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    10 views31 pages

    MEd Science Syllabus

    Uploaded by

    Kashif Waqas
    free

    Copyright:

    © All Rights Reserved
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    of 31
    is hereby notified that on the recommendations. of the Board of Studies in Education, the Vice-Chancellor in anticipation of the approval of U other relevant beslies. has approved the Syllabi and Courses of Reading for M.A. lducation (Henentary and Secondary) & M.Ed (General and Science), under Annual 8; for AMlitiated Col ssion 2006. wet Academi The Syllabi and Courses of Reading is attached herewith. vide Annexure “A°. Sd/- Admin Block Prof. Dr. Muhammad Nacem Khan QUAID.E-AZAM CAMPUS, REGISTRAR Lahore, No. / GZ OY —Ihead. Dated: G F— /2007, Coy Atte shove in fever acl Uatelllonin for interned aig ah accion: 1. Dean, Faculty of Education 2. ‘The Director. Institute of Education & Research, 3. Members of the Board of Studies in Hducation, 4, Chairperson, PCC 5. Principals of AMMitiated Colleges 6. Controller of Uxaminations 7. Deputy Controller (Secrecy) 8 ‘Treasurer 9, Deputy Registrar (General) 10. AR. Statutes) 11, Secretary to the Vice-Chancellor 12, Secretary to the Reyistrar 13. Information Cell ifsx Bs pi eghraehe for Registrar 2, Annet _ We ERY) 4 “Sune 73007 Deputy Registrar ‘Academic University of the Punjab Lahowe Subject: Scheme of Studies of Annual System of M.A Fdueation (Elementary and Secondary) & M.Ed (General and Science) of Affiliated Colleges Reference letter No. 1/2329/AF dated 26-02-2007. (Copy attached) As per decision of the University, affiliated colleges have to shift to annual system of examination, The colleges affiliated to the University of the Punjab in Education was asked vide above refereed letter to provide syllabus of Annual Examination, ‘The Board of Studs in Education has developed the syllabus as per requirement Copy ofthe same is ached fornication wt pat ul fe Prof. Di fafiz Muhammad Iqbat Director IER and ‘Convenor Board of Studies in Education Ce: Deputy Registrar Affiliation for Registrar Core Cor 77] Foundations of Eavetion z Research Methods in Education hi a ‘Curriculum & Instruction Concept Learning in Science Educatio 10 u Guidelines for Student Teaching Practice (200 Marks) Duration of teaching practice will be of six weeks with minimum 100 lessons ‘Teaching practice will be in relevant subjects and level Student teacher will plan and teach minimum 100 lessons Student teacher will observe 20 lessons and write criticism Student teacher will organize 5 co-curricular activities in practicing schools Faculty supervisor will be overall responsible for teaching practice and will be responsible for the following: a. Coordination of teaching practice b. Supervision of teaching practice Evaluate student teacher in both subjects of teaching practice, ativity organization ee. dl. Faculty supervisor will award masks cut of 50 in each subjects There will be a cooperative supervisor for a siadent teacher from the staff of the practicing school. He will award marks out 625 in each subject. Two model lessons will be delivered by student teacher. An external examiner appointed by the univers ly will award marks oat of 25 for each delivered model lesson, n LY CURRICULUM FOR M.Ed.SCIENCE Under annual system UNIVERSITY OF THE PUNJAB LAHORE (Ge SCHEME OF STUDIES _ PAPER COURSE TITLE NUMBER | : - 2 |_Paper 1 | __ Foundations of bducation __ Paper 2 _| Leadership and Management in Schools | Paper 3 Curriculur | Paper 4 Assessment and Evaluation | Paper 5 | _Research Methods in Educ | Paper 6 | Instructional Technol ; | and __Computer Application: Paper 7 Concept Leaning in Science Paper 8 _ Laboratory Techniques and Management TOTAL | MARKS 100 100. E 10084 193 1 Paper-t FOUNDATION OF EDUCATION Philosophical Fowstations Concept of Flucation ‘ature and Futons of Philosophy Relaiensip between Fducation an Philosophy Various Philosophies