BEd 09/10: PEDAGOGY OF SOCIAL SCIENCES

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Archibald Thomas Carpenter
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1 BEd 09/10: PEDAGOGY OF SOCIAL SCIENCES Contact Hour: 4/6 hours per week Total Marks: 100 (Internal 25 External 75) Objectives: On completion of thispaper, the student teacher shall be able to- Articulate a conception of social science Develop an appreciation of the role and significance of social science in national and social reconstruction Understand the need for teaching social science as an integrated discipline Develop understanding and skills using different strategies for teaching social science at school stage Develop understanding of various strategies and the need to involve students and teachers in various group activities to promote constructivist and experiential pedagogy Develop understanding of the evaluation and to develop skills in preparing and using different evaluation tools in teaching social science Develop the skills of using local environment, community resources and other instructional inputs in the teaching of social science UNIT 1: THE NATURE OF SOCIAL SCIENCE Meaning, concept and nature of Social Science, Integration/fusion of different subjects of Social Science History, Geography, Political Science, Economics, Sociology, Anthropology in Social Science at School stage Goals and objectives of teaching social science at Secondary stage An analysis of the existing high school syllabus of social science education with special reference to national goals, individual and social needs Approaches and underlying principles of curriculum construction of social science curriculum Emerging curriculum trend in social science as per NCF 2005 and initiative of BOSEM in this context UNIT 2: PSYCHOLOGICAL BASES OF SOCIAL SCIENCE EDUCATION Psychological approach in social science education Learning styles and learning strategies Implications of psychological and constructivist (contribution of Piaget, Bruner, Vygotsky, Ausubel) Principles of selecting the content and learning experiences, organisation of subject matter discipline centred, activity cantered, core curriculums concentric v/s spiral and separate v/s integrated curriculum Models of teaching in social science education information processing, concept attainment, jurisprudential social situation and social inquiry models UNIT 3: INSTRUCTIONAL DYNAMICS OF SOCIAL SCIENCE EDUCATION

2 Need and importance of planning, criteria and guidance for planning instruction, levels of planning unit plan, lesson plan (Traditional, Activity and constructivist approaches ICON and 5E model ) Instructional methods: Teacher Centered learner Centered, Lecture method, text book method, discussion, project work, problem solving method, supervised study, team teaching, self-study, role play, brain storming, dramatization, socialised recitation, simulation, skills of questioning, observation skills, field visits, exhibition, case study and action research Interactive, constructivist and critical pedagogies in social sciences constructive learning situation, relating subject content to real life situation and going beyond the next book. Encouraging children to think from first principles Resources for learning social sciences Text books, preparation and use of teacher handbook, question bank preparation and use of Library, Laboratory, Museum and Community resources and use of newspapers and magazines as secondary sources Educational Technology in social science education- use of computer, television, radio, video, tape record, projector, science education laboratory, use of ICT and Internet for social science learning UNIT 4: ISSUES OF ASSESSMENT IN SOCIAL SCIENCE Types of questions best suited for examining/assessing understanding different social sciences Question for quantitative and qualitative testing and analysis Evaluation devices written, oral, assignment, project work, portfolio, open ended question, open book tests: strengths and limitations Planning for continuous assessment of class room learning in social science Remedial teaching

3 UNIT 5: PEDAGOGICAL TREATMENT OF CONTENTS Each of the following contents shall be analyzed in terms of the pedagogical treatment indicated in the right cell below: Content Aspects of Pedagogical treatment Geography Pedagogical analysis of the units Latitudes & longitudes with reference to: Rotation & revolution - Identification of concepts Physical division of India and sub-concepts Climate and Vegetation - Expected specific learning Social and Economic resources outcomes Conservation of Forests and Wild Life - Methods/approaches of History teaching-learning - Teaching learning Rise of British power in India materials to be used\ The Great Indian Revolt of Expected teacher and India s struggle for freedom, student activities American War of Independence - Assessment strategies French Revolution formative First World War and Second World War Political Science Salient feature of Indian Constitution Fundamental Rights Legislative Assembly and its functions Power of Prime Minister Power of Governor and President Function of Parliament, High Court and Supreme Court National Human Right Commission Economics Different socio-economic formative in history including the movement from subsistence economy to a market economy Demography and distribution of wealth in society Environment-human interaction, understanding the co ordinate system Distribution of resource across regions and countries Issues of poverty, food security, globalization and environmental imbalances (case study, India) SESSIONAL WORK: Each student teacher is required to complete assignments on any two of the following: Identification of the learning difficulties in any topic and preparation of remedial programme Preparation of no-cost and low cost teaching-learning materials on any two topics Content analysis of a selected topic

4 Preparation of a blue print and test items of an achievement test in geography/history/political science/economics for any secondary class Suggested Reading: Bhaduri, Amit (2005), Development with dignity: A case for full Employment, National Book Trust, New Delhi Blaug, Mark (1992), The Methodology of Economics or How Economists Explain, Block, Mark (1992), The Historian s Craft, Manchester University Press, Manchester Burke, Peter (1990), The French Historical Revolution: The Annales school, (Polity Press, Cambridge) Burke, Peter (1991), New Perspectives on History Writing, Blackwell, Oxford Carr, E.H. (1962), What is History? Knopf, London DigumartiBhaskaraRao (ed.), Techniques of Teaching Social, Sciences, Sonali Publications, Delhi DigumartiBhaskaraRao and RangaRao (2007) Techniques of Teaching Economics, Sonali Publications, New Delhi Dasgupta, Partha (2007), Economics: A very short introduction, Oxford University Press. George, Alex M. and Amman Madan (2009), Teaching Social Science in Schools: NCERT s New Text Book Initiative, Sage, New Delhi Joyce, B. & Weil, M. (1997), Models of Teaching, Prentice Hall Ire, New Jersey Kuhn, Thomas S. (1970), The Structure of Scientific Revolutions, University of Chicago Press, Chicago Lakatos I, (1976), Proofs and Refutations. The Logic of Mathematical Discovery, Lewis Bernard (1975). History: Remembered, Recovered, Invented, Simon and Schuster Inc, New York Kent, A (Ed.) (2000), Reflective Practice in Geography Teaching, Paul Chapman Publishing Ltd. London Kumar, Krishna (2002), Prejudice and Pride: School Histories of the Freedom Struggle in India and Pakistan, Penguin India, New Delhi Mehlinger, Howard D. (Ed) (1981), UNESCO Handbook for the Teaching of Social Studies, UNESCO NCERT (2006), National Focus Group Position Paper on Teaching Social Sciences, New Delhi. Root, Michael (1993), Philosophy of Social Science. Blackwell, Oxford Sartori, Giovanni (Ed.)(1985), The Return of Grand Theory in the Human Sciences, Slater, F. (1982) Learning Through Geography, Butler and Tanner Ltd. London Stanford, Michael (1986), The Nature of Historical Knowledge, Basil Blackwell, Oxford Trigg, Roger (1985), Understanding Social Sciences, Basic Blackwell, Oxford Wilkins, Elizabeth J. (1979), Elements of Social Science, Macdonald and Evans, London

5 Apart from the above mentioned readings, student teachers and educators should refer to the syllabi and other curricular documents brought out by NCERT, CBSE and Sate Board.

ROLE OF TEACHERS IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION

ROLE OF TEACHERS IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION Presented by Ms. Megha Sahebrao Jadhav 1 Dr.(Ms) Pratibha S Patankar 2 Golden Jubilee DRF, Assistant Professor, Department of Education,