An Internationl Peer Reviewed
Mar-Apr,2017, vol-4/31
Impact Factor: SJIF 2016 = 6.177
ISSN: 2278-8808
Date: 2017-05-04
SPECIEL ISSUE ON EDUCATIONAL EVALUATION & RESEARCH ACCE, 4/31, 2017
DEVELOPMENT OF EVALUATION TOOL FOR TESTING STUDENT TEACHER’S DEGREE OF LEARNING THROUGH INTERNSHIP
Dr. Madhuri Isave
Page No.: 1 - 3
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Revised B.Ed syllabus Savitribai Phule Pune University
Revised B.Ed syllabus Savitribai Phule Pune University
ALTERNATIVE ASSESSMENT IDEAS FOR LEARNING
Archana Dnyanoba Adsule & Prachi Ajay Suryawanshi
Page No.: 4 - 6
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THE PROCESS OF EVALUATION OF PARENTS THROUGH GOOGLE CLASSROOM
Mayuri Mahajan & Dr. Radhika Inamdar
Page No.: 7 - 8
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TECHNIQUES TO EVALUATE LEARNING USING TOOLS BASED ON THE CONSTRUCTIVIST PARADIGM FOR BUILDING KNOWLEDGE
Zainab H. Pardawala & Dr. C. D. Sonpethkar
Page No.: 9 - 12
The idea of constructivist evaluation, although being advocated favorably for over a decade, is still relatively new in its implementation. Educators, parents, and administrators still have difficulties creating truly authentic constructivist learning tasks and an even more difficult time implementing all of the intricacies of evaluation (Windschitl, 1999). Constructivist evaluation requires educators to spend a great deal of time getting to know each student individually in order to determine a learner’s thinking processes, strengths, weaknesses, prior knowledge, etc. In doing so, a conflict arises with this observational, sometimes subjective form of assessment when parents or administrators do not agree with the assessment (Scholtz, 2007). There is a certain sense of security that educators, parents, and administrators have come to rely on through summative assessment approaches. The validity and reliability thought to be associated with standardized testing have come to be a safety net for the education system.
Keywords: evaluation, techniques, tools, constructivism
Keywords: evaluation, techniques, tools, constructivism
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Paper, Seymour. (1991). Situating Constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 1-11). Norwood, NJ: Ablex Publishing Company. Cohen, Vicki. (2005) Electronic-Portfolios as Cognitive Tools in a Teacher Education Program. Retrieved March 2, 2007 from http://www.formatex.org/micte2005/55.pdf North Central Regional Educational Laboratory. (2004). Assessment in a Constructivist Classroom. Retrieved March 2, 2007 from http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7const.htm
Paper, Seymour. (1991). Situating Constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 1-11). Norwood, NJ: Ablex Publishing Company. Cohen, Vicki. (2005) Electronic-Portfolios as Cognitive Tools in a Teacher Education Program. Retrieved March 2, 2007 from http://www.formatex.org/micte2005/55.pdf North Central Regional Educational Laboratory. (2004). Assessment in a Constructivist Classroom. Retrieved March 2, 2007 from http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7const.htm
THE PROCESS OF EVALUATION THROUGH GOOGLE CLASSROOM
Amrita Kulthe
Page No.: 13 - 14
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www.google.com http://alicekeeler.com/2015/10/13/google-classroom-self-evaluation-rubric/ https://docs.google.com/spreadsheets/d/16o6AmvvX7BGyg4Qv9M3xnyovs2QOA1f60UfuObRrnd4/edit#gid=1244784722 http://alicekeeler.com/2015/09/29/google-classroom-changing-grading-status-on-a-student-document/
www.google.com http://alicekeeler.com/2015/10/13/google-classroom-self-evaluation-rubric/ https://docs.google.com/spreadsheets/d/16o6AmvvX7BGyg4Qv9M3xnyovs2QOA1f60UfuObRrnd4/edit#gid=1244784722 http://alicekeeler.com/2015/09/29/google-classroom-changing-grading-status-on-a-student-document/
UCCHA PRATHMIK STARAVARIL ENGRAJI BHASHECHYA PRAKLPANCHYA MULYAMAPNASATHI SADHNACHE VIKASAN
Dr. Vartak Lalita & Shinde Shilpa Tukaram
Page No.: 15 - 23
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SCENARIO BASED EVALUATION FOR ASSESSING EFFECTS OF MODELS OF TEACHING
Dr. Mrs. Lalita Vartak & Mr. Prasad Joshi
Page No.: 24 - 30
The present study focuses on use of Scenario Based Tests in analyzing the responses of the students indicating Instructional and Nurturant effects of J. I. M. of teaching. In the present study researcher identified content in Std IX Geography Text Book reflecting public policy issues and developed Scenario based on identified public policy issues. Findings of the study show that the students responses on Scenario Based Test indicate Instructionla and Nurturant effects of J. I. M. of Teaching.
