Regulations Syllabus B.ed 2 Yrs 020116
Regulations Syllabus B.ed 2 Yrs 020116
Regulations Syllabus B.ed 2 Yrs 020116
2015 -16
BANGALORE UNIVERSITY
Jnana Bharathi, Bangalore 560 056
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BANGALORE UNIVERSITY
REGULATIONS OF CHOICE BASED CREDIT SYSTEM (CBCS) SEMESTER
SCHEME TWO YEAR B.EDPROGRAM
Definitions of Key Terms Used In Credit Based Semesters & Grading System
Programme
B.Ed two years course of study spread over four semesters with four term end
examinations, the successful completion of which would lead to the award of a
bachelor’s degree in education.
An option for the candidate to choose a course from a pool of courses offered by the
respective B.Ed colleges of Bangalore University. Each candidate should choose a
combination of two soft core courses for the B.Ed programme from the combinations
offered by the respective colleges.
A candidate has to select any one of the open electives prescribed by Bangalore
Universityand offered by the respective B.Ed colleges.
Field based activities conducted to enhance the professional competencies and skill.
Credit
Is a unit of academic input measured in terms of the study hours. It reflects the number
of “study hours “ in a particular period of time devoted to various aspects of the
teaching learning process such as attending classes, engaging in assignments, projects,
seminars ,community activities & practical courses required for the course etc.
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Grade
Means a letter symbol (ABC) which indicates the broad level of performance of a
student in an answer, course, semester, and programme.
(CGPA) is the value obtained by dividing the sum of the credit multiplied by GPA for
four semesters by the total credits for the entire programme. The value shall be rounded
off to two decimal places. CGPA will be converted to letter grades for the final results.
1.1 A citizen of India who has passed any Bachelor’s degree examination of
Bangalore University or any University in India or abroad recognized as
equivalent through 10+2+3/4/5 pattern of education who has obtained 50% of
marks in aggregate of all the subjects he/she has studied for degree is eligible for
admission to B.Ed. programme.
1.2 The candidate with less than 50% aggregate in the degree, but a Masters Degree
with 50% is also eligible for B.Ed. programme.
1.3 In the case of SC/ST, Category -1 and physically challenged student 45% marks
in aggregate of all the subjects he/she has studied for degree course or 45% in
post graduation.
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1.4 A candidate for the admission to degree of education B.Ed. must fulfill the
eligibility criteria as per the directives of Govt. of Karnataka from time to time.
a) Any Graduate, who has studied any ONE of the following languages:
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4 Medium of Instruction
4.1 The Medium of Instruction is either English or Kannada. However, student can opt
for English or Kannada for Practice teaching. Student teachers are allowed to write
theory examination either in English or Kannada.
5 Attendance
5.1 A candidate shall be considered to have satisfied the requirement of attendance for a
semester if he/she attends not less than 80% of the number of classes actually held till
the end of the semester in each of the subjects & 90% for practical activities.
5.2 A student teacher must submit all assignments at end of each semester to qualify
him / her to appear for respective semester examination.
5.3 A student should compulsorily participate in all the activities of the semester and
submit the reports at the end of each semester.
5
Total 20 220 280 500
*Communication and Expository writing is a practical activity conducted 04 hrs a week shall be
treated as equivalent to 02 hrs of theory teaching.
*Yoga and self development is a practical activity conducted 04 hrs a week shall be treated as
equivalent to 02 hrs of theory teaching.
7. Soft-core courses
Each student teacher shall take any two soft courses of teaching school subjects based
on the subjects studied at UG and PG level.
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7.13 Content and pedagogy of Sanskrit
Student teacher shall take any one of the following open Elective courses during the IV
semester.
9. Internal Assessment
9.1 The internal assessment marks shall be based on records, tests, seminars,
assignments and practical activities.
9.2 The Internal assessment marks shall be communicated to the Registrar (Evaluation)
at least 10 days before the commencement of the University examinations of each
semester and the Registrar (Evaluation) shall have access to the records of such
periodical assessments.
A candidate shall register for all the papers of a semester when he/she appears for the
examination of that semester for the first time.
11.1 The university shall conduct Practical Examination with the help of “Practical
Examination Boards” approved by the Chairman, Board of Examiners. Each Practical
Examination Board shall consist of two members i.e., one from the B.Ed. College and
the other from practicing school.
11.2 A Method teacher with a minimum of 3 years of teaching experience at B.Ed. level
(Internal) and Headmaster/Headmistress or a senior teacher (External) with 10 years of
teaching experience from the practicing school can be an examiner for practical
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examination. The marks awarded to the student shall be average of the marks awarded
by the internal & external examiner.
12.1 The college should conduct community living camp & Study tour before the end
of the course.
12.2 Each student –teacher has to compulsorily participate and submit a report on his
participation in a three days community living camp exclusively conducted at a rural
place by the college. The CLC should aim at fostering qualities like collective work,
co-operative living, fellow feeling, like-minded towards rural culture etc., among
student- teachers. The college shall arrange to have such activities in CLC that foster
the above orientations. Student-teacher must compulsorily participate in CLC.
12.3 Institution should conduct an excursion for a minimum period of three days to visit
places of educational, historical, cultural and scientific importance. Each student-
teacher must compulsorily take part in the excursion and submit a report to the college.
13.2The candidates who pass all the semester examinations in the first attempts are
eligible for ranks provided they secure at least CGPA of 6.0 (or Alpha-Sign
Grade A).The results of the candidates who have passed the second semester
examination but not passed the lower (first) semester examinations shall be
declared as NCL (Not Completed Lower semester examinations). Such
candidates shall be eligible for the degree only after completion of all the lower
semester examinations.
13.3A candidate who passes the semester examinations in parts is eligible for only
Class / CGPA and Alpha-Sign Grade but not for ranking.
13.4 A candidate who fails in any semester examination has to clear in 3 subsequent
years to obtain the passing certificate in B.Ed. semester course provided he/she has
secured a minimum of 50% of marks in aggregate of Hard Core, Soft Core & Open
Electives courses.
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14. Classification of Successful Candidates
The results of successful candidates at the end of all Four Semesters shall be classified
on the basis of aggregate percentage of marks obtained in all the semesters and the
aggregate or cumulative grade point average (CGPA) for the award of Bachelor of
Education.
First Class 60% and above but less than 70% (A)
Second Class 55% and above but less than 60% (B+)
Pass Class 50% and above but less than 55% (B)
15.1 Each semester result shall also be declared in terms of grades. A six point grading
system which based on the actual absolute marks scored and alpha-sign grade as
described below shall be adopted.
15.2 The semester Grade point Average shall be computed by dividing the sum of the
Grade Point weights (GPW) of all the subjects of study by the maximum credits for the
semester .The Grade Point Weights are intern calculated as the product of the grade
points earned in the subject and the credits assigned to that subject, The maximum total
marks in a subject of study is 100, while the credit assigned is 4.
15.3 The Aggregate or Cumulative Grade Pont Average (CGPA) at the end of the four
semesters examination shall be calculated as the weighted average of the semester grade
point averages. The CGPA is obtained by dividing the total of semester credit
weightages by the maximum credits for the programme.
15.4 The candidates who pass all the semesters examination in the first attempts in two
academic years are eligible for ranks provided they secure 60 % and above marks or at
least an alpha sign Grade A.
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16. Rejection of Results
16.1 A candidate may be permitted to reject the result of the whole examination of any
semester. Rejection of result paper wise/subject wise shall not be permitted. The
candidate who has rejected the result shall appear for the immediately following
examination.
16.2 The rejection shall be exercised only once in each semester and the rejection once
exercised cannot be revoked.
16.3 Application for rejection along with the payment of the prescribed fee shall be
submitted to the Registrar (Evaluation) through the college of study together with the
original statement of marks within 30 days from the date of publication of the result.
16.4 A candidate who rejects the result is eligible for only class and not for ranking.
If any difficulty arises in giving effect to the provisions of these regulations, the Vice-
Chancellor may by order make such provisions not inconsistent with the Act, Statutes,
Ordinances or other regulations, as appears to be necessary or expedient to remove the
difficulty. Every order made under this rule shall be subject to ratification by the
Appropriate University Authorities.
The existing regulations governing one year Bachelors degree in education shall stand
repealed. However, the above regulations shall continue to be in force for the students
who have been admitted to the course before the enforcement of this regulation.
Understand children of different ages by interacting and observing them in diverse social,
economic and cultural context
Understand study of childhood, child development and adolescence.
Understand learning as divergent process.
Understand the role of the family and the school in the child’s development.
Get awareness about the importance of healthy living and preventing disease.
4.1. Trial and Error learning- meaning, Thorndike’s experiment, laws of learning,
educational implications
4.2. Operant Conditioning learning-meaning, Skinner’s experiment, educational
implications.
4.3. Field theories of Learning- Gestalt learning- meaning; Insight learning-meaning,
Kohler’s experiment, educational implications
4.4. Albert Bandura’s Social learning theory
4.5. Transfer of learning- Meaning, importance, types and its educational implications
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Reference Books
1. Aggarwal J C, Essentials of Educational Psychology, Vikas Publishing House Pvt. Ltd. 2010.
2. Bhatia & Bhatia, Text Book of Educational Psychology, Doaba House, New Delhi 2001.
3. Charles E Skinner, Educational Psychology, Prentice Hall of India Pvt.Ltd. New Delhi 1996.
4. Clifford T Morgon, Brief Introduction to Educational Psychology, Tata- McGraw Hill Pub.
Com. Ltd. New Delhi 2000.
5. Dandapani S, A Text Book of Advanced Educational Psychology, Anmol Publications Pvt.
Ltd. New Delhi, 2000.
6. Dandekar W N, Psychological Foundations of Education, Macmillan India Pvt. Ltd. 2000.
7. Elizabeth Hurlock. Personality & development, Tata- McGraw Hill Pub. Com. Ltd. New Delhi
2000.
8. Henry Garrett, Great experiments in Psychology, Appleton- Century- crofts, INC, New York.
9. Hilgard E R, Atkinson R C & Atkinson R L Introduction to Psychology, Oxford & IBH Pub.
Com. Ltd. New Delhi 1980.
10. Mangal S.K, Mangal Shubhra, Child Development, Arya Book Depot New Delhi, 2005.
11. Pareek Prof Matworeshwar, Child Development and Family Relah Onship, Research Publication,
Jaipur, 2002.
12. Paul. R. Abramson, Personality, Holt Rinehart & Winston, New York, 1960
13. Prof. E.G. Parameswaran, C. Beena An Invitation to Psychology
14. Shrivashra D.N, Verma Preeti, Child Psychology: Child Development Vinod Pustak Mandir, Agra,
2007.
15. Sharma, R.K, Sharma, H.S, Tiwari, Aryana, Psychological Foundation of Child development, Rodha
Prakashan Mandir, Agra, 2006.
16. Singh. D.p, talang. Amritanshy, prakash ved. Psycho- social basis of learning and development,
research publication, Jaipur, 2002.
17. Shrivasha. D.N. Verma, Verma, Dr.Preeti, Modern Experimental Psychology and Teshing, Shri Vinod
Pustak Handir, Agra, 2010.
18. Mathur, Dr.s.s. Development of learner and Teaching learning process, Agrawal publication, Agra,
2007-08.
19. Mishra. R.c.. Child psychoplogy. A.P.H publishing corporation, New Delhi, 2010.
16
20. Dweck, C. Mindset: The new psychology of success. Random House LLC, 2006.
21. Piaget, J. Development and learning. In M gauvarin & M. Cole (Eds.) readings on the
development of children. New York. WH freeman & company, 1997.
22. Plato, Reason and persuasion three dialogues in J. Holbo (Ed) meno: reason, persuasion and
virtue. Person, 2009.
23. Saraswathi T. S. Adult-child continuity in india: in adolescence a myth or an emerging relity?
in T.S. Saraswathi {9Ed} culture, socialization and human development : theory research and
applications in india. New Delhi Sage, 1999.
24. Mangal S.K, Advanced Educational Psychology P H I Learning Pvt. Ltd. - New Delhi-2008.
25. PÀ°PÁ ¥ÀæQæAiÉÄAiÀÄ ªÀÄ£ÉÆëeÁÕ£À ªÀÄvÀÄÛ ªÀiË®åªÀiÁ¥À£À. qÁ|| ªÁªÀÄzÉêÀ¥Àà JZï. « ±ÉæÃAiÀÄ¸ï ¥À©èPÉÃ'À£ï
zÁªÀtUÉgÉ -2013.
26. ±ÉÊPÀëtÂPÀ ªÀÄ£ÉÆëeÁÕ£À -J£ï. © PÉÆAUÀªÁqÀ. «zÁ夢ü ¥ÀPæ Á±À£À, UÀzÀUï 2009.
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BANGALORE UNIVERSITY
SEMESTER SCHEME
SEMESTER: I
Understand the meaning and importance of various conceptsof education and its types
Understand the meaning of philosophy and its relationship with Education
Understand the influence of various schools of philosophical thoughts onEducation
Understand the meaning and importance of sociology of education
Recognise the agencies of socialization
Identify the relationship of education with culture and its role.
Appreciate the role of education in social change and social mobility
Develop the relationship between Education and economic development
Understand teaching and its techniques
Understand teaching in the context of modernization
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2.3. Relationship between Education and Philosophy
2.4. Need of Educational philosophical knowledge to a Teacher
2.5. Contributions of Educational philosophers-Rousseau, John Dewey, Swami Vivekananda,
Rabindranath Tagore, Mahatma Gandhi, Dr. APJ Abdul Kalam.
3. Bruner, J.CThe Culture of Education Cambridge M.A. Harward University Press, 1996.
8. Taneja V.R Educational Thought and Practice, Sterling PublicationNew Delhi, 1973.
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BANGALORE UNIVERSITY
SEMESTER SCHEME
SEMESTER: I
1.2 Salient features of Types of Schools: Government / aided / Unaided, Public-Private, Rural-
Urban
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1.4 Open schooling –National Open schools --objectives, curriculum, methods of instruction,
evaluation.
1.8 Central and State sponsored schemes of Education SSA, RMSA, and RUSA.
1.9 Agencies of school education- NCERT, DSERT , IASE, CTE, DIET, -Objectives and
functions
2.2 Major Provisions and policies for Education, in Indian Constitution-with amendments and special
reference to Primary, Secondary and Senior Secondary Education. Access; Education of girls;
Education of disadvantage groups (SC, ST, Backward Communities, Linguistic Minorities Religious
Minorities).
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motivation; teacher role performance, role conflict, accountability, In-service education of
teachers, nature and scope of professional organizations.