wth focus on ther basi principles and educational implications Meatism cals Prapmatisn Ihe Covttbution of various educational hikers to Education Fey Gara Te“ Khaldvon Alans thal ssa John Dewey osert Hutchins Istamie Foundations Aims and ebjctives of Education i Sourees of owed in (slam ‘ological Foundations of Education in Pakiston ‘elumization of dveation in Pakistan Sociat Founulations Nature of Society Relationship between education and society Social Funetions of Faucation| the concept of Leonomes of education dueation asa investment Implications tor economics of education in Pakistan Histories! Fuunlations A brie Account of British Educational Policy inthe Indo-Pak SSub-continen under the following headings: A brief review of education in the subcontinent betore the English Macaulay’ Minutes Wond’s Dispatch Hunter Commission India University Aet Sadler Comission Martog Commitee Sanat chem Development of the Wea of National Education in the Sub-Continent Insitutions of Nationa education Darton Deoban. Jamia Mila Islamia, Nadvat-ul-Ulama Fatucation a Vist tdueational Conference Nath Comission on Education igeation icy Nes Eacational Poti National Fdation Paley ueation Policy [Leueation Sector reforms Paychological Foundations Invraduetion Learning theories Classroom Management ‘Gantance an Couns 1947 1959) Lore wn 978 9s 95° Paper-2 Educational Leadership and Management In Schools On completion of this course a person will have enough knowledge about basic concepts theories ancl models of Educational Agministation and Supervision, is expeeted that the person will be able io work as asiministeator of any Fdueational Institution competently Kd jon: Definition and explanation Management Administration & Supervision: Definition, Difierences and explanation POSD CORB Planning : Detinition Why we plan Planning process Kinds of Planni Types of plan Organizanon Stescture Basie concepts of Organizational structure Why people trom organizations Charueteristies of an efleetive organization Need of Adnrinistration Development of Administrative Theory What isa theory (Classical organization theory Scienitiv management Administrative man ment Human relation approach the hawthorne stuslies Behavioral seience approach be individual and the organization Development of administrative thought System theory Contliet ma leffective time management Manag Interpersonal relationships Management of stai development Management of schoo! records Management schoo! cnvironment (with special reference to Islam) Managing Behavine/sehoo! discipline Classroom management Buclyet Stall Evaluation meetings, [Leadership and t.cadership theories Basie System Model A System view of schoo! administration {Educational administration: Definition and explanation Principles of an effective educational organization and administration Some roles of an adrsinistrator Some qualities for a competent administrator Administrative Process: Motivation Communicat Decision Making Leadership Thoories and Models of administration Ditlerenee between theory and a Model Introduction vo Theories of Administration Great Man theory Charismatic Theory Social system theory Sitwational theory Path Goal theory Life Cyele theory Theory X-Y Theory 7 Personal Qualities theory/trait theory Models of aaiministestion: Formal Models: Authoritarian’ Autocratie Model Sysiem Model Hierarchical Model Derwoeratie Model Lasses faire Model ‘otal quality management; The educational perspective Islamic concept of administration (Mushawari Mode! of administration) The use of Information technology in acintinistration Classroom management Feat hooks Educational Adrainistration: Concepts and practices By Lunenbur Theories of Hducational Management By Tony Bush and Ornstin Further Readings: Burden P (1995) Classroom manayement and discipline. Hoy. W. K, & Miskel G.C (1996) Edue adinin practice (Sed) New York: Me Graw Hill Ine. Robbins, S.P (1996) The administrat pre a 6 296 Paper-3 CURRICULUM