Science Education in India

1. Front Matter

   Pages i-xxv

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2. History and Philosophy Conversations

   1. Front Matter

      Pages 1-1

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   2. History of Science in India: Focus on Pre-vedic and Vedic Times

      • Madhavi Tandon

      Pages 3-26

   3. Incubating Western Science Education in Tibetan Buddhist Monasteries in India

      • Tenzin Sonam

      Pages 27-45

3. School Science and Science Teacher Education

   1. Front Matter

      Pages 47-47

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   2. Textual Texture of School Science

      • Gurjeet Kaur

      Pages 49-66

   3. Examining Pre-service Science Teachers Pedagogical Orientations in an Era of Change in India

      • Garima Bansal, Umesh Ramnarain, David Schuster

      Pages 67-89

   4. A Comparative Case Study of Primary Science Teachers’ Beliefs and Orientations

      • Vanashri Nargund-Joshi, Meredith Park Rogers, Deepali Bhagwate

      Pages 91-112

   5. How Can Action Research Sustain Systematic and Structured Thinking in Participating Teachers?

      • Neeraja Raghavan

      Pages 113-126

4. Inclusivity and Access in Science Education

   1. Front Matter

      Pages 127-127

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   2. Addressing Diversity in Indian Science Classrooms

      • Rekha Koul

      Pages 129-142

   3. Connecting Formal Science Classroom Learning to Community, Culture and Context in India

      • Sameer Honwad, Erica Jablonski, Eleanor Abrams, Michael Middleton, Ian Hanley, Elaine Marhefka et al.

      Pages 143-162

   4. Talent Identification and Talent Nurture: The Indian Story

      • Aniket Sule

      Pages 163-177

5. Indigenous Knowledge, Technology, and Innovation

   1. Front Matter

      Pages 179-179

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   2. Learning to Teach and Teaching to Learn STEM Through a Makerspace Approach

      • Rachel Sarah Sheffield, Jose J. Kurisunkal, Rekha Koul

      Pages 181-207

   3. Jugaad Thinking: Contextualized Innovative Thinking in India Through Science, Technology, Engineering, and Mathematics (STEM) Education?

      • Geeta Verma

      Pages 209-226

   4. The Changing Nature of Science Classrooms in Indian Schools: A Technology Perspective

      • Adit Gupta

      Pages 227-242

This book brings researchers from across the world to share their expertise, experience, research and reflections on science education in India to make the trends and innovations visible. The thematic parts of the book discuss science education: overviews across K-16 levels; inclusivity and access for underrepresented and marginalized sections; use of innovations including technology in the teaching; and implications for research, practice, innovation and creativity. The book should be of special interest to researchers, school administrators, curriculum designers and policymakers.

A timely compilation for current and future generations of academic researchers, teachers and policymakers who are interested in examining the issues facing one of the largest education systems in the world. The book offers unique insights into contemporary topics such as girls in STEM subjects, curriculum reform and developing a generation of future creative thinkers. 

                              -Professor Vaille Dawson, The University of Western Australia, Australia.

It provides a panorama of challenges in a country of more than 1.3 billion people, 50% being below the age of 25 years. The book arrives at a time in which there are discouraging trends, including a decrease in funding for education. The book chapters are centred on issues that warrant debate to foster awareness of the roles of science education in India and priorities and possibilities for expanding horizons on the road ahead.

                         -Professor Kenneth Tobin, The City University of New York, New York, USA.

• History of Education in India
• School Science Education Curriculum
• Science Learning in Indian Classrooms
• Science in Tertiary Education
• Pedagogy of Science Teaching
• Teacher Education for Science Teaching
• Diversity in Indian Classrooms
• Gender and STEM Education in India
• Connecting Formal and Informal Classrooms
• Technology-enabled Classrooms
• Mobile Learning

• School of Education, Curtin University, Perth, Australia

  Rekha Koul

• School of Education and Human Development, University of Colorado Denver, Denver, USA

  Geeta Verma

• College of Education, New Jersey City University, Jersey City, USA

  Vanashri Nargund-Joshi

Rekha Koul is Dean of International Humanities and an Associate Professor at the School of Education, Curtin University, Perth, Australia. She has nearly three decades of teaching and research experience. Her expertise lies in the development, refinement and validation of questionnaires; investigations of the effects of classroom environments on student outcomes; evaluation of educational programs; teacher action research aimed at improving their environments, and curriculum evaluation. She has successfully secured many local, national and international research grants. Her publication record includes one book authored, four books edited, four book chapters and many journal articles published in peer-reviewed journals. She has delivered invited keynote addresses and also conducts teacher professional learning workshops. 
  Geeta Verma is Professor of Science Education at the University of Colorado Denver’s School of Education & Human Development. For over 20 years, she has worked in the field of education as a classroom teacher, researcher and teacher educator. Described as a critical, intercultural and international scholar, Geeta focuses on creating equitable, imaginative and innovative Science, Technology, Engineering and Mathematics (STEM) learning environments. Her research encompasses equity issues in science education, curriculum discourse and ethnic studies in immigrant communities. Geeta works closely with classroom teachers in the United States (and abroad), as well as in out-of-school settings to improve science curricula, pedagogical and instructional practices. Her publications record includes peer-reviewed journal articles in high-impact journals (including Journal of Research in Science Teaching), edited books, book chapters and monographs. She recently published an edited book titled, “Critical Mass in the Teacher Education Academy: Symbiosis and Diversity”. She has secured grants from National Science Foundation (NSF) and other agencies to support her work. Geeta serves as the associate editor for the Journal of Research in Science Teaching and on the review board of many journals including Cultural Studies of Science Education. 
  
Vanashri Nargurd-Joshi is an Associate Professor at New Jersey City University, New Jersey, USA. She holds a dual appointment between the Departments of Elementary and Secondary Education and Biology. She also works with high school and elementary students on a regular basis. Her expertise lies in teacher knowledge and pedagogical content knowledge development for pre-service and in-service teachers. Her research focuses on understanding the role of language in learning science content and how contextual factors affect the teaching–learning environment. She has conducted research projects in India and in the United States. Her work has been published in various peer-reviewed journals such as Journal of Research in Science Teacher and International Journal of Science Education. She also enjoys writing in National Science Teachers Association (NSTA) journals such as Science and Children, Science Scope and The Science Teacher. Vanashri serves on the editorial boards of many journals including Journal of Science Teacher Education and Innovations in Science Teacher Education. 

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