Fostering Epistemic Curiosity in School Children by Instructional Teaching Design: Classroom Realities of Indian Schools

Autor/in	Singh, Chandra B. P.
Titel	Fostering Epistemic Curiosity in School Children by Instructional Teaching Design: Classroom Realities of Indian Schools
Quelle	In: Issues and Ideas in Education, 9 (2021) 2, S.103-112 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2320-7655
Schlagwörter	Teaching Methods; Instructional Design; Learning Motivation; Foreign Countries; Elementary School Students; Middle School Students; Classroom Communication; Teacher Student Relationship; Learning Processes; Rote Learning; Questioning Techniques; Grades (Scholastic); Testing; Scores; Knowledge Level; Concept Formation; Check Lists; Classroom Observation Techniques; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Motivation for studies; Lernmotivation; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Mechanisches Lernen; Befragungstechnik; Fragetechnik; Notenspiegel; Testdurchführung; Testen; Wissensbasis; Concept learning; Begriffsbildung; Checkliste; Indien
Abstract	The study attempted to answer two basic questions of classroom teaching: a. what were the most common teaching practices at the elementary school level? And b. did teachers foster curiosity in children during teaching? Classroom proceedings enfolded various teaching activities that might lead to a knowledge gap in students. 137 primary and middle schools (altogether 411 classes) were randomly selected to measure a pattern of questioning and answering during classroom teaching. Findings revealed that a large number of teachers adopted lecturing followed by writing on the board, dictating, and ignored some important teaching techniques such as explaining, demonstrating, and experimentation; though they were familiar with all these. Hardly any student asked questions to the teachers. Teachers missed to generate a gap of knowledge in them, showing hardly any use of curiosity-led instructional teaching design. Throwing any question to class or a group of students was an unplanned teaching behaviour. It was a limitation of an in-built education system that prioritised rote learning, exam scores, and grades that measured more static knowledge rather than understanding knowledge. The findings discussed limitations of the in-built education system and mindset of teachers that discouraged epistemic curiosity in children. (As Provided).
Anmerkungen	Chitkara University Publications. Chitkara University Administrative Office, PO Box 70, SCO - 160-161, Sector 9C, Chandigarh 160009, India. Tel: +91-172-4691800; e-mail: chitkarauniversitypublications@chitkara.edu.in; Web site: https://iie.chitkara.edu.in/index.php/iie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01