This document summarizes recent developments in school subjects. It discusses how school subjects provide meaningful learning experiences and skills for students. It then outlines some key recent changes, including equitable education systems that provide uniform education across different school types. Another development is active learning methodologies that engage students through activities rather than passive listening. Students are now assigned projects and tasks to strengthen learning. Curriculums are also more student-centered and based on student activities. Evaluation has moved to continuous comprehensive assessment of student activities and progress rather than solely relying on test scores.
Sociology Equalization of educational oppurtunitySiva Santhosh
This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
Ict in education use of ict in learning physical sciencesMohit Parte
What is ICT?
ICT in education
ICT integration in Science
ICT in learning physical sciences
Tool applications used in teaching science
Using and selecting appropriate media
ICT for inclusive education
Skills to be developed in students
Effective use of ICT
Conclusion
References
The document discusses Minimum Levels of Learning (MLL), which were proposed in India in 1978 to lay down minimum standards of learning that all students should achieve. It provides background on the development of MLL over time, including the goals of defining learning outcomes, ensuring all children reach a minimum level of literacy before finishing primary school. Key principles of MLL discussed are that they should be achievable, communicable, evaluable and follow a learning continuum. The document also addresses reducing curriculum overload and focusing on basic competencies and skills.
This document discusses school subjects and academic disciplines. It defines school subjects as branches of knowledge taught in schools using simple concepts, while academic disciplines are more specialized fields taught at universities using complex theories. School subjects lay the foundation for academic disciplines and have the goal of developing basic skills, while disciplines focus on developing experts. The document also examines the relationship between subjects and disciplines and why studying subjects is important for students' development.
This document summarizes recent developments in school subjects. It discusses how school subjects provide meaningful learning experiences and skills for students. It then outlines some key recent changes, including equitable education systems that provide uniform education across different school types. Another development is active learning methodologies that engage students through activities rather than passive listening. Students are now assigned projects and tasks to strengthen learning. Curriculums are also more student-centered and based on student activities. Evaluation has moved to continuous comprehensive assessment of student activities and progress rather than solely relying on test scores.
Sociology Equalization of educational oppurtunitySiva Santhosh
This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
Ict in education use of ict in learning physical sciencesMohit Parte
What is ICT?
ICT in education
ICT integration in Science
ICT in learning physical sciences
Tool applications used in teaching science
Using and selecting appropriate media
ICT for inclusive education
Skills to be developed in students
Effective use of ICT
Conclusion
References
The document discusses Minimum Levels of Learning (MLL), which were proposed in India in 1978 to lay down minimum standards of learning that all students should achieve. It provides background on the development of MLL over time, including the goals of defining learning outcomes, ensuring all children reach a minimum level of literacy before finishing primary school. Key principles of MLL discussed are that they should be achievable, communicable, evaluable and follow a learning continuum. The document also addresses reducing curriculum overload and focusing on basic competencies and skills.
This document discusses school subjects and academic disciplines. It defines school subjects as branches of knowledge taught in schools using simple concepts, while academic disciplines are more specialized fields taught at universities using complex theories. School subjects lay the foundation for academic disciplines and have the goal of developing basic skills, while disciplines focus on developing experts. The document also examines the relationship between subjects and disciplines and why studying subjects is important for students' development.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
Unit 2 Understanding Discipline and Subjects in Socio- cultural PerspectiveHILDA
This document discusses the emergence and development of knowledge, subjects, and curriculum from social, political, and intellectual perspectives. It addresses how knowledge is defined and how curriculum has developed. It also examines the role of government in developing education and ways to develop curriculum intellectually. Finally, it outlines current situations in social science, natural science, and linguistics, noting trends like a focus on social awareness, environmental issues, and computer-assisted language learning.
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
Life Oriented Curriculum And Interdisciplinary CurriculumKawselya Jeyavasan
This document discusses life-oriented curriculum and inter-disciplinary curriculum. It defines life-oriented curriculum as incorporating many aspects of life and preparing learners for life's possibilities. Key topics in life-oriented curriculum include careers, physical education, democracy, social responsibility, self-development, and study skills. Inter-disciplinary curriculum presents content from multiple disciplines to examine a central theme or problem. It explores connections between disciplines and accommodates student diversity. The document advocates for updating educational curriculum to introduce innovative, life-oriented and inter-disciplinary approaches to deal with increasing knowledge and help students organize information.