Keywords: Scenario Based Test, Jurisprudential Inquiry Model of Teaching
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Errington, Ed (2005). What is Scenario based learning? James Cooks University, Australia. Retrieved March 24, 2016, from https://www.jcu.edu.au/learning-and- teaching/university-wide-projects/past-projects-and-resources/scenario-based- learning-sbl-project/what-is-scenario-based-learning. Joyce B., Weil M. (1997). . Models of Teaching. New Delhi: Prentice Hall India Pvt Ltd. Kindley, R. W. (2002). Scenario-based e-learning: a step beyond traditional e-learning. ASTD Magazine.Retrieved from http://www.astd.org/. Retrieve https://www.massey.ac.nz/massey/fms/AVC%20Academic/Teaching%20and%20Learni ng%20Cenrtres/Scenario-based- learning.pdf?ED80BF17A1416E89764E01BC4E869FE2 Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
Errington, Ed (2005). What is Scenario based learning? James Cooks University, Australia. Retrieved March 24, 2016, from https://www.jcu.edu.au/learning-and- teaching/university-wide-projects/past-projects-and-resources/scenario-based- learning-sbl-project/what-is-scenario-based-learning. Joyce B., Weil M. (1997). . Models of Teaching. New Delhi: Prentice Hall India Pvt Ltd. Kindley, R. W. (2002). Scenario-based e-learning: a step beyond traditional e-learning. ASTD Magazine.Retrieved from http://www.astd.org/. Retrieve https://www.massey.ac.nz/massey/fms/AVC%20Academic/Teaching%20and%20Learni ng%20Cenrtres/Scenario-based- learning.pdf?ED80BF17A1416E89764E01BC4E869FE2 Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
ALTERNATIVE ASSESSMENT USING MIND MAPS
Dr. Lalita Vartak & Dr. Gargee Mitra
Page No.: 31 - 38
Keywords: Mind Map, Alternative Assessment
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Alternative Assessments (Chapter 3).(1999). Assessment, Articulation and Accountability. Retrieved April 29, 2017 from http://www.ncpublicschools.org/docs/curriculum/worldlanguages/resources/aaa/altc3.pdf Job, J. (n.d.). Alternative Assessment.Retrieved April 29, 2017 from http://www.learnnc.org/lp/pages/7041 Mind Maps for Pre and Post Assessment (n.d.). iMindMap10. Retrieved April 30, 2017 from https://imindmap.com/articles/mind-maps-for-pre-and-post-assessment/ Mueller, J. (2016). What is Authentic Assessment? Retrieved April 29, 2017 from http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm Preston, C. (2017). 40 Alternative Assessment Ideas for Learning.Retrieved April 30, 2017 from http://www.teachhub.com/40-alternative-assessments-learning Starvorsky, I. (2013). Why, How and What to Mind Map. Retrieved March 22, 2014 from http://www.starversky.com/blog/why-how-and-what-to-mind-map Teaching and Learning with Mind Maps. (n.d.).Introduction to Mind Mapping. Retrieved March 22, 2014 from http://www.inspiration.com/visuallearning/mind-mapping Using Mind Maps as a teaching, learning and assessment tool: water and water cycle.(n.d.). Teacher Education through School – based Support in India. Retrieved April 30, 2017 from http://www.tess-india.edu.in/sites/default/files/es_06_pdf_final.pdf