UNIT – III: Educational Management (12 Hours)
3.1 Concept, principles, purpose and process of Educational Management.
3.2 Time Management: concept, importance, role of head master and teacher.
3.3 Time table: meaning, importance, types and principles and factors
3.4. School records – meaning, types, importance and maintenance.
3.5 Annual Programmes of Work:
School calendar, meaning, Importance and factors to be considered
3.6 School discipline:
Concept, Importance, causes of indiscipline and measures to overcome indiscipline
3.7 Classroom management:
Concept and techniques
4.5. Management of school Programme: Co-curricular activities, meaning, importance, types and
Organization
4.6. Parent teacher Association: Importance, objectives and Activities
4.7 Conduct of test and examinations
4.8 Total quality management in education: Concept, principles and strategies.
4.9 Stress management: Meaning, factors, cause and effect of stress, Management of Stress
Reference Books
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BANGALORE UNIVERSITY
2.2. Computer Assisted Instruction (CAI): meaning, characteristics. Modes of CAI: Tutorial, Drill
and Practice, Simulation, Gaming and Discovery mode. Computer Adaptive Testing (CAT):
meaning, characteristics and advantages.
2.3. Power point presentation (PPT): meaning, steps and advantages. Internet, Web based learning,
e-mail, e-learning and e-publishing.
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Practical Activities: (Any one)
Reference Books:
14. dAvÀ° Dgï.n, ±ÉÊPÀëtÂPÀ vÀAvÀæeÁÕ£À ¥ÀjZÀAiÀÄ, ¨sÁgÀvÀ ¥ÀæPÁ±À£À zsÁgÀªÁq, 1997À
26
BANGALORE UNIVERSITY
27
Unit-2. Reading, writing & Analysis (12 Hours)
2.1 Reading and writing in the content areas, comprehension strategies in Social science, Science &
Mathematics.
2.2 Nature of expository texts Vs narrative texts, transactional V/s reflective texts.
2.3 Concept of Communication, Characteristics of good communication and its importance. (reading
& writing)
2.4 Text books: Reading strategies: Importance of development of reading in children, and analyze
reading - study skills ( summarizing, skimming, scanning and paraphrasing reference skills
(dictionary, encyclopedia etc.,)
2.5 Writing strategies: Importance of development of writing in children and analyze writing - Note
making, persuasive writing, process writing, dialogue writing, diary entry, story writing, paragraph
writing.
1. Construct a glossary of content words in the target language using synonyms and illustration.
2. Observe children in a cosmopolitan setup (the role of peers, media, school etc.) and present a
report highlighting factors enhancing language learning.
3. View any film on multilingualism and write a Review of the same.
4. Read research studies on classroom discourse and summarizes your understanding of the same
in not more than 1500 words.
5. Study of Common errors in pronunciation and construction of remedial exercises for students.
Reference Books:
1. Agnihotri R, Multi linguality and the Teaching of English in India, ERL Journal l:1 January 2010
- The English and the Foreign Languages University, 2010.
2. Curriculum Framework two year B.Ed. programme. National Council for Teachers Education,
New Delhi, 2004..
3. National council of Educational Research and Training India 2005. National Curriculum Frame
work, NCF 2005 New Delhi - India.
4. National Curriculum Framework for Teacher Education (National Council for Teacher
Education) 2009
5 Richards, J and Lockhart C (1994), Reflective Teaching in sound Language classrooms Cambridge
- Cambridge University Press. Kumar, K, The Child's language and the Teacher - India NBT,
2007
6 Sinha S, Acquiring Literacy in schools Re designing curricula: A symposium on working a
framework for school Education, 2000
7. Syllabus for two Year B.Ed National Council for Educational Research and Training 2008.
8. Two year B.Ed Curriculum Draft – 1 Prepared by IASE Gujarat Vidyapith, Ahmedabad.
28
Web links:
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BANGALORE UNIVERSITY
1. Diverse texts- types and significance, types of texts (literary or non-literary, Narrative,
expository technical and persuasive)
2. Types of texts related to education- empirical, conceptual, and historical, policy documents,
narrative texts, expository texts.
Teacher Educator will conduct the following activities: Ask student-teacher to:
a. Make a list of reading books of diverse texts and classify them under different headings.
b. Teacher educator will give a topic for reading, after intensive reading in group or individual,
the student-teacher will discuss their view on the given topic for reading.
Activities II: Reading for comprehension (5 Hours)
1. Davi’s nine potential component skills of comprehension (word meanings, word meaning in
context, follow passage organization main thought, answer specific text-based question, text-
based questions with paraphrase , draw inferences about content, literary devices, Author’s
purpose)
2. Reading strategies- previewing, infer and predicting skimming, scanning and paraphrasing.
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b. Narrating/describing a related text and follow the comprehension steps.
1. Previews the text(of their subjects) and makes predictions, makes connections to other texts,
asks clarifying questions, identifies difficult sentences or passages,and reacts to the text.
2. Text structure, language, genre, context, socio-cultural diversity.
a. Read a book and identify the text structure, language, genre, context and socio-cultural diversity.
b. Ask the student-teacher to read the text with the various steps, at different stages like, pre-reading,
reading and post-reading.
c. Identifying major concepts and ideas involved and making notes on the text in some schematic
from-flow diagram, mind map, graphic organizers, concept map of the read text.
Activities-IV Reflective Reading and writing (5 Hours)
1. Making connections with the text-text with self, text with text.
2. Reading for change-inclusive perspective (gender,class,caste,differently abled and the like)
3. Educational perspectives (policies, documents, journals)
Note: Maintain reflective journal and rubric for all the activities conducted.
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BANGALORE UNIVERSITY
SEMESTER SCHEME
SEMESTER- I
Develop interest and skills about various methods, strategies of teaching yoga
Acquire knowledge about using art and drama in teaching learning process
Prepare various kinds of instructional materials for teaching yoga, art and drama
Develop skills of organizing programmes like singing, skits, dance drama etc.
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2.2 Craft: Preparation of artefacts, quilling, soft toys and embroidery-materials out of waste
2.3 Music: practicing and presenting community prayer, community songs, patriotic songs,
folk songs, recitation of poems and gamka - lavani and gigipada etc.
2.4 Preparingscripts for drama, dance drama, folk and art supporting programme for school
Curriculum.
2.5. Drama: organizing of skit/drama, puppet show, street play, and tableau and preparing a
report.
2.6 Attending and observing various cultural activities conducted by various organizations and write a
synopsis.
2.7 Visiting art galleries and preparing a report.
2.8 Conducting interviews with great artists and performers: video recording.
2.9 Watching various cultural programme and videos on television and internet andlisting out the
educational benefits.
ReferenceBooks :
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BANGALORE UNIVERSITY
1.1. Cognitive Psychology: - Meaning, Importance in Learning & Teaching. Cognitive development
according to Piaget
1.2.Socio-cultural theory: – Meaning, Importance in teaching and learning, Socio-cultural theory
according to Vygotsky (ZPD concept)
1.3.Emotional development: - Meaning, Process, Need to Study and its effect on Teaching and
Learning Process.
34
2.3. learning disabilities among children-Dyscalculia, Dyslexia, Dysgraphia- meaning characteristics
and remedial measures
4.1.Learning Style: - concept, Types and importance in Teaching –Learning process, factor effecting
on learning style,
4.2.Role of Hemispheres in Thinking, learning and Teaching Style.
4.3.Teaching Style: - Concept, Types and effect on learning process- factors effecting on Teaching
Style.
Reference Books:
1. Aggarwal J C`, Essentials of Educational Psychology, Vikas Publishing House Pvt. Ltd. 2010.
35
2. Bhatia & Bhatia, A Text Book of Educational Psychology, Doaba House, New Delhi 2001.
3. Charles E Skinner, Educational Psychology, Prentice Hall of India Pvt.Ltd. New Delhi 1996.
4. Clifford T Morgon, A Brief Introduction to Educational Psychology, Tata- McGraw Hill Pub.
Com. Ltd. New Delhi 2000.
5. Dandekar W N , Psychological Foundations of Education, Macmillan India Pvt. Ltd. 2000.
6. DandapaniS , A Text Book of Advanced Educational Psychology, Anmol Publications Pvt.
Ltd. NewDelhi, 2000.
7. Elizabeth Hurlock. Personality & development, Tata- McGraw Hill Pub. Com. Ltd. New Delhi
2000.
8. Hilgard E R , Atkinson R C & Atkinson R L Introduction to Psychology, Oxford & IBH Pub.
Com. Ltd. New Delhi 1980.
9. Henry Garrett, Great experiments in Psychology, Appleton- Century- crofts, INC, New York.
10. Paul. R. Abramson, Personality, Holt Rinehart & Winston, New York, 1960.
11. Prof. E.G.Parameswaran, C. Beena An Invitation to Psychology
Neel Kamal Publications Pvt. Ltd., New Delhi-2004.
12. Shrivashra D.N, VermaPreeti 2007, Child Psychology: Child Development Vinod
PustakMandir, Agra.
13. Pareek Prof Matworeshwar, Child Development and Family RelahOnship, Research
Publication, Jaipur, 2002.
14. Mangal. S.K, MangalShubhra, Child Development, Arya Book Depot New Delhi, 2005.
15. Sharma, R.k, Sharma, H.S, Tiwari, Aryana, Psychological Foundation of Child development,
RodhaPrakashanMandir, Agra, 2006.
16. Singh. D.p, talang. Amritanshy, prakashved. psycho- social basis of learning and development,
research publication, Jaipur, 2002.
17. Shrivasha. D.N. Verma, Verma, Preeti, Modern Experimental Psychology and Teshing, Shri
Vinod PustakHandir, Agra, 2010.
18. Mathur, .S.S., Development of learner and Teaching learning process, Agrawal publication,
Agra, 2007-08.
19. Mishra. R.c., child psychoplogy. A.P.H publishing corporation, New Delhi, 2010.
20. Dweck, C.Mindset: The new psychology of success. Random House LLC, 2006.
36
21. Piaget, J. Development and learning. in M gauvarin& M. Cole (Eds.) readings on the
development of children. New York. WH freeman & company, 1997.
22. Plato, Reason and persuasion Three dialogues in J. Holbo (Ed) meno: reason, persuasion and
virtue. Person, 2009.
23. Saraswathi T. S. Adult-child continuity in india: in adolescence a myth or an emerging reality?
inSaraswathi T.S. {9Ed} culture, socialization and human development : theory research and
applications in india. New Delhi Sage, 1999.
24. Mangal S.K, Advanced Educational Psychology P H I Learning Pvt. Ltd. New Delhi-2008.
25. PÀ°PÁ ¥ÀæQæAiÉÄAiÀÄ ªÀÄ£ÉÆëeÁÕ£À ªÀÄvÀÄÛ ªÀiË®åªÀiÁ¥À£À. qÁ|| ªÁªÀÄzÉêÀ¥ÀàJZï .« ±ÉæÃAiÀÄ¸ï ¥À©èPÉÃ'À£ï
zÁªÀtUÉgÉ -2013.
26. ±ÉÊPÀëtÂPÀ ªÀÄ£ÉÆëeÁÕ£À -J£ï.©PÉÆAUÀªÁqÀ. «zÁ夢ü ¥ÀPæ Á±À£À, UÀzÀUï 2009.
29. G£ÀßvÀ ±ÉÊPÀëtÂPÀ ªÀÄ£ÉÆëeÁÕ£À- qÁ|| F §¸À¥àÀ .–ªÀÄzÀPÀj ¥ÀæPÁ±À£À avÀæzÄÀ UÀð-2011.
30. ±ÉÊPÀëtÂPÀ ªÀÄ£ÉÆëeÁÕ£ÀJ¸ï. PÉ ºÉƼÉAiÀÄtÚªÀgï «eÉÃvÀ ¥ÀæPÁ±À£À- UÀzU
À ï -2008.
37
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE - CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: II
KNOWLEDGE AND CURRICULUM PART- I
Reference Books:
39
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE-CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: II
ASSESSMENT FOR LEARNING
Paper Code: HC8 Credit:
2
2.2. Measures of central tendency: Meaning, uses and computation of central tendency -Mean,
Median and Mode for grouped and ungrouped data and interpretation of measures of
central tendency
2.3. Measures of Variability: Meaning, uses and computation of Range, Quartile Deviation
for grouped and ungrouped data and its interpretation, Standard Deviation for ungrouped
data.
2.4. Correlation: Meaning, Types of correlation, coefficients of correlation - rank difference
40
method, interpretation.
2.5. NPC-characteristics and uses. Skewness –types and uses.
Reference Books:
1. Garret,H.E., Statistics in Psychology and Education, 6th Indian Edition, Vakils Feffer and
Simon, Bombay, 1971.
2. John W,Best and James V, Kahn, Research in Education, 10th Edition, PHI Learning
Private limited , New Delhi -1, 2012.
3. Mangal S.K. Statistics in Psychology and Education, PHI Learning Private Limited,
New Delhi, 2012.
4. Rambhai,N.Patel, Educational Evaluation –Theory and Practice, Himalaya Publishing
House, Ramdoot, Dr.Bhalerad Marg, Girgoan, Bombay.
5. Robert M.Thorndike and Tracy Thorndike-Christ, Measurement and Evaluation in
Psychology and Education, 8th Edition, PHI Learning Private Limited, New Delhi, 2011.
6. Sharma R.A., Elementary Statistics in Education and Psychology, R.Lall Book Depot, Meerut.
7. Somashekar . T.V., Educational Psychology and Evaluation, Sapna Book House, Gandhinagar, Bangalore.
8. Verma J.P., Mohammad Ghufram, Statistics for Psychology, Tata McGraw Hill Education
Private Limited, New Delhi.
9.¥ÀÄgÁtÂPï J¸ï.r, ²PÀëtzÀ°è ¸ÀASÁå±Á¸ÀÛç, ¨ÉAUÀ¼ÀÆgÀÄ «±Àé«zÁå®AiÀÄ, ¨ÉAUÀ¼ÀÆgÀÄ.
10. ªÀĺÁ§¯ÉñÀégï gÁªï, ¸ÀA±ÉÆÃzsÀ£À ªÀiÁUÀð, £ÀªÀPÀ£ÁðlPÀ ¥ÀæPÁ±À£À, ¨ÉAUÀ¼ÀÆgÀÄ.
11. zÉñÁ¬Ä J¸ï.f. ªÀÄvÀÄÛ.zÉñÁ¬Ä f.J£ï, QæAiÀiÁvÀäPÀ ¸ÀA±ÉÆÃzsÀ£É, «zÁ夢 ¥ÀæPÁ±À£À, UÀzÀUÀ.
