DOCSLIB.ORG

An Ethnographical Study of Science Teaching in Four Bangalore Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Ethnographical Study of Science Teaching in Four Bangalore Schools UNDERSTANDING SCIENCE TEACHERS’ PRAXIS: An ethnographical study of science teaching in four Bangalore schools A thesis submitted for the Degree of Doctor of Philosophy 2010 by Indira Jayaram School of Social Sciences National Institute of Advanced Studies Indian Institute of Science Campus Bangalore 560012 India Declaration I hereby declare that the work presented in this thesis entitled, Understanding Science Teachers’ Praxis: An ethnographical study of science teaching in four Bangalore schools has been carried out under the guidance of Prof. Padma M Sarangapani and has not formed the basis for the award of any other degree, diploma or fellowship previously. The particulars given in this thesis are true to the best of my knowledge and belief. Place: Bangalore ____________________________________ Date: _________ Indira Jayaram ii Certificate The research embodied in this thesis entitled Understanding Science Teachers’ Praxis: An ethnographical study of science teaching in four Bangalore schools was conducted by Indira Jayaram in the School of Humanities, National Institute of Advanced Studies, Bangalore under the supervision and guidance of Prof. Padma M Sarangapani and advice and approval of the undersigned members of the Doctoral Committee. It is hereby certified that the thesis submitted is a bonafide record of research done by the candidate in fulfillment of the requirements for Ph.D. degree, and that the thesis has not previously formed the basis for the award to the candidate of any degree, diploma, associateship, fellowship or any other similar title of any other university or society. Place: NIAS, Bangalore ____________________________________ Date: _________ Dr. Padma M. Sarangapani (Guide) Doctoral Committee 1. Dr. Padma M.Sarangapani (Guide) , Visiting Professor, School of Social Sciences, NIAS, Bangalore Professor, School of Social Sciences, TISS, Mumbai. 2. Dr. B K. Anitha , Associate Professor School of Social Sciences, NIAS, Bangalore 3. Dr. Sundar Sarukkai, Professor, School of Humanities, NIAS, Bangalore At present: Professor and Director Manipal Centre for Philosophy and Humanities Manipal University, Manipal iii DEDICATION This thesis is dedicated to my grandmother Saraswati Patti who at 99 years is eagerly looking forward to me receiving the doctorate degree. Patti has been a constant source of encouragement with her unflagging interest in my docotoral work. You are such an inspiration, Patti! I also dedicate this work to the students of government schools with the hope that it may significantly change their experience of learning and doing science. Much work lies ahead...work to which I shall devote myself henceforth. iv ACKNOWLEDGMENTS I wish to gratefully acknowledge the guidance of Prof. Padma Sarangapani, who in a few sentences spoken at a meeting of educators indicated a deep understanding of education. Her quiet words inspired me to take the plunge into the deep waters by taking up doctoral work at the National Institute of Advanced Studies Bangalore. I wish also to express my gratitude to Prof. Sundar Sarukkai and Prof. B.K. Anitha, for their support and kindness. For the stimulating classes and exciting exposure to the world of ethnographic work I must thank the entire faculty at the School of Social Sciences at NIAS. I would not have survived the process without the friendship of Meera, Sreeja, Kishore, Rahul,, Anu, Mayukh, Rajani and the rest of the maverick bunch of knowledge seekers who found themselves together at NIAS pursuing research that did not easily fit into conventional disciplinary boundaries.Somehow with such wonderful company it did not matter that I belonged to an older generation. During field work, my presence was easily accepted in the staffrooms and classrooms and I thank the teachers in the different schools for their patience and generosity in sharing their life and work with me. My family has been very tolerant as I went through the ups and downs of life as a Ph.D. student. My grandmother, Saraswati Patti, my parents, my aunty and my sisters have managed to contain their anxiety about what appeared to them as my protracted struggle to complete the thesis writing . I have managed to get this far only because of their love and support. My children have cheerfully borne their mother’s adventure in academia and have been hugely supportive in a multitude of ways. I suspect they enjoyed seeing the tables turned as they urged me to study hard! My editor friend Veena pushed me through the last stages of writing – thank you, Veena, for ensuring that it turned out decent. Any errors that remain are all mine! Above all I shall always remain grateful to NIAS for providing me the space and support for this work.This work would not have been possible without the unstinting help that I received from all the staff of NIAS especially Hamsa,our ever smiling librarian. v CONTENTS Dedication ........................................................................................................................................... iv Acknowledgments ............................................................................................................................ v Abstract ............................................................................................................................................. viii 1 Introduction .................................................................................................................................. 1 1.1 Equity in Science Education .......................................................................................... 1 1.2 Curriculum and context ................................................................................................... 