Alternative Assessments (Chapter 3).(1999). Assessment, Articulation and Accountability. Retrieved April 29, 2017 from http://www.ncpublicschools.org/docs/curriculum/worldlanguages/resources/aaa/altc3.pdf Job, J. (n.d.). Alternative Assessment.Retrieved April 29, 2017 from http://www.learnnc.org/lp/pages/7041 Mind Maps for Pre and Post Assessment (n.d.). iMindMap10. Retrieved April 30, 2017 from https://imindmap.com/articles/mind-maps-for-pre-and-post-assessment/ Mueller, J. (2016). What is Authentic Assessment? Retrieved April 29, 2017 from http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm Preston, C. (2017). 40 Alternative Assessment Ideas for Learning.Retrieved April 30, 2017 from http://www.teachhub.com/40-alternative-assessments-learning Starvorsky, I. (2013). Why, How and What to Mind Map. Retrieved March 22, 2014 from http://www.starversky.com/blog/why-how-and-what-to-mind-map Teaching and Learning with Mind Maps. (n.d.).Introduction to Mind Mapping. Retrieved March 22, 2014 from http://www.inspiration.com/visuallearning/mind-mapping Using Mind Maps as a teaching, learning and assessment tool: water and water cycle.(n.d.). Teacher Education through School – based Support in India. Retrieved April 30, 2017 from http://www.tess-india.edu.in/sites/default/files/es_06_pdf_final.pdf
COGNITIVE MAP IS AN OUTCOME OF MEANINGFUL LEARNING THROUGH READING - A CONSTRUCTIVE WAY OF EVALUATION
Dr. Seema Kiran Bhandare
Page No.: 39 - 44
Present paper focuses on meaningful learning through reading, reading types and cognitive map. It emphasises reading is one of the constructive ways of learning. Using reading type’s researcher has developed reading plan to construct cognitive map which is the outcome of learning through reading activity. Creating cognitive map is higher level cognitive performance. It helps the students to develop their meta-cognitive skills
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PERSONALIZED ASSESSMENT: KEYTO LEARNER’S SUCCESS
Dr. LalitaVartak & Ms. Priya Singh
Page No.: 45 - 53
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Armstrong, T. (2010).Multiple intelligences.Retrieved from. http://www.thomasarmstrong.com/multiple_intelligences.htm Gardner, H. (1983).Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, H. (2008).Five minds for the future. Boston, Massachusetts: Harvard Business Press. Hammond, N. (2007). How can multiple intelligence theory be used to foster teacher development, support, and informed curriculum supplementation? (MA TESOL). Retrieved from http://neilhammond.blogspot.in/2012/01/how-can-multiple-intelligence-theory-be.html#!/2012/01/how-can-multiple-intelligence-theory-be.html Howard Gardner. (2010). Multiple intelligences.Retrieved from.
Armstrong, T. (2010).Multiple intelligences.Retrieved from. http://www.thomasarmstrong.com/multiple_intelligences.htm Gardner, H. (1983).Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gardner, H. (2008).Five minds for the future. Boston, Massachusetts: Harvard Business Press. Hammond, N. (2007). How can multiple intelligence theory be used to foster teacher development, support, and informed curriculum supplementation? (MA TESOL). Retrieved from http://neilhammond.blogspot.in/2012/01/how-can-multiple-intelligence-theory-be.html#!/2012/01/how-can-multiple-intelligence-theory-be.html Howard Gardner. (2010). Multiple intelligences.Retrieved from.
