Std-11 Statistics_aakdashastra
Gujarati Medium Textbook pdf Download
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Textbook Name: Std- 11 Statistics_aakdashastra Gujarati Medium Textbook
Language:
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/
Gujarat Board Class 11th STATISTICS Guj Textbook
Questions pertaining to conceptions or misconceptions held by students A fruitful area of inquiry relates to functional knowledge, more particularly to the conceptions that students hold regarding aspects of the subject matter of technology or of technological phenomena. Do the conceptions held by students conform to normative expectations? For example, what conceptions do students have about what happens in an electric circuit when a switch is turned on? Or, do students have conceptions regarding how standard metal bars and rods get their shapes?
std 11 statistics textbook pdf gujarati medium
Do students understand what occurs during the cooling of a casting? Do they understand why an airplane can fly, or what makes elevators go up and down? If asked to represent selected technological phenomena in the form of sketches, what would such representations reveal? Understanding the conceptions (and misconceptions) that students have about aspects of the subject matter of technology is an important prerequisite for better teaching, and for improved learning. Parallels of this kind of research can be found in science.
std 11 statistics textbook pdf
For example, Trumper (1996) studied conceptions of energy held by Israeli children. Children in the study held anthropocentric views about energy; that is, they associated energy with human beings. Energy was held to be a concrete rather than abstract idea. Fetherstonhaugh (1994) studied the breadth of ideas students held about energy (e.g., can it be stored, is it human-made or natural?). The authors asserted that it is necessary to devise theory that takes into account students’ personal constructions of meaning.
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Cosgrove (1995) got students to use analogies to help bridge the difference between their own conceptions of electricity, and a standard scientific notion of it. E. L. Lewis (1996) studied conceptual change in eighth grade students regarding elementary thermodynamics. The question of interest was how do students reorganize and reformulate knowledge. Parallels of these types of studies are possible in technology education. Such work would be new, and would open up exciting frontiers for the field.
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