4 1.3 Science Education Research ........................................................................................ 12 1.4. Scope of Research ............................................................................................................. 14 1.5 Organization of Research Findings .......................................................................... 20 2 Theoretical Framework and ................................................................................................ 26 Methodological Considerations ............................................................................................... 26 2.1 School Effectiveness Studies ....................................................................................... 30 2.2 Theories of Cultural Transmission ........................................................................... 40 2.3 Note on the Choice of Research Method ................................................................ 51 2.4 Fieldwork ............................................................................................................................ 58 2.5 Data handling and coding ............................................................................................. 68 3 The Schools ................................................................................................................................. 71 3.1 Location ................................................................................................................................. 73 3.1.1 Selection of Schools for the Research Study ....................................................... 76 3.2 Description of Schools in Study Area ...................................................................... 77 3.3 Comparisons Across the Four Schools .................................................................... 95 3.4 Discussion ......................................................................................................................... 107 4 Science Teachers .................................................................................................................... 127 4.1 An Introduction to the Science Teachers ............................................................... 133 4.2 Biographical Sketches of the Teachers ................................................................... 142 4.3 Reasons For Choosing To Teach ................................................................................ 170 4.4 Professional Development ........................................................................................... 194 4.5 Teachers’ And Their Work ........................................................................................... 197 4.6 Teachers and Their Students .................................................................................... 216 vi 4.7 Differences In Perception About Students ............................................................ 238 4.8 Deficit Model of Backgrounds of Children in Government Schools ............ 241 4.9 Teachers’ Views on Gender and Language differences .................................... 243 4.8 Discussion ......................................................................................................................... 248 5 Pedagogic Discourse ............................................................................................................. 258 5.1. Preparation for Lessons ............................................................................................. 265 5.2 Phases of teaching ........................................................................................................... 272 5.3 Use of Textbooks .............................................................................................................
Load more

Recommended publications
  • Journal of Scientific Research & Engineering Trends
    International Journal of Scientific Research & Engineering Trends Volume 4, Issue 4, July-Aug-2018, ISSN (Online): 2395-566X A Study on Satisfaction level of Recruitment Training and Development programmes ‘practiced among faculty members with special reference to T.john group of institutions, Bangalore Saniya Bahar Associate Professor Dr.Soniya K Dept. of BBA Dept. of MBA T. John Institute of T. John Institute of Management and Science Management and Science Bangalore,India Bangalore,India [email protected] Abstract – The present study investigates that the Recruitment, Training and Development and its impact towards Job Satisfaction with special reference to T John Group of Institutions, Bangalore. The Recruitment, Training and Development are the elements of Human Resource Management which is predominantly worried about individuals at work and with their relationship inside the association. Enrollment is the way toward drawing in people on an auspicious premise, in adequate numbers and with fitting capabilities. Occupation fulfillment might be characterized as a pleasurable positive enthusiastic state coming about because of the evaluation of one's activity or employment encounters. It is in this manner vital to have a decent comprehension of a person's aggregate identity and esteem framework so as to comprehend and portray his/her activity fulfillment. The Training and Development programs insufficiencies in representatives. Preparing makes the representatives flexible. Preparing is the nerve that does the trick the nerve of familiar and smooth working of work which helps in improving the nature of work life of representatives and hierarchical improvement as well. Improvement is a procedure that prompts subjective and additionally quantitative headways in the association, particularly at the administrative level; it is less worried about physical aptitudes and is more worried about information, qualities, mentalities, and conduct notwithstanding particular abilities.