PORTFOLIO ASSESSMENT
Dr. Kasture Padmaja B.
Page No.: 54 - 57
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METACOGNITIVE STRATEGY FOR BASICS OF RESEARCH
Madhuri Atul Gunjal
Page No.: 58 - 63
Keywords: Metacognitive strategy, Basics of Research.
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Koul, L. (2009). Methodology of Educational Research,4th Ed. Vikas Publishing House Pvt. Ltd., Noida. http://www.readingrockets.org/article/instruction-metacognitive-strategies-enhances-reading-comprehension-and-vocabulary, retrieved on 10th Oct. 2016 http://study.com/academy/lesson/metacognitive-strategies-definition-examples-quiz.html , retrieved on 8th Oct. 2016
Koul, L. (2009). Methodology of Educational Research,4th Ed. Vikas Publishing House Pvt. Ltd., Noida. http://www.readingrockets.org/article/instruction-metacognitive-strategies-enhances-reading-comprehension-and-vocabulary, retrieved on 10th Oct. 2016 http://study.com/academy/lesson/metacognitive-strategies-definition-examples-quiz.html , retrieved on 8th Oct. 2016
E-SKILLS: THE NEW HORIZON FOR EDUCATIONAL RESEARCH
Suresh G. Isave
Page No.: 64 - 68
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OECD, (2016), Skills for Digital World, Organization for Economic Co-operation and Development, retrieved from https://www.oecd.org/education/ http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf http://www.ecdl.org/files/cepis/20091106035314_BuildingE-skillsfortheInformat.pdf www.nfdcindia.com/ https://www.worldskills.org/
OECD, (2016), Skills for Digital World, Organization for Economic Co-operation and Development, retrieved from https://www.oecd.org/education/ http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf http://www.ecdl.org/files/cepis/20091106035314_BuildingE-skillsfortheInformat.pdf www.nfdcindia.com/ https://www.worldskills.org/
TRIANGULATION AN ESSENTIAL TOOL TO ENHANCE THE VALIDITY OF A CASE STUDY
Rashi Dubey Mishra & JovitaRasundram
Triangulation involves using multiple data sources in an investigation to produce understanding. Triangulation in sociological research is the use of three or more contrasting methods in a study to produce three different sets or even types of data. Its purpose is to reduce the weight given to any individual set of results. \'Triangulation\' can also be achieved by using different research techniques. Triangulated techniques are helpful for cross-checking and used to provide confirmation and completeness, which brings \'balance\' between two or more different types of research. The purpose is to increase the credibility and validity of the results. Often this purpose in specific contexts is to obtain confirmation of findings through convergence of different perspectives. There are various types of triangulation which can be done at various stage of the research. It has got lot of relevance in case study as it is believed that its lacks in objectivity.Case studies has various advantages, in that they present data of real-life situations and they provide better insights into the detailed behaviors of the subjects of interest, they are also criticized for their inability to generalize their results. Thus triangulation can help to overcome its disadvantages. It helps to increase its construct validity
Keyword: Triangulation, Case study, Validity, reliability
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Creswell, J. W. Educational Research Planning, Conducting and Evaluating Quantitative and Qualitative Research. International Pearson Merril Prentice Hall. 2008.
Creswell, J. W. Educational Research Planning, Conducting and Evaluating Quantitative and Qualitative Research. International Pearson Merril Prentice Hall. 2008.
FROM REALITY TO THEORY: GROUNDED THEORY
Mr. Sunil Kalekar & Mr. Yogesh Patil
Page No.: 75 - 81
Key terms: Grounded theory, Coding, Memos, Categories, theory generation, critiques
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Corbin, J. & Strauss, A. (1990). Grounded theory method: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3-21. Glaser, B. & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine. Strauss, A. & Corbin, J. (1994)."Grounded Theory Methodology." In NK Denzin& YS Lincoln (Eds.) Handbook of Qualitative Research (pp. 217-285). Thousand Oaks, Sage Publications.