Language across curriculum: Meaning, definition and principles.Hathib KK
Language Across Curriculum- Definition-Significance-what is LAC? What are the principles behind its emergence? What is the role of language teacher and other subject teachers in lac? What is CBI? WHAT IS CONTENT BASED INSTRUCTION (CBI)
?WHAT IS CONTENT INTEGRATED LANGUAGE LEARNING(CILL)?
The National Curriculum Framework 2005 aimed to reform India's education system. It was developed by the National Council of Educational Research and Training under the leadership of Prof. Yash Pal with input from various committees and public consultations. The framework sought to shift away from rote learning and make education more flexible, learner-centered, and connected to the outside world. It recommended reforms across various subjects, focusing on developing critical thinking, using local knowledge and experiences, and evaluating students in a comprehensive manner. It also emphasized the need to improve school infrastructure, resources, and the overall learning environment to be more inclusive, participatory, and supportive of democratic values.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
School subject & academic discipilneFousiya O P
This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
Macaulay's Minute of 1835 recommended making English the medium of instruction in Indian education. It argued that English was the language of the ruling class, key to modern knowledge, and would spark a renaissance in India. It also recommended replacing traditional Indian literature with European literature in educational institutions and converting regional schools to English-medium education. The report believed the upper classes would emulate this education and pass knowledge to lower classes.
The document discusses several challenges facing secondary education in India, including lack of universal access and completion of secondary schooling. The government has launched initiatives like RMSA to achieve universal enrollment in grades 9-10 by 2017 and grade 10 completion by 2020. Some key classroom problems discussed are disrespect, disobedience, harassment, aggression, students coming late, behaving rudely, and cheating. Underachievement, lack of motivation, slow learners, and delinquency are also identified as education problems. Causes of lack of motivation discussed include low self-esteem, lack of home and classroom support, and confidence issues.
The document discusses social science and its importance in education. It describes how social science promotes civic competence by teaching students about citizenship, voting, and their rights and responsibilities. It also helps develop critical thinking as students learn history and different perspectives. Additionally, social science enhances social understanding by studying human relationships and diversity. It involves integrating ideas from different disciplines like history, geography, and economics to analyze complex social issues. The primary social sciences are described as anthropology, sociology, political science, geography, and psychology.
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within K-12 education, social studies provides coordinated lessons drawing on disciplines like history, economics, geography, civics, and others. The primary goal is to help students develop the skills, knowledge, and values to be informed and engaged democratic citizens.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
Unit 2 Understanding Discipline and Subjects in Socio- cultural PerspectiveHILDA
This document discusses the emergence and development of knowledge, subjects, and curriculum from social, political, and intellectual perspectives. It addresses how knowledge is defined and how curriculum has developed. It also examines the role of government in developing education and ways to develop curriculum intellectually. Finally, it outlines current situations in social science, natural science, and linguistics, noting trends like a focus on social awareness, environmental issues, and computer-assisted language learning.
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
Life Oriented Curriculum And Interdisciplinary CurriculumKawselya Jeyavasan
This document discusses life-oriented curriculum and inter-disciplinary curriculum. It defines life-oriented curriculum as incorporating many aspects of life and preparing learners for life's possibilities. Key topics in life-oriented curriculum include careers, physical education, democracy, social responsibility, self-development, and study skills. Inter-disciplinary curriculum presents content from multiple disciplines to examine a central theme or problem. It explores connections between disciplines and accommodates student diversity. The document advocates for updating educational curriculum to introduce innovative, life-oriented and inter-disciplinary approaches to deal with increasing knowledge and help students organize information.
Language across curriculum: Meaning, definition and principles.Hathib KK
Language Across Curriculum- Definition-Significance-what is LAC? What are the principles behind its emergence? What is the role of language teacher and other subject teachers in lac? What is CBI? WHAT IS CONTENT BASED INSTRUCTION (CBI)
?WHAT IS CONTENT INTEGRATED LANGUAGE LEARNING(CILL)?