    [Show full text]
  • Bangalore for the Visitor
    Bangalore For the Visitor PDF generated using the open source mwlib toolkit. See http://code.pediapress.com/ for more information. PDF generated at: Mon, 12 Dec 2011 08:58:04 UTC Contents Articles The City 11 BBaannggaalloorree 11 HHiissttoorryoofBB aann ggaalloorree 1188 KKaarrnnaattaakkaa 2233 KKaarrnnaattaakkaGGoovv eerrnnmmeenntt 4466 Geography 5151 LLaakkeesiinBB aanngg aalloorree 5511 HHeebbbbaalllaakkee 6611 SSaannkkeeyttaannkk 6644 MMaaddiiwwaallaLLaakkee 6677 Key Landmarks 6868 BBaannggaalloorreCCaann ttoonnmmeenntt 6688 BBaannggaalloorreFFoorrtt 7700 CCuubbbboonPPaarrkk 7711 LLaalBBaagghh 7777 Transportation 8282 BBaannggaalloorreMM eettrrooppoolliittaanTT rraannssppoorrtCC oorrppoorraattiioonn 8822 BBeennggaalluurruIInn tteerrnnaattiioonnaalAA iirrppoorrtt 8866 Culture 9595 Economy 9696 Notable people 9797 LLiisstoof ppee oopplleffrroo mBBaa nnggaalloorree 9977 Bangalore Brands 101 KKiinnggffiisshheerAAiirrll iinneess 110011 References AArrttiicclleSSoo uurrcceesaann dCC oonnttrriibbuuttoorrss 111155 IImmaaggeSS oouurrcceess,LL iicceennsseesaa nndCC oonnttrriibbuuttoorrss 111188 Article Licenses LLiicceennssee 112211 11 The City Bangalore Bengaluru (ಬೆಂಗಳೂರು)) Bangalore — — metropolitan city — — Clockwise from top: UB City, Infosys, Glass house at Lal Bagh, Vidhana Soudha, Shiva statue, Bagmane Tech Park Bengaluru (ಬೆಂಗಳೂರು)) Location of Bengaluru (ಬೆಂಗಳೂರು)) in Karnataka and India Coordinates 12°58′′00″″N 77°34′′00″″EE Country India Region Bayaluseeme Bangalore 22 State Karnataka District(s) Bangalore Urban [1][1] Mayor Sharadamma [2][2] Commissioner Shankarlinge Gowda [3][3] Population 8425970 (3rd) (2011) •• Density •• 11371 /km22 (29451 /sq mi) [4][4] •• Metro •• 8499399 (5th) (2011) Time zone IST (UTC+05:30) [5][5] Area 741.0 square kilometres (286.1 sq mi) •• Elevation •• 920 metres (3020 ft) [6][6] Website Bengaluru ? Bangalore English pronunciation: / / ˈˈbæŋɡəɡəllɔəɔər, bæŋɡəˈllɔəɔər/, also called Bengaluru (Kannada: ಬೆಂಗಳೂರು,, Bengaḷūru [[ˈˈbeŋɡəɭ uuːːru]ru] (( listen)) is the capital of the Indian state of Karnataka.