AND INSTRUCTION Concept of Curriculum Education aiid Curriculum Relationship b Definition of Curriculum eHow Curriculum differs form Syllabus Course of Study Fducational Programme Teaching Instruction Level of Curriculum Level of Curriculum e-Lypes of Curriculum # Seape of Curriculum Basic Elements of eurtieulam Curriculum Development a.Nature and Meaning of Cursieulum b.Need for Planning Curriculum Development Levels. Culture and Curriculum Development «Nature and Meaning of Culture bBasie Hlements of Culture ¢.Culture core and persistent tile situation «Cultural root of the ewericulum Cultural change and Curriculum Factors and Forees Influencing Curriculum Developonent a Internal forces: Feacher Pupil Schoo! Envizonment ete b, ixtemnal forees: Contemporary life Technology, knowledge Wdeolony Economies Pressure groups, Legal constraints oundations/Bases of Curriculum 2 Philosophical Buses b.Psycholoyical Buses &. Sueinlogieal Ba 4. Keonomic f Curriculum Development Process a. Analysis of Situtation b. Formulation of Aims und Objectives Selection of Learning Experiences dl Selection of Content ©. Organization of Experiences and Content Selection of Teaching-leamning Strategies Evaluation Ongunizing for Curriculum Development A Curriculum Development organization model b. Organization Personnel Formulating Curricular Objectives a, Fducational Aims Soares b. Validation uf Educational Objectives Criteria €. Classification of Objectives-Blooms Taxonomy ._ Preparing instructional objectives Selection of Learning Experiences and Content 4. Selection of appropriate learning experiences Learning Principle Development task Developmental Slages of Piaget b, Selection of Conteny Subject matter Conceptual frame work Basie Themes or Key deus ‘c. Principles of Selection of Experiences and Content Procedures of Content Selection 1. Jule mental proc bb, Analytical Procedure Consensual Procedure 4. Experimental Procedure ‘and Content Organization of Experiens nization Approaches Jee culum Development in Pakistan ext Jook(s): Lawton, Denis School Curriculum Pa 1986 Further Readings: a, Planning Process in Pakistan Agencies Responsible for Curriculun Development at national and Provincial level Crisieal evaluation of the Siwation ng, London: Hodder & Stoughton Nichols, Andrey and S. Howard Nichols, Developing a Curriculum: Practical Guide. London: Garage Allen & Unwin, L978, Saylor J.G.W.M, Alexander and A. J. Lewis, Curriculum Planning for Better teaching and Learning, 4" ed. Tokyo: Holt Saunders Japan, 1981 Smith 5.0. W.O Stanley and 1.1, Shores, Fundamental of Curriculum Development aba Vidra Currieuluan Development: Theory and Practice. New Yark Harcourt Brace & World Inc.. 1962. Venable .C Patterns in Secondary School Curriculum, New Yark: Harper & Row. 1958. Wheeler. D.K Curriculum Process, and London: Hodder & Stoughton, 19367 tel ° Paper- Assessment and Evaluation Introduction Historical overview of assessment Definition oF the terms, test meas General Principles of assessment Assessment an the Instructional process I ypes of testing and Assessment procedures xl evaluation went and asses nent Preparing Insteuetional Objectives Instructional Objectives Selecting Instructional Object Taxonomy of Education Objectives Methods of stating Instructional Objectives nsttuetion vs. Behavieral Objectives Planning: for Classroom Test Importance’purpose of classroom testing Planning a classroom test Detining Objectives Specifying content Preparing blue prints/master charts Preparing test items Constructing Fest Items, Selection Type (Objective ty Multiple choiee questions (Charagterishes, uses, Advantages. | imita for Construction) True false Questions Matching items Completions ftems Supply ‘Type (issay type) jons Rules Forms andl uses: Advantayes/L imitations Rules for Construction Evaluation/scoring oF Quality in Ass Zod concepts used in Axsesement and, Elementary Statist Frequency Distribution Lypes oF Seales Continuous and