12. ¥ÀzÀä¥Àæ¸Ázï J¸ï.¦., ±ÉÊPÀëtÂPÀ ¸ÀA±ÉÆÃzsÀ£É, qÉ¥ÉÆån ZÉ£Àߧ¸À¥Àà ¥ÁæxÀ«ÄPÀ ²PÀët ¥ÀæwµÁ×£À,
G¥ÁzsÁåAiÀÄgÀ ¸ÀgÀPÁj vÀgÀ¨ÉÃw «zÁå®AiÀÄ, zÁgÀªÁqÀ
13. UÉÆëAzÀgÁªï J,«,, ²PÀëtzÀ°è ªÀiË®åªÀiÁ¥À£À, gÀ«-ªÀÄÆwð ¥ÀæPÁ±À£À, ªÉÄʸÉÆgÀÄ.
14. ²ªÀ±ÀAPÀgÀ ºÉZï.«. ªÀÄvÀÄÛ ¯ÉÆÃPɱÀ¥Àà V.¸ÉÆÃ, ²PÀëtzÀ°è ªÀiË®åªÀiÁ¥À£À, ºÀAf ¥ÀæPÁ±À£À, ²ªÀªÉÆUÀÎ..
15. £ÁUÀ¥Àà ±ÀºÁ¥ÀÄgÀ ¦., ±ÉÊPÀëtÂPÀ ¸ÀA±ÉÆÃzsÀ£É, «zÁ夢 ¥ÀæPÁ±À£À, UÀzÀUÀ.
16. ²ªÀAiÀÄå, J¸ï., ±ÉåPÀëtÂPÀ ¸ÀA±ÉÆÃzsÀ£Á «zsÁ£À ªÀÄvÀÄÛ ¸ÀASÁå±Á¸ÀæöÛ, ¥ÀÆeÁ ¥ÀæPÁ±À£À, zÁªÀtUÉgÉ.
17. PÉÆAUÀªÁqÀ ¦. J¸ï.©., ±ÉÊPÀëtÂPÀ ªÀÄ£ÉÆëeÁÕ£À, «zÁ夢 ¥ÀæPÁ±À£À, UÀzÀUÀ. £ÁUÀgÁd, ±ÉÊPÀëtÂPÀ QæAiÀiÁ
¸ÀA±ÉÆÃzsÀ£É, «zÁ夢 ¥ÀæPÁ±À£À, UÀzÀUÀ.
18. ¥Ánî Dgï.J¸ï, ±ÉÊPÀëtÂPÀ ¥ÁæAiÉÆÃVPÀvÉ ºÁUÀÆ QæAiÀiÁ ¸ÀA±ÉÆÃzsÀ£É, «zÁ夢 ¥ÀæPÁ±À£À, UÀzÀUÀ.
41
42
¨ÉAUÀ¼ÀÆgÀÄ «±Àé«zÁå®AiÀÄ
©.Jqï. JgÀqÀÄ ªÀµÀðUÀ¼À ¥ÀoÀåPÀæªÀÄ- (¹. ©.¹.J¸ï.)
¢éwÃAiÀÄ ¸É«Ä¸ÀÖgï
«µÀAiÀiÁzsÁjvÀPÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀ£Á ±Á¸ÀçÛ
GzÉÝñÀUÀ¼ÀÄ: ¥Àæ²PÀëuÁyðUÀ¼°
À è.
1.1. PÀ£ÀßqÀ «¨sQÀ Û ¥ÀævÀåAiÀÄUÀ¼ÄÀ : ºÉƸÀU£ À ÀßqÀ ªÀÄvÀÄÛ ºÀ¼U À À£ÀßqÀzÀ ¥ÀævåÀ AiÀÄUÀ¼ÄÀ , «¨sÀQÛ ¥À®èl.
1.2. ªÁPÀågÀZÀ£É: «zsU À À¼ÄÀ -¸ÀgÀ¼À ªÁPÀå, ¸ÀAAiÉÆÃfvÀ ªÀÄvÀÄÛ «Ä±Àæ ªÁPÀåUÀ¼À ®PÀëtUÀ¼ÄÀ .
1.3. PÀ£ÀßqÀ ªÀÄvÀÄÛ ¸ÀA¸ÀÌøvÀ ¸ÀA¢üU¼ À ÀÄ, ¸ÀªiÀ Á¸À-CxÀð ªÀÄvÀÄÛ «zsÀUÀ¼ÄÀ .
1.4. vÀvÀìªÀÄ-vÀzÀãªÀ, zÉñÀå-C£ÀåzÉñÀå ¥ÀzU À À¼ÄÀ , CªÀåAiÀÄ ¥ÀæPÀgtÀ .
1.5. PÀAzÀ¥ÀzåÀ ªÀÄvÀÄÛ µÀlà¢: «zsU À À¼ÀÄ ªÀÄvÀÄÛ ®PÀëtUÀ¼ÄÀ .
1.6. C®APÁgÀ: «zsU À À¼ÄÀ :-±À¨ÁÞ®APÁgÀ-AiÀĪÀÄPÀ,C£ÀÄ¥Áæ¸,À avÀæPÀ«vÀé, CxÁð®APÁgÀ-G¥ÀªÄÀ , gÀÆ¥ÀPÀ.
1.7. PÀ£ÀßqÀ bÀAzÀ¹ì£À CxÀð ªÀÄvÀÄÛ ®PÀëtUÀ¼ÄÀ : ¥ÁzÀ, ¥Áæ¸,À ªÀiÁvÉæ, ®WÀÄ-UÀÄgÀÄ, UÀt ªÀÄvÀÄÛAiÀÄw.
4.1 ¨sÁµÁ ¥ÁoÀAiÉÆÃd£É: CxÀð, ¥ÁæªÀÄÄRåvÉ, gÀÆ¥ÀÄgÉõÉUÀ¼ÄÀ , UÀªÄÀ ¤¸À¨ÉÃPÁzÀ CA±ÀUÀ¼ÄÀ ºÁUÀÆ ºÀAvÀU¼
À ÀÄ.
gÀZÀ£ÁvÀäPÀ ºÁUÀÆ ¤gÀAvÀgÀ–ªÁå¥ÀPÀ ªÀiË®åªÀiÁ¥À£ÀzD À zsÁgÀzÀ°è AiÉÆÃd£ÉU¼ À À gÀZÀ£É.
4.2 UÀzåÀ , ¥ÀzåÀ , ªÁåPÀgÀt ºÁUÀÆ ¸Á»vÀå ¥ÀoÀåUÀ¼À ¨ÉÆÃzsÀ£ÉUA
É iÉÆÃd£ÉgZ
À £
À É, UÀªÀĤ¸À¨ÉÃPÁzÀ CA±ÀU¼
À ÀÄ.
44
4.3 ¨sÁµÁ ¨ÉÆÃzsÀ£É, PÀ°PÉAiÀÄ G¥ÀPÀgt À UÀ¼ÄÀ : ¥ÁæªÀÄÄRåvÉ, §¼À¸À§ºÀÄzÁzÀ G¥ÀPÀgÀtUÀ¼ÄÀ . avÀæ ¥ÀĸÀÛPUÀ À¼ÀÄ,
«ÄAZÀÄ ¥ÀnÖUÀ¼ÄÀ , ZÁmïðUÀ¼ÀÄ, DzsÁgÀ UÀæAxÀUÀ¼ÀÄ, gÉÃrAiÉÆÃ, zsÀé¤ ªÀÄÄzÀæt(¹.r) ªÀÄvÀÄÛzÀÆgÀzÀ±ð À £À-
EªÀÅUÀ¼£
À ÀÄß vÀAiÀiÁj¹ §¼À¸ÀĪÀ PÀæªÄÀ .
45
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM(CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDAGOGY OF ENGLISH
46
UNIT-1: Content –Aspects of language. (Content from 6th, 7th and 8th standard of Karnataka
State Syllabus (II Language) (12 Hours)
47
UNIT 3: Approaches and Methods of teaching English (12 Hours)
Reference Books:
1. AIELTA-Voices-journal-London
2. BalasubramanyanT.-Introduction to phonetics for Indian students MacMillan publication
Hyderabad
3. BansalR.K -Outlines of phonetics -CIEFL Hyderabad
4. Bauruah. T.C, A hand book of English language teacher- Himalaya Publication, Calcutta.
5. Bhatia&Bhatia-Methods of teaching English
6. ELT- (journal) ELTAI-Chennai
7. English language teaching –Journal London(ELTJ)
8. Essentials of grammar and composition in Glen Leggett C. David Mead, William Charvat
Prentice Hall of India.
9. GeethaNagaraj-Trends in teaching of English-MacMillan publication
10. Gimson, Introduction to pronunciation-OUP
11. Gleason S-Descriptive linguistics-OUP
12. GoshR.N.-History of teaching English in India-MacMillan Publication Hyderabad
13. Krishnaswamy –ModernEnglish grammar, Orient longlam publication,Hyderabad.
14. Mudambadithaya . G. Teaching of English
15. PalmerH.E.-Grammar –Oxford university press, London
16. Pitcoder, Introduction to linguistics-CUP
17. SternH.H. –History of teaching of English –Oxford university press -London
18. Strengthen in your English in Bhaskaran and Horsburjg Oxford University Press
49
BANGALORE UNIVERSITY
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDAGOGY OF SOCIAL SCIENCE
50
1.4. Physical Features of India: Major geographical divisions and its importance (Himalayan
Mountain Ranges, River plains, Desert, Deccan Plateau and Coastal Plains).
1.5. The Earth- Structure, size & shape, continents and oceans, latitudes and longitudes, layers of
earth, structure, composition, internal and external forces.
1.6. Constitution-constituent assembly, drafting and framing of constitution , salient features,
fundamental rights and duties, directive principles of the state policy, its importance to state
and citizen.
1.7. Fundamentals of Sociology-Man as a social animal need for socialization and social
environment, contributions of early sociologists and the role of language in the socialization.
1.8. Basics of economics-meaning. Importance, resources and economic activities.
4.1. Instructional Designing – Meaning and Levels of designing-unit level, lesson level and process
level.
4.2. Format for lesson designing-evaluation approach.
4.3. CCE in social sciences.
4.4. Preparation of test format in Social sciences.
51
Seminar topics: (any one)
Prepare and present seminar paper on the following topic.
Reference Books:
52
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDAGOGY OF MATHEMATICS
1.1.Content of 6th, 7th and 8thStd syllabus --- Rational Numbers, Sets, Factorization, LCM and HCF,
Division of polynomials: linear equation, ratio and proportion.
1.2. Commercial mathematics, Data Handling,lines and angles; Triangles - construction and theorem
on triangles, congruency of Triangles.
53
Unit-2 - Nature and scope of Mathematics (12 Hours)
Unit-3- Approaches and strategies in teaching and learning of mathematics (16 Hours)
3.1.1 Five E model – Five stages - engage, explore, express, expand, evaluate
3.1.2 Approaches and models of teaching mathematics – Inducto - deductive approach; Analytic –
synthetic Approach; Guided discovery approach; Concept Attainment Model.
3.1.3 Techniques of learning mathematics – Problem solving technique, Oral work and written work,
Drill work and concept mapping.
3.1.4 Collaborative learning and Cooperative learning strategies – learning together technique, jigsaw
technique - steps.
Unit-4- Planning for teaching –learning and evaluation in mathematics (12 Hours)
4.1 Preparation of unit plan, selecting the content for instruction, content analysis; stating the
instructional objectives and task analysis; analyzing and selecting suitable teaching methods,
strategies, techniques and models; identifying and developing teaching learning materials(including
ICT), selecting suitable evaluation tools and strategies, lesson planning based on evaluation approach.
Reference Books:
1. Aggarwal, J.C, Principles, Methods & Techniques of Teaching (2nd Ed.). New Delhi: Vikas
Publishing House Pvt. Ltd, 2001.
2. Bhasin, Sonia. Teaching of Mathematics- A Practical Approach. Mumbai: Himalaya Publishing
House, 2005.
3. Butler H., Charles & Wren F., Lynwood. The Teaching of Secondary Mathematics. New York:
The Maple Press Company, 1960.
4. Ediger, M. & Rao, D.B. Teaching Mathematics Successfully. New Delhi: Discovery Publishing
House, 2000.
5. James, Anice. Teaching of Mathematics. Hyderabad: Neelkamal Publications Pvt. Ltd, (2006).
6. Joyce, B. & Weil. M. & Calhoun, E. Models of Teaching (8th Ed.). New Delhi: PHI Learning
Private Limited, 2009.
7. Kumar, S. &Ratnalikar, D.N. Teaching of Mathematics, New Delhi: Anmol Publications Pvt. Ltd,
2003.
8. Mangal, S.K. A Text Book on Teaching of Mathematics, Ludhiana: Prakash Brothers Educational
Publishers, 1981.
9. NCERT. National Curriculum Framework for School Education. New Delhi: NCERT, 2005.
10. Rai,B.C. Methods of Teaching Mathematics. Lucknow: Prakashana Kendra, 1991.
11. Sidhu, Kulbir Singh. The Teaching of Mathematics. Jullundar: Sterling Publishers Pvt. Ltd.
12.dA²è, Dgï.n (1991). ¸ÀĨÉÆÃzsÀUÀtÂvÀ ¨sÉÆÃzsÀ£É. zsÁgÀªÁqÀ: ¨sÁgÀvÀ §ÄPïr¥ÉÆ ªÀÄvÀÄÛ ¥ÀæPÁ±À£À, 1991
13.AiÀiÁzÀªÁqÀ, J¸ï.©. ªÀivÀÄÛgÀ§£Á¼À, ¤Ã®PÀAoÀ, (2004). «µÀAiÀiÁzsÁjvÀUÀtÂvÀ ¨ÉÆÃzsÀ£É, UÀzÀU:À «zÁ夢
¥ÀæPÁ±À£À, 2004.
55
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDADOGY OF BIOLOGICAL SCIENCE
56
UNIT-1: Content in Biological Science (10 Hours)
1.1 Body organization in organisms (Basic adaptation in fish, Bird, Dolphin, Polar bear), Structure and
function of animal and plant body.
1.2 Study of cells – meaning, structure and functions of cell and its organelles, plant and animal cell
and their differences, osmosis, Experiments on osmosis and diffusion.
1.3 Food and its constituents – meaning of food, constituents and their sources, functions of different
food constituents and their deficiency disorders.
1.4 The world of microbes- classification of microbes, useful and harmful microbes, and microbial
diseases.
3.1 Approaches of teaching Biological Science- meaning, importance and steps of inducto-deductive
approach, structural and functional approach, type species approach, critical inquiry approach and
problem solving approach. (Maier’s)
3.2 Methods of Teaching Biological Science- meaning, importance and steps of Lecture cum
Demonstration method and Project method.
3.3 Models of teaching Biological Science- meaning, importance and steps of inquiry training model
and 5’E’- Model.
3.4 Introduction to innovative teaching and learning methods- meaning and importance of
Assignments, Discussion, Team teaching, Brain storming, Concept mapping, Co-operative and
Collaborative learning, Experiential learning and Constructive learning.
