Monday 11 December 2017

Need and signifiicance of teaching social science in the present context.

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Need and signifiicance of teaching social science in the present context.

Social Science is a branch of study which deals with Human Beings – their behaviour, growth and development, relationships, resources they use and the various institutions they require to function and carry on their life smoothly. For example – family, school, workplace, government, judiciary, recreation clubs, etc. All these aspects of life are inter-related and interdependent on one another.
The inclusion of Social Studies in the curriculum right from primary to secondary classes signifies the importance of the subject and the role it plays in a student’s life. Social Studies is incorporated in the school curriculum through a combination of subjects like – History, Geography, Cultural Studies, Economics, Political Science, Sociology, Psychology, Anthropology, etc.
These subjects help children to develop-
Awareness of The World and Environment: Lessons in Social Studies related to topics like – My Family, My Neighbourhood, Community Helpers, Early Man, Indus Valley Civilization, Modern Period in Indian History, The French Revolution, Great World Leaders, etc teach students about the various civilizations, movements and renaissances that occurred over the years. This knowledge enables the students to understand how the world and different societies have evolved, the important events that have occurred in the past, enduring ideas and eminent personalities that have created an impact and affected the lives of people both locally and globally. It also helps students to understand how different societies are structured, managed and governed. This in turn helps students to understand their place in the world.
Lessons such as – Our Earth, Solar System, Major Landforms, Water Resources, Natural Vegetation and Wildlife Resources, Pollution, enable students to learn about – outer space, formation of different landforms; evolution of animals, flora, fauna and man, water bodies, available resources, importance of conservation and preservation, environmental impact on present life and future generations. This information helps students to eventually develop a holistic understanding of their environment and the interrelationship which exists between the natural and human habitats.
Helps to Develop Critical Thinking Abilities: Social Studies inculcate higher order thinking abilities and skills like – Comprehension, Application, Analysis, Evaluation and Synthesis, Creativity in students. Learning a variety of topics such as – Natural Resources, Water Resources, Transport, Communication, Caste System, Political Ideologies, Social Reformers, Our Cultures, United Nations, etc give students a chance to gain appropriate information and data in various contexts. The information gained allows students to make relevant observations, identify similarities and differences, make connections between related concepts, ideas and resources. Students first have to gain information and comprehend ideas such as discrimination, resource allocation and political priorities. They then need to understand, analyze and evaluate the existing connections between those ideas and theories to make sense of how poverty affects certain populations in the country. This knowledge can be further put to use to foster creativity, if students are asked to think about ways or come up with new solutions and policies which they think can help reduce poverty. They could be given a chance to present their ideas in the form of debates, essays, role plays or class projects.
Helps to Enhance the Social Understanding Of Students: Different topics included in the Social Studies curriculum for various age groups like – Festivals of India, Different types of Families, Clothes We Wear, Food We Eat, Our Country, States of India, My Community, Socio-Religious Reforms, Challenging the Caste System – help students to observe, learn and understand human behaviour, values and attitudes and the interrelationships which exist among different people. They also learn about the societal strata and norms of society and the need of various governing bodies and other institutions. This in turn helps the students to develop a wider perspective of society and the human condition.

Helps Students To Become Better Citizens: Subjects in Social Studies like Economics, Political Science and History educate students on Political Ideologies, Constitutional Laws, Citizenship, Rights and Duties, Morals and Virtues, Social Code of Conduct, thus making children aware of their roles and responsibilities particularly in relation to social and civic affairs. By providing relevant information and knowledge, skills and attitudes, the study of Social Science prepares students to grow up as active, responsible, and reflective members of society. It also teaches them to address societal and global concerns using literature, technology and other identifiable community resources.


