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This section contains resources shared by the Company's Founder Director, Prof.(Dr.) Vinod Kumar Gupta. These consist of his publications, works, collections & views (blogs) et al: a) Publications & works authored & co-authored by Prof.(Dr.) V.K. Gupta b) Collections by Prof.(Dr.) Vinod Kumar Gupta c) Views (blogs) by Prof.(Dr.) Vinod Kumar Gupta There are free as well as reasonably priced resources. |
A) Publications & Works by the Company's Founder Director, Prof.(Dr.) Vinod Kumar Gupta |
Former Professor of Education, School of Education, Fiji National University, Fiji Former Professor of Education, Directorate of Distance Education, Kurukshetra University, Kurukshetra, Haryana, India Former Principal (Professor Cadre), University College of Education, Kurukshetra University, Kurukshetra, Haryana, India |
UNDER PUBLICATION -will be shared post publication
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Abstract: The present study examines the influence of gender variable on development of science teaching confidence in primary pre-service teachers as a result of constructivist science education course. Science teaching confidence of primary male and female pre-service teachers has been measured on the basis of personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE) components of science teaching confidence. Science Teaching Efficacy Beliefs Instrument-B (STEBI-B) modified by Bleicher (2004) was used to collect data on science teaching confidence in male and female primary pre-service teachers as a result of treatment of constructivist science education course in the pre-service teacher education programme. STOE of male primary pre-service teachers was found significantly higher (.01 level) as compared to that of females after the transaction of the science education course using constructivist approach. There was no statistically significant difference in PSTE initial and final values of male and female teachers. The present study indicate that science teaching outcome expectancy of primary preservice teachers is gender dependent and possibly factors like cultural background, biological development, specific teaching strategies etc. may be having their role. Further investigation is needed in this direction in different parts of the world. Abstract: This paper investigates the relationship between the constructivist primary pre-service science education method course and the science teaching outcome expectancy (STOE) of Fijian primary pre-service teachers. The primary pre-service teachers (N=300) of the first year of the three years primary pre-service teacher program in a university in Fiji were selected as subjects of the study. The STOE was measured with the help of a tool known as 'Science Teaching Efficacy Beliefs Instrument- Form B (STEBI-B). The results show that there was no influence of the social constructivist science method course on the STOE component of science teaching beliefs of primary preservice teachers. This points to a need to improve the contents and social constructivist pedagogy of the science method course with a focus to improve the STOE. Abstract: The qualitative research technique of content analysis (Hsieh & Shanon, 2005) was used io investigate the published list of NAAC sponsored academic activities for the period November 2012 to May 2013. The content analysis shows that the higher education institutions can be qualitatively divided in to three sensitivity and awareness levels (zero, satisfactory and good) depending upon the percent of NAAC sponsored academic activities for the period ranging from November 2012 to May 2013. Teacher education institutions got only 22% of total NAAC sponsored academic activities for the period ranging from November 2012 to April 2013. The findings indicate that special efforts are needed for teacher education institutions and higher education institutions located in states/ UTs like Arunachal Pradesh, Bihar, Dadra &Nagar Haveli, Daman & Diu. Goa, Himachal Pradesh, Jammu & Kashmir, Lakshadweep, Nagaland and Puducherry. The states like Andhra Pradesh, Assam, Karnataka, Kerala, Maharashtra, Odisha, Tamil Nadu and West Bengal are showing good sensitivity and awareness as compared to other states/UTs. From the perspective of teacher education institutions Punjab is taking the lead as the data reveals that Punjab has got the maximum (3) followed by Delhi, Haryana, Maharashtra, Sikkim, Tamil Nadu, Uttar Pradesh and West Bengal (2 each). Jharkhand, Kerala and Rajasthan got one. The implications of the research findings are that consistent efforts are required on the part of all concerned (not only NAAC) for promotion of quality assurance, sustenance and enhancement of quality education in Indian higher education institutions. Abstract: Many theories of learning have been proposed in the last century until recently, behavioural psychology has influenced education to such a starting degree that it had a virtual stronghold on how textbooks were defined and how teachers planned and implemented lessons. Constructivism reflects this philosophy: Cognitive Constructivism is based on the work of Swiss developmental psychologist -Jean Plaget. Plaget’s theory of cognitive development proposes that humans can not be ‘given’ information which they immediately understand and use. Instead, humans must ‘construct’ their own knowledge. They build their knowledge through experience. Experiences enable them to create schemes -mental models in their heads. These schemes are changed, enlarged and made more sophisticated through two complimentary processes: assimilation and accommodation. |
b) Collections by Prof.(Dr.) Vinod Kumar GuptaTo be added. |
c) views (blogs) by Prof.(Dr.) Vinod Kumar GuptaTo be added. |
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