    [Show full text]
  • Distance Education
    DISTANCE EDUCATION MA [Education] Second Semester EDCN 803C [ENGLISH EDITION] Directorate of Distance Education TRIPURA UNIVERSITY Reviewer Dr Sitesh Saraswat Reader, Bhagwati College of Education, Meerut Author: Neeru Sood Copyright © Reserved, 2016 Books are developed, printed and published on behalf of Directorate of Distance Education, Tripura University by Vikas Publishing House Pvt. Ltd. All rights reserved. No part of this publication which is material, protected by this copyright notice may not be reproduced or transmitted or utilized or stored in any form of by any means now known or hereinafter invented, electronic, digital or mechanical, including photocopying, scanning, recording or by any information storage or retrieval system, without prior written permission from the DDE, Tripura University & Publisher. Information contained in this book has been published by VIKAS® Publishing House Pvt. Ltd. and has been obtained by its Authors from sources believed to be reliable and are correct to the best of their knowledge. However, the Publisher and its Authors shall in no event be liable for any errors, omissions or damages arising out of use of this information and specifically disclaim any implied warranties or merchantability or fitness for any particular use. Vikas® is the registered trademark of Vikas® Publishing House Pvt. Ltd. VIKAS® PUBLISHING HOUSE PVT. LTD. E-28, Sector-8, Noida - 201301 (UP) Phone: 0120-4078900 • Fax: 0120-4078999 Regd. Office: 7361, Ravindra Mansion, Ram Nagar, New Delhi – 110 055 • Website: www.vikaspublishing.com • Email: [email protected] SYLLABI-BOOK MAPPING TABLE Distance Education Syllabi Mapping in Book Unit - I Distance Education: Significance, Meaning and Characteristics, Unit 1: Introduction to Distance Present status of Distance Education.
    [Show full text]
  • Bangalore (Or ???????? Bengaluru, ['Be?G??U??U] ( Listen)) Is the Capital City O F the Indian State of Karnataka
    Bangalore (or ???????? Bengaluru, ['be?g??u??u] ( listen)) is the capital city o f the Indian state of Karnataka. Located on the Deccan Plateau in the south-east ern part of Karnataka. Bangalore is India's third most populous city and fifth-m ost populous urban agglomeration. Bangalore is known as the Silicon Valley of In dia because of its position as nation's leading Information technology (IT) expo rter.[7][8][9] Located at a height of over 3,000 feet (914.4 m) above sea level, Bangalore is known for its pleasant climate throughout the year.[10] The city i s amongst the top ten preferred entrepreneurial locations in the world.[11] A succession of South Indian dynasties, the Western Gangas, the Cholas, and the Hoysalas ruled the present region of Bangalore until in 1537 CE, Kempé Gowda a feu datory ruler under the Vijayanagara Empire established a mud fort considered to be the foundation of modern Bangalore. Following transitory occupation by the Ma rathas and Mughals, the city remained under the Mysore Kingdom. It later passed into the hands of Hyder Ali and his son Tipu Sultan, and was captured by the Bri tish after victory in the Fourth Anglo-Mysore War (1799), who returned administr ative control of the city to the Maharaja of Mysore. The old city developed in t he dominions of the Maharaja of Mysore, and was made capital of the Princely Sta te of Mysore, which existed as a nominally sovereign entity of the British Raj. In 1809, the British shifted their cantonment to Bangalore, outside the old city , and a town grew up around it, which was governed as part of British India.
