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Ladage, Savita
- Assessment and Evaluation in Tertiary Chemistry Education:Are We Bothered?
Abstract Views :331 |
PDF Views:99
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 :280 |
PDF Views:107
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 :283 |
PDF Views:80
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
- Adapting an Inquiry-Based Approach for Undergraduate Chemistry Laboratory Courses: An Exploratory Study
Abstract Views :220 |
PDF Views:83
Authors
Affiliations
1 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Anushakti Nagar. Mankhurd, Mumbai 400 088, India, IN
1 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Anushakti Nagar. Mankhurd, Mumbai 400 088, India, IN
Source
Current Science, Vol 121, No 3 (2021), Pagination: 354-359Abstract
The exploratory study presented here is regarding the implementation of an inquiry-based instructional module developed for undergraduate chemistry laboratory courses. The study aims at understanding the challenges in execution of such a module and suggest ways for its effective implementation. It is important to bring changes in the present conventional practices to develop students as independent investigators and for learning experiences that are inquiry-driven, discussion-based and flexible as recommended by the NEP 2020. Based on this study, we suggest that the transition to inquiry approaches should be gradual. Further, students need adequate scaffolding of the learning process to help them in such a transitionKeywords
Exploratory Study, Inquiry-Based Module, Learning Process, Undergraduate Chemistry Laboratory Courses, Vitamin C.Full Text
References
- Bennet, S. W., Seery, M. and Sovegjarto-Wigbers, D., Practical work in higher level chemistry education. In Innovative Methods of Teaching and Learning Chemistry in Higher Education, London, Royal Society of Chemistry, 2009, pp. 85–102.
- Zoller, U. and Pushkin, D., Matching higher-order cognitive skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course. Chem. Edu. Res. Pract., 2007, 8(2), 153–171.
- Domin, D. S., A review of laboratory instructional styles. J. Chem. Educ., 1999, 76(4), 543–547.
- Kirschner, A., Sweller, J. and Clark, R. E., Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educ. Psychol., 2006, 41(2), 75–86.
- Bruck, L. B., Bretz, S. L. and Towns, M. H., Characterizing the level of inquiry in the undergraduate laboratory. J. Coll. Sci. Teach., 2008, 87(12), 1416–1424.
- Scott, P. and Pentecost, T. C., From verification to guided inquiry: what happens when a chemistry laboratory curriculum changes? J. Coll. Sci. Teach., 2013, 42(3), 82–88.
- National Initiative on Undergraduate Science Programme in Chemistry
Abstract Views :47 |
PDF Views:27
Authors
Affiliations
1 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai 400 088, IN
1 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai 400 088, IN
Source
Current Science, Vol 125, No 8 (2023), Pagination: 831-836Abstract
The article discusses the National Initiative on Undergraduate Science (NIUS) programme in chemistry conducted by the Homi Bhabha Centre for Science Education (TIFR), Mumbai, which was initiated in 2004. Being located in a science education research and development institution, the programme has made efforts to interact with chemistry teachers and first-year undergraduate students and, thus, is different when compared to similar programmes within the country. The article reviews the key ideas of the programme, its growth and evolution to date and likely directions for its expansion in the near future.Keywords
Chemistry, National Initiative, Nurture Programmes, Student Camps, Teacher Workshops, Undergraduate Science Education.Full Text
References
- https://www.jncasr.ac.in/academic/fandeprogrammes/ (accessed on January 2023).
- Position paper on retention of talent; http://www.psa.gov.in/sites/default/files/file6.pdf (accessed in October 2014), but not accessible now.
- https://nius.hbcse.tifr.res.in/nius-proposal-2004/ (accessed on January 2023).
- https://nius.hbcse.tifr.res.in/subjects/chemistry/ (accessed on January 2023).
- Barke, H. D., Harsch, G. and Schmid, S., Essentials of Chemical Education, Springer-Verlag, Heidelberg, 2001.
- Goedhart, M. J., Finlayson, O. E. and Lindblom-Ylänne, S., Research-based teaching in higher level chemistry education. In Innovative Methods of Teaching and Learning Chemistry in Higher Education (eds Eilks, I. and Byers, B.), Royal Society of Chemistry, Cambridge, UK, 2009, pp. 61–84.
- https://pogil.org/ (accessed on January 2023).
- Carneiro, G., Parulekar, T., Shridhar, G. and Ladage, S., Experimenting with the teaching of organic chemistry – the process-oriented guided inquiry learning way. Curr. Sci., 2016, 111, 1152–1155.
- https://nmtt.gov.in/aboutus (accessed on February 2023).