A STUDY ON MONITORING OF BIOLOGICAL SCIENCE TEACHING SKILLS UP TO SENIOR SECONDARY LEVEL AT MORADABAD DISTRICT
1
Author(s):
PRAVESH KUMAR
Vol - 6, Issue- 11 ,
Page(s) : 14 - 20
(2015 )
DOI : https://doi.org/10.32804/IRJMST
Abstract
Biology students will require skills and abilities distinct from academic knowledge in their future working life. An educational programme based on interactive teaching units was created at the University of Glasgow to provide an opportunity for the development and practice of these skills. The study was conducted in 20 selected Secondary Schools to investigate the uncovered omitted portions of the prescribed phase-out and phase-in biology textbooks of grades nine and ten as per the school academic calendar and the curricula. Being the present age; an age of science, all the science subjects have a very important place in our school curriculum. Biological sciences is also one of the most important branch of science. In the contemporary period, biology has made great advances which have influenced all major branches of human knowledge. The solutions of major problems, like those of food, health and shelter are expected from the persuit of biological sciences. The student of biology can acquire a perspective of all facets of the subject by a proper understanding of the structural and functional organization of plants, animals and man. The strategic tools used for gathering data are classroom observations (lesson plans and delivery interactions) assessments of the covered and the omitted portions of each unit of each grade of the phase-out and phase-in textbooks of biology and exercise books of the students.
- Allen, D. & Ryan, K. (1969), 'Microteaching', London: Addison-Vesley Publishing Company.
- McClean, P., Johnson, C., Rogers, R., Daniels, L., Reber, J., Slator, B. M., Terpstra, J., and White, A. (2005). Molecular and cellular biology animations: development and impact on student learning. Cell Biol. Educ. 4, 169–179.
- Stith, B. J. (2004). Use of animation in teaching cell biology. Cell Biol. Educ. 3, 181–188.
- McClean, P., Johnson, C., Rogers, R., Daniels, L., Reber, J., Slator, B. M., Terpstra, J., and
- White, A. (2005). Molecular and cellular biology animations: development and impact on student learning. Cell Biol. Educ. 4, 169–179.
- O’Day, D. H. (2006). Animated cell biology: a quick and easy method for making effective high-quality teaching animations. CBE Life Sci. Educ. 5, 255–263.
- O’Day, D. H. (2006a). How to make pedagogically meaningful animations for teaching and research using PowerPoint and Camtasia. In: Proceedings of the IPSI-2006, International Conference on Advances in the Internet, Processing, Systems, and Interdisciplinary Research, Chapter IV; February 6, Marbella, Spain.
- Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learn. Instr. 4, 295–312.
- Lowe, R. K. (2003). Animation and learning: selective processing of information in dynamic graphics. Learn. Instr. 13, 157–176.
- Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learn. Instr. 13, 125–139.
- Heyden, R. J. (2004). Approaches to cell biology: developing educational multimedia. Cell Biol. Educ. 3, 93–98.
|