Corbin, J. & Strauss, A. (1990). Grounded theory method: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3-21. Glaser, B. & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine. Strauss, A. & Corbin, J. (1994)."Grounded Theory Methodology." In NK Denzin& YS Lincoln (Eds.) Handbook of Qualitative Research (pp. 217-285). Thousand Oaks, Sage Publications.
MIXED METHOD RESEARCH: CONCEPT AND DESIGNS IN MIXED METHOD RESEARCH
Dr. Namrata Kamble
Page No.: 82 - 86
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Best, J. W. and Kahn, J. V. (2003), Research in Education (9th Ed.), United States; Pearson Education Company. Bryman, A and Bell, A. (2011) Business Research Methods, (3rd edn), Oxford, Oxford University Press Bryman, Alan (1992). Quantitative and qualitative research: further reflections on their integration. In Julia Brannen (Ed.), Mixing methods: qualitative andquantitative research (pp.57-78). Brookfield: Avebury. Bryman, Alan (2004). Social research methods (2nd ed.). New York: Oxford University Press. Cohen, L.,Manion, L and Morrison K, (2011), Research methods in Education, USA, Routledge publications. Cresswell, J.W.(2002) Educational Research, Planning, Conducting and Evaluating Quantitative and Qualitative Research, University of Netvaska:Merril Prentice Hall. Creswell J.W. (2009) Research Design, New Delhi, Sage publication India Pvt Limited. Pandya,S (2013) p64, Educational Research, A P H Publishing Corporation, New Delhi
Best, J. W. and Kahn, J. V. (2003), Research in Education (9th Ed.), United States; Pearson Education Company. Bryman, A and Bell, A. (2011) Business Research Methods, (3rd edn), Oxford, Oxford University Press Bryman, Alan (1992). Quantitative and qualitative research: further reflections on their integration. In Julia Brannen (Ed.), Mixing methods: qualitative andquantitative research (pp.57-78). Brookfield: Avebury. Bryman, Alan (2004). Social research methods (2nd ed.). New York: Oxford University Press. Cohen, L.,Manion, L and Morrison K, (2011), Research methods in Education, USA, Routledge publications. Cresswell, J.W.(2002) Educational Research, Planning, Conducting and Evaluating Quantitative and Qualitative Research, University of Netvaska:Merril Prentice Hall. Creswell J.W. (2009) Research Design, New Delhi, Sage publication India Pvt Limited. Pandya,S (2013) p64, Educational Research, A P H Publishing Corporation, New Delhi
CONCEPT OF ETHNOGRAPHY
Sharvari B Mane
Page No.: 87 - 90
This conceptual paper throws light upon the uses and the concept of ‘ethnography’. The terms involved is quite complex if it is not understood properly. This conceptual paper also brings out the factors involved and the important aspects of the ethnography. The method involved in the ethnographic research is typical and it is best implemented when followed when all rules applicable are followed.
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www.google.co.in Atkinson, P. et.al.(2001). Handbook of Ethnography.Sage, Los Angeles. Bernard, H.R. (2002) Research Methods in Anthropology.AltaMira, Walnut Creek, CA. Handwerker, P. (2001) Quick Ethnography.AltaMira, Walnut Creek, CA. Leydens, J. A., B. M. Moskal, et al. (2004). "Qualitative methods used in the assessment of engineering education." Journal of Engineering Education 93(1): 65 - 72. Waller, A. (2001). Quantitative and qualitative research methods: Bridging the gap. American Society for Engineering Education Annual Conference and Exposition, Albuquerque, NM.
www.google.co.in Atkinson, P. et.al.(2001). Handbook of Ethnography.Sage, Los Angeles. Bernard, H.R. (2002) Research Methods in Anthropology.AltaMira, Walnut Creek, CA. Handwerker, P. (2001) Quick Ethnography.AltaMira, Walnut Creek, CA. Leydens, J. A., B. M. Moskal, et al. (2004). "Qualitative methods used in the assessment of engineering education." Journal of Engineering Education 93(1): 65 - 72. Waller, A. (2001). Quantitative and qualitative research methods: Bridging the gap. American Society for Engineering Education Annual Conference and Exposition, Albuquerque, NM.
