CONTENTS

Radicalization of Science Education in Nepal
(Development of a training programme as an innovation)
(A Study in Education Technology)

Contents
Introduction
Acknowledgement
Preface
Abstract
Contents
List of tables
Abbreviations

Contents

I. Introduction

1. Introduction.
2. Statement of the problem.
3. Base situation.
4. A proposition- a discussion.
5. Minimum requirements.
6. The goals of the research.
7. Usefulness in Nepal.
8. Hypotheses.
9. Sequence of the development.
10. Assumptions.
11. Main structure of the proposed and developed training programme as an Innovation.

II. Nepal: Background Information.

1. Introduction.
2. General information - physical, political, economy, religion and infrastructure.
3. Education system - school level education, higher education, administrative organisation.
4. Teacher education in Nepal - a. a brief history. b. Training programmes - teacher educator training, short duration training, correspondence courses, on the spot training, Dhankuta seminars and current programmes c. Training procedures.
5. Science teaching in Nepal - teaching methods, resource materials and equipment, examination, physical facilities, teacher training, text books, concept of science, curriculum development, teaching load, student numbers etc.
6. Problems and constraints - the root.

III. Review of Literature.

a. Introduction.

b. Related to Teaching.

1. Modern view of science.
2. Changing concept of science.
3. Importance of knowing the concept of science.
4. Implications of science teaching to other subjects.
5. Methods of teaching - underlying principles.
6. Questioning.
7. Tests.
8. Teaching learning principles.
9. Behavioural objectives.
10. Materials in teaching.
11. Lesson planning.
12. Piaget’s theory.
13. Teacher’s effectiveness.
14. Teacher’s key role.
15. Base situation in developing countries.

c. Related to the Teaching Observations and Evaluation.

1. Indirect - the questionnaire, interview, informal.
2. Direct - the sign system, the rating system, the category system. (The inter-observers’ agreement)

d. Related to the Characteristics of a Training Programme as an Innovation.

1. Guidelines for the Development of a Training Programme as an Innovation.
2. The Proposed Training Programme - Training Procedure: PPP- Preparation – Planning Practising teaching and teaching observation.
3. Implementation Procedure, Means and Media, Meaning of Education Technology.

IV. Description of the Training Programme as an Innovation.

The technique incorporated / adopted - PPP (preparation, planning and practising teaching and teaching observation) - experiences of each activity are shared by a group of teachers, the repetition of the same activity is minimised, thus doing as many varieties of activities as possible -the actual practising the teaching.

V. Analysis of the Innovation. Explanation of how the characteristics demanded by the education technologists are fulfilled.

VI. Methodology. The pre-test - the training - the post test. (If the standard to have attained is set or defined, the pre-test and post-test comparison is not essential. It is better to fix the desired standard and try to achieve that standard).

VII. Data Analysis and Findings.

VIII. Conclusion/ Discussions/ and Recommendations.