Annual Report - National Council Of Educational Research And ...

NCERT
46
and comprehensive but it should take place with as little stress to the child as
possible. The source book deals with the basic aspects of science as a discipline
and teaching-learning of science at the upper primary level. It also compares the
existing practices of assessment with the proposed continuous and comprehensive
evaluation; with the indicators of learning, and how they play a vital role in
assessing the learner comprehensively; various tasks that can be followed to
make the assessment more comprehensive and objective. For the suggested tasks,
examples are drawn from the NCERT textbooks; provides the details and the
mechanism for recording and reporting the assessment of an individual learner
over the entire session. The need for maintaining individual learner’s records is
also discussed; and it contains case studies directly from classrooms. It is hoped
that these would help teachers to carry-out the assessment through the various
tasks set by them.
Development of Textbook on Pedagogy of Mathematics
The objective of the above programme was to develop a textbook on pedagogy of
mathematics for B.Ed. pre-service teachers and teacher educators. Conducive to
recommendations of NCF-2005 for paradigm shift from content to process and
also the transformation of procedural level understanding to conceptual level
understanding, there was a need of developing a textbook on pedagogy of
mathematics wherein reflections on recent pedagogical transformations need to be
explored. Keeping in view the above approaches, the draft material of the book was
developed through workshops. This book contains ten units in all. The draft material
was reviewed in a workshop mode. The reviewed draft was finalised in a workshop
and has been sent for publication. Salient features of the book is exploring learners
with various strategies, use of ICT in teaching-learning, experimentation and activity
in mathematics by using low cost material, creativity and inventiveness in
mathematics, professional growth of mathematics teachers, various strategies for
evaluation, various approaches of teaching mathematics with mathematical
examples, games, riddles and puzzles and visuals, difference between teaching of
mathematics and teaching of science, fundamental building blocks of mathematics,
aesthetics sense in mathematics, curriculum construction in mathematics at various
stages of schooling supported by examples. References have been provided at the
end of each unit for further study.
Development of Textbook on Pedagogy of Science
Textbook on Pedagogy of Science is being developed in two volumes – one on
Biological Science and the other on Physical Science. Conducive to the
recommendations of NCF-2005 for paradigm shift from content to process and
also the transformation of procedural level understanding to conceptual level
understanding, a need was felt to develop this book. Developing process of the
book started after finalisation of the syllabus of two-year B.Ed. course by the
Department of Teacher Education and Extension. The textbook on Pedagogy of
Biological Science comprises chapters, whereas the textbook on Pedagogy of
Physical Science comprises fourteen chapters. After developing the chapters by
a team of experts involving experts from NIE, RIE and various other institutes
the draft manuscripts were reviewed and refined by the subject experts. Attempts
have been made to interweave pedagogy of science with the contents of physics,
chemistry and biology with the help of a number of examples, activities and
exercises. The final version of the book is under preparation.
Annual Report 2010-11