The National Curriculum Framework 2005 aimed to reform India's education system. It was developed by the National Council of Educational Research and Training under the leadership of Prof. Yash Pal with input from various committees and public consultations. The framework sought to shift away from rote learning and make education more flexible, learner-centered, and connected to the outside world. It recommended reforms across various subjects, focusing on developing critical thinking, using local knowledge and experiences, and evaluating students in a comprehensive manner. It also emphasized the need to improve school infrastructure, resources, and the overall learning environment to be more inclusive, participatory, and supportive of democratic values.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
School subject & academic discipilneFousiya O P
This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
Macaulay's Minute of 1835 recommended making English the medium of instruction in Indian education. It argued that English was the language of the ruling class, key to modern knowledge, and would spark a renaissance in India. It also recommended replacing traditional Indian literature with European literature in educational institutions and converting regional schools to English-medium education. The report believed the upper classes would emulate this education and pass knowledge to lower classes.
The document discusses several challenges facing secondary education in India, including lack of universal access and completion of secondary schooling. The government has launched initiatives like RMSA to achieve universal enrollment in grades 9-10 by 2017 and grade 10 completion by 2020. Some key classroom problems discussed are disrespect, disobedience, harassment, aggression, students coming late, behaving rudely, and cheating. Underachievement, lack of motivation, slow learners, and delinquency are also identified as education problems. Causes of lack of motivation discussed include low self-esteem, lack of home and classroom support, and confidence issues.
The document discusses social science and its importance in education. It describes how social science promotes civic competence by teaching students about citizenship, voting, and their rights and responsibilities. It also helps develop critical thinking as students learn history and different perspectives. Additionally, social science enhances social understanding by studying human relationships and diversity. It involves integrating ideas from different disciplines like history, geography, and economics to analyze complex social issues. The primary social sciences are described as anthropology, sociology, political science, geography, and psychology.
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within K-12 education, social studies provides coordinated lessons drawing on disciplines like history, economics, geography, civics, and others. The primary goal is to help students develop the skills, knowledge, and values to be informed and engaged democratic citizens.
Here are the top 3 trending news stories today:
1. Election Results: [CANDIDATE] has won the presidential election according to projections from major media outlets. The election saw historic voter turnout and will make [CANDIDATE] the first [DEMOGRAPHIC DETAIL] president. Reaction from supporters and opponents is mixed.
2. COVID Surge: Daily new COVID cases have risen to their highest levels since the start of the pandemic, driven by the highly transmissible Omicron variant. Hospitals across many states are becoming overwhelmed. Public health officials are urging caution during the upcoming holidays.
3. Holiday Travel Chaos: Extremely heavy travel is expected over the Christmas and
The document discusses social studies as an interdisciplinary subject that draws from history, geography, economics, and other social sciences. It defines social studies and outlines its key components, which include geography, history, culture and society, civics and government, and economics. The document also lists 8 reasons why social studies is important, such as helping students develop critical thinking skills, cultural understanding, and citizenship skills needed to engage in society.
The document provides an overview of the foundations of social studies education. It defines social studies as the integrated study of social sciences and humanities to promote civic competence. The key purposes of social studies education are to develop social understanding and civic competence/democratic citizenship. It also outlines the subgoals of social studies as knowledge, skills, attitudes, and values. The document discusses various models for teaching social studies, including expanding horizons, decision-making, and democratic-method-in-action models. It also presents techniques for teaching social studies like concept maps, discussion webs, and Venn diagrams.
Presentation gives a highlight about :
1.Seminar
2.Presentation
3.Types & importance of seminar
4.Advantage & disadvantage of seminar
5.Social science as an area of study
Language Teacher Education - Critical Pedagogy nirmalarothinam
Critical pedagogy is an educational theory that aims to make students aware of social inequalities and push for social change through education. It focuses on empowering students and changing traditional power dynamics in education. According to critical pedagogy, education should encourage students to think critically about social issues and envision a more just world. It was developed by scholars like Paulo Freire and Henry Giroux and focuses on flexible curriculums, sharing experiences, and developing critical thinking skills in students. The goal is for education to promote social change by helping students understand power structures and how to enact positive change.
