Engaging teachers in CER and designing laboratory experiments – the study circle approach

Savita Ladage^1*, Lakshmy Ravishankar² and Gulshanara Shaikh³

¹Homi Bhabha Centre for Science Education (TIFR),  Mankhurd, Mumbai-400088, INDIA,

²(Formerly) K.E. T’s V.G. Vaze College of Arts, Science and Commerce, Mithagar Road, Mulund- (E), Mumbai- 400081, India

³ Department of Chemistry (Formerly), St. Xavier’s college, Mumbai- 400001, INDIA^*E-mail: Corresponding Authorsavital@hbcse.tifr.res.in

The chemistry education scenario in India currently is changing and dynamic. Due to National programs like Pandit Madan Mohan Malviya National Mission on Teachers and Teaching (PMMMNMTT), and greater autonomy being granted to various colleges, there is greater sensitisation about the pedagogical dimension among teachers at the tertiary level.  In light of such developments and also in the context of implementation of the new education policy, NEP 2020, the time is apt to orient chemistry teachers about research informed pedagogical approaches, especially for the chemistry laboratory education at the undergraduate (UG) level. Such an orientation is likely to catalyze meaningful changes in the existing teaching- learning practices in lab education.

The members of chemistry education group have initiated an online study circle (2021) that engages a group of chemistry teachers in critical discussion of CER literature related to chemistry lab education. With such an exposure, a small group of teachers started designing chemistry experiments with a pre and post lab approach; a significant fraction of which have been field tested with UG students. The current presentation will present the experiences of taking chemistry teachers through this journey of rich engagement with CER literature to designing experiments in lab education.   

Keywords: CER, Study Circle, Designing Lab experiment