UNDERSTANDING THE ROLE OF TRIANGULATION IN RESEARCH
Johnson Honorene
Page No.: 91 - 95
Triangulation is a powerful technique that facilitates validation of data through cross verification from two or more sources. In particular, it refers to the application and combination of several research methods in the study of the same phenomenon.This research throws light on the role of triangulation in research. Understanding the role of a triangulation will enable us to do better research. Triangulation involves using multiple data sources in an investigation to produce understanding.We could then look to the bright future in light of the past. To make the research result bias free, valid and generalised triangulation plays an important role in this area by increasing the rate of certainty and bringing neutrality. It is process of using more than one method, theory, researcher and data collection method & technique to make the research findings more valid, reliable and generalisable.
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(Best, J; Kahn, J) Research in Education, 10th edition.PHI learning Pvt Ltd. (Mangal,S.K 2013) Statistics in Psychology and Education, 2nd edition. PHI learning Private limited. Angen, MJ. (2000). "Evaluating interpretive inquiry: Reviewing the validity debate and opening the dialogue." Qualitative Health Research. 10(3) pp. 378-395. Creswell, JW. (1998). Qualitative Inquiry and Research Design Choosing Among Five Traditions. Thousand Oaks, CA: Sage Publications. Denzin, NK. (1978). Sociological Methods. New York: McGraw-Hill.
(Best, J; Kahn, J) Research in Education, 10th edition.PHI learning Pvt Ltd. (Mangal,S.K 2013) Statistics in Psychology and Education, 2nd edition. PHI learning Private limited. Angen, MJ. (2000). "Evaluating interpretive inquiry: Reviewing the validity debate and opening the dialogue." Qualitative Health Research. 10(3) pp. 378-395. Creswell, JW. (1998). Qualitative Inquiry and Research Design Choosing Among Five Traditions. Thousand Oaks, CA: Sage Publications. Denzin, NK. (1978). Sociological Methods. New York: McGraw-Hill.
UNDERSTANDING ETHICS IN RESEARCH
Yousif Khorsheed Saeed & Qusay Khalid Abdulhameed
Page No.: 96 - 102
When we do research it is very important to understand that there are certain ethics or discipline to be followed. These ethics are universally recognized and a great endeavour is made to follow and inculcate it to the best of the scholars and research guides’ ability. APA\'s Ethics Code says psychologists should avoid relationships that could reasonably impair their professional performance or could exploit or harm others. But it also notes that many kinds of multiple relationships aren\'t unethical--as long as they\'re not reasonably expected to have adverse effects. The academic research enterprise is built on a foundation of trust. Researchers trust that the results reported by others are sound. Society trusts that the results of research reflect an honest attempt by scientists and other researchers to describe the world accurately and without bias. But this trust will endure only if the scientific community devotes itself to exemplifying and transmitting the values associated with ethical research conduct.
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(Best, J; Kahn, J) Research in Education, 10th edition.PHI learning Pvt Ltd. (Mangal,S.K 2013) Statistics in Psychology and Education, 2nd edition. PHI learning Private limited. http://www.niehs.nih.gov/research/resources/bioethics/whatis/ http://www.socialresearchmethods.net/kb/ethics.php www.apa.org › Monitor on Psychology › January 2003 Monitor on Psychology https://www.nhmrc.gov.au/.../section-2-themes-research-ethics-risk-and-benefit-conse.