Module 12: Pedagogy of Social Sciences (Upper Primary Stage)NISHTHA_NCERT123
The document outlines the pedagogy of teaching social sciences at the elementary level. It discusses how social sciences teaching promotes human values like freedom, trust, and respect for diversity. It emphasizes using scientific inquiry methods to understand social phenomena. The learning objectives focus on developing understanding of continuity and change, inter-linkages between natural and social environments, and appreciation for constitutional values. Exemplars provided focus on teaching themes like latitudes and longitudes using models and maps, sources using primary and secondary materials, and livelihoods through case studies and field visits. Suggested processes emphasize participatory and hands-on approaches.
This document provides an introduction to social studies as a field of study. It defines social studies as the multidisciplinary study of past, present, and future societies from cultural, economic, geographic, and political perspectives. The goals of social studies education are to help students understand their role in the world and develop critical thinking skills to participate competently as citizens. An effective social studies curriculum incorporates 10 themes including culture, time and change, individuals and groups, power and governance, and global connections. Principles of effective social studies teaching are that it be meaningful, integrative, value-based, challenging, and active. The document also discusses reasons for lack of student interest in social studies, including an emphasis on other subjects and ineffective teaching
This document outlines the social studies curriculum for grades 4-5 in Pakistan. It introduces the rationale, vision, mission and aims of the social studies curriculum which are to develop students' knowledge and skills for citizenship, foster patriotism and tolerance, and prepare students to participate productively in society. The curriculum covers key themes like citizenship, economics, government, history, geography and culture. It describes the goals and scope of social studies and emphasizes developing students' understanding of democratic processes, connections between past and present, economic systems, and environmental sustainability. The curriculum is designed to provide opportunities for inquiry-based learning and developing critical thinking skills.
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
Validity and Significance of Course Content, Consistency with Social Reality,...USMAN GANI AL HAQUE
This document discusses the validity and significance of course content at the secondary and higher secondary level in India. It summarizes the National Curriculum Framework from 2005 on various school subjects like languages, mathematics, science, social science, art education, health and physical education. It emphasizes the importance of incorporating social realities into the curriculum to ensure consistency, such as gender issues, vocational education, inclusive education. It also discusses how curriculum contexts should be adapted based on situational analysis to meet changing societal demands over time, for example the growing emphasis on technology and sex education. The document concludes by stressing the important role of governments, teachers, and education committees in regularly reviewing and updating curriculum to integrate these key aspects.
This document summarizes key points from a paper by Moore and Young about knowledge and the curriculum. It outlines 4 positions on knowledge: neo-conservative traditionalism, technical-instrumentalism, post-modern critiques, and social realism. Neo-conservatism views the curriculum as transmitting a fixed body of knowledge through subjects, while instrumentalism sees it as serving economic needs. Post-modernism critiques question objective knowledge and value all knowledge equally. Moore and Young argue this polarization poses an "epistemological dilemma" and propose social realism as an alternative that acknowledges both objective and contested knowledge.
The document discusses trends in social studies education. It begins by outlining the objectives of understanding social trends, their roles, and current trends. It then defines social trends and lists elements that characterize a trend. Examples of trends in various fields like economics, politics, sports, food, medicine, and more are provided. The rest of the document discusses 6 trends in more depth: 1) Closing the achievement gap 2) Assessment, accountability, and the global achievement gap 3) Globalization and 21st century skills 4) Democracy 5) Making the literacy-social studies connection 6) History, history, and more history.
This document outlines the social studies curriculum for grades 4-5 in Pakistan. It introduces the rationale, vision, mission, aims and goals of the social studies curriculum which are to develop students' understanding of citizenship, economics, government, history, geography and culture and prepare them to be informed and active citizens. The curriculum also aims to foster values of democracy, diversity, equality and respect. It describes the themes that will be covered, which include citizenship, economics, state and government, history, geography and culture. It provides an overview of the scope and structure of the social studies curriculum.
The document discusses the functionalist perspective on education. It states that functionalism views society as a living organism where education plays an important role in socialization and reaching consensus. Schools develop people who fit into and perpetuate society rather than change it. Education contributes to society's survival by producing educated citizens who can function in today's social world. It also socializes students and teaches them skills, civic values, and their place in society to maintain social order.
This document discusses the importance of including social studies in school curriculums. It argues that social studies helps students develop an awareness of the world, enhances their critical thinking abilities, improves their social understanding, and helps them become better citizens. It provides examples of how topics in history, geography, economics, and other social sciences teach students about societies and cultures, enable them to analyze problems, and inform them about their rights and responsibilities. The document emphasizes that social studies is crucial for helping children live and interact within diverse societies.