Sunday 19 November 2017

DIALOGICAL METHOD IN SOCIAL SCIENCE

DIALOGICAL METHOD

Dialogic learning is learning that takes place through dialogue. It is typically the result of egalitarian dialogue; in other words, the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims.[1]
The concept of dialogic learning is not a new one. Within the Western tradition, it is frequently linked to the Socratic dialogues. It is also found in many other traditions; for example, the book The Argumentative Indian, written by Nobel Prize of Economics winner Amartya Sen (2005), situates dialogic learning within the Indian tradition and observes that an emphasis on discussion and dialogue spread across Asia with the rise of Buddhism.[2]In recent times, the concept of dialogic learning has been linked to contributions from various perspectives and disciplines, such as the theory of dialogic action (Freire, 1970), the dialogic inquiry approach (Wells, 1999), the theory of communicative action (Habermas, 1984), the notion of dialogic imagination (Bahktin, 1981) and the dialogical self (Soler, 2004). In addition, the work of an important range of contemporary authors is based on dialogic conceptions. Among those, it is worth mentioning authors like Jack Mezirow (1990, 1991, 2000) and his transformative learning theory; Michael Fielding (2001), who sees students as radical agents of change; Timothy Koschmann (1999), who highlights the potential advantages of adopting dialogicality as the basis of education; and Anne C. Hargrave (2000), who demonstrates that children in dialogic-learning conditions make significantly larger gains in vocabulary, than do children in a less dialogic reading environment.Specifically, the concept of dialogic learning (Flecha, 2000) evolved from the investigation and observation of how people learn both outside and inside of schools, when acting and learning freely is allowed. At this point, it is important to mention the "Learning Communities", an educational project which seeks social and cultural transformation of educational centers and their surroundings through dialogic learning, emphasizing egalitarian dialogue among all community members, including teaching staff, students, families, entities, and volunteers. In the learning communities, it is fundamental the involvement of all members of the community because, as research shows, learning processes, regardless of the learners' ages, and including the teaching staff, depend more on the coordination among all the interactions and activities that take place in different spaces of the learners' lives, like school, home, and workplace, than only on interactions and activities developed in spaces of formal learning, such as classrooms. Along these lines, the "Learning Communities" project aims at multiplying learning contexts and interactions with the objective of all students reaching higher levels of development (Vygotsky, 1978).

Freire: the theory of dialogic action

Paulo Freire (1970) states that human nature is dialogic, and believes that communication has a leading role in our life. We are continuously in dialogue with others, and it is in that process that we create and recreate ourselves. According to Freire, dialogue is a claim in favor of the democratic choice of educators. Educators, in order to promote free and critical learning should create the conditions for dialogue that encourages the epistemological curiosity of the learner. The goal of the dialogic action is always to reveal the truth interacting with others and the world. In his dialogic action theory, Freire distinguishes between dialogical actions, the ones that promote understanding, cultural creation, and liberation; and non-dialogic actions, which deny dialogue, distort communication, and reproduce power.


Modern trends in social science curriculum construction

Modern trends in  social science curriculum construction

1)      Digital Diversity
Present age is an age of ICT technology has touched to all the wakes of human life.  Technology has made various tasks easy, convenient and of quality. To survive in the concern filed it is necessary for everyone to have a knowledge and skill of technology. Education makes man enable to contribute, it strengthens the capabilities. For the effective  transaction of curriculum ICT is must.
2)      Need based Curriculums
Researches in all the fields resulted in to specialization. Need based curriculum is the foremost need of the present education system. Many universities are developing need based short term programs for this purpose.
E.g. Mumbai University has introduced courses like – certificate course in Power Point, certificate course in tally, certificate course in marketing, YCMOU- introduced –English communication skills program for Mumbai Dabawala.
 3) Modular Curriculum with credit base system
Modular curriculum gives real freedom of learning .especially in the open learning  system his approach has been adopted at first but now majority of traditional universities also  accepting his system; this is a real emerging trend in the modern curriculum.
4) Online courses
Need based and choice based curriculums are available online also. E.g. course era .com  has introduced many useful need based courses for free of cost. Government also takes  initiative for this e.g. Right to Information certificate curse has been introduced by  Government of India to the Indian people. This course is free and online.
5) 21st century skills
All the curriculums of various courses should focus on 21st century skills. Skills like  collaboration, critical thinking, effective communication, multitasking stress management,  empathy are must for all the personals.
6) International Understanding
 Globalization has made converted the world in to global village. We should consider world as a one family and for this international understanding must be inculcate through  curriculum.

7) Constructivism
 Constructivist approach believes that learner should be given freedom to construct his/her knowledge. Spoon feeding must be avoided. If a learner is fully active in construction of knowledge then learning process will be highly effective. In all the curriculums constructivist strategies must be given important place.


