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Line 13: − − = Methods of Assessment = − − == Exam Question papers == − Shashi Kumar from GHS Bangalore, Rural has shared a sample question paper for the 8th Midterm Exam. Line 19:
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→ಕನ್ನಡ ಮಾಧ್ಯಮದಲ್ಲಿ ವಿಜ್ಞಾನ ಪಠ್ಯಪುಸ್ತಕಗಳಲ್ಲಿನ ಪದಗಳ ಬಳಕೆಯ ಒಂದು ನೋಟ
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= Pedagogy of Science =
= Pedagogy of Science =
This page needs contributions. Please help develop it!!
This page needs contributions. Please help develop it!!
= Institutions for Science Education =
= Institutions for Science Education =
= Articles by teachers on Science and Science Education =
= Articles by teachers on Science and Science Education =
== Blog by Dr S N Prasad, Principal(Retd), RIE ==
== Blog by Dr S N Prasad, Principal(Retd), RIE ==
'''About the author'''
Dr. S N Prasad is a Former Principal & Professor of Physics, Regional Institute of Education [NCERT], Mysore. Teacher Educator and Educational Consultant with over forty years of field experience. He is actively involved in popularization of Science, including Observational Astronomy, through lectures, demonstrations and writings
Dr. S N Prasad is a Former Principal & Professor of Physics, Regional Institute of Education [NCERT], Mysore. Teacher Educator and Educational Consultant with over forty years of field experience. He is actively involved in popularization of Science, including Observational Astronomy, through lectures, demonstrations and writings
He blogs at http://drsnprasadmysoreindia.blogspot.com/<br>
He blogs at http://drsnprasadmysoreindia.blogspot.com/<br>
I have just received reliable information that, due to unavoidable reasons, the End of the World has been postponed! The revised date is yet to be announced!
I have just received reliable information that, due to unavoidable reasons, the End of the World has been postponed! The revised date is yet to be announced!
== Yet Another Confession of a Science Teacher ==
== Yet Another Confession of a Science Teacher - N J Krishnan ==
'''About the author'''
'''About the author'''
N. J. Krishnan is a former Head Master of The Valley School and a teacher of Physics and Mathematics. He also established and headed the Teacher Resource Centre in The Valley School.<br>
N. J. Krishnan is a former Head Master of The Valley School and a teacher of Physics and Mathematics. He also established and headed the Teacher Resource Centre in The Valley School.<br>
The third possibility: give the visitor space to look around; point out some of the interesting aspects, suggest the interesting lanes and by-lanes she can take to explore the edifice — preferably by herself. Give her the time and space to do so, but also provide her with the certainty that you are available when she needs you. Be with her when she needs you; let her loose when she does not. In this lies the possibility of true involvement and understanding.
The third possibility: give the visitor space to look around; point out some of the interesting aspects, suggest the interesting lanes and by-lanes she can take to explore the edifice — preferably by herself. Give her the time and space to do so, but also provide her with the certainty that you are available when she needs you. Be with her when she needs you; let her loose when she does not. In this lies the possibility of true involvement and understanding.
== What is the role of a science teacher ==
== What is the role of a science teacher - Ranjani Ranganathan ==
'''About the author'''
Ranjani Ranganathan is a science and mathematics teacher and works with IT for Change.<br>
Ranjani Ranganathan is a science and mathematics teacher and works with IT for Change.<br>
Lest I sound like I have given up on teaching Physics in school, I must hasten to add this. How the teacher presents science in school has a direct effect on how the student views the subject later on. This is true, I am sure, of other subjects as well, but is critical for science and math. What matters is the teacher’s attitude and approach to learning and teaching. Of course, at least part of this statement is motivated by self-preservation interests. Regardless, I do think qualifications are not the only things that matter. And if I have done my job well, at least some of my students may revisit Physics later in life and grapple with concepts that they thought they had understood!<br><br>
Lest I sound like I have given up on teaching Physics in school, I must hasten to add this. How the teacher presents science in school has a direct effect on how the student views the subject later on. This is true, I am sure, of other subjects as well, but is critical for science and math. What matters is the teacher’s attitude and approach to learning and teaching. Of course, at least part of this statement is motivated by self-preservation interests. Regardless, I do think qualifications are not the only things that matter. And if I have done my job well, at least some of my students may revisit Physics later in life and grapple with concepts that they thought they had understood!<br><br>
So, you think I have got it all figured out? You wish. I am supposed to teach Class 11 Physics next year. It is de ja vu all over again…..