Teaching social studiessocial justice and service learningedublog11
The document discusses the importance of teaching social studies through the lens of social justice and citizenship. It advocates for using service learning projects to help students develop empathy, engage civically in their community, and make connections between course content and real-world issues. Examples are provided of how teachers can integrate social justice topics, citizenship, and service learning into their social studies curriculum.
Semelhante a REDEFINITION OF SCHOOL SUBJECTS FROM SOCIO CULTURAL PERSPECTIVES AND SCHOOL SUBJECTS AND SOCIAL JUSTICES (20)
This document does not contain any substantive information to summarize in 3 sentences or less. The document only contains the word "Angles" with no other context.
Algebraic expressions can be formed using variables, constants, and mathematical operations. Variables represent letters that can take on any value, while constants represent fixed numbers. There are different types of algebraic expressions including monomials, binomials, and trinomials. The value of an algebraic expression can be found by substituting values for the variables and simplifying. Identities are equations that are always true regardless of the values of variables. Common identities include (a+b)2, (a-b)2, and a2 - b2.
This document discusses different methods of heat transfer - conduction, convection, and radiation. It provides examples of each in daily life and defines key related terms like temperature, units of heat, calorimetry, calorimeter, thermostat, and thermoflask. Conduction occurs through direct contact between objects and involves the transfer of kinetic energy between adjacent particles. Convection involves the movement of molecules or atoms within fluids like liquids and gases. Radiation can transfer heat through empty space via electromagnetic waves.
The document discusses different types of changes that occur around us. It defines slow changes as those that take hours, days, months or years, such as hair and nail growth or seasonal changes. Fast changes are those that occur within seconds or minutes, like a bursting balloon or burning paper. Reversible changes can return to the original state, like stretching a rubber band or melting ice, while irreversible changes cannot be reversed, such as curdling milk or digestion. The document provides examples of each type of change and distinguishes between reversible and irreversible, as well as slow and fast changes.
This document discusses carbon and its compounds. It begins by introducing carbon as an important non-metallic element that exists in both free and combined states in nature. It then distinguishes between organic carbon compounds found in living organisms and inorganic compounds found in non-living matter. The document goes on to describe several unique features of carbon, including its ability to form chains, exist in different allotropes like diamond and graphite, and form multiple bonds. It concludes by emphasizing carbon's abundance and importance to life.
This document is about fluids and their properties. It provides an index of topics to be covered, including pressure, equations of pressure, Pascal's principle, buoyancy, Archimedes' principle, fluid flow, and Bernoulli's equation. Key concepts that will be explained are how pressure is transmitted in fluids, hydraulic devices that use Pascal's principle, calculating buoyant force, and equations governing fluid continuity and flow.
This document discusses measurement in physics. It introduces the need for measurement and defines physical quantities. There are two types of physical quantities - fundamental and derived. Seven units make up the fundamental units used to measure the seven dimensions of the world: length, mass, time, temperature, amount of substance, electric current, and luminous intensity. Two supplementary units are also introduced. The document outlines different units for measuring length and defines the dimensions of physical quantities. It concludes by mentioning the least count of instruments used for measurement.
This document discusses different types of motion including linear, circular, rotational, and vibratory motion. It defines concepts like rest and motion using a frame of reference. The document also covers 1D, 2D and 3D motion with examples. It distinguishes between scalar and vector quantities and discusses types of vectors and how they can be added.
This document provides an overview of electricity, atomic structure, electric charge, and electric circuits. It defines electricity as the flow of electric charge through a conductor. Atoms consist of protons, neutrons, and electrons, with protons and neutrons in the nucleus and electrons orbiting the nucleus. Protons have a positive charge while electrons have a negative charge. Electric circuits allow the flow of electrons from higher to lower potential through components connected in series or parallel. Key differences between series and parallel circuits are that current is the same but voltage varies in series circuits, while current varies but voltage is the same in parallel circuits.
This document discusses various methods for purifying organic compounds, including sublimation, crystallization, differential extraction, distillation, and chromatography. Purification is necessary to study the structure, physical, chemical and biological properties of organic compounds and must isolate the compound from any impurities. The appropriate purification method depends on the nature of the impurity and the organic compound. Common techniques include sublimation for volatile solids, crystallization using solvent selection and isolation, differential extraction using immiscible organic solvent layers, distillation, and chromatography using adsorbents and mobile/fixed phases.