57
UNIT-4: Lesson Designing and Evaluation. (12 Hours)
4.1 Designing-meaning, importance, steps and formats of Annual plan, Unit plan and Lesson plan.
4.2 Evaluation-meaning, steps in construction of Achievement test in Biological Science.
4.3 Continuous and Comprehensive Evaluation (CCE) in Biological Science.
Reference Books:
1. Agarwal, D.D, Modern methods of Teaching Biology: Saruk&sons’ publication New Delhi, 2004.
2. Bhar, surajprakash teacher training lotus press, New Delhi, 2006.
3. Choudhary s, teaching of biology APH Publishing Corporation, New Delhi, 2010.
4. Miller, David F. &blaydes, Gllen W. (1938): Methods and materials for teaching biological
sciences: Mc Graw Hill book company Inc. New York and London, 1938.
5. Singh, veena Teaching of Biology, adhyanyan publishers & distributors, New Delhi, 2007.
6. Sood, J.K, Teaching of Life Science, kohli publishers Chandrigarh, 1987.
7. Yadav M.S, Modern methods of teaching science, Anmol publishers, Delhi, 2000.
58
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDAGOGY OF PHYSICAL SCIENCE
Acquire the knowledge and scope of Lower Secondary School Content in Physical Science.
Understands the nature of physical Science.
Plan the instructional objectives for the teaching concept
Adopt suitable method and approaches of teaching
Plan and design the instruction and evaluation
UNIT I: Content in Physical Science (with reference to 6th, 7thand8thState text book)
(10 Hours)
1.1. Heat
1.1.1. Meaning of heat and temperature, difference between heat and temperature,
Effects and applications of heat
1.1.2 Laboratory and Clinical Thermometer, Temperature scales and conversions.
1.2. Light
1.2.1. Meaning of light, Reflection of light and laws of reflection, image formation in
Concave mirror
1.2.2. Refraction of light, total internal reflection and its effects, Dispersion of light
1.3. Nature of Matter
1.3.1. States of matter, Elements, compounds and mixtures-meaning, characteristics,
Separation of mixtures
59
1.3.2. Metals, non-metals, and metalloids- meaning and properties
1.4. Atom
1.4.1 Meaning of an atom; Structure of an atom; Dalton’s theory, Rutherford-Bohr model
1.4.2 Chemical bonding; meaning and types
UNIT II: Nature, objectives and taxonomy of Physical Science (15 Hours)
2.1. Meaning and Nature of Physical Science-Nature, process, product, facts, phenomenon, concepts,
laws and theory
2.2. Scientific Method- meaning, steps (9 steps) and advantages.
2.3. Scientific Attitude- meaning, characteristics of an individual with scientific attitude, techniques of
developing scientific attitude among students.
2.4. Aims and objectives of teaching physical science, differences between aims and objectives,
Bloom’s taxonomy of educational objectives, revised taxonomy of educational
objectives(Anderson’s), and NCERT objectives, meaning and writing of Learning objectives
(Specifications based on revised blooms taxonomy).
2.5.Learning objectives in the constructivist perspectives.
60
4.4. Unit Plan-meaning, steps, format, Advantages and limitations
4.5. Meaning and importance of Achievement tests and Unit test-steps of construction of unit test
(Blue print based on revised blooms taxonomy of educational objectives) and importance.
4.6. IOTAQB-meaning, process of developing of IOTAQB and uses.
Reference Books:
1. Bhatnagar A.B., .Bhatnagar S.S, R.Lall Book Depot, Meerut (UP)-Teaching of Science
(2011).
2. Chief Editor, NCERT Publication, Sri Aurobindo Marg, New Delhi 110016-Pedagogy of
3. Science-Text Book for B.Ed. (Physical Science) Part-I, 2013.
4. Chief Editor, NCERT Publication, Sri Aurobindo Marg, New Delhi 110016-Pedagogy of
5. Science-Text Book for B.Ed. (Physical Science) Part-II, 2013.
6. DasR.C. - Science Teaching in Schools.
7. GuptaS.K. -Teaching Physical Science in Secondary Schools.
8. KulshrestaS.P. - Teaching of Physical Science.
9. Narendra Vaidya,IBaP Publishing Co-The impact of Science Club, 1994.
10. Radha Mohan, Prentice Hall of India, New Delhi-Innovative Science Teaching for Physical
Science Teachers, 1995
11. Raman Bhai and Patel, Himalaya Publishing House, New Delhi- Educational Evaluation, 1999.
12. Robert L- Scientific Experiments in Physics.
61
13. ShaliniWadhva, Saroop and Sons New Delhi- Modern methods of Teaching Physics.
14. SharmaR.C., Dhanpat Rai Publishing Co, Pvt., Ltd., New Delhi- Modern Science Teaching,
2003.
15. Siddique and Siddique, Doaba House, New Delhi- Teaching Science Today and
Tomorrow,1998.
16. Vanaja. M., NeelKamal Publication PVT. Limited, Sulthan Bazar, Hyderabad–Methods of
Teaching Physical Science, 2005.
17. Zaidy S.M, Anmol Publications, New Delhi- Modern Teaching of Science, 2004.
62
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDAGOGY OF COMPUTER SCIENCE
1.1 Meaning - Central Processing Unit – generation – classification – Hardware - Input & Output
devices
1.2 software – definition, types of software
1.3 computer languages
1.4 storage devices – primary and secondary; RAM & ROM
63
1.5 Introduction to operating system – DOS, Windows; MS Word, MS Excel, MS power point, MS
Access - Definition – Processing – Application
Unit -2: Nature, Aims & Objectives of teaching Computer Science (12 Hours)
2.1 Nature of Computer Science – Meaning and Characteristics; basic concepts, facts and
generalizations in Computer Science
2.2 Scientific Attitude – Meaning, Characteristics & Development
2.3 Scientific Method – Meaning, Importance and steps
2.4 Aims and Objectives of teaching Computer Science at different levels
2.5 Revised Blooms taxonomy of Educational objectives
2.6 Instructional objectives with specifications
Unit-3: Instructional Methods and Techniques of Teaching Computer Science (18 Hours)
3.1:(a) Methods:
Lecture cum demonstration, Inducto–deductive, analytic, synthetic, Problem Solving, Project
method,Laboratory method – Meaning, Steps, Merits and limitations.
3.2:(b) Techniques:
Brainstorming, Buzz session, Simulation, symposium, Team teaching. – Meaning, organization
and importance.
Unit – 4: Planning and Evaluation for Teaching Computer Science (12 Hours)
4.1 Unit plan & Lesson Plan - Meaning, steps, format and importance
4.2 Psychological significance of columns and steps of Lesson Plan
4.3 Concept of unit test, construction of unit test, weight ages to the components of unit test
4.4 designing three-dimensional chart/blue print - construction of items, format of unit test
64
4.5 IOTAQB – meaning, development and importance.
4.6 E-evaluation – meaning and procedure.
Reference Books:
1. Agarwal J. C. Essential of educational technology. Teaching and Learning. New Delhi: Vikas
Publishing House Pvt. Ltd, 2006.
2. Goel H.K. Teaching of Computer Science. New Delhi: RL. Lall Book Depot, 2005.
3. Kochhar, S.K. Methods and techniques of teaching. New Delhi: Sterling Publishers Pvt. Ltd,
1992.
4. Krishnamurthy, R. C. Educational Technology: Expanding our vision. Delhi: Authors Press,
2003.
5. Mohanty, L. ICT strategies of schools. New Delhi: Sage Publication, 2006.
6. Sambath, K., Paneerselvam, A., &Santhanam, S. Introduction of educational technology. New
Delhi: Sterling Publishers Pvt. Ltd, 2006.
7. Sidhu, K. S. Teaching of mathematics. New Delhi: Sterling Publishers Pvt. Ltd, 2006.
8. Singh, Y.K. Teaching Practice. New Delhi: APH Publishing Corporation, 2009.
9. Sharma, R. N. Principles and Techniques of Education. Delhi: Surjeet Publications, 2008.
10. Sharma, R.A. Technological foundation of education. Meerut: R. Lall Books. Depot, 2008
11. Stephen, M. A., & Stanley, R. (1985). Computer instruction: Methods and development. NJ:
Prentice Hall.
65
12. Stone, E. How to use Microsoft access. Californi: Emergyville, 1996.
13. Vanaja, M.Educational Technology. Hyderabad: Neelkamal Publications Pvt. Ltd, 2006.
14. JZï. J¸ï. ªÀÄ°èPÁdÄð£À ±Á¹Ûç –«eÁÕ£À¨Æ
É ÃzsÀ£Á«zsÁ£À
66
BANGALORE UNIVERSITY
TWO YEAR B.Ed. DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDAGOGY OF COMMERCE
Paper Code: SC – I (Part – I) Credits: 4
Total No. Of Hours: 52 Total Marks: 100
Develop the understanding of the various methods, approaches and techniques of teaching
commerce
1.1 Nature of Business- Meaning, scope of Business, Evolution of Business, different stages
involved in business, Business ethics; meaning and importance of large scale business.
Lecture method.
Discussion method
Inductive-deductive method
Project method
Laboratory Method
Unit designing and Lesson Designing- Meaning, Importance, steps, format and advantages.
Difference between Unit Plan and Lesson Plan
Reference Books:
1. Aggarwal, Teaching of Commerce: A Practical Approach (2nded) UP: Vikas Publishing House
Pvt. Ltd, 2008.
2. Bhatia & Bhatia, The Principles and Methods of Teaching, Delhi: Doaba House, 2000.
3. Chauhan S.S, Innovations in Teaching Learning Process. UP: Vikas Publishing House Pvt.
Ltd, 2008.
4. Dhand, H Techniques of Teaching, New Delhi: APH Publishing Corporation, 2009.
5. Kochhar, S.K., Methods and Techniques of Teaching, Sterling Publishers Pvt. Ltd, 1997.
6. Sharma, R.N. Principles and Techniques of Education. New Delhi: APH Publishing
Corporation, 2008.
7. Siddiqui, M.H. Techniques of Classroom Teaching. New Delhi APH Publishing Corporation,
2009.
8. Singh, Y.K. Teaching of Commerce. New Delhi: APH Publishing Corporation, 2009.
69
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER- II
SEMESTER SCHEME
CONTENT AND PEDAGOGY OF BUSINESS ORGANIZATION
1.1.Objectives of Business. Problems of cottage and small scale industries Types of Business
Organization. Advantages and disadvantages of partnership firms.
1.2. Meaning of the Management, Principles of Management and Functional areas of Management.
1.3.Meaning of finance in business. Role importance of finance in business. Marketing- meaning,
Types of marketing, functions, importance. Consumer rights and consumer Forums. Meaning and
definition of Accounting. Need for accounting in business.
1.4.Methods to open accounts in Banks. Advantages of Bank accounts. Meaning of insurance, Need
for insurance. Life insurance and General Insurance. Insurance Proposal. Principles of Insurance.
Meaning of Globalization. Main characteristics of Globalization. Advantages of Globalization.
International trade agreements. (8th, 9th& 10th Std Social Science text book).
70
Behavioral objectives, techniques of writing objectives.
2.2. Learning Planning: Meaning & Nature of Lesson Plan, Objectives of Lesson plan and Steps
Of Lesson Plan inevaluation approach.
Unit 3: Methods and Instructional Media for Teaching Business Studies (16 Hours)
3.1 Lecture Method: Meaning, Importance, advantages of Lecture Method.
3.2 Questioning: Purpose of questioning, characteristics of good question and types of questions.
3.3 Discussion Method: Meaning, importance and advantages of Discussion Method.
3.4 Project Method: Meaning, Important, stage and advantages of Project Method.
3.5 Problem Solving Method: Importance, Stages of Problemsolving method and advantages.
3.6 Management Games
3.7 Computer Assisted Instruction
3.8 Case Study
3.9 Presentation, Simulation
3.10 Allowing students to organize fairs and exhibitions
3.11 Development of Higher Order thinking Skills (through the following activities)
Collaborative group activities, Co- Curricular activities, Business Studies based their utility in
case of linkage of school and outside organizations of for strengthening knowledge about business
Instructional Media.
Reference Books:
1. Bhatia, S.K,Teaching of Business Studies and Accountancy. New Delhi:Arya Book Depot,
2012.
2. Bhatia, S.K, Teaching of Principles of Commerce and Accountancy, CIE, Publication, Delhi,
1979.
3. Business and Management Education in Transitioning and Developing Countries: A
Handbook; McIntyre, John R. and Alon, IIan (Editors); M.E. Sharp.Inc; New York; 2005.
4. Business education and Emerging Market Economics: Perspectives and Best Practices, Alon,
IIan and McIntyre, John R Kluwer Academic Publishers, Boston. 2004.
5. Calfrey C. AlhonManaging the Learning Process in Business Education,Colonal Press USA,
1988.
6. Commerce Education in India: Views of Employers of Private Firms- A Case Study of Delhi;
Sherwani, N.U.K. and Siddiqui, Saif in Journal of Indian Education, NCERT: New Delhi;
Vol.XXX; No.4; Feb2005
7. Markulis, Peter M; Howe, Harry and Strang, Danisi R; ‘Integrating the Business Gaming; Sage
Publications; Vol.36; No. 2; June 2005; 250-258;
8. Megary, J. Simulation and Gaming. The international Encyclopedia of Educational
Technology, Oxford Pergamon Press, 1989.
9. Musselman Vernon A. and Mussleman Donald Lee. Methods in Teaching Basic Vusiness
Subjects, 3rdedDannirl III. The Interstate Printers and Publishers, 1975.
10. Nolan, C.A. Principles and Problems of Business Education, Cincinnati South Western
Publishing Company, 1968.
11. Schrg& Poland A System for Teaching Business Education. McGraw Hill Book Company. Ne
Yark, 1987.
12. Siddique, M. Akhtar and Khan, R.S. Handbook for Business Studies Teachers,
JamiaMillianIslamia, New Delhi, 1995.
13. Support material for PGT (Commerce). New Delhi: State Council of Educational Research and
Training. Retrieved
from:http://delhi.gov.in/wps/wcm/connect/doitScert/Scert+Delhi/Home/Questpaedia/Learning
+ Material/ Commerce, 2011.
14. Tonne, Herbher&Lovies C. Nancy. Principles of Business education. McGraw Hill, New Yark,
1995.
15. Verma, D.P.S.; Commerce Education in Rajput, J.S (Ed.) Encyclopedia of India Education,
Vol. I; NCERT; 2000.
16. Wadhwa, Toolika; Commerce Education at Senior- Secondary Level: Some Reflections: on
MERI Journal: New Delhi: Vol. III; No. II; October 2008.
72
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDAGOGY OF HOME SCIENCE
Paper Code: SC– I (Part – I) Credits: 4
Total No. Of Hours: 52 Total Marks: 100
1.1 Food, its constituents, functions and sciences, Basics of Nutrition-Macro and Micro nutrients-
selection of food;Principlesand methods of food preparation.
