Science Education in India: Philosophical, Historical, and Contemporary Conversations

Description

This book brings researchers from across the world to share their expertise, experience, research and reflections on science education in India to make the trends and innovations visible. The thematic parts of the book discuss science education: overviews across K-16 levels; inclusivity and access for underrepresented and marginalized sections; use of innovations including technology in the teaching; and implications for research, practice, innovation and creativity. The book should be of special interest to researchers, school administrators, curriculum designers and policymakers. A timely compilation for current and future generations of academic researchers, teachers and policymakers who are interested in examining the issues facing one of the largest education systems in the world. The book offers unique insights into contemporary topics such as girls in STEM subjects, curriculum reform and developing a generation of future creative thinkers. -Professor Vaille Dawson, The University of Western Australia, Australia. It provides a panorama of challenges in a country of more than 1.3 billion people, 50% being below the age of 25 years. The book arrives at a time in which there are discouraging trends, including a decrease in funding for education. The book chapters are centred on issues that warrant debate to foster awareness of the roles of science education in India and priorities and possibilities for expanding horizons on the road ahead. -Professor Kenneth Tobin, The City University of New York, New York, USA. Front Matter ....Pages i-xxv Front Matter ....Pages 1-1 History of Science in India: Focus on Pre-vedic and Vedic Times (Madhavi Tandon)....Pages 3-26 Incubating Western Science Education in Tibetan Buddhist Monasteries in India (Tenzin Sonam)....Pages 27-45 Front Matter ....Pages 47-47 Textual Texture of School Science (Gurjeet Kaur)....Pages 49-66 Examining Pre-service Science Teachers Pedagogical Orientations in an Era of Change in India (Garima Bansal, Umesh Ramnarain, David Schuster)....Pages 67-89 A Comparative Case Study of Primary Science Teachers’ Beliefs and Orientations (Vanashri Nargund-Joshi, Meredith Park Rogers, Deepali Bhagwate)....Pages 91-112 How Can Action Research Sustain Systematic and Structured Thinking in Participating Teachers? (Neeraja Raghavan)....Pages 113-126 Front Matter ....Pages 127-127 Addressing Diversity in Indian Science Classrooms (Rekha Koul)....Pages 129-142 Connecting Formal Science Classroom Learning to Community, Culture and Context in India (Sameer Honwad, Erica Jablonski, Eleanor Abrams, Michael Middleton, Ian Hanley, Elaine Marhefka et al.)....Pages 143-162 Talent Identification and Talent Nurture: The Indian Story (Aniket Sule)....Pages 163-177 Front Matter ....Pages 179-179 Learning to Teach and Teaching to Learn STEM Through a Makerspace Approach (Rachel Sarah Sheffield, Jose J. Kurisunkal, Rekha Koul)....Pages 181-207 Jugaad Thinking: Contextualized Innovative Thinking in India Through Science, Technology, Engineering, and Mathematics (STEM) Education? (Geeta Verma)....Pages 209-226 The Changing Nature of Science Classrooms in Indian Schools: A Technology Perspective (Adit Gupta)....Pages 227-242