Saturday 16 September 2017

UNIT PLAN -UNDERSTANDING DISCIPLINES AND SUBJECTS

MAR BASELIOS COLLEGE OF EDUCATION
UNIT PLAN 2017-2018
                                                SEMESTER-I
EDU 04  UNDERSTANDING DISCIPLINES AND SUBJECTS
Sl.No.
Unit
Content
Hours
Instructional
Strategy used
Task
1
1
Unit 1
Schoool subjects
1.1               Major school subjects – languages, social sciences, mathematics and sciences.
1.2               Reasons for including different subjects – o languages – Language related skills/communication skill.
1.3               Social Sciences - Understanding Social environment, citizenship. Historical mindedness, economic efficiency etc.-
1.4               Science – development scientific attitude and temper, critical thinking, technical skills.
1.5               Mathematics – Problem solving, Reasoning abilities etc.

10
Hours
Lecture
Discussion
Assignment
Select a topic from  school subject and sketch the development the topic into an elaborated form in a discipline.
2
2
Unit 2
Academic disciplines
2.1  Meaning, definition and concept of academic discipline- Nature of discipline: discipline specific terminologies, method of inquiry, publications, experts and fraternity etc-
2.2   Differences and relationship between school subjects and academic discipline
2.3 Disciplines-classifications of disciplines (Biglan Model): soft Vs Hard, Pure lifeVs pure- Non-life, Applied life Vs Applied Non-life.
2.4 Disciplinarites- disciplinary Interdisciplinaryand multidisciplinary

14
Hours
Lecture
Discussion
Seminar
Computer Assisted Instruction
3
3
Unit 3
Nature of different school subjects and their evolution
3.1   History and nature of Languages.
3.2  Subject nature and Subject history of Mathematics
3.3   Subject nature and Subject history of Sciences.
3.4   Subject nature and Subject history of Social Science
14
Hours
Lecture
Discussion
Seminar
Computer Assisted Instruction
4
4
Unit 4
Emergence of new disciplines
4.1  Reasons for the establishment of new disciplines- changing social, political scenario, new researches and inventions- specialisations, interdisciplinary approach, inclusion of work related areas etc.
4.2   Emerging subjects (Disaster management, Nano technology, Gemmology, Bio informatics, Immunology etc.)
20
Hours
Lecture
Discussion
Seminar
Computer Assisted Instruction
Assignment
Identify any five interdisciplinary subjects and list out their chief characteristics.



YEAR PLAN- UNDERSTANDING DISCIPLINES AND SUBJECTS

MAR BASELIOS COLLEGE OF EDUCATION
YEAR PLAN   2017-2018
 SEMESTER-I
EDU.04 :UNDERSTANDING DISCIPLINES AND SUBJECTS
Sl.no
Month

No. of hours
Teaching strategy
1
AUGUST
Unit 1
Schoool subjects

1.1 Major school subjects – languages, social sciences, mathematics and sciences.
1.2 Reasons for including different subjects –  languages – Language related skills/communication skill.
1.3  Social Sciences - Understanding Social environment, citizenship. Historical mindedness, economic efficiency etc.-
1.4 Science – development scientific attitude and temper, critical thinking, technical skills.
1.5 Mathematics – Problem solving, Reasoning abilities etc.
10Hours
Lecture
Discussion
Assignment
Seminars
2
SEPTEMBER

Unit 2
Academic disciplines

2.1   Meaning, definition and concept of academic discipline- Nature of discipline: discipline specific terminologies, method of inquiry, publications, experts and fraternity etc-
2.2  Differences and relationship between school subjects and academic discipline
2.3 Disciplines-classifications of disciplines (Biglan Model): soft Vs Hard, Pure lifeVs pure- Non-life, Applied life Vs Applied Non-life.
2.4   Disciplinarites- disciplinary Interdisciplinaryand multidisciplinary
14Hours
Lecture
Discussion
Assignment
Seminars
3
OCTOBER

Unit 3
Nature of different school subjects and their evolution

3.1  History and nature of Languages.
3.2 Subject nature and Subject history of Mathematics
3.3 Subject nature and Subject history of Sciences.
3.4 Subject nature and Subject history of Social Science
14Hours
Lecture
Discussion
Assignment
Seminars
4
NOVEMBER

Unit 4
Emergence of new disciplines

4.1   Reasons for the establishment of new disciplines- changing social, political scenario, new researches and inventions- interdisciplinary approach, inclusion of work related areas etc.
4.2  Emerging subjects (Disaster management, Nano technology, Gemmology, Bio informatics, Immunology etc.)

12Hours
Lecture
Discussion
Assignment
Seminars