UNIT 2: Nature of Home Science and Objectives of Teaching Home Science (12 Hours)
UNIT 3: Approaches and strategies in teaching and learning of Home Science (22 Hours)
Unit 4: Planning for Teaching – learning and Evaluation in Home Science (12 Hours)
4.1 Preparation of unit plan, selecting the content for instruction, content analysis; stating the
instructional objectives and task analysis; analyzing and selecting suitable teaching methods,
strategies, techniques and models; identifying and developing teaching learning materials(including
ICT), selecting suitable evaluation tools and strategies, -lesson planning based on evaluation approach.
74
Seminar Topics: (any one)
Reference Books:
1. Begum, Fahmeeda. Modern Teaching of Home Science. New Delhi; Anmol Publications,
2006.
2. Chandra, Aravinda, Shah, Anupama and Joshi, Uma Fundamentals of teaching home science.
New Delhi; Sterling Publishers, 1995.
3. Joyce, Bruce & Weil, Marsha. & Calhoun, E. Models of Teaching (8th Ed.). New Delhi, PHI
Learning Private Limited, 2009.
4. Lakshmi,K, Technology of teaching home science. New Delhi; Sonali Publishers, 2006
5. Seshaih,P.R. Methods of teaching Home Science. Chennai; Manohar Publishers and
Distributors, 2004.
6. Yadav.S. Teaching of home science. New Delhi; Anmol Publishers, 1997.
75
BANGALORE UNIVERSITY
TWO YEAR B.ED. DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT PEDAGOGY OF HINDI
Paper Code: SC– I (Part – I) Credits: 4
Total No. Of Hours: 52 Total Marks: 100
76
A) urÉÉuÉWûÉËUMüE¬åzrÉ AÉ) xÉÉxÇM×üÌiÉMüE¬åzrÉ
C) xÉÉÌWûirÉMüE¬åzrÉ D) pÉÉÌwÉMüE¬åzrÉ |
AÉkÉÉUaÉëÇjÉ :-
1. ÌSlÉåzÉcÉlSì pÉÉU²ÉeÉ –ÌWûlSÏpÉÉwÉÉÍzɤÉhÉÌuÉlÉÉåSmÉÑxiÉMüqÉÇÌSU, AÉaÉUÉ
2. ÌWûlSÏÍzɤÉhÉ–UeÉWÇûxÉmÉëMüÉzÉlÉ, eÉrÉmÉÑU
3. lÉÔiÉlÉÌWûlSÏÍzɤÉhÉ–mÉëÉå.xɨÉÌaÉU, MülÉÉïOûMü
4. ÌWûlSÏÍzɤÉhÉ–xÉÇeÉÏuÉmÉÎosÉMåüzÉlÉ, eÉrÉmÉÑU–3, 1998
5. QûÉ. MüÐ.aÉÉåmÉÉsÉlÉ–qÉÉlÉMüÌWûlSÏurÉÉMüUhÉAÉæUUcÉlÉÉ, UÉzOíûÏrÉzÉæͤÉMüAlÉÑxÉÇkÉÉlÉAÉæU
mÉëÍzɤÉhÉmÉËUwÉS
6. ÌuÉeÉrÉxÉÔS–ÌWûlSÏÍzɤÉhÉÌuÉÍkÉrÉÉð–OçûQûlÉmÉÎosÉMåüzÉlxÉ, sÉÔÍkÉrÉÉlÉÉ
7. mÉëÌiÉpÉÉ–lÉÏqÉÉÌWûlSÏurÉÉMüUhÉiÉjÉÉUcÉlÉÉ, lÉÏiÉÉmÉëMüÉzÉlÉÉ, 1995
8. pÉÉDrÉÉåaÉålSìÎeÉiÉLuÉÇAljÉpÉÉDrÉÉåaÉålSìeÉÏiÉ, ÍzɤÉÉÍzÉkSÉÇiÉMüÐÃmÉUåZÉÉ–ÌuÉlÉÉåSmÉÑxiÉMü
qÉÇÌSU, AÉaÉUÉ.
9. xÉTüsÉÍzɤÉhÉMüsÉÉ–mÉÏ.QûÏ.mÉÉPûMü, ÌuÉlÉÉåSmÉëMüÉzÉlÉ, AÉaÉUÉ
10. ÍzɤÉÉMåüÍxÉkSÉÇiÉ–mÉÏ.QûÏ. mÉÉPûMü, OûÉOûÉirÉÉaÉÏ, ÌuÉlÉÉåSmÉÑxiÉMüqÉÎlSU, AÉaÉU
11. ÍzɤÉhÉMüÐÌuÉÍkÉrÉÉð 1,2, AÉæUmÉÉPû–rÉÉåeÉlÉÉ- QûÉð. sɤqÉÏlÉÉUÉrÉhÉzÉqÉÉï, ÌuÉlÉÉåSmÉÑxiÉMü
qÉÎlSU, AÉaÉUÉ
12. pÉÉwÉÉÍzɤÉMümÉëÌuÉÍkÉ–ÌMüzÉÉåUÏsÉÉsÉzÉqÉÉï, qÉåWûUÉEqÉÉLhQûMüqmÉlÉÏ, AÉaÉUÉ
13. ÌWûlSÏÍzɤÉhÉ–MåüzÉuÉmÉëxÉÉSkÉlÉmÉlÉUÉrÉLhQûxÉÉlxÉ, ÌSssÉÏ
14. pÉÉUiÉqÉåÇqÉÉiÉ× pÉÉwÉÉÍzɤÉhÉMåüÍsÉLxÉÑfÉÉuÉ–UroÉlÉï, AÉÆMüxÉTüÐQïûIuEμEIuE•}ÉsÉrÉmÉëåxÉ
15. A±ÉmÉlÉMüsÉÉ–xÉÏiÉÉUÉqÉmÉiÉÑuÉåïSÏ, lÉlSÉÌMüzÉÉåULhQûxÉÇxÉ, uÉÉUÉhÉÉxÉÏ
16. ÌWûlSÏpÉÉwÉÉÍzɤÉhÉ–pÉÉDrÉÉåaÉålSìeÉÏiÉ, ÌoÉlÉÉåSmÉÑxiÉMüqÉÎlSUAÉaÉUÉ
17. ÌWûlSÏurÉÉMüUhÉ–MüÍqÉjÉÉmÉëxÉÉSaÉÑÃ, ÌuÉlÉÉåSmÉÑxiÉMüqÉÎlSU, AÉaÉUÉ
78
79
80
81
82
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM(CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDAGOGY OF SANSKRIT
Paper Code: SC– I (Part – I) Credits: 4
Total No. Of Hours: 52 Total Marks: 100
3.1 Listening meaning and importance. Defects in pupils listening skills and
theirremedies, factors to be kept in mind while developing listening skills.
3.2 Speaking- meaning and importance of speaking skill, defects in pupils and their
remedies, activities to develops speaking skill among thepupils.
3.3 Reading- meaning and importance, types of reading, methods of teaching reading.
3.4 Writing- meaning and importance of legible and beautiful handwriting,
characteristics of good handwriting, methods of teaching in skill of writing
3.5 Composition- meaning and importance, objectives of teaching composition,
methods of correction.
Unit-4
84
Suggested list of topics/ practical activities (each trainee must make any two
presentations from the following)
85
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM(CBCS)
SEMESTER SCHEME
SEMESTER: II
CONTENT AND PEDAGOGY OF GERMAN
Paper Code: SC– I (Part – I) Credits: 4
Total No. Of Hours: 52 Total Marks: 100
Seminar-Themen (6 Zeitstunden)
Referenzmaterialien
:
1. GedruckteUnterrichtsmaterialien
a. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 1: Lehrkompetenz und
Unterrichtsgestaltung (Learning to teach German, Vol. 1: Competencies of teachers and
creation of classes), Klett, 2012.
b. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 2: Wie lernt man die
Fremdsprache
Deutsch? (Learning to teach German, Vol. 2: How to learn German as a foreign
language),
Klett, 2013.
c. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 3: Deutsch als fremde Sprache
(Learning
to teach German, Vol. 3: German as a foreign language), Klett, 2014.
d. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 4: Aufgaben, Übungen, Interaktion
(Learning to teach German, Vol. 4: Tasks, Exercises and Interaction), Klett, 2014.
e. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 5: Lernmaterialien und Medien
(Learning to teach German, Vol. 5: Learning Materials and Media), Klett, 2014
f. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 6: Curriculare Vorgaben und
Unterrichtsplanung (Learning to teach German, Vol. 6: Curricular Conditions and
Lesson
Planning), Klett, 2013.
87
g. IGNOU, Goethe-Institut, Universität Wien (Hg.), Diploma in teaching German as a
Foreign
Language 1: Grundlagen des Unterrichtens (Fundamentals of teaching), Goyal, 2010.
h. IGNOU, Goethe-Institut, Universität Wien (Hg.), Diploma in teaching German as a
Foreign
Language 2: Die vier Fertigkeiten und ihre Voraussetzungen (the four language skills
and
their precondition), Goyal, 2010.
i. IGNOU, Goethe-Institut, Universität Wien (Hg.), Diploma in teaching German as a
Foreign
Language 3: InstrumenteimUnterricht (tools and resources in the classroom), Goyal,
2010.
j. IGNOU, Goethe-Institut, Universität Wien (Hg.), Diploma in teaching German as a
Foreign
Language 4: Unterrichten (Teaching), Goyal, 2010.
2. URL-Links
http://www.hueber.de/seite/pg_online_uebungen_daf_lern (online exercises and tests)
http://www.aufgaben.schubert-verlag.de/ (grammar and vocabulary trainer)
https://www.deutsch-portal.com/Deutsch-lernen-mit-Materialien.html (worksheets for
various intercultural topics concerning Germany)
http://www.dw.de (a rich source of actual audio and video materials concerning
Germany)
https://www.goethe.de/en/spr/ueb.html (hints and links for self learning of the German
language)
https://www.goethe.de/en/spr/kup/prf.html (a survey of the internationally recognized
German language exams)
88
BANGALORE UNIVERSITY
SEMESTER SCHEME
SEMESTER: II
89
Unité-1: La sensibilitéinterculturelle
90
3.2: Les données
Le processus de mémorisation
Le bilan de la leçon
L’expressionécrite
Savoir lire
Savoirécrire
Travailler en paires
Enseignerà l’individu
4.1: Lier une series d’activités dans un plan détaillé de leçon et fournir les supports
4.2: Garantir une cohérence entre les leçons en prenant en compte les résultats de la
leçon précédente dans la préparation de la suivante
4.4: Adapter les programmes des leçons en prenant en compte les acquis et les
difficultés d’apprentissage
4.5: Planifier les phases d’une leçon selon un minutage et des objectifs précis
4.6: Élaborer des tâches afin de tirer profit du potential linguistique et communicatif
des étudiants
4.7: Créer différentes tâches sur la base d’un même support pédagogique pour des
apprenants de niveaux différents
4.9: Proposer des modèles de phrases corrects adaptés aux compétences des
apprenants
Chaque étudiant doit faire une présentation sur un des sujets suivants:
92
3. Le rapport entre la langue maternelle et le français, en prenant en compte la
perception et la mémorisation
REFERENCES
2. Nicole Susbielles – “Lecture d’une nouvelle dans une classe hétérogène”, Les
Langues Modernes
93
12. Eddy Roulet – “L’apport des sciences du langage à la diversification des méthodes
d’enseignement des langues secondes en function des caractéristiques des publics
visés”, Etudes de Linguistique Appliquée
13. RenéLaborderie et Jean-Paul Boiral – “Faut-il repenser nos methods d’initiation aux
langues ? “, Cahiers pédagogiques
94
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9. ¨sÁµÁ ¨ÉÆÃzsÀ£ÉAiÀÄ ªÀiË®åªÀiÁ¥À£Àz° À èWÀlPÀ ¥ÀjÃPÉë gÀƦ¹ ¤ªÀð»¸ÀĪÀ ¸ÁªÀÄxÀåð ¨É¼É¸ÀĪÀÅzÀÄ.
2.1 ¨sÁµÁ ¥ÀoåÀ ¥ÀĸÀÛP:À CxÀð, ªÀĺÀvÀé, gÀZÀ£ÉAiÀÄ vÀvÀéUÀ¼ÄÀ ºÁUÀÆ GvÀÛªÀÄ ¥ÀoÀå¥ÀĸÀÛPz
À À
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2.2 ¸ÀA¥À£ÀÆä® ¥ÀĸÀÛPÀ ºÁUÀÆ C¨sÁå¸À ¥ÀĸÀÛP:À CxÀð, ªÀĺÀvÀé ªÀÄvÀÄÛgÀZÀ£ÉAiÀÄ ºÀAvÀU¼ À ÀÄ
95
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2.3 ¨sÁµÁCzsÁå¥ÀPÀ: CºÀðvÉU¼ À ÀÄ ªÀÄvÀÄÛ ¨ÉÆÃzsÀ£Á ¸ÁªÀÄxÀåðUÀ¼ÀÄ.
2.4 ¨sÁµÁ ¥ÀæAiÉÆÃUÁ®AiÀÄ: ¥ÀæAiÉÆÃd£ÀU¼ À ÀÄ ºÁUÀÆ §¼ÀPÉAiÀÄ PÀæªÀÄ.
2.5 ¨sÁµÁ ¨ÉÆÃzsÀ£ÉAiÀÄ°èPÀA¥ÀÇålgï ªÀÄvÀÄÛCAvÀeÁð®: ¥ÀæAiÉÆÃd£ÀU¼ À ÀÄ, §¼ÀPÉ.
2.6 QæAiÀiÁ ¸ÀA±ÉÆÃzsÀ£É: CxÀð, ¥ÁæªÀÄÄRåvÉ ºÁUÀÆ C£ÀĵÁ×£ÀzÀ ºÀAvÀU¼ À ÀÄ.
4.1 ¨sÁµÁ ¨ÉÆÃzsÀ£ÉAiÀÄ°è ªÀiË®åªÀiÁ¥À£À: UÀªÄÀ ¤¸À¨ÉÃPÁzÀ CA±ÀUÀ¼ÀÄ. ¤gÀAvÀgÀ ºÁUÀƪÁå¥ÀPÀ ªÀiË®åªÀiÁ¥À£À - ¥ÀjPÀ®à£,É
¥ÀæQæAiÉÄ ªÀÄvÀÄÛ ¸ÁzsÀ£ÀU¼ À ÀÄ.
4.2 ¨sÁµÁ ªÀiË®åªÀiÁ¥À£Àz° À è ªÀiËTPÀ ºÁUÀÆ ¥Àæ§AzsÀ ªÀiÁzÀj ¥Àæ±ÉßUÀ¼À ªÀĺÀvÀé.
