STD-7 Hindi Second Language Semester-2
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Textbook Name: Std-7 Hindi Second Language Semester-1 Textbook
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Class: Standard -7
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in
Std-7 Hindi Second Language Semester-2 PDF Free Download
However, Scharmann and Harris, (1992) found that promoting an applied understanding of the nature of science reduced teachers’ anxiety toward teaching this fundamental idea. Johnson and Peeples, (1987) found that as students’ understanding of the nature of science increases, they are more likely to accept evolutionary theory.
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Dagher and Boujaoude, (1997) investigated how students with different religious backgrounds accommodated their beliefs with biological evolution and recommended that teachers devote significant attention to values, beliefs and the nature of science. Clough, (1994) made several practical suggestions regarding NOS instruction for reducing students’ conflicts with the theory of evolution.
GSEB Class 6 Hindi Second Language (Semester 2)
If students and teachers simply understood the distinction between science and religion, that alone would ease the occasional tension caused by discussions of evolution. When science is seen in this light, children's misconceptions and difficulties in learning contemporary science ideas are understandable.
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To assist in this process of inquiry-based or constructivist teaching, Duschl, (1987) states that teachers themselves need to have an adequate understanding of the nature of science. Teachers represent the most important variable in the classroom learning equation. Even welldesigned NOS instructional packages that are at odds with the philosophical orientations of teachers may not be effective.
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Duschl, (1987) writes that in spite of attempts to “teacher proof” schooling through the enforcement of strict curriculum guidelines and teaching models, teachers will continue to make the most critical decisions in the education of students. Regarding NOS instruction, Hodson, (1 988) argues that “the most important factors determining [attitudes toward science] are teaching style (Evans & Baker, 1977; Rubba, Horner & Smith, 1981) and the teacher’s own image of science” (Jungwirth, 1971).