Diserest Drawing up thequency distribution Graphic representation of frequency distribution Measures of Central tendency Calvulation of Arithmetic Mean Calculation of Median Calculation of Mode Measures of Variability New Trends and Issues Poritolio Assessment Dynamic Assessment Computer assisted assessment and evalustion Refine Hbel. R Lund Frisbie B.A (1986) Es mal Measurement} Clif Printice Hall nglewood [LAR (1985), Fducational Evaluation and Mesurement: Competencies for Analysis and Application. New York Muemillian Publishing C Grounlus. N. 1 & Linn Robert |. (2000) M York Macinilhan, Hopkins. C.D and Antes), R. (1990) Classeoom Mk Peacock Publishe Vhomdike. R.L. and Hayen, 1.P, (1977) Measut Feueation. New York Macmillan Thomdike. B.W. (1975) Measuring Educational Oute New York Harcourt Bree Jovanovich Wiresma, W. and Jurs, $.G (1990) Liducationsal N Bacon, #63 Paper-5 RESEARCH METHODS IN EDUCATION INFRODUCA HON TO EDUCATIONAL RESEARCH © Meaning and definition of education research The Scientific method © Purposes and features of research © Application of the scientific methods in education FYPES OF RESEARCH © Basie verses applied research © Listorical re sarch Descriptive research Corel ynal research Causal comparative research Experimental researel, © Action research © Qualitative and Quantitative Rese: RESEARCH PROBLEM # Selection «Sources, © Characteristieseriteria, © Statement REVILW OF RELATED LITERATURE Defination purpose and seope © Preparation Sources Abstracting © Reporting RESEARCH HYPOTHESIS OR QUESTIONS © Definition and purpose © Characteristics © Types of Hypotheses # Stating the hypothesis/question SAMPLING: * Delinition and purpose © Techniques of sampling ‘© Yrohubility Sampling Techniques Random sampling Stratified sampling, Cluster sampli Systematic sampling © Non-probability sampling technig Convenience sampling © Purposive/Sudginental sampling, ‘Snowball sampling Quota sampling RESEARCH INSTRUMENTS © Purpose of research instruments, © Characteristics of research instraments © Validity © Reliability © Usability © Construction of Instruments © Questionnaire © Observation seale © Rating scale © Tests (and their types) RESEARCH TYPES (DETAIL DISCRIPTION) Historical Research © Descriptive research, © Correlational research, © Causal-comparative research # Experimental research COLLECTION AND ANALYSIS OF DATA, * Data Collection # Scoring coding and tabulation of cata © Data Analysis © Interpretation of data SUATISTICS IN EDUCATION © Need of Statistical Analysis © Levels of measorement Descriptive Statistics © Inferential statisties © Paramettie tests (test, fest) © Non-paramettie test (X) WARITING RESEARCH PROPOSAL AND REPORT © General rules for writing and typing © Format and style Types of research repoets # Theses and dissertations Journals Article Papers read at professional tines ae$ Recommended Textbooks Gay. L.R (1996) Lducational re New York: Macmill carci; competencies for analysis and application : Publishing Co. Cohen. L. and Manian § (1994), Research methods in education, London: Routh ADDITIONAL READING LIST Anderson. G, (1990), Fundamentals of edueatjonal restarch London: The Falmer Press Rell. G (19940), Action research spes London: Fulton Publishers, al needs and schoo! development Best. J.WW and James V.K (1996) Research in education. New Delhi: Prentice Hail Ine Frankel 1. and Norman E.W (1993). Hk London : Routledge low to design and evaluate researeh in edu Keoves. J.P. (Has) (1988). Edu esearch Oxford: Pergaroon Press. shodology and measurement: An ues. M. (1999), Your student research project. Hampshire: Gower Publishing Ltd Wiersma, W. (1995) Res Allyn and Bacon Ine. sarch methods in education: An introduction, Boston: Scoit, D. and Usher. R. (ds). (1996), Uindk London: Routledge: tuning educational research eb H Paper-6 hnology and Computer Application in E Seetion-i Instructional ‘echnology Contents Nature of instructional ‘Technology ‘Meanings of instruetions Various