4.3 WÀlPÀ ¥ÀjÃPÉë: GzÉÝñÀU¼ À ÀÄ, gÀZ£ À Á ºÀAvÀU¼
À ÀÄ ºÁUÀÆ ¤ªÀðºÀuÉ.
4.4 GvÀÛªÀÄ ¨sÁµÁ ¥Àæ±ßÉ ¥ÀwæPÉ-UÀÄt®PÀëtUÀ¼ÀÄ ªÀÄvÀÄÛgÀZÀ£ÁPÀæªÀÄ.
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¥ÀgÁªÀıÀð£À UÀæAxÀUÀ¼ÀÄ:
97
30. UÉÆÃ¥Á® PÀȵÀÚAiÀÄå., ¥Ëæq± sÀ Á¯ÁPÀ£ÀßqÀPÉʦr. £ÀªÀPÀ£ÁðlPÀ ¥ÀæPÁ±À£À, ¨ÉAUÀ¼ÀÆgÀÄ.
31. ¥Ánî ¥ÀÅlÖ¥Àà., £ÁqÀÄ £ÀÄr, ºÀA¦ «±Àé«zÁå®AiÀÄ, ºÀA¦ 2007
32. ZÁ«Äì÷Ì £ÉÆêÀiï., ªÀÄ£ÀÄPÀÄ®zÀ ªÀiÁvÀÄUÁgÀ, C©ü£ÀªÀ ¥ÀæPÁ±À£À, ¨ÉAUÀ¼ÀÆgÀÄ, 2005
33. azÁ£ÀAzÀ ªÀÄÆwð.JA., ¨sÁµÁ «eÁÕ£ÀzÀ ªÀÄÆ® vÀvÀéUÀ¼ÄÀ . r.«.PÉ ªÀÄÆwð ¥ÀæPÁ±À£À, ªÉÄʸÀÆgÀÄ: 1986.
34. ªÀÄÄUÀ½ gÀA. ²æÃ.,PÀ£ÀßqÀ ¸Á»vÀåZÀjvÉæ. VÃvÁ §ÄPï ºË¸ï¥ÀæPÁ±À£À, ªÉÄʸÀÆgÀÄ-2002.
35. ªÀĺÁ§¯ÉñÀégg À Áªï., ¥Ëæq± sÀ Á¯ÉUÀ¼À°è PÀ£ÀßqÀ ¨sÁµÁ ¨ÉÆÃzsÀ£É. £ÀªÀP£
À ÁðlPÀ ¥ÀæPÁ±À£À, ¨ÉAUÀ¼Æ
À gÀÄ. 1996
36. dªÀgÉÃUËqÀzÃÉ ., PÀĪÉA¥ÀÅ CªÀgÀ ²PÀët vÀvÀé«ZÁgÀ, ¥Àæ¸ÁgÁAUÀ, ¨ÉAUÀ¼ÀÆgÀÄ «±Àé«zÁå®AiÀÄ, ¨ÉAUÀ¼ÀÆgÀÄ: 1977.
37. dªÀgÉÃUËqÀzÃÉ .,PÀ£ÀßqÀaAvÀ£É, ºÀA¦ «±Àé«zÁå®AiÀÄ, ºÀA¦: 2007.
38. «ÃgÀ¨Àzs æ¥
À Àà.©.J., ¢éwÃAiÀÄ ¨sÁµÁ ¨ÉÆÃzsÀ£É., PÀ£ÀßqÀCzsÀåAiÀÄ£À ¸ÀA¸ÉÜ, ªÉÄʸÀÆgÀÄ «±Àé«zÁå®AiÀÄ ªÉÄʸÀÆgÀÄ: 1978.
39. ²ªÀgÀÄzÀæ¥àÀ.f.J¸ï., PÁªÁåxÀðaAvÀ£À. ±ÁgÀzÁ ¥ÀæPÁ±À£À, ¨ÉAUÀ¼Æ À gÀÄ, 1983
40. ±ÉõÀVjgÁªï.J¯ï.J¸ï., ºÉƸÀU£ À ÀßqÀzÀ ¸Á»vÀå. ¥Àæ¸ÁgÁAUÀ, ¨ÉAUÀ¼ÀÆgÀÄ «±Àé«zÁå®AiÀÄ, 1975.
41. ²æãÁxÀ ±Á¹Ûç, EvÀgg À ÀÄ., ²PÀëtzÀ ¨sÁµÉ ªÀÄvÀÄÛ §Ä¢ÞªÀAwPÉ. £ÀªPÀ À£ÁðlPÀ ¥ÀæPÁ±À£À, ¨ÉAUÀ¼Æ À gÀÄ.-2006
98
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT AND PEDAGOGY OF ENGLISH
2.1 Audio-aids-lingua phone-Audio cassettes, Radio Broadcasts, Visual aids, charts, three
dimension pictures, flash cards, albums, A-V aids-Films, Videos and multimedia, language
Lab their importance and uses in ELT.
2.2. Library as a resource in teaching and learning of English.
3.1. Language curriculum, meaning and principles (with reference to NCF2005) and teaching
language through literature-concept and types of literature.
3.2. School textbooks in English –characteristics and review of present textbooks of 9th, 10th 11th,
12th.
3.3. Work books in English, steps and uses.
Reference Books:
1. Allan Campbell R: Teaching English as a second language, Mc Graw Hill, New Delhi, 1971.
2. Billows F L: The techniques of language teaching. London: Longman group Limited, 1961
Book Department, 1957.
3. Brauah T C: The English teachers’ Handbook, Sterling Publishers, 1984.
4. Bright J A & Mc Gregor C.P. Teaching English as second Language, London: Essex 1970.
101
5. Brown G: Listening to spoken English. London: Longman, 1977.
6. ELT web sites.
7. English Grammar, composition and usage by J.C. Nesfield Macmillan Publishers.
8. Gordon B.S.: The teaching of English in free India, Madras; Christian literature society, 1960.
9. Hornby: Teaching of structural words and sentence patterns stage 1,2, 3 and 4. London: ELBS
and OUP, 1959.
10. Jane Willis: Teaching English through English CUP London, 1995.
Menon and Patel: Teaching of English as a foreign language, Baroda: Acharya
11. Raju T.N.: content cum methodology of teaching English, DSERT Publication,2005
12. Ryburn W H and Parkinson J G; The teaching of English, OUP, London. 1961.
13. Sachdeva M.S.: A new approach to teaching English in free India, Ludiana publications, 1976.
14. Widdowson HG; Teaching language as communication. OUP, London, 1982.
15. Wilkinson Andrew: Language and education. Oxford University Press, 1986.
102
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT AND PEDAGOGY OF SOCIAL SCIENCE
1.1. Major Revolutions of the world- American, French, Russian and Industrial- causes, effects/
consequences and their contributions
1.2. Medieval Period in India: Mughals, Rajputs, Marathas and Vijayanagara Empire-rise and
establishment of these dynasties, military achievements, contributions to administration, art
and architecture, religion, literature and society, causes for decline.
1.3. Atmosphere- meaning, importance, composition and components, difference between weather
and climate
1.4. Natural Disasters-volcano, earthquake, tsunami and Floods- meaning, causes, types and its
effect.
1.5. Forms of Government in India-local self government, state government, union government-
formation, objectives, functions, administration, responsibilities and duties.
1.6. Culture and Sociology- concept of culture, cultural diversities, customs and traditions, role of
culture in socialization.
103
Unit 2: Instructional Resources in Social Sciences (12 Hours)
2.2. Library resources- newspapers, books, encyclopedias, reference books, journals and magazines-
importance in teaching of social science.
2.3. Community resources –Human, Natural, physical, economical, historical, man-made and school
based resources- meaning, importance and uses of all the above in teaching and learning
process
2.4. E-learning resources-internet, web based tools, blogs, animation and multimedia etc.
2.5. Audio Visual Resources- meaning and importance in teaching learning process
3.1. Social science Projects and investigatory field trips/visits - Role of a teacher in planning,
execution, evaluation
3.2. Social Science club- meaning, importance, objectives, organization and activities
4.2. Enrichment activities to develop professional competencies among social science teacher-
workshops, seminars, conferences and symposiums,
4.3. Forms- Discussions on contemporary issues in social sciences by using social networking.
1. Preparation for project based teaching with cooperative learning strategies(development of plan)
104
4. Preparation of Projects of interdisciplinary relationship (Ex -history and geography relationship,
economics and business study relationship)
5. Preparation of activities for experiential learning Ex- map drawing, chart preparation, album
making, script writing.
10. A report on creating student forums for discussion on contemporary issues in social sciences by
using social networking.
Reference Books:
105
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT AND PEDAGOGY OF MATHEMATICS
1.1 Content of 9th, 10th, and 11thstd syllabus - Permutation and combination, probability, sequence
and series, simultaneous equations, quadratic equations.
1.2 Trigonometry, co-ordinate, geometry, quadrilaterals, circles, mathematical induction, matrices.
106
Unit-2 – Teaching and learning resources of Mathematics (20 Hours)
2.1.2. Preparation and use of teaching-learning materials – charts, boards, models and
manipulative materials; use of black board, interactive white boards and smart boards -
advantages of each of them.
2.1.3. Mass media – Radio, TV and newspaper.
2.1.4. Printed materials – textbooks –need, importance and good qualities; critical
Analysis of 8th, 9th, 10th and 11thstd mathematics textbooks; workbooks and
Worksheets –need and importance.
2.2. Community and school based teaching –learning resources.
2.2.1. Concept and importance of community based resources.
2.3.2. Human resources, natural resources and man –made resources.
2.2.3. School based resources – Mathematics lab –need and significance-equipment;
Mathematics exhibitions/fairs.
2.2.4. Mathematics library – reference books; Mathematics club – purpose,
Organization and activities;
2.3. e-resources for learning mathematics.
2.3.1. Concept of e- resources – need and importance.
2.3.2. Computer, internet –websites, educational CDs (multi-media), Concept of
Online learning creating BLOGS.
3.1. Mathematics club, mathematics exhibition/fair, mathematics Olympiad and mathematics quiz –
their importance and organizationat school level.
3.2. Gifted children in mathematics – their characteristics, identification and enrichment programmes.
3.3. Slow learners in mathematics - their characteristics, identification and remedial programmes;
learning difficulties in mathematics – discalcia, disgraphia – their remedies
3.4. Action research in mathematics – meaning and its steps.
Reference Books:
1. Aggarwal, J.C. Principles, Methods & Techniques of Teaching (2nd Ed.). New Delhi: Vikas
Publishing House Pvt. Ltd, 2001.
3. Butler H., Charles & Wren F., Lynwood. The Teaching of Secondary Mathematics. New York:
The Maple Press Company, 1960.
4. Ediger, M. & Rao, D.B. Teaching Mathematics Successfully. New Delhi: Discovery Publishing
House, 2000.
5. James, Anice. Teaching of Mathematics. Hyderabad: Neelkamal Publications Pvt. Ltd, 2006.
6. Joyce, B. & Weil. M. & Calhoun, E. Models of Teaching (8th Ed.). New Delhi: PHI Learning
Private Limited, 2009.
108
7. Kumar, S. &Ratnalikar, D.N. Teaching of Mathematics, New Delhi: Anmol Publications Pvt. Ltd,
2003.
8. Mangal, S.K. A Text Book on Teaching of Mathematics, Ludhiana: Prakash Brothers Educational
Publishers, 1981.
9. NCERT. National Curriculum Framework for School Education. New Delhi: NCERT, 2005.
11. Sidhu, Kulbir Singh. The Teaching of Mathematics. Jullundar: Sterling Publishers Pvt. Ltd.
12. dA²è, Dgï.n¸ÀĨÉÆÃzsÀUÀtÂvÀ ¨sÉÆÃzsÀ£É. zsÁgÀªÁqÀ: ¨sÁgÀvÀ §ÄPïr¥ÉÆ ªÀÄvÀÄÛ ¥ÀæPÁ±À£À (1990-91).
109
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT AND PEDADOGY OF BIOLOGICAL SCIENCE
110
Unit -1 Content: (10 Hours)
1.1 Life processes – Photosynthesis and transport in plants. Excretion, circulation, respiration,
digestion in animals.
1.2 Cell division – Mitosis and meosis – Stages and significance.
1.3 Ecology and Evolution – Biosphere, Ecosystem, Bio-magnification, and Environmental pollution –
Causes, effects and measures to control. Grigormedal’s experiments, Heredity and genetics.
Theories of evolution (Lamark and Darwin).
1.4 Bio-technology: Meaning and applications – Recombinant DNA Technology, Genetic engineering,
DNA finger printing and cloning.
2.1 Biological science laboratory – Importance, planning, designing, equipment’s and records.
2.2 Biological science text book – characteristics, importance, Hunter’s criteria of evaluating a text
book.
2.3 Visual and Audio Visual Aids: Visual – Specimens, models and charts. Audio-visual – Television,
film.
2.4 E-resources – Use of multimedia and computers in Biological science: E-learning, software,
website, e-boards and biology blog.
3.1 School Based Activities: Meaning, importance and Organization of Science Club, Science
Exhibition, Science Fair, Science Quiz and Field Trips and Visits.
3.2 Field Based Activities: Setting up and maintenance of School garden, Aquarium, Vivarium
and Terrarium.
3.3 Community Based Activities: Meaning and Importance of Community Resources with special
reference to Biological Science (National Park, Botanical Garden, Zoo, Bird Sanctuary,
Museum and Science Center)
111
4.2 Professional growth of Biological science teacher with reference to content enrichment programme
such as in-service programme, orientation programme, refresher course, seminars, workshops, project,
and action research.
Reference books:
1. Das R. C.: Science Teaching in Schools, Sterling Publication Private Ltd. New Delhi. 1985.
2. Nair C.R.S. Teaching Science in our schools, S. Chand and Co., New Delhi, 1971.
3. Gupta S.K.: Science Teaching in Schools, Sterling Publication Pvt. Ltd. New Delhi, 1985.
4. Sharma R.C. Modern Science Teaching, Dhanpat Rai and Sons, New Delhi.
5. Green T.N.: Teaching of Biology in Tropical Schools, oxford University Press, London, 1971.
6. Summer W.L.: The Teaching of Science, oxford; Basil Black well, New Delhi, 1950.
7. Vishwanath Pandey and Kishore Valicha: Science teaching and development McMillan India
Pvt. Ltd. New Delhi, 1984.
112
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT AND PEDAGOGY OF PHYSICAL SCIENCE
Acquire the knowledge and scope of Secondary and Higher secondary School Content in Physical
Science.
