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SUMMARY:Teaching Science to Disadvantaged Students Learning Hurdles and Re
 medial Measures - Sudhakar C. Agarkar VPM's Academy of International Educa
 tion and Research Thane\, Maharashtra State\, India
DTSTART:20160523T153000Z
DTEND:20160523T170000Z
UID:TALK66163@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:Due to social stratification in India those at the bottom of s
 ocial ladder are unable to benefit from formal schooling. In the context o
 f learning science they encounter a variety of difficulties. A systematic 
 study was\, therefore\, undertaken to investigate learning hurdles faced b
 y these students and to design appropriate remedial measures. Studies cond
 ucted on a sample of socially deprived students from the school system of 
 Mumbai Municipal Corporation revealed that the difficulties encountered by
  these students fall into three categories: Learning Prerequisites\, Educa
 tional Opportunities and Communication competence. As a part of a remedial
  programme academic inputs were offered to a group of selected students to
  overcome hurdles in all these domains. These inputs resulted into signifi
 cant improvement in the scholastic achievement of experimental group of st
 udents in science. The Remedial Instructional Strategy developed through p
 ilot study undertaken in the city of Mumbai was then implemented on large 
 scale in tribal regions of India. Teacher training followed by on-spot gui
 dance and supporting material could equip the teachers to implement the st
 rategy in their day to day teaching. This practice resulted into improved 
 teacher pupil interaction and enhanced level of scholastic performance of 
 students at the school leaving examination. The design and findings of the
  research study in learning hurdles and remedial measures would be discuss
 ed along with its implications for conducting cross cultural research. 
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room GS4
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