Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions
Role of Teacher as Classroom Manager
Effect of Academic Stress on Achievement Motivation among College Students
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
The Standing of Hands-On Learning in Education
Predictors of Academic Resilience among Students: A Meta Analysis
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
The various ways in which forgetting, an inherent component of the human memory process, occurs are essential for understanding cognitive function and memory control. This paper investigates the main categories of forgetting, including retrieval failure, decay, interference, motivated or conscious forgetting, and encoding failures. Retrieval failure, which is frequently associated with the phenomenon of the tongue tipping over, happens when memories are present but momentarily unavailable. Information from before or after can interfere with memory retention. This interference can be either proactive or retroactive. According to the theory of decay, memories may deteriorate with time as a result of decreased brain activity or use. Suppression and repression are examples of motivated forgetting, which is the conscious or unconscious attempt to block out painful memories. Encoding failures happen when information is not sufficiently relevant or paid enough attention to go into long-term memory. This paper aims to clarify the intricacies of memory functions with respect to mind states that offer perspectives on possible approaches for improving teaching methods, treating memory-related illnesses, and reducing unintentional forgetfulness from the point of view of conscious, subconscious, and unconscious memory functions.
For optimal child development, play time has been recognized by the United Nations High Commission for Human Rights as a right of every child. But access to free time has been reduced due to the impact of one or other factors such as current lifestyle, changes in family pattern, increased academic pressure, and unsafe spaces for children until and unless they are under close supervision of adults or caregivers and place of physical aspects of play taken by the digital world. This study explores the significance of play for the holistic development of learners through an observation schedule and focused group discussion as a tool in real school settings. Sample comprised of students from classes VI-VIII and teachers of elementary classes from selected schools, which comprised approximately 10 schools, and locale for the study was private schools from North East Delhi, which were part of the internship program of B.Ed. trainees of one of the GGSIP University-affiliated B.Ed. colleges in East Delhi. From analysis and interpretations of findings, it was revealed that in more than 50% of schools, playgrounds were missing and hardly one game period in a week was given. Mostly students were indulged in their self-created games as provision for outdoor games was less. Further findings through observation lead to the conclusion that play activities contribute to the holistic development of learners. On FGD with teachers, it was interpreted that play activities helped them in dealing with socio-psychological problems of learners, but there is a lack of human and non-human resources for support of play activities for students in the school environment, both in terms of physical and social resources. The findings of this study have also given a few strategies so that play activities can be given due importance for the holistic development of learners in school settings.
Life skills education is important for the holistic development of individuals, the progress of the country, and for navigating the complexities of the modern world. This study aimed to examine the status of life skills among secondary students. The sample consisted of 380 secondary students from Dakshina Kannada District, Karnataka, India, selected through two- stage simple random sampling. The Life Skills scale, constructed and validated by the researcher, was used in this study. Statistical techniques such as mean, standard deviation, and 't' tests were employed for data analysis. The results reveal that the majority of secondary students possess an average level of life skills. Furthermore, there is a significant difference in life skills between Kannada Medium and English Medium students, and between boys and girls.
This paper investigated the effect of outdoor teaching activities on secondary school students' acquisition of science process skills in science. Two research questions and two null hypotheses guided this study. This study adopted a single- group pre-test post-test quasi-experimental design. This study was conducted in the Mangalore North cluster of Dakshina Kannada, Karnataka, India, and has a target population of 9000 students from government secondary schools. A total of 44 students were sampled from one intact school class for this study. A standardized Basic Science Process Skill constructed by Michael J. Padilla, Linda Cronin, and Meghan Twiest was used for data collection. Data collected were analyzed using mean, standard deviation, and t test. Data analysis results show that there is a significant difference in pre- test and post-test scores of “Test on Basic Process Skill” among boys and girls students. This study revealed that students taught using outdoor activities is effective to enhance students's acquisition of science process skills irrespective of gender.
In the realm of learning, teaching and learning occur simultaneously, with continuous learning happening through the act of teaching. This study, attributed to Phil Collins, underscores the symbiotic nature of teaching and learning. B.Ed. colleges exemplify this concept, where student teachers engage in both learning and teaching within authentic classroom settings. This paper delves into the objectives, the role of the student teacher, the efficacy of the teaching program, and the challenges encountered in the B.Ed. Internship Program. According to NCTE regulations, student teachers are required to complete a sixteen-week internship during the second year of the B.Ed. course, fostering comprehensive development. The aim is to assess the internship's impact on trainees' growth and thoroughly examine the challenges they face. The assessment encompasses fifty questions across ten dimensions: classroom management, lesson planning, personal constraints, instructional objectives, infrastructure, workload, emotional aspects, mentoring, educational technology, and evaluation methods. Two hundred samples were gathered from B.Ed. students enrolled in various colleges across Tamil Nadu in India. A random sampling technique was used. Percentage analysis was employed as the analysis technique. The results show that the students highly applied their skills in their teaching practice.
The lecture approach remains a common teaching method in chemistry education. This study aimed to investigate its impact on students' attitudes towards chemistry, focusing on overall, cognitive, affective, and behavioral dimensions. A pre-test and post-test control group design was employed. This study involved 30 first-year undergraduate chemistry students from Madurai District, Tamil Nadu, India. Data were collected using pre and post-tests administered to the control group. Paired t-tests were used to compare pre-test and post-test scores, with significance levels of 0.01 considered. The lecture approach significantly improved students' overall attitudes towards chemistry (p<0.01), with the pre-test mean of 66.50 increasing to 80.75 post-test. However, when examining individual attitude components, no statistically significant changes were observed in cognitive (pre-test: 83.90, post-test: 90.45), affective (pre-test: 84.65, post-test: 85.90), or behavioral (pre-test: 78.55, post-test: 84.20) attitudes. This study reveals that the lecture approach can positively impact overall attitudes towards chemistry. However, its effects on specific attitudinal components (cognitive, affective, and behavioral) were not statistically significant. These findings contribute to understanding the effectiveness of the lecture approach in chemistry education and highlight the need for further research into teaching methods that can improve specific dimensions of students' attitudes towards chemistry.