So, you think I have got it all figured out? You wish. I am supposed to teach Class 11 Physics next year. It is de ja vu all over again…..
=ಕನ್ನಡ ಮಾಧ್ಯಮದಲ್ಲಿ ವಿಜ್ಞಾನ ಪಠ್ಯಪುಸ್ತಕಗಳಲ್ಲಿನ ಪದಗಳ ಬಳಕೆಯ ಒಂದು ನೋಟ=
ಪ್ರಸ್ತುತ ಜಗತ್ತಿನಲ್ಲಿ ವಿಜ್ಞಾನ ವಿಷಯದ ಜ್ಞಾನ ಪ್ರತಿಯೊಬ್ಬರಿಗೂ ಅತ್ಯವಶ್ಯವಾಗಿದೆ, ಹಾಗಾಗಿ ಪ್ರತಿಯೊಬ್ಬ ವ್ಯಕ್ತಿ ಸಹ ಇದರ ಬಗ್ಗೆ ಯೋಚನೆ ಮಾಡಲೇಬೇಕು .
ಇಂತಹ ಒಂದು ಅಧ್ಯಯನವನ್ನು ಪ್ರಶಾಂತ ಸೊರಟೂರ ಇವರ ತಂಡ ಈಗಾಗಲೇ ನಡೆಸಿದ್ದು ಅದರಲ್ಲಿ 2014-15ನೇ ಸಾಲಿನ ಕರ್ನಾಟಕ ರಾಜ್ಯದ 5, 8,ಮತ್ತು 10 ನೇ ತರಗತಿಯ ವಿಜ್ಞಾನ ಪಠ್ಯಪುಸ್ತಕಗಳಲ್ಲಿರುವ ಕೆಲವು ಪದಗಳನ್ನು ವಿಮರ್ಶಿಸಿ ಸುಮಾರು 827 ಪದಗಳನ್ನು ಪಟ್ಟಿ ಮಾಡಲಾಗಿದೆ . ಇದರಲ್ಲಿ ಕೇವಲ 275 ಮಾತ್ರ ತಿಳಿದ ಕನ್ನಡ ಭಾಷೆಯ ಪದಗಳಾಗಿವೆ. ಇನ್ನು ಉಳಿದಿರುವ 552 ಪದಗಳು ತಿಳಿಯದ ಪದಗಳಾಗಿವೆ . ಈ ಅಧ್ಯಯನದ ಅಂಶಗಳನ್ನು ಆಧರಿಸಿ ನಮ್ಮ ಐ.ಟಿ.ಎಫ್.ಸಿ ಸಂಸ್ಥೆಯಲ್ಲಿ ಪ್ರಸ್ತುತಿಯ (Presentation) ಮೂಲಕ ಚರ್ಚೆ ಮಾಡಲಾಯಿತು . <br>
ಈ ಅಧ್ಯಯನದಲ್ಲಿರುವ ಅಂಶಗಳು :<br>
* ಪ್ರಸ್ತುತ ವಿಜ್ಞಾನ ಪಠ್ಯಪುಸ್ತಕದಲ್ಲಿರುವ ಬೇರೆ ನುಡಿಯ (ಇಂಗ್ಲ್ಲೀಷ ಮತ್ತು ಸಂಸ್ಕ್ತೃತ) ಪದಗಳು
* ಬೇರೆ ನುಡಿಯ ಪದಗಳ ಬದಲಿಗೆ ಬಳಸಬಹುದಾದಂತಹ ಆಡುನುಡಿಯ ಸಾಟಿ ಪದಗಳು
* ಆಡುನುಡಿಯಲ್ಲಿ ಸಾಟಿ ಪದಗಳನ್ನು ಕಟ್ಟುವ ಬಗ್ಗೆ .
ಒಂದು ಉದಾಹರಣೆ : <br>
ದಾಸವಾಳ ಹೂವಿನ ಭಾಗಗಳನ್ನು ಗುರ್ತಿಸುವ ಚಿತ್ರ .