concepts of instructional technology Relationship between different aspects of instructional technology cone of lesperiences Instructional media Concept and need Criteria for selection of Instructional Media Types of Instructional aids Projected and no projected aids Audio. visual and audiovisual aids, Printeg media ypes and Usage Graphic materials Types and Usa Hlectrenie and non-electronic media Hypes and Usage Respurce centers and their usage Low cost and no cost materials Vypes and Usag Use of instructional technology for group and individualized teaching ae? Instruction Technology & Competer in Educati Seetion-I1 Computer Applications in F acatio ‘Syllabus nurodduetion 1 Computer © Introduction © What is computer? © Dara and tnformation Characteristics of Computers, © Types of Computers Analoe Computers tal Computers © Hybrid Computers Classification of Comput # Super Computers © Main Frame Computers © Mini Computers © Micro Computers The Evolution of Computers © The Mark-1 Computers © the Atanasolf Berry Computers The ENIAC © The EDSAC “The Manchester Mark © The UNIVACH Computer Hardware ‘+ Basie Computer Organization * Basie Operations ‘© Input Unit © Output Unit © Arithmetic La © Control Unit © Control Processing Unit «The System Concept sie Unit In Put Devices © Key Board © The Mouse = Joy Stick © Seanner B aa track Ball we: Phones & Voice recognition Barcode Reader/Light Pens Touch Sereens, ouch Pads Card Readers. (CD-Rom Payers (Out Put Devices Input-Output devie Printers Video (CRIS) Pen Plotters Electrostatie Plotters Voice Synthesizers Input-Output devives Disk Drives (loopy Hard) Magnetic Tape Drives * Modems (External Internal) Intoduction to windows operating systems Booting of a compuser Is of GUE Use of mouse (Left & Right Click) Starting a Program in windows Using my computer Shut Dow Process File Management Searching a file Compor Numbers Systems Non-positional number system Positional number system Decimal Number system Binary Number System cial number system Hexadecimal number system ‘Conversion thom one number system to another Converting 10 decimal from another base Converting from base 40 to anew base ‘Converting from a base other than 10 to a base other than 10 Binary te Octal conversion Ocal w Binary Conversion Binary to itexadecimal Conversion Hexadecimal to Binary Conv Function Numbers, Computer Sottware MS Word What is software? Relationship between Hardware and Software [ypes af Software Sysiem Software Operating System rogramming Language Translators Service Software Application Software Prosluctivity Sofiware Business Software Fdueation Software Ptertainment Software Operating System Funetions of the Operating System Funetions af the Operating System Firm Ware GUL& its advantages Changing default ype size The basics of entering text Non printing characters Opeating and saving documents, Creating a new documents Searching in a document MS Word MS Word Formatting (Character, Font, Working with inden Bullet and numbering Crcatiy Headers and Footers Pave Breaks wange Case, Paragraph) tas © Table ereation © Table Halting © Mid Term Exam © Primary Storage © Se © capavity we + RAM * ROM © PROM © EPROM #bifirence of storage and memory © CACHE MEMORY © Registers © Buses © Posts Magnetic Disks © The Hoppy Disks: Hard Dish ‘Compact Disk (CD) © Video or (Versatile) Disk (DVD) MS-Excel © Innroduetion of MS-Excel © My-tixee! Sercen © Data entering # Fixing of row or column * Tile = Format © Fermula © Funetion © Son Filter © Chart MS-Power Point © Invroduetion to Interfee © Startup of MS Power point © File Format * Designing Slides © Slide Shon Use Computer in Edueation ‘© Computer Assisted Instruction (CAD) © Internet Based L-mail E-mail Address © Advantages and Disadvantages of E-mail © Inieenet © Advantages of fnternet ‘© Main fucihties offered by Intemet Area Network (LAN) © Arwa Network (WAN) Inte + Searching websites for education

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