UGC Approved Journal no 63975(19)

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Published in:

Volume 4 Issue 12
December-2017
eISSN: 2349-5162

UGC and ISSN approved 7.95 impact factor UGC Approved Journal no 63975

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Published Paper ID:
JETIR1712223


Registration ID:
320413

Page Number

301-317

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Title

Analyzing Learners’ Reactions and Responses to Create Facilitative Teaching-Learning Environments

Abstract

In the context of learning becoming an engaging task for the learners, it is mandatory that we move away from the irrelevant teaching learning environments. We need to become more adaptable in our approach. In a flexible type of framework sowed in informal environments planning of units and lessons in science classrooms becomes innovative task. The present study is based on an environment in which pre-service science teachers have planned their classroom proceedings using strengths of informal environments in the formal classroom settings. The study focuses on preservice teacher’s natural dispositions towards “Tried to Analyze Learners’ Reactions and Responses” in terms Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. ‘Statistical Descriptives’ of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers’ response to “Tried to Analyze Learners’ Reactions and Responses” in terms of Teacher's Gender, Nature of School Management and School Type. Conscious efforts by the teacher for observing, analyzing and interpreting the responses by the learners has the potential to support learning in a more facilitative manner. The teacher doing so has the ability to modify the classroom environment as per the needs and requirements of not just the learners but the whole environment in which the teaching learning process goes on. The study contributes in understanding some of these factors in the designed teaching learning environment in specific contexts described in the study.

Key Words

Culture of Science, learning strands, Science classrooms, Pre-service teacher education Teacher's Gender, Nature of School Management, School Type, Learners’ Reactions and Responses

Cite This Article

"Analyzing Learners’ Reactions and Responses to Create Facilitative Teaching-Learning Environments", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.4, Issue 12, page no.301-317, December-2017, Available :http://www.jetir.org/papers/JETIR1712223.pdf

ISSN


2349-5162 | Impact Factor 7.95 Calculate by Google Scholar

An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 7.95 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator

Cite This Article

"Analyzing Learners’ Reactions and Responses to Create Facilitative Teaching-Learning Environments", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.4, Issue 12, page no. pp301-317, December-2017, Available at : http://www.jetir.org/papers/JETIR1712223.pdf

Publication Details

Published Paper ID: JETIR1712223
Registration ID: 320413
Published In: Volume 4 | Issue 12 | Year December-2017
DOI (Digital Object Identifier):
Page No: 301-317
Country: -, -, India .
Area: Engineering
ISSN Number: 2349-5162
Publisher: IJ Publication


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