(Best, J; Kahn, J) Research in Education, 10th edition.PHI learning Pvt Ltd. (Mangal,S.K 2013) Statistics in Psychology and Education, 2nd edition. PHI learning Private limited. http://www.niehs.nih.gov/research/resources/bioethics/whatis/ http://www.socialresearchmethods.net/kb/ethics.php www.apa.org › Monitor on Psychology › January 2003 Monitor on Psychology https://www.nhmrc.gov.au/.../section-2-themes-research-ethics-risk-and-benefit-conse.
INDICATORS FOR THE CONSTRUCTIVISM APPROACH
Mrs. Mamata M. Pawar & Dr. MeghaUplane
Page No.: 103 - 111
According to constructivist theory evaluation should as far as possible diagnostic in nature. Constructivism -group learning, understanding, problem solving teaching approach, facilitates teaching & proximal development. In evolution of evaluation process various methods and techniques are developed. Indicator development play important role in implementation of constructivism approach. It is the basic evaluation tool. Indicators like physical indicators, social indicators, cognitive indicators and organization indicators are developed. Learning indicators facilitate strategies to learner’s progress continuously with a focus on curriculum expectation. -+This paper focuses on physical and cognitive indicators which are based on instructional model. The learning activities are designed for students to construct their knowledge over time through prior knowledge, own experiences and observations. These activities improved their analytical and critical thinking. In constructivism, evaluation and assessment can be done on all above points along with continuous instructional process. All this teaching learing process indicators play important role in continuously evaluation. making examination more flexible and without burden .
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AGASTYA international foundation and Infosis foundation (2013) training program on constructivism in hands on science teaching. National Curriculum framework (2005) NCERT. Bybee R.W.(2002) BSCS 5E instructional model. Bybee R.W. jay 1065. A Gardner A, scotter P.V. powell JC westbrook A etal (2006). The BSCS 5E instructional model origins effectiveness and applications Colorado springs BSCS. Stromen, E.F. & Lincoln, B (1992) Constructivism, Technology and the future of classroom learning The Journal of Turkish Science Education 3, issue 2, PP 36-48. http://linkspringer.com/article www.eresearch.org www.memletics.com www.fused.org
AGASTYA international foundation and Infosis foundation (2013) training program on constructivism in hands on science teaching. National Curriculum framework (2005) NCERT. Bybee R.W.(2002) BSCS 5E instructional model. Bybee R.W. jay 1065. A Gardner A, scotter P.V. powell JC westbrook A etal (2006). The BSCS 5E instructional model origins effectiveness and applications Colorado springs BSCS. Stromen, E.F. & Lincoln, B (1992) Constructivism, Technology and the future of classroom learning The Journal of Turkish Science Education 3, issue 2, PP 36-48. http://linkspringer.com/article www.eresearch.org www.memletics.com www.fused.org
EVALUATING A RESEARCH REPORT USING EDWARD DE BONO’S SIX FRAMES OF THINKING ABOUT INFORMATION
Dr. Lalita R. Vartak & Dr. Sunanda Roy
Page No.: 112 - 119
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Generally research is pursued for obtaining degrees, awards or grants. The Research Report is the concrete reflection of the research study. Hence it becomes imperative to evaluate the scientific quality of the research report. The criteria for assessing and evaluating information in a research report are very comprehensive and require proper evaluation tools with clear cut dimensions. Hence the need for all inclusive tools for assessing and evaluating the research report. In the present paper the authors have attempted to prepare a series of rating scalesfor evaluating a research report using Edward de Bono’s ‘Six Frames of thinking about Information’. The ‘Six Frames of Thinking about Information’ helps avoid confusion as it directs our attention and thinking about any information by looking at it through one frame at a time. This can be useful in the context of evaluating a research report.
Keywords: Evaluation, assessment, research report, Edward DeBono’s Six Frames of thinking about information, rating scale.