This document provides an overview of electrochemistry and electrochemical cells. It defines electrochemistry as the branch of chemistry dealing with the relationship between electrical energy and chemical change. An electrochemical cell is a device that uses a chemical change to produce electricity or uses electricity to produce a chemical change. The document describes the components of electrochemical cells, including electrodes and electrolytes. It distinguishes between galvanic cells, which produce electricity from chemical reactions, and electrolytic cells, which use electricity to drive chemical reactions. Examples of the significance of electrochemistry include metal refining and batteries.
The document discusses various aspects of sound. It defines sound as a form of energy produced by vibrations that travel through a medium and are detected by the human ear. It describes how sound is produced by vibrating objects and propagated through materials like air, water and steel. It discusses key characteristics of sound including amplitude, frequency, wavelength, velocity and their definitions. It also covers topics like reflection of sound, echo, reverberation, ultrasound, sonar and their uses and applications. The document provides information on the structure of the human ear and production of sound using a tuning fork experiment.
The document discusses key concepts relating to heat and temperature. It defines heat as the spontaneous flow of energy from objects at a higher temperature to those at a lower temperature. Temperature is defined as the degree of hotness or coldness of a body. Different temperature scales such as Fahrenheit, Celsius, and Kelvin are also discussed. The document also covers heat capacity, specific heat capacity, and the various effects of heat such as expansion, changes in temperature and state, and chemical changes.
This document defines and provides examples of different types of energy, work, and their relationships. It states that work is done when a force causes an object to be displaced, and is calculated as the product of the force and displacement. Kinetic energy is the energy of motion, while potential energy depends on an object's position or state, such as gravitational potential energy which depends on height or elastic potential energy from deformation. Power is defined as the rate at which work is done or energy is delivered over time.
An electric motor is a device that converts electrical energy into mechanical energy. It works by passing an electric current through a conductor coil located in a magnetic field, which creates a force on the coil and causes it to rotate. Electric motors are crucial to modern life as they are used in many appliances and machines, powering things like fans, drills, and vehicles. The speed of an electric motor's coil rotation can be increased by strengthening the current, increasing the number of coil turns, enlarging the coil area, or boosting the magnetic field strength.
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REDEFINITION OF SCHOOL SUBJECTS FROM SOCIO CULTURAL PERSPECTIVES AND SCHOOL SUBJECTS AND SOCIAL JUSTICES
1. Redefinition Of School Subjects From Socio-cultural
Perspectives & School Subjects And Social Justices
Mrs.R.Kohila Devi
Asst. Prof. in Education
Thiagarajar College of Preceptors, Madurai -9
2. Redefinitions of School Subject from Socio Cultural
Perspectives
To understand the society in which they live - to
learn how society is structured, managed, and
governed.
To appreciate the values enshrined in the Indian
Constitution such as justice, liberty, equality and
fraternity and the unity and integrity of the nation
and the building of a socialist, secular and
democratic society.
To undertake activities that will help them
develop social and life skills and make them
understand that these skills are important for social
interaction.
In textbooks and in the classroom, the content,
language, and images should be comprehensible,
gender-sensitive, and critical of social hierarchies
and inequalities of all kinds.
3. Primary Stage
Classes I and II
• For these primary grades, Socio-
cultural perspectives will be
explained as integral parts of
languages and mathematics.
• "Neglect of mathematics works
injury to all knowledge, since he
who is ignorant of it cannot know
the other sciences or the things of
the world.“ ~Roger Bacon ~
• Children should be engaged in
activities to understand the natural
and social environments through
illustrations from the physical,
biological, social, and cultural
spheres.
4. • The language used should be gender-
sensitive. Teaching methods should be
in a participative and discussion-
oriented mode. For example,
storytelling, painting, dance, song, and
music can all be part of the teaching-
learning process.
• A Teachers’ Handbook should be
prepared with examples of activities that
promote the development of concepts
and teach sensitivity towards Socio-
cultural concerns.
5. Classes III to V
• For these grades, the subject
Environment Studies (EVS) will
be introduced and will be
constituted by a discussion of the
Socio-cultural perspectives.
