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Shridhar, Gomathi
- Assessment and Evaluation in Tertiary Chemistry Education:Are We Bothered?
Abstract Views :338 |
PDF Views:100
Authors
Affiliations
1 Department of Chemistry, V.G. Vaze College of Arts, Science & Commerce, Mithagar Road, Mulund (East), Mumbai 400 081, IN
2 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Mumbai 400 088, IN
3 Department of Chemistry, V.K. Krishna Menon College of Science & Commerce, Bhandup (East), Mumbai 400 042, IN
1 Department of Chemistry, V.G. Vaze College of Arts, Science & Commerce, Mithagar Road, Mulund (East), Mumbai 400 081, IN
2 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Mumbai 400 088, IN
3 Department of Chemistry, V.K. Krishna Menon College of Science & Commerce, Bhandup (East), Mumbai 400 042, IN
Source
Current Science, Vol 109, No 1 (2015), Pagination: 18-20Abstract
Are the marks obtained by students in the qualifying UG & PG chemistry examinations really a measure of their academic potential? This question is open to debate, as there have been instances where a nonparticipative, weak student has ended up getting more marks than he/she deserves, whereas a student with good understanding has gone to a lower position. One of the reasons for this is the nature of the examination papers. This paper discusses some of the drawbacks of the current assessment and evaluation system, particularly regarding chemistry education and provides solutions to make it more meaningful.Full Text
- Experimenting with the Teaching of Organic Chemistry - the Process-Oriented Guided Inquiry Learning Way
Abstract Views :284 |
PDF Views:110
Authors
Affiliations
1 Department of Chemistry, Sophia College, Bhulabhai Desai Road, Mumbai 400 026, IN
2 Department of Chemistry, S.I.W.S. Colleges, Wadala, Mumbai 400 031, IN
3 Department of Chemistry, V.K. Krishna Menon College of Commerce, Bhandup, Mumbai 400 042, IN
4 Homi Bhabha Centre for Science Education, TIFR, V.N. Purav Marg, Mumbai, 400 088, IN
1 Department of Chemistry, Sophia College, Bhulabhai Desai Road, Mumbai 400 026, IN
2 Department of Chemistry, S.I.W.S. Colleges, Wadala, Mumbai 400 031, IN
3 Department of Chemistry, V.K. Krishna Menon College of Commerce, Bhandup, Mumbai 400 042, IN
4 Homi Bhabha Centre for Science Education, TIFR, V.N. Purav Marg, Mumbai, 400 088, IN
Source
Current Science, Vol 111, No 7 (2016), Pagination: 1152-1155Abstract
Undergraduate students tend to find organic chemistry rather challenging and we as teachers of the subject are constantly trying to find new ways to enthuse students and help them understand and enjoy the subject. Active learning has taken centre stage today and one such student-centric teaching strategy, process-oriented guided inquiry learning has been explored by us. In this article we present our experience, the advantages of this teaching methodology and the likely challenges in implementation.Keywords
Active Learning, Organic Chemistry, Resonance, Student-Centric Teaching.Full Text
References
- Novak, J. D., A theory of education: meaningful learning underlies the constructive integration of thinking, feeling, and acting leading to empowerment for commitment and responsibility. Aprendizagem Significativa en Revista/Meaningful Learn. Rev., 2011, V1(2), 1–14.
- Hockings, S. C., DeAngelis, K. J. and Frey, R. F., Peer-led team learning in general chemistry: implementation and evaluation. J. Chem. Educ., 2008, 85(7), 990–996.
- Vanags, T., Pammer, K. and Brinker, J., Process oriented guided Inquiry learning improves long-term retention of information. Adv. Physiol. Educ., 2013, 37, 233–241.
- Belland, B. R., French, B. F. and Ertmer, P. A., Validity and problembased learning research: a review of instruments used to assess intended learning outcomes. Interdiscip. J. Problem-Based Learn., 2009, 3(1), 59–89.
- Herreid, C. F. and Schiller, N. A., Case studies and the flipped classroom. J. Coll. Sci. Teach., 2013, 42(5), 62-65.
- POGIL home page; https://pogil.org/ (accessed June 2016).
- Straumanis, A., Organic Chemistry: A Guided Inquiry, Houghton Mifflin Harcourt Publishing Company, Boston, USA, 2009, 2nd edn.
- Is Research Mandatory for Teaching Undergraduate Chemistry?
Abstract Views :286 |
PDF Views:82
Authors
Affiliations
1 Department of Chemistry, V.G. Vaze College of Arts, Science and Commerce, Mithagar Road, Mulund (East), Mumbai 400 081, IN
2 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Mumbai 400 088,, IN
3 Department of Chemistry, V.K. Krishna Menon College of Science and Commerce, Bhandup, Mumbai 400 042, IN
1 Department of Chemistry, V.G. Vaze College of Arts, Science and Commerce, Mithagar Road, Mulund (East), Mumbai 400 081, IN
2 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Mumbai 400 088,, IN
3 Department of Chemistry, V.K. Krishna Menon College of Science and Commerce, Bhandup, Mumbai 400 042, IN
Source
Current Science, Vol 110, No 6 (2016), Pagination: 972-973Abstract
In the Sixth Pay Commission, considerable weightage has been given to research component in calculation of the academic performance index of a teacher. How feasible is it for an undergraduate (UG) chemistry teacher to do quality research with the existing workload and infrastructure prevalent in colleges? Is the quality of teaching chemistry in UG colleges improve by doing research? These are a few questions which will be addressed in this note. Plausible suggestions to strike a balance between teaching and research are also highlighted.Full Text