Analogy as a Child Centric Approach to Teach: As Seen by a High School Teacher

Autor/in	Chowdhury, Pinaki
Titel	Analogy as a Child Centric Approach to Teach: As Seen by a High School Teacher
Quelle	In: European Journal of Educational Sciences, 2 (2015) 3, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1857-6036
Schlagwörter	STEM Education; Rural Schools; Disadvantaged Schools; Student Centered Learning; Logical Thinking; Foreign Countries; College Admission; Physical Sciences; High School Students; Labor Force Development; Instructional Effectiveness; Teaching Methods; Scientific Concepts; Grade 12; Misconceptions; Late Adolescents; South Africa + Suchen Sie Ihr Suchwort? STEM; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Hochschulzugang; Hochschulzulassung; Zulassung; Natural sciences; Naturwissenschaften; Naturwissenschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Arbeitskräftebestand; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; School year 12; 12. Schuljahr; Schuljahr 12; Missverständnis; Halbstarker; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The scarcity of trained man power in the field of science and technology has become a growing phenomenon today. Thus, we are still facing the same challenge country wide. With the multidimensional increase in the field of science and technology, there is a huge shortage of expert workforce in the field of STEM. The numbers of students who qualify for admission into higher educational institution in STEM field is less than required. Our old age school systems from our country sides have failed to fulfill the need of this time. In addition, most rural schools lack basic facilities in terms of the resources required for better learning. Therefore, the author suggests the use of analogy as a powerful tool for a child centric education in rural schools with less resource. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01