Utilize the required resources effectively
Gain the knowledge and skill about organizing various Non-scholastic activities
Acquire the knowledge about different activities to improve professional
development/competencies
UNIT I: CONTENT IN PHYSICAL SCIENCE (WITH REFERENCE TO 9TH, 10TH, I &II PUC)
(10 Hours)
1.1Motion
Circular motion- Meaning, types.Wave motion- Meaning, types-Longitudinal and Transverse
waves. Projectile motion- Meaning, and derivation of equation of path.
113
1.3. Chemical Reaction:
Electronic configuration; meaning and writing electronic configuration;periodic classification
of elements (s, p, d, f). Chemical reaction: meaning and types. Electro chemistry:solutions-saturated
and unsaturated and colloids.
Reference Books:
115
BANGALORE UNIVERSITY
acquire the knowledge of extended activities in Computer Science and their organization
develop the understanding of resources for teaching Computer Science
develop the understanding of the means for quality improvement in Computer Science
instruction
develop the skill in preparing and using resources in Computer Science
develop the skill in construction and administering unit tests and diagnostic tests in Computer
Science
develop the skill in organizing extended curricular activities in Computer Science
develop the skill in preparing special programs for gifted and slow learners
develop the skill in using multimedia in Computer Science
develop the skill in critical analysis of the text books and question papers of secondary school
Computer Science
116
2.1 Text Books – Qualities of good computer science text book, Use of text book, role of text book in
teaching computer science, Criteria for evaluation of computer science text book.
2.2 Computer Science Library – Meaning, organization and importance.
2.3 Computer Science Lab – Need for planning the computer laboratory, special features of computer
laboratory, Essential infrastructure – laboratory management & maintenance of records, discipline
in the laboratory.
Reference Books:
1. Alexis, M.L. Computer for everyone. Leon: Vikas Publishing house Ltd: New Delhi, 2001.
2. Bennet, S., Marsh, D., & Killen, C., Handbook of online education continuum. New York:
International publishing group, 2008.
3. Kumar, K. L. Educational technology. New Delhi Angel International (P) Ltd, 1997.
117
4. Norton, P. Introduction to computers. New Delhi: Tata McGraw Hill Publishing Co. Ltd, 1998.
5. Sharma, R. A. Technological foundation of education. Meerut: R. Lall Books Depot, 2008.
Allison, L. J., & Chris, P. Preparing for blended e-learning. UK: Routledge, 2007.
6. Sharma, R. C. Modern science teaching. New Delhi: Dhanpat Raj and Sons, 1998.
7. Srinivasan, T.M. Use of computers and multimedia in education. Jaipur: Aaviskar Publication,
2002.
8. J.f. PÀjUÀtèªÀgÀ - ¨sÁgÀwÃAiÀÄ ±Á¯ÉU¼
À À°è DzsÄÀ ¤PÀ «eÁÕ£À ¨ÉÆÃzsÀ£É
9. JªÀiï. F. £ÁUÀgÀvÀß - «µÀAiÀiÁzsÁjvÀ ¨ÉÆÃzsÀPÁ ¥ÀzÞÀ w
10. J.f. PÀjUÀtèªÀgÀ - ¨sÁgÀwÃAiÀÄ ±Á¯ÉU¼
À À°è DzsÄÀ ¤vÀ «eÁÕ£À ¨ÉÆÃzsÀ£É
11. ¥ÉÆæ. J¸ï. ªÉAPÀmÉñÀªÄÀ Æwð - gÀ¸ÁªÀÄ£À±Á¹Ûç
12. ¸À¯Éñï. J. »gÉêÀÄoÀ - fêÀ «eÁÕ£À ¨ÉÆÃzsÀ£É
13. JZï. J¸ï. GªÉÄñï - fêÀ ±Á¹Ûç ¨ÉÆÃzsÀ£É
14. qÁ! J¸ï. ©. AiÀÄqïªÁqï - ¨sËvÀ «eÁÕ£À ¨ÉÆÃzsÀ£É
15. ¹.f. ¥Àæ¸Ázï - ªÀiÁ»w ªÀÄvÀÄÛ ¸ÀAªÀºÀ£À vÀAvÀe
æ ÁÕ£À
16. ¹. «. ªÀiÁåUÉÃj - ±ÉÊPÀëtÂPÀvÀAvÀæ±Á¸ÀÛç
17. qÁ! Dgï. n. dAwè - ±ÉÊPÀëtÂPv
À ÀAvÀæeÁÕ£À ¥ÀjZÀAiÀÄ
118
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT AND PEDAGOGY OF COMMERCE
PAPER CODE: SC-II (Part-II) Credits: 4
Total No. of Hours: 52 Total Marks: 100
2.1 Resources- meaning, types, their uses in the teaching and learning of commerce
2.2 Workbook, source book – meaning and Importance
2.3 Textbook- Meaning, Characteristics, qualities and importance.
2.4 Computer Assisted Instruction, multimedia in learning commerce.
2.5 Instructional Aids - Educational broadcasting and telecasting-interactive video, tele-lecture,
video-conferencing, software in commerce.
Unit – 3 Non-Scholastic Activities in commerce (12Hours)
119
3.3 Commerce room- teacher’s diary, records and registers to be maintained, equipment, essentials
and desirable.
3.4 Field trip – Importance & scope.
3.5 Organizing career talk- Planning, discussion & Importance.
3.6 Organization of the Campaign- Planning, execution and Application.
3.7 School bank, Commerce library- meaning, organization and importance.
4.4 Programmes for quality improvement in teaching of commerce- role of seminars, workshops
and projects.
1. Visit an industrial unit owned and managed by Government and private sector, and collect
particulars in respect of various departments and official work undertaken by each department.
2. Collection of business documents, newspaper and magazines articles and analyse.
3. Conduct a survey and prepare a report on any issues in commerce.
4. Survey of professional competencies of a commerce teacher.
5. Prepare a project proposal that has to be submitted to companies regarding business
transaction, training
6. Collection of self-prepared e-learning resources in commerce.
7. Contact any insurance agent and collect details about various insurance scheme for education
and give a report.
8. Critical analysis of commerce Text-book (any one 9th, 10th, 11th, 12th, )
9. Prepare Slide using MS Power Point on any one topic of Std.: 9th, 10th, 11th& 12th
10. Preparation of workbook of 9th, 10th, 11th& 12th (any one).
120
Reference Books:
1. Aggarwal, Teaching of Commerce: A Practical Approach (2nded) UP: Vikas Publishing House
Pvt. Ltd, 2008.
2. Bhatia & Bhatia, The Principles and Methods of Teaching, Delhi: Doaba House, 2000.
3. Chauhan S.S, Innovations in Teaching Learning Process. UP: Vikas Publishing House Pvt.
Ltd, 2008.
4. Dhand, H Techniques of Teaching, New Delhi: APH Publishing Corporation, 2009.
5. Siddiqui, M.H. Techniques of Classroom Teaching. New Delhi APH Publishing Corporation,
2009.
6. Kochhar, S.K., Methods and Techniques of Teaching, Sterling Publishers Pvt. Ltd, 1997.
7. Singh, Y.K. Teaching of Commerce. New Delhi: APH Publishing Corporation, 2009.
8. Sharma, R.N, Principles and Techniques of Education. New Delhi: APH Publishing
Corporation, 2008.
121
BANGALORE UNIVERSITY
TWO YEAR B.Ed.DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER- III
SEMESTER SCHEME
CONTENT AND PEDAGOGY OF BUSINESS ORGANIZATION
122
Unit-2 UNIT LESSON PLANNING AND CORRELATION (15 Hours)
2.1 Unit Lesson Planning, Difference between Unit and Stray Lesson planning
2.2 Meaning, importance and types of Co- relation
2.3 Correlation with different Subject: Social Science and Computer science
2.4 Co-relation with the daily life activity
123
5. Draft the following documents with imaginary details a) Memorandum of Association b)
Articles of Association and c) Prospectus
6. Collect the information about the company that have issued debentures and prepare a list of the
type of debentures they have issued.
7. Prepare a list of various financial institution which provide financial assistance to Indian
companies
8. Prepare a code to be adopted in a class room. Discuss with your teacher and friends and
prepare a standard and submit the report.
9. Make an analysis of News items from News Papers, TV, Radio etc. and write a report on
business studies related issues and concern of the present day Indian Society
10. Analyse question papers of any State board/ CBSE and NCERT’s textbooks in the light of the
subject specific requirements in terms of understanding and skills.
Reference Books:
1. Bhatia, S.K,Teaching of Business Studies and Accountancy. New Delhi: Arya Book Depot,
2012.
2. Bhatia, S.K, Teaching of Principles of Commerce and Accountancy, CIE, Publication, Delhi,
1979.
3. Business and Management Education in Transitioning and Developing Countries: A
Handbook; McIntyre, John R. and Alon, IIan (Editors); M.E. Sharp.Inc; New Yark; 2005.
4. Business education and Emerging Market Economics: Perspectives and BestPractices, Alon,
IIan and McIntyre, John R Kluwer Academic Publishers, Boston. 2004.
5. Calfrey C. AlhonManaging the Learning Process in Business Education,Colonal Press USA,
1988.
6. Commerce Education in India: Views of Employers of Private Firms- A CaseStudy of Delhi;
Sherwani, N.U.K. and Siddiqui, Saif in Journal of Indian Education, NCERT: New Delhi;
Vol.XXX; No.4; Feb2005.
7. Markulis, Peter M; Howe, Harry and Strang, Danisi R; ‘Integrating the Business Gaming; Sage
Publications; Vol.36; No. 2; June 2005; 250-258;
8. Megary, J. Simulation and Gaming. The international Encyclopedia of Educational
Technology, Oxford Pergamon Press, 1989.
9. Musselman Vernon A. and Mussleman Donald Lee. Methods in Teaching Basic Vusiness
Subjects, 3rded, Dannirl III. The Interstate Printers and Publishers, 1975.
10. Nolan, C.A. Principles and Problems of Business Education, Cincinnati South Western
Publishing Company, 1968.
11. Schrg& Poland A System for Teaching Business Education. McGraw Hill Book Company. Ne
Yark, 1987.
12. Siddique, M. Akhtar and Khan, R.S. Handbook for Business Studies Teachers,
JamiaMillianIslamia, New Delhi, 1995.
13. Support material for PGT (Commerce). New Delhi: State Council of Educational Research and
Training. Retrieved
124
from:http://delhi.gov.in/wps/wcm/connect/doitScert/Scert+Delhi/Home/Questpaedia/Learning
+ Material/ Commerce, 2011.
14. Tonne, Herbher&Lovies C. Nancy. Principles of Business education. McGraw Hill, New Yark,
1995.
15. Verma, D.P.S.; Commerce Education in Rajput, J.S (Ed.) Encyclopedia of India Education,
Vol. I; NCERT; 2000.
16. Wadhwa, Toolika; Commerce Education at Senior- Secondary Level: Some Reflections: on
MERI Journal: New Delhi: Vol. III; No. II; October 2008.
125
BANGALORE UNIVERSITY
TWO YEAR B.Ed. DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT AND PEDAGOGY OF HOME SCIENCE
126
2.1.2 Human resources - Eminent persons, teachers, professors as resource persons from
different fields of Home Science and other subjects related to Home Science.
127
Reference Books:
1. Begum, Fahmeeda. Modern Teaching of Home Science. New Delhi; Anmol Publications,
2006.
2. Chandra, Aravinda, Shah, Anupama and Joshi, Uma Fundamentals of teaching home science.
New Delhi; Sterling Publishers, 1995.
3. Joyce, Bruce & Weil, Marsha. & Calhoun, E. Models of Teaching (8th Ed.). New Delhi, PHI
Learning Private Limited, 2009.
4. Lakshmi,K, Technology of teaching home science. New Delhi; Sonali Publishers, 2006
5. Seshaih,P.R. Methods of teaching Home Science. Chennai; Manohar Publishers and
Distributors, 2004.
6. Yadav.S. Teaching of home science. New Delhi; Anmol Publishers, 1997.
128
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT PEDAGOGY OF HINDI
Paper Code: SC– II (Part – II) Credits: 4
Total No. Of Hours: 52 Total Marks: 100
129
6. ÌlÉaÉqÉlÉAÉæUAÉaÉqÉlÉmÉëhÉÉsÉÏqÉåÇAÇiÉU 7. urÉÉMüUhÉÍzɤÉhÉMüÉåmÉëpÉÉuÉÏoÉlÉÉlÉåMåüxÉÑfÉÉuÉ |
C). MüÌuÉiÉÉÍzɤÉhÉ: (Teaching of Poetry)
1. MüÌuÉiÉÉMüÐmÉËUpÉÉwÉÉLuÉÇqÉWûiuÉ 2. E¬åzrÉ 3. xÉÉåmÉÉlÉ
4. MüÌuÉiÉÉÍzɤÉhÉMüÐmÉëhÉÉÍsÉrÉÉð |
1. ÌWûlSÏmÉPèrÉmÉÑxiÉMüÉåÇMüÉxÉqÉϤÉÉ (xÉuÉåï)
Mü¤ÉÉ 8, 9, uÉ 10 MüÐÌWûlSÏmÉÉPèrÉmÉÑxiÉMüMåüxÉuÉåïmÉULMüsÉåZÉÍsÉÎZÉL
2. EŠ ÌuɱÉsÉrÉMüÐÌWûlSÏmÉÉPèrÉ–mÉÑxiÉMüxÉåxÉÇoÉÇÍkÉiÉMüÌuÉrÉÉåÇMåüoÉÉUåqÉåÇxÉÔcÉlÉÉLMü̧ÉiÉ
MüÐÎeÉL |
3. ÌWûlSÏÌuɱÉsÉrÉMüÐmɧɖsÉåZÉlÉMüsÉÉ (MüÉæzÉsÉ) MåüÌuÉMüÉxÉmÉULMüsÉåZÉÍsÉÎZÉL |
4. EŠ ÌuɱÉsÉrÉMüÐmÉÉPèrÉmÉÑxiÉMüMåüAÉkÉÉUmÉUpÉÉwÉÉ–MüÉæzÉsÉMåüÌuÉMüÉxÉMåüÍsÉL
aÉÌiÉÌuÉÍkÉrÉÉð iÉærÉÉUMüÐÎeÉL |
5. ÌuɱÉÍjÉïrÉÉåÇqÉåÇxÉqmÉÔhÉïuÉÉcÉlÉMåüÌuÉMüÉxÉMåüÍsÉLLMüaÉÌiÉÌuÉÍkÉrÉÉðiÉærÉÉUMüÐÎeÉL |
6. aÉhÉMürÉǧÉMüÉmÉërÉÉåaÉMüUiÉåWÒûLÌ¢ürÉÉzÉÏsÉ ´ÉurÉ–SØzrÉxÉÉkÉÉlÉÉåÇMüÐoÉlÉÉDL |
AÉkÉÉUaÉëÇjÉ :-
132
133
134
135
136
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM(CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT AND PEDAGOGY OF SANSKRIT
Paper Code: SC– I (Part – II) Credit: 4 Total No.