ಸಂಸ್ಕೃತ ಪದ ಮತ್ತು ಕನ್ನಡ ಮೂಲ ಪದಗಳು . <br><br>
[[File:Hibuscuss in book 1.jpg|400px]][[File:Hibuscuss modify 2.jpg|400px]]
ನಮ್ಮ ಚರ್ಚೆಯಿಂದ ಬಂದ ಅಂಶಗಳು: <br>
* ಈ ಅಧ್ಯಯನಕ್ಕೆ ಯಾವ ಪ್ರದೇಶದ ಮಕ್ಕಳನ್ನು ಗಮನದಲ್ಲಿ ಇಟ್ಟುಕೊಳ್ಳಲಾಗಿದೆ ಎಂಬ ಪ್ರಶ್ನೆ ಮೂಡಿ ಬಂತು.
* ತಿಳಿದ ಪದಗಳು ಮತ್ತು ತಿಳಿಯದ ಪದಗಳನ್ನು ಯಾವ ಅಧಾರದ ಮೇಲೆ ವಿಂಗಡಣೆ ಮಾಡಿಲಾಯಿತು (ಪ್ರದೇಶದಿಂದ ಪ್ರದೇಶಕ್ಕೆ ಪದಗಳ ಬಳೆಕೆ ವ್ಯತ್ಯಾಸವಿರುತ್ತದೆ) ಎಂಬುವುದರ ಬಗ್ಗೆ ಗೊಂದಲಮಯವಾಯಿತು.
* ಪದ ವಿಂಗಡಣೆ ನಕ್ಷೆಯಲ್ಲಿ ತೋರಿಸಿದಂತೆ ತಿಳಿಸಿರುವ ಶೇಕಡವಾರು ಫಲಿತಾಂಶವು ವ್ಯತ್ಯಾಸವಾಗಿದೆ (ತಿಳಿದ ಕನ್ನಡ ಪದಗಳು ಮತ್ತು ತಿಳಿದ ಬೇರೆ ನುಡಿಯ ಪದಗಳು ಅದಲಿ ಬದಲಿ ಆಗಬೇಕು).
'''೧೦ ನೇ ತರಗತಿಯಲ್ಲಿ ಬರುವ - ಉಷ್ಣ ಇಂಜಿನ ಪಾಠದಲ್ಲಿ ಬಂದಿರುವ ಕೆಲವು ಪದಗಳು''' <br>
[[File:padagala balake normal.png|400px]]<br>
ಬಳಸಬಹುದಾದಂತಹ ಸಾಟಿ ಪದಗಳಲ್ಲಿ ನೀಡಿರುವ ಕೆಲವು ಪದಗಳು ಮತ್ತೆ ಗೊಂದಲವನ್ನು ಸೃಷ್ಟಿಸಿದೆ ಅಂತಹ ಕೆಲವು ಪದಗಳು ಈ ಕೆಳಕಂಡಂತಿವೆ . <br>
[[File:diff padagal balake.png|400px]]<br>
ಒಟ್ಟಾರೆ ಅಧ್ಯಯನದಲ್ಲಿ ಪಟ್ಟಿ ಮಾಡಿರುವ ಪದಗಳ ಪುನರಾವಲೋಕನದ ಅವಶ್ಯಕತೆ ಇದೆ ಎಂಬ ಅನಿಸಿಕೆ ವ್ಯಕ್ತವಾಯಿತು . ನಿಮ್ಮ ಅನಿಸಿಕೆಗಳನ್ನು ಹಂಚಿಕೊಳ್ಳಿ .<br><br><br>
'''ಸಂಪೂರ್ಣವಾದ ಅಧ್ಯಯನದ ಪ್ರತಿಯನ್ನು ವೀಕ್ಷಿಸಿಸಲು ಮತ್ತು ಡೌನ್ಲೋಡ್ ಮಾಡಿಕೊಳ್ಳಲು ''' <br>
{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/61227564" |width=450 |height=360 |border=1 }}
'''ನಮ್ಮ ಕಚೇರಿಯಲ್ಲಿ ಪ್ರಸ್ತುತಪಡಿಸಲಾದ ಪ್ರಸ್ತುತಿಯನ್ನು ವೀಕ್ಷಿಸಿಸಲು ಮತ್ತು ಡೌನ್ಲೋಡ್ ಮಾಡಿಕೊಳ್ಳಲು'''<br>
{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/61229680" |width=450 |height=360 |border=1 }}