• Rakesh Kumar
• Himani Sharma
• Karishma Sharma

Planning of science lessons has been practiced not just by pre-service teachers but in-service teachers too. Planning science lessons taking care of factors like holistic development, taking care of nature of science, culture of science, developing learners’ identity as someone who can even sometimes can contribute to the development of science too, have been on the back foot. In the present study the teachers have planned their classroom proceedings in a framework that allows for such strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher’s natural dispositions towards “Posed Interpretative Questions to the Learners” in terms of Qualification Level of the Teacher, Teacher’s Area of Expertise and Class Taught by the Teacher. 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 “Posed Interpretative Questions to the Learners” in terms of Qualification Level of the Teacher and Teacher’s Area of Expertise. Whereas a difference in pre-service teachers’ response to “Posed Interpretative Questions to the Learners” in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Posed Interpretative Questions to the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are posing interpretative questions to the science learners more than their counterparts at higher levels of schooling in the selected schools. Learners’ ideas are the best resources to be tapped in the teaching-learning processes. A teacher’s efforts in interpretating and exploring those ideas may become one of the very important strengths of a teacher. The present study contributes in understanding the factors affecting this process.

Learning Strands, Science Classrooms, Pre-Service Teacher Education, Informal Science Learning Environments, Lesson Planning, Unit Planning Qualification Level of The Teacher, Teacher's Area of Expertise, Class Taught by The Teacher, Posing Interpretative Questions

"Learners’ Ideas in Informal Science Learning Environments: Study of Preservice Teacher’s Pursuit for Posing Interpretative Questions", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 3, page no.706-724, March-2018, Available :http://www.jetir.org/papers/JETIR1803377.pdf

"Learners’ Ideas in Informal Science Learning Environments: Study of Preservice Teacher’s Pursuit for Posing Interpretative Questions", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 3, page no. pp706-724, March-2018, Available at : http://www.jetir.org/papers/JETIR1803377.pdf