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Dynamics of knowledge and praxis: A view from the field
29 Oct 2017
Formal Review of the Social Sciences Program
The specific strengths and limitations of the program identified by the teachers are related to the content and characteristics of the textbooks
Creation of textbooks
Children have developed skills to think, locate or search for information, analyze, compare and express their own understanding of a given topic.
The maps and images provided in the text help to capture the interest of the children and to involve them with the subject in question
New evaluation system: The open book exam
Training for teachers
systematic documentation of the transaction in the classroom
Teachers established links proactively with other disciplines or other dimensions in both spaces and time.
Children were actively encouraged to explore concepts and new ideas through interaction and propositive dialogue
One of the key tangible processes was the written work that the children tried in their notebooks and purposely motivated by the teachers.
children respond more successfully to the demands of formal logic when used in situations familiar to them and already experienced by them in real life
consideration of the real objective of teaching, contrary to the conventional objective
the opportunity and suggestion was given to the children to stretch their imagination and reasoning
Teachers provided children with a conceptual challenge
willingness of teachers to leave open causal discussions
the teachers explored new concepts together with the children while interacting with the text
Textbooks and the training process with teachers could provide the space and opportunity necessary to involve students in an open discussion
The qualitative feedback from the classroom transactions gave a glimpse of the processes by which knowledge was being "constructed" and the information was "interrelated".
The examination scheme evolved from the basic perspective and conception of the social science of Eklavya
The key objective was to allow students to take advantage of these "habits of mind" and to understand new situations as they are in real life
Many methods were developed to analyze children's abilities, with the purpose of providing feedback to carry out the curricular development process.
Extremely poor pedagogical stimulation within the school can also explain the low response of many children in questions that ask children to think about comparing phenomena
It strongly points to the use of vivid literature as a source of learning in the social sciences.
lack of maturity of children to understand some texts.
while they wrote, the children usually kept to the minimum necessary
The specific curricular objectives for the content of familiar and unknown text may need to be defined differently
for some themes, children evoke processes of interpretation, abstraction and extrapolation
Discussions and oral interactions are useful to help the thought process.
The evaluation of the summary the analysis must also be oral and collective
The formal curriculum should be used to teach and evaluate students in a structured manner
new pedagogical tools: Other non-text activities such as drawing, making clay models and oral narration seem to have a lot of potential.
It was determined that important inferences are drawn from the text of the question to try the tasks correctly. This was also discovered to be a weak point with many children.
effective implementation of the book bank scheme
impacting teaching in other school subjects
children need support in their learning from outside the school
It is concluded that the term: "Too many-topics-to-be-covered" is not valid.
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