• Children will begin to be
sensitized to social issues like
poverty, child labour, illiteracy,
and caste and class inequalities,
in rural and urban areas.
• The content should reflect the
day-to-day experiences of
children and their life worlds. At
this stage, all concepts taught
should be activity-based.
• Activities should be related to
examples from local
surroundings.
6. Upper Primary Stage
• At this stage, the subject areas of
the social sciences may be
introduced simultaneously to
contemporary issues and
problems.
• Geography and Economics may
together help in developing a
proper perspective related to
issues concerning environment,
resources and development at
different levels, from local to
global.
• History will be taught
emphasizing the concepts of
plurality. The child will be
introduced to the formation and
functioning of governments at
the local, state, and central
levels, and the democratic
processes of participation.
7. Secondary Stage
• At the secondary stage, the social sciences reflect the judicial structure in
the country.
8. • Responses varied from teacher
to teacher, but the dominant
effect was one of undermining
the modern system of justice in
favor of caste-based
panchayats.
• The modern form of the
judiciary is likely to be taken
less seriously by teachers in
their discussions with children,
and it is likely that the caste
panchayats will be regarded as
more fair and speedy in
dispensing justice.
9. • India and the learner will be
initiated into a deeper understanding
of the social and economic
challenges facing the nation.
• In keeping with the epistemic shift
proposed, contemporary India will
be discussed from the multiple
perspectives including the
perspectives of the adivasi, dalit,
and other disenfranchised
populations, and efforts should be
made to relate the content as much
as possible to the children’s
everyday lives.
10. • In History, the contributions of
various sections/ regions to
India’s freedom struggle can
be studied, as well as other
aspects of recent history, in the
context of developments in the
modern world.
• Aspects of Geography should
be taught keeping in mind the
need to inculcate in the child a
critical appreciation for
conservation and
environmental concerns.
11. • In Political Science, the focus should
be on discussing the philosophical
foundations that underlie the value
framework of the Indian Constitution,
i.e. an in-depth discussion of equality,
liberty, justice, fraternity, dignity,
plurality, and freedom from
exploitation.
• As the discipline of Economics is
being introduced to the child at this
level and it is important that the topics
discussed should be from the
perspective of the masses.
• For example, the discussion of poverty
and unemployment should no longer
be undertaken in terms of statistics,
but instead should derive from an
understanding of the elitist functioning
of many economic institutions and the
inequality sustained by economic
relations.
12. • Also, given that this is the stage at
which choices are made about
which disciplines to pursue for
further study, it is important that
students be introduced to the nature,
scope, and methods of each of these
disciplines. For example: medical
physics
• Needless to say, the latter should
not overload students with
additional information, but instead
should explain to them what the
future study of the discipline might
hold in store and link these points to
the creation of desirable skills.
Pathway to medical physics career
13. Higher Secondary Stage
• The higher secondary stage is
considered important as it offers a
choice of streams to the students
according to their need, interest, and
aptitude.
• For some students, this stage may be
the end of their formal education,
leading to the world of work and
employment; for others, this stage
may be the foundation for pursuing
higher education.
• They may choose either specialized
academic courses or job-oriented
vocational courses depending upon
their preferences.
• Teachers can involve children in
various activities so that they can
learn certain concepts through lived
experiences.
14. • At this stage, the social sciences
will include the disciplines of
political science, geography,
history, economics, sociology, and
psychology. Commerce may
include business studies and
accountancy.
The objectives of the social science
courses at this stage may be:
• Local Crafts and Museums In order
to make the learning of social
science more enjoyable and
effective, there is a need for
innovations in teaching methods.
15. • Social science learning should
involve visits to museums at
local, state, and national levels.
Students may be asked to
explore the local surroundings
and observe the activities of
artisan communities engaged in
different crafts using local skills
and materials.
• These handicrafts may be
displayed in a small corner of the
school and developed into a
museum. The schools could have
their own social science
museums.
16. • During the summer break,
students may be asked to make
models of historical monuments,
charts indicating the effects of
volcanoes or earthquakes,
crossword games or puzzles.
• The children may paint
phenomena related to the natural
environment. Newspaper or
magazine cuttings related to
topics in the syllabus, or related
information downloaded from
the Internet, can be displayed.
