. Importance
Connects Theory with Practice.
Most logical way of doing research on societal
and community issues.
Improvement of Education.
Teacher Empowerment.
Research is relevant.
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101. Types of Action Research in the Field of
Education
• Individual action research involves working independently on a
project, such as an elementary school teacher conducting her
own, in-class research project with her students.
• Collaborative action research involves a group of teachers or
researchers working together to explore a problem that might be
present beyond a single classroom, perhaps at the departmental
level or an entire grade level.
• School-wide action research generally focuses on issues present
throughout an entire school or across the district. Teams of staff
members would work together using school-wide action research.
As you can see, action research can be used in many educational
settings.
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102. Topics of Action Research
1. Effect of computer based mathematics teaching
2. Lack of technique in solving word problems.
3. Effectiveness of positive motivation & developing interest in mathematics
4. Creating a technology rich classroom and
5. Comparing it to the traditional classroom
6. To solve an educational problem
7. To help educators reflect on their own practices. Ex- Teaching
Methodologies, Problems, Comprehension Issues , student- teacher
relation
8. To address school-wide problems Ex- Administration, quality of teaching,
use of ICT etc.
9. When teachers want to improve their practices Ex. Seminars, Workshops
provide more detail information for quality enhancement.
10. To solve students difficulty Ex- teaching, understanding, study habits ,
writing practices etc.
11. To develop geographical thoughts in students mind.
12. To give quality education for all
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