Of Hours: 52 Total Marks: 100
Understand that Different Methods of teaching Sanskrit and use them in practice
teaching.
Understand the importance of appropriate instructional materials and co-
curricular activities and use them in the practice teaching.
Understand the importance of evaluation, prepare and use different tools of
evaluation in language.
Imbibe the special qualities of Sanskrit teacher
Unit-1
1.1 Teaching of prose- Objectives and ways, pathashal method, text book method,direct
method and translation method, objectives and ways.
1.2 Teaching of poetry- analytic method, synthetic method and integrated method
1.3 Teaching of drama-AdarshanAtyanidhi and Abhinayavidhi.
1.4 Importance of memorization in Sanskrit teaching process.
1.5 Teaching of grammar-objectives and ways, formal and functional grammar
advantages of the functional approach inductive/deductive approach
137
Unit-2
Sanskrit teacher(10hrs)
Suggested list of topic/practical activities (each trains must make any two
presentations for the followings)
139
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM(CBCS)
SEMESTER SCHEME
SEMESTER: III
CONTENT AND PEDAGOGY OF GERMAN
Paper Code: SC– I (Part – II)
Credits: 4
Total No. Of Hours: 52 Total Marks: 100
Seminar-Themen (6 Zeitstunden)
Praxis-Aktivitäten
‐ Großgruppendidaktik
‐ Motivation und Förderung der Zielsprache im Klassenraum
‐ Nutzung von Realia im Unterricht
‐ Gestaltung von Unterrichtsplänen mit angemessenen Lernzielformulierungen
‐ Erstellung zuverlässiger und objektiver Sprachtests
‐ Entwicklung von interaktiven Übungen
‐ Einführung von Grammatik und Wortschatz
‐ Unterrichten fiktionaler und nicht-fiktionaler Texte
Referenzmaterialien
:
1. GedruckteUnterrichtsmaterialien
a. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 1: Lehrkompetenz und
Unterrichtsgestaltung (Learning to teach German, Vol. 1: Competencies of teachers and
creation of classes), Klett, 2012.
b. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 2: Wie lernt man die
Fremdsprache
Deutsch? (Learning to teach German, Vol. 2: How to learn German as a foreign
language),
Klett, 2013.
141
c. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 3: Deutsch als fremde Sprache
(Learning
to teach German, Vol. 3: German as a foreign language), Klett, 2014.
d. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 4: Aufgaben, Übungen, Interaktion
(Learning to teach German, Vol. 4: Tasks, Exercises and Interaction), Klett, 2014.
e. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 5: Lernmaterialien und Medien
(Learning to teach German, Vol. 5: Learning Materials and Media), Klett, 2014
f. Goethe-Institut (Hg.) Deutsch Lehren Lernen, Bd. 6: Curriculare Vorgaben und
Unterrichtsplanung (Learning to teach German, Vol. 6: Curricular Conditions and
Lesson
Planning), Klett, 2013.
g. IGNOU, Goethe-Institut, Universität Wien (Hg.), Diploma in teaching German as a
Foreign
Language 1: Grundlagen des Unterrichtens (Fundamentals of teaching), Goyal, 2010.
h. IGNOU, Goethe-Institut, Universität Wien (Hg.), Diploma in teaching German as a
Foreign
Language 2: Die vier Fertigkeiten und ihre Voraussetzungen (the four language skills
and
their precondition), Goyal, 2010.
i. IGNOU, Goethe-Institut, Universität Wien (Hg.), Diploma in teaching German as a
Foreign
Language 3: InstrumenteimUnterricht (tools and resources in the classroom), Goyal,
2010.
j. IGNOU, Goethe-Institut, Universität Wien (Hg.), Diploma in teaching German as a
Foreign
Language 4: Unterrichten (Teaching), Goyal, 2010.
2. URL-Links
http://www.hueber.de/seite/pg_online_uebungen_daf_lern (online exercises and tests)
http://www.aufgaben.schubert-verlag.de/ (grammar and vocabulary trainer)
https://www.deutsch-portal.com/Deutsch-lernen-mit-Materialien.html (worksheets for
various intercultural topics concerning Germany)
http://www.dw.de (a rich source of actual audio and video materials concerning
Germany)
https://www.goethe.de/en/spr/ueb.html (hints and links for self learning of the German
language)
https://www.goethe.de/en/spr/kup/prf.html (a survey of the internationally recognized
German language exams)
142
BANGALORE UNIVERSITY
SEMESTER SCHEME
SEMESTER: III
143
Unité 1: Les aspects de la langue française- Partie II (L’enseignement des
compétenceslangagières)
1.3:L’enseignement delaprononciation
2.2:L’enseignement de Poésie
Unité 3: Evaluation
3.1: Mener et corriger des tests de fin de séquence en se basant sur le manuel
3.2: Concevoir des activités d'évaluation pour l'ensemble des compétences et connaissances
langagières, à tous les niveaux. :Dictée, QCM, QRC (questions àréponses courtes), réponses
en détail
3.3:Concevoir des supports et des activités pour évaluer la progression orale et écrite
3.7: Identifier, à partir des résultats aux tests et aux activités d'évaluation, les domaines que
les apprenants doivent approfondir
3.8: Donner des retours clairs sur les points forts et les points faibles identifiés et établir des
priorités pour le travail individu
3.9: Créer un code de correction standardisé pour les productions écrites afin de faire
ressortir différents types d'erreurs
Unité-4: MédiaNumérique
2.5: Utilisation de logiciels adaptés pour manipuler des images, des fichiers audio et vidéo y
compris des lecteurs multimédias
145
TRAVAUX PRATIQUES/ACTIVITES PRATIQUES
REFERENCES
2. Henri Besse et Rémy Porquier - Grammaires et didactique des langues, Paris, Hatier-
CREDIF
10. Henri Besse – “Eléments pour une didactique des documents littéraires”, Français
langue étrangère, Paris, Hatier
12. Charles Rollin – Traité des études. De la manière d’enseigner et d’étudier les belles-
lettres par rapport à l’esprit et au cœur, Paris, J. Estienne
147
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE- CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: IV
KNOWLEDGE AND CURRICULUM – Part II
148
Practical Acvtivity: (any one)
Conduct the following activity and submit a report.
1. Organize skit on educational thought of Swami Vivekananda/Mahatma Gandhi/Rabindranath
Tagore.
2. Collect 5 Folk songs and find out contemporary values integrated in it.
3. Organize a debate competition on Social issues.
4. Organize a quiz program on Indian cultural heritage, National movement, constitutional values.
5. Organize cleanliness campaign.
Reference Books:
1. Hirst, Paul, H. Knowledge and the curriculum. Routledge publication.
2. Kelly, AV. The curriculum: theory and practice sage publication Singapore, 2009
149
BANGALORE UNIVERSITY
151
8. Disaster management in India – status, hazards, policies, procedure and implementation.
9. Women empowerment-process, problems and programmes.
10. Human rights education- importance and role of education in inculcating human rights culture.
Reference Books:
152
BANGALORE UNIVERSITY
153
Unit II:Special Educational Needs (SEN) of Learners in Inclusive School
(14 Hours)
Practicum/Field Work
Conduct the following practical activities and submit a report:
1. Visit any Inclusive school and Report about School Settings
2. A study of barrier free environment
3. Conduct Survey about barriers in social inclusion
4. Develop teaching learning materials for Children With Special Needs(CWSN)
154
5. Curricular support services for Children With Special Needs (CWSN)
6. Conduct Inclusive Education Programme(IEP)
7. Visit and report the functions of sign language department
8. Conduct awareness programme for public about early intervention/detection
9. Community Based Rehabilitation (CBR) programme for Children With Special
Needs (CWSN)
10.Effectiveness of SSA on education for all – in context to Children With Special
Needs (CWSN)
Reference Books:
1. Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning
Based Approach: National Publishing house 23 Daryaganj, New Delhi 110002.
2. Baquer, A. and Sharma, A. (1998). Disability Vs Challenges. New Delhi: Can
Publishers.
3. Bhattacharjee, N. (1999). Through the looking-glass: Gender Socialisation in a
Primary School in T. S. Saraswathi (ed.) Culture, Socialization and Human
Development: Theory, Research and Applications in India. New Delhi: Sage.
4. Gathoo, V. (2004). Curriculum Strategies and Adaptations for Children with
Hearing Impairment. New Delhi: Kanishka Publishing
5. Giffard-Lindsay, Katharine (2007). Inclusive Education in India: Interpretation,
Implementation, and Issues. CREATE PATHWAYS TO ACCESS Research
NUEPA. Monograph No 15, September. New Delhi:
http://eprints.sussex.ac.uk/1863/01/PTA15.pdf
6. Giuliani, G. A. & A., M. (2002). Education of children with Special Needs: From
Segregation to Inclusion, New Delhi: Sage Publications
7. Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually
Handicapped, Gurgaon, Old Subjimandi, Academic Press.
8. Jha, M. M. (2002). School Without Walls: Inclusive Education for All. Oxford:
Heinemann
9. Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann
Educational publishers, Multivista Global Ltd, Chennai, 600042, India.
10. Mani, M. N. G. (2004). Successful Inclusion Strategies for Secondary and Middle
School Teachers, New Delhi: Sage Publishing House
11. Mann, P.H., Suiter, P.A. & Mc Clung, R.M. (1992) A guide for educating
mainstreamed students. Boston : Allyn & Bacon.
155
12. Narayan J. (1990). Towards independence series 1 to 9. Secunderabad : NIMH,
Secunderabad.
13. Narayan J. (2003) Educating children with learning problems in regular schools
NIMH, Secunderabad.
14. North,C (1976) Education of hearing impairment children in regular schools,
Washington: D.C.A.G Bells
15. Puri, M. & Abraham, G. (Eds) (2004), Handbook of Inclusive Education – for
Educators, administrators and planners. New Delhi: Sage Publications.
16. Sharma P.L (2003) Planning Inclusive Education in Small Schools, R. I. E. Mysore
17. Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special
needs N. C. E R T Publication.
18. SPASTN (2000)towards inclusive communities. Chennai: Spastic society of
Tamilnadu.
19. Stakes, R. and Hornby, G. (2000). Meeting Special Needs in Mainstream Schools:
A Practical Guide for Teachers (2nd ed).
20. Subrahmanian, R. Sayed, Y. Balagopalan, S. and Soudien, C. (Eds.) (2003).
Education inclusion and exclusion: Indian and South African perspectives, IDS
Bulletin, 34(1).
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BANGALORE UNIVERSITY
SEMESTER SCHEME
SEMESTER: IV
2.1 – Meaning, Nature, Objectives and importance of Counselling. differences between Guidance
and Counselling.
157
2.2 – Types of Counselling – Directive, Non – Directive, Eclectic- meaning, characteristic and
steps.
2.4 – Counselling skills – Attending behaviours, Building rapport closed and open ended-
Questioning, Active listening, Para phrasing, Summarizing.
Reference Books:
1. Arulmani, G & Arulmani, S.Nag: Career Counselling: A Hand book, New Delhi, Tata Mc
Graw Hill Publishing Company Limited, 2004.
2. Asha, Bhatnagar, Guidance and counselling: Theoretical Perspective, Vol. 1, New Delhi: Vikas
Publishing House, 1999.
3. B.Stanley, School Counselling for the Twenty First Century, New York, 1992.
5. Gibson, R.L & Mitchell, M.H, Introduction to Counselling and Guidance, New Delhi, 2003
6. John.S.Koshy, Guidance and Counselling Dominant Publishers and Distributors, New Delhi,
2004.
7. Jonse, R.N: Introduction to Counselling skills: Text and Activities, New Delhi, Sage
Publications, 2000.
158
8. Narayana Rao A.K., Guidance and Counselling. APH Publishing Corporation, New Delhi,
2002.
9. Ramesh Chaturvedi, Guidance and Counselling Techniques – Crescent Publishing Corporation,
New Delhi, 2007.
10. Sitaram Sharma, Guidance and Counselling. An Introduction, Shri Sai Printing graphers, New
Delhi. 2005.
159
BANGALORE UNIVERSITY
TWO YEAR B. Ed DEGREE-CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: IV
VALUE EDUCATION
Paper Code: OE- 2 Credit: 2
Total No. of Hours: 26 Total Marks: 50
1. Select a story / an episode / an incident from an epic and analyse the values
Integrated in it.
2. List out the values integrated in any school subject with minimum five illustrations.
3. Prepare an episode using integrated approach to teach values by selecting a topic from school
Subject.
4. Enact a role play or a skit on value conflict.
5. Prepare an album/wall paper/chart to teach values.
Reference Books:
161
14. UÉÆÃ¥Á¯ï. Dgï. - £ÉÊwPÀ²PÀët.
15. £ÀAdÄAqÀ ¸Áé«Ä- £ÉÊwPÀ²PÀët
162
BANGALORE UNIVERSITY
TWO YEAR B.Ed DEGREE-CHOICE BASED CREDIT SYSTEM (CBCS)
SEMESTER SCHEME
SEMESTER: IV
EDUCATION FOR PEACE
1.1 Concept of Peace Education- Political, Social, Spiritual, Economical and Cultural.
1.2 Role of Education in promoting peace in Indian context.
1.3 Basic principles to promote peace.
1.4 Need of peace education in the Era of Globalization.
1.5 Challenges to peace: Stresses,conflict, crime, terrorism, violence and wars resulting in poor
quality of life.
163
2.4 Programmes of peace education initiative at various levels of education. Formal, Informal, school
education, higher education.
1. Conduct a street play to enact situations on any topic related to peace education.
2. Visit an organization connected with peace and intercultural harmony.
3. Prepare a collage using newspapers, magazines, pictures etc to highlight issues and challenges
to peace education.
4. Organize an awareness programme on peace education.
5. Prepare ten slogans related to peace education and exhibit them.
Reference Books:
164
BANGALORE UNIVERSITY
SEMESTER SCHEME
SEMESTER: IV
ACTION RESEARCH
2.1 Tools for collection of data-Achievement test, diagnostic test, questionnaire, observation schedule
and interviews-meaning and their importance in Action Research.
2.2 Measures of central tendency-computation and interpretation of mean for grouped and ungrouped
data.
2.3 Graphical representation of the data: Bar graph, Frequency polygon-meaning, construction and
uses.
165
2.4 Formatting of proposal and report-meaning of proposal and report and its importance.
Practical Activities:
1. Prepare Action Research proposal for any one of the problem selecting from the following
fields
a) Classroom problems
b) Teaching strategies
c) Children with special needs.
2. Prepare any one of the following tool to conduct action research
a) Rating scale
b) Questionnaire or Checklist
Reference Books:
166