• This museum could be laid out in
different ways from time to time
so that it does not become dated.
17. • Students may be taken out to visit a
nearby museum or centre of arts and
crafts, to watch the night sky,
observe the phases of the moon, note
the timings of sunrise and sunset,
• Describe the duration of day and
night, and record their experiences
and observations in a journal
reflecting socio-cultural perspectives.
• To visit historical monuments and
sketch these monuments and write
about them. The sketches can be
displayed in the school, to assist
students to explore their interests and
aptitudes in order to choose
appropriate university courses and/or
careers.
18. School Subjects and Social Justice
SOCIAL JUSTICES:
• Education Is Social Justice. “I
believe that education is the civil
rights issue of our generation.
And if you care about promoting
opportunity and reducing
inequality, the classroom is the
place to start. Great teaching is
about so much more than
education; it is a daily fight
for social justice.”
19. Social Injustice Reasons:
Untouchability
Equal rights and opportunities not given for women
Racialism
languaglism
These are the causes of social injustice.
20. Social justice teaching through school subjects
Social science:
• Equal rights and social justice
law
• Introduced social reformer like
E.V.R.periyar, Rajaram mohan rai,
narayana guru, ambedkar, and
gandhiji .
• The “primary purpose of social
studies is to help young people
make informed and reasoned
decisions for the public good as
citizens of culturally diverse,
democratic society in an
interdependent world”
21. Mathematics:
• “EQUAL PAY FOR EQUAL
WORK”
• Teaching mathematics for
social justice consists of using
mathematical thinking to help
students become aware of the
social injustices that occur
within society at large and in
their own lives while also
increasing their mathematical
understanding.
22. Environmental science studies:
• To promote environmental social
integrity, social equity, and
economic prosperity.
• Save nature.
• Affect and causes of the people due
to environmental pollution.
• Which peoples affect more either
urban or rural areas, rich or poor
people?
• Who pollute more either rich or
poor people?
23. Science:
• Many scientists support the idea
that science reflects an objective
and indisputable knowledge
without the implication of any
sociopolitical values.
• From this perspective, science
teaching may often be based on
teaching children amassed science
concepts.
• With this view of science, it could
be argued that the success or
failure of students in learning
science would depend entirely on
their mental abilities regardless of
the features of the science
curriculum which are related to
the social and cultural milieu of
children.
24. Theoretical Background
• Research in the field of science
education has shown that science
learning is related to the social,
economic, and cultural status of
children.
• In other words, students who face
inequalities in their daily life such
as social exclusion or poverty
have fewer opportunities to learn
science.
25. Analyzing Science Education
Scholarship
• The first pillar is about providing
students with an adequate and
coherent science content which
takes into account the broader
context of democratic and
humanitarian purposes of
education and is fully linked to
their daily life.
26. • The second pillar supports
teaching the Nature of Science
(NOS).
• Science curricula should highlight
the social construction of
scientific knowledge as science is
a social outcome of the continuing
changes of our society and so
knowledge can change over time
in the light of new evidence.
• In light of this, students should
regard themselves not only as
consumers of scientific
knowledge, but also as generators
of knowledge in order to bring
structural changes towards a
democratic and humanist society
based on their socio-cultural
background.
27. • The third pillar sustains the teaching of scientific methodology through which
students will be able not only to follow given instructions to solve science
problems, but collect and evaluate information or data, develop scientific
attitude and respond critically to familiar or unfamiliar situations in their
everyday life as well.
Science in daily life
28. • The fourth pillar maintains the engagement of students in sociopolitical
action.
Conclusion:
• The school curriculum should ensure opportunities to all students to
intervene in the structure of society by assuring that social rights such as
the equal absorption of the public and social wealth, collective activism and
democratic and humanist structure of society will be accessed by all
students and not tuned to the needs of the dominant social or economic
groups.
29. References
• Understanding disciplines and subjects book/author nallamur
DR.G.PERIANNAN.
• www.youtube.com social justice in education.
• Understanding disciplines and subjects book/author prof.k.nagarajan.
• Final article role of mathematics in the development of society/ ncert/
Dr.roohi fatima.
• www.wikipedia/environmental studies in school subjects.com
• www.wikipedia/social science for social justice.com