Std-11 Philosophy-Tatvagyan -
Gujarati Medium Textbook pdf Download
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Textbook Name: Std-11 Philosophy-Tatvagyan
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Class: Standard - 11
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Mode and Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in/textbook/
Std-11 Philosophy-Tatvagyan
A key issue is the empowerment of girls so that they see themselves as being capable of pursuing technology as elective courses, or pursuing technology-related careers (see Haggerty, 1995 for perspectives from science). Also from science, Harding & Parker (1995) point to the need for gender inclusive practice.
std-11 philosophy-tatvagyan pdf download
A good example of needed research relating to gender and technology education is the work of Silverman & Pritchard (1996) who studied gender differences in pursuing technology education elective courses. Though girls appeared to enjoy required technology education courses, they were less likely to continue taking such courses as electives. McCarthy & Moss (1994) also found that girls and boys liked the subject equally.
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These researchers found that the shift away from the emphasis on craft made the subject more palatable to girls. Thus, does the modular approach to the subject make it more accessible and appealing to girls? Questions pertaining to curriculum change Though curriculum has been the prime area of inquiry in technology education in the United States, little is known about the pragmatics of the curriculum change process.
std 11 Tatvagyan book pdf
What the change from industrial arts to technology education entails in actual schools or school districts has been studied very little. There is rich literature in the field on curriculum. Within this literature the difficulties inherent in the change process have been examined, pathways available for curriculum designers explored, and commentaries made on curricular trends (e.g. Hansen, 1995; Herschbach, 1989; Johnson, 1989; Kuskie, 1991; Lewis, 1994; Petrina, 1994; Raizen, 1997; Shield, 1996; Zuga, 1993).
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But there is need for an empirical counterpart to this literature, the greatest of which might be for case studies that focus upon actual instances of attempts at curriculum change, where school districts, schools, or particular teachers could be the unit of analysis. A good example of the type of studies needed is that reported by Treagust & Rennie (1993).