    [Show full text]
  • Tata Institute of Fundamental Research
    Tata Institute of Fundamental Research NAAC Self-Study Report, 2016 VOLUME 3 VOLUME 3 1 Departments, Schools, Research Centres and Campuses School of Technology and School of Mathematics Computer Science (STCS) School of Natural Sciences Chemical Sciences Astronomy and (DCS) Main Campus Astrophysics (DAA) Biological (Colaba) High Energy Physics Sciences (DBS) (DHEP) Nuclear and Atomic Condensed Matter Physics (DNAP) Physics & Materials Theoretical Physics (DTP) Science (DCMPMS) Mumbai Homi Bhabha Centre for Science Education (HBCSE) Pune National Centre for Radio Astrophysics (NCRA) Bengaluru National Centre for Biological Sciences (NCBS) International Centre for Theoretical Sciences (ICTS) Centre for Applicable Mathematics (CAM) Hyderabad TIFR Centre for Interdisciplinary Sciences (TCIS) VOLUME 3 2 SECTION B3 Evaluative Report of Departments (Research Centres) VOLUME 3 3 Index VOLUME 1 A-Executive Summary B1-Profile of the TIFR Deemed University B1-1 B1-Annexures B1-A-Notification Annex B1-A B1-B-DAE National Centre Annex B1-B B1-C-Gazette 1957 Annex B1-C B1-D-Infrastructure Annex B1-D B1-E-Field Stations Annex B1-E B1-F-UGC Review Annex B1-F B1-G-Compliance Annex B1-G B2-Criteria-wise inputs B2-I-Curricular B2-I-1 B2-II-Teaching B2-II-1 B2-III-Research B2-III-1 B2-IV-Infrastructure B2-IV-1 B2-V-Student Support B2-V-1 B2-VI-Governance B2-VI-1 B2-VII-Innovations B2-VII-1 B2-Annexures B2-A-Patents Annex B2-A B2-B-Ethics Annex B2-B B2-C-IPR Annex B2-C B2-D-MOUs Annex B2-D B2-E-Council of Management Annex B2-E B2-F-Academic Council and Subject
    [Show full text]
  • Josephitenewsletter Volume 14 | Issue 2 | St
    1 JosephiteNewsletter Volume 14 | Issue 2 | St. Joseph’s College (Autonomous), Bangalore - 27 | September - December 2019 possible to ask of ourselves if the long and we are merely its caretakers. view is possible in these fractious times. In this season of sharing, it is even more worthwhile to remind Many things that are being said in ourselves that if we must survive the these moments of division can seem terrible battles of tomorrow, we must somewhat shortsighted when we forget our divisions and face these choose to take the long view. We challenges together. Let us begin might thus find ourselves offering changing the conversation now. ironic congratulations to those who focus on details of birth and citizenship and cut-off years while climate catastrophes loom large over our generation. The droughts that might come knocking tomorrow will not ask for Principal’s Note our Aadhar Cards or passports when they wipe out entire populations. The past few months have brought The super-storms that follow global anguish to many as questions of warming will not pause respectfully citizenship and belonging have been at the borders of any country. The pushed into the spotlight. There are territories that we defend with costly & many shades of opinion, and many weaponry will be no good to us if they A Happy local sensitivities that require our are swallowed up by the angry seas. New Year mindful attention as we contemplate the debate that has arisen. The It is worth remembering the key question of justice is never a simple message from Pope Francis’s one, and in these matters we may encyclical Laudato Si — that our often have to ask ourselves how we destiny as human beings is collective.
    [Show full text]
  • The Tasl^Orce on Higher Education
    Government of Karnataka Report o/ the Tasl^orce on Higher Education Shaping Education in GCarnataka . 2004 Report Of The Taskforce On Higher Education -prepared by the Taskforce on Higher Education constituted by Govt, of Karnataka and published by Department of Higher Education, Government of Karnataka First Edition : September 2004 k 'd - OBIMRT a D8CUMMTATWI H im Plaasmg ^Q«t AdaiaittrftCiMi. 17-B. AuroV»i«di« Miti* D* C No Production Coordination: Sri K.Srikantewara Deputy Secretary, Education, Government of Karnat^a Dr. Siddalingaswamy, coordinator, CCE, Government of Karnataka Printed by : Dr. Basavaraj Kalgudi Director Bangalore University Press Bangalore - 560 056 P reface Higher Education is crucial for the economic and social development of any country. The level of participation in higher education is indicative of the aspirations of the people for improving the quality of life. It is also crucial for national development since the skills, creativity, and research developed through higher education contribute to national prosperity. The emerging knowledge-based economy, characterised by rapid technological changes and open and competitive economies has placed education systems all over the world under tremendous pressure. In the coming days the nation will have to address crucial issues in educadon such as improvement and maintenance of standards, the role of Government, funding and equity. The liberalization of the Indian economy and the globalisation process that is unfolding deserve the serious attention of education planners and policy makers in order to ensure that the benefits percolate to all sections of society. In Karnataka higher education is at the crossroads. The system is faced with the rising expectations of the people on the one hand, and the pressures of an economy undergoing structural reforms on the other.
    [Show full text]