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Best, J. B., & Kahn, J. V. (2005).Research in Education. (9thed.). New Delhi: Pearson Education Pte. Ltd. De Bono, E. (2008). Six Frames for Thinking about Information. London: Vermilion. Surabhi, S. (2016).Difference between assessment and evaluation. Retrieved October 9, 2016 from http://keydifferences.com/difference-between-assessment-and-evaluation.html
Best, J. B., & Kahn, J. V. (2005).Research in Education. (9thed.). New Delhi: Pearson Education Pte. Ltd. De Bono, E. (2008). Six Frames for Thinking about Information. London: Vermilion. Surabhi, S. (2016).Difference between assessment and evaluation. Retrieved October 9, 2016 from http://keydifferences.com/difference-between-assessment-and-evaluation.html
SHAIKSHNIK SANSHODHANAMADHIL SHIKSHKANS UPUKT KRUTI SANSHODHAN - EK ABHYAS
Shrim. Madhuri Gorkhnath Raut & Dr. Surendra Chandrakant herkal
Page No.: 120 - 124
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19
SANSHODHANAT SANKLPNA CHITRANACHE UPYOJAN
Dr. Sanjivani Rajesh Mahale, Shri. Rahul Dalitwar Dhere & Shrimati. Vidyadevi Bhila Bagul
Page No.: 120 - 124
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OPINION OF B.ED. STUDENTS REGARDING USE OF JURISPRUDENTIAL INQUIRY STS MODEL FOR TEACHING ENVIRONMENTAL ISSUES IN BIOLOGY
Dr. Mrs. Manasi Mehendale
Page No.: 125 - 129
Keywords: Jurisprudential Inquiry STS model, Environmental issues
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19
Bonnstetter R & Pedersen J , The Jurisprudential Inquiry Model for STS, retrieved June 2016 http://plato.acadiau.ca/courses/educ/GMacKinnon/Educ4143/graphics/Juris.%20Inquiry%20Model%20for%20STS%20(chapter%209).html Montagu A (1965) cited by David W Johnson and Roger T Johnson, An Overview of Cooperative Learning, retrieved June 2016 http://www.co-operation.org/what-is-cooperative-learning/. Pappas Christopher (2013), 8 Important Characteristics of Adult Learner, retrieved on June 2016 from https://elearningindustry.com/8-important-characteristics-of-adult-learners
Bonnstetter R & Pedersen J , The Jurisprudential Inquiry Model for STS, retrieved June 2016 http://plato.acadiau.ca/courses/educ/GMacKinnon/Educ4143/graphics/Juris.%20Inquiry%20Model%20for%20STS%20(chapter%209).html Montagu A (1965) cited by David W Johnson and Roger T Johnson, An Overview of Cooperative Learning, retrieved June 2016 http://www.co-operation.org/what-is-cooperative-learning/. Pappas Christopher (2013), 8 Important Characteristics of Adult Learner, retrieved on June 2016 from https://elearningindustry.com/8-important-characteristics-of-adult-learners
RESEARCH PROPOSAL WRITING
Dr. Sharad Hari Vishwasrao
Page No.: 130 - 133
While writing a Research Proposal we need to consider following Important points:
1. Introduction
2. Brief History of Problem
3. Title of Research Problem
4. Conceptual Definition of terms
5. Operational Definition of terms
6. Need and Importance of Research problem
7. Objectives of study
8. Review of related literature
9. Assumptions
10. Research Questions
11. Method of Research
12. Population
13. Sample selection
14. Tool for data collection
15. Tool for data analysis
16. Limitation of Research
17. Delimitation of Research
18. Knowledge Contribution
19. Chapterization
20. Time table
21. References
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Best,W.John. (1982).“Research in Education”Prentice Hall of India Private Limited, New Delhi 110001 Koul, Lokesh. (1984).“Methodology of Educational Research” Vikas Publishing House Pvt. Ltd. New Delhi 110002
Best,W.John. (1982).“Research in Education”Prentice Hall of India Private Limited, New Delhi 110001 Koul, Lokesh. (1984).“Methodology of Educational Research” Vikas Publishing House Pvt. Ltd. New Delhi 110002