High School Students' Understanding of Basic Science Process Skills: A Study in Mizoram
Connecting Ideas in Science Education: Enhancing Secondary Students' Learning through Knowledge Integration
Assessing the Learning Styles of Pre-Service Teachers of Tamilnadu and Telangana
Transforming Education through Gender-Sensitive Pedagogy in Promoting Gender Equality
Transforming Classrooms through Digital Education: Initiatives in India's Middle and Secondary Schools
Time Management and Academic Achievement of Higher Secondary Students
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
A Study Of Health Education And Its Needs For Elementary School Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
Low enrolment of students in the science stream after completion of high school in the state of Mizoram and prevalence of science-related anxieties within them is a matter of concern and rationalises the present study to assess the basic science process skills of high school students. It is advocated in many past studies that a good understanding of science process skills indirectly helps school students to comprehend the nature of science well, which otherwise seems very abstract. The present study tried to construct a tool that could measure high school students' understanding of basic science process skills. The tool was validated using inter-rater reliability by seven experts from higher education in the field of science. Also, the tool seems to provide a high reliability. The sample comprised 1213 high school students from five randomly selected districts of Mizoram, which are Aizawl, Siaha, Khawzawl, Serchhip and Mamit. The findings of the study reveal that students are having an above-average level of understanding of basic science process skills and do not significantly differ in their understanding with regard to gender; however, they differ significantly with regard to the school management and school locale, showing the private school students to be better than government school students and urban school students to be better than their rural counterparts. The findings indicate a need for immediate reform in high school science teaching and learning processes.
Secondary school science education is evolving to meet the demands of the 21st century, with innovative teaching strategies, technology integration, and policy reforms creating more engaging and effective learning environments. Enhancing science education is essential for fostering a scientifically literate society capable of addressing future challenges. Knowledge Integration (KI) is a research-based pedagogical approach that enables students to combine new scientific ideas with prior knowledge to form coherent conceptual frameworks. Through this process, learners connect diverse concepts, reorganize existing understandings, and apply integrated knowledge to complex problems. This study examines the relationship between established and emerging knowledge, highlighting how structured connections, active reasoning, and reflective opportunities promote deeper scientific understanding. By engaging students in inquiry, interdisciplinary connections, and metacognitive reflection, KI fosters critical thinking, problem- solving skills, and long-term retention. The findings underscore the potential of KI-based instructional strategies to transform science learning and prepare students to think, reason, and act like scientists.
The present study intended to identify the learning style of pre-service teachers and to analyse the learning styles of pre- service teachers with reference to their demographic variables such as gender, subject specialisation and state of their residence. The study was carried out with 329 pre-service teachers who were enrolled for their bachelor of education programme at various institutions of Tamil Nadu and Telangana. To analyse the preferred learning style of the pre-service teachers, the VAK inventory, developed and standardised by, was used. The findings of the present study reveal that visual learning is the most preferred learning style among the pre-service teachers, followed by auditory and kinaesthetic learning styles. Furthermore, there was no significant difference in learning style based on gender or subject specialisation; however, the pre-service teachers differed in their learning style based on their region. However, there are variations across different learning styles, highlighting the need for a mixed approach that integrates visual, auditory and kinaesthetic learning styles. This will ensure that all the students, regardless of their preferred learning style, can learn effectively based on their strengths.
The present study investigates the application and effects of gender-sensitive pedagogy within educational contexts, emphasising how teaching methods that recognise and uphold gender equality can shape students' attitudes, engagement levels, and academic performance. Gender-sensitive pedagogy is an approach to teaching that recognises and values gender diversity and gender equality, actively seeking to reduce gender biases and stereotypes within the educational environment. The primary objective of gender-sensitive pedagogy is to cultivate an environment that empowers students to adopt an equitable perspective, nurtures empathy, and fosters respect among different genders. Through an extensive review of existing literature and the collection of empirical data, this study investigates methods for enhancing gender sensitivity in curriculum development, teacher-student relationships, role modelling and representation, teacher training and awareness, and classroom management. The study utilises a mixed-methods approach, integrating document analysis and survey to examine the impact of gender-sensitive teaching practices. The findings indicate that when teachers can identify and confront explicit and implicit gender biases, students demonstrate increased self-confidence, enhanced interpersonal skills, and greater empathy towards their peers. The research also depicts that gender-sensitive pedagogy plays a significant role in diminishing gender-based stereotypes and aids students in cultivating a more sophisticated understanding of gender equality. The paper also highlights the obstacles to implementing gender-sensitive pedagogy and recommendations to overcome these obstacles. This research emphasises the necessity for a comprehensive approach to gender-sensitive pedagogy, highlighting its potential to create inclusive educational settings that promote equitable opportunities and mutual respect among all students.
The integration of digital initiatives in middle and secondary level education has significantly transformed the learning landscape at national, state, and local levels. Governments and educational institutions are leveraging technology to enhance accessibility, engagement, and effectiveness in teaching and learning. At the national level, initiatives such as digital classrooms, e-learning platforms, and policy frameworks like the National Education Policy (NEP) emphasise technology-driven pedagogy. State governments have adopted localised digital programmes, including smart classrooms, online teacher training, and regional language e-content. At the local level, schools and community organisations are implementing digital tools, mobile learning applications, and blended learning approaches to bridge the digital divide and cater to diverse learning needs. These initiatives collectively aim to foster digital literacy, improve educational equity, and equip students with 21st-century skills, ensuring a more inclusive and adaptive education system. However, challenges such as infrastructure limitations, teacher training, and internet accessibility remain critical areas for further development.
