Online Thesis Search Results

TITLE
DECLARATION
CERTIFICATE
ACKNOWLEDGEMENT
CONTENTS
ABSTRACT
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
1. INTRODUCTION
1.0. Chapter preview
1.1. Introduction
1.2. Need and significance of the study
1.3. Statement of the problem
1.4. Operational definitions of key terms
1.5. Hypotheses formulated
1.6. Objectives of the Study
1.7. Methodology in brief
1.8. Scope and limitations of the study
1.9. Format of the report
References
2. REVIEW OF RELATED LITERATURE
2.0. Chapter Preview
2.1. Introduction
2.2. Metacognition for effective learning
2.3. A Focus on the contexts of teaching / learning
2.4. Learning outside the classroom
2.5. Apprenticeship System
2.6. Industry-Oriented Learning
2.7. Inter-relatedness of chemistry and industry
2.8. Models of teaching and learning
2.9. Conclusion
References
3. METHODOLOGY
3.0. Chapter Preview
3.1. Introduction
3.2 Hypotheses formulated
3.3 Objectives of the study
3.4 Methods adopted for the Study
3.5 Tools and Techniques used for the Study
3.6 The sample for the study
3.7 Research Design
Fig. 3.1 Research Design for the study
Fig. 3.2: Input-Output Model developed by Khanna (1994)
Fig: 3.3. Systematic Approach to Instruction
3.8 Statistical Techniques employed
References
4. THEORY AND PREPARATION OF THE ATL MODEL
4.0. Chapter Preview
4.1 ATL Model – The Theoretical Base
4.1.1 Introduction
4.1.2 Cognitive theories of learning
Fig. 4.1 Information processing models
Fig.4.2 Thinking skills
4.1.3 Constructivist learning perspectives
4.1.4 Experiential Learning
Fig.4.4. Kolbe’s learning cycle
4.1.5 Reflective level teaching/learning
Fig. 4.5 Levels of teaching
4.1.6 Learning theories associated with direct instruction
4.1.7 Models of teaching and learning
Fig. 4.6 The constructivist-oriented model of Horsely (1990)
Fig. 4.7 Role of education and interdependency of Science, Technologyand Society
Fig. 4.13 Learning Cycle developed by Walker, (1998)
Fig. 4.18. A contextual model of learning by Falk and Dierking (2000)
4.2 Pre-preparation of the ATL Model
4.2.1 Identification of Chemistry education potential of industries inKerala
4.2.2 Field Studies and Reports of selected industries – By the investigator and the students
Fig: 4.19 Production of Aspirin
4.2.3 Outcomes of the field studies.
4.3. Preparation and description of the ATL Model
4.3.1 Components of ATL Model
Fig. 4.20 Components of ATL Model
4.3.2 Description of the phases of the model
4.3.3 Characteristics of the ATL Model
4.4. Preparation of lessons based on ATL Model – for learningthe topic ‘Cement’
4.4.1 Industrial environment selected.
Fig: 4.21 Diagram showing the preparation of ‘White cement’
4.4.2 Selection of contents in the HSS curriculum
4.4.3 Preparation of Unit Plan
4.4.4. Preparation of Lesson plans
4.4.5 Conclusion
References
5. EVALUATION OF THE ATL MODEL
5.0. Chapter Preview
5.1. Introduction
5.2. Effectiveness of ATL Model on learning Chemistry -Experimental study
5.3. Usefulness of the ATL Model
Fig. 5.1. Components of ABL Model
Fig. 5.2 The phases of the ABL Model
5.4. Tenability of Hypotheses
5.5. Preparation of Action Plan
5.6. Conclusion
References
6. SUMMARY AND CONCLUSIONS
6.0 Chapter Preview
6.1 Study in Retrospect
6.2 Outcomes of the Study
6.3 Conclusions of the Study
6.4 Implications of the study
6.5 Suggestions for further research
BIBLIOGRAPHY
APPENDICES
APPENDIX - A Industries – Different Cattegories (Product-wise Classification)
APPENDIX B Data analysis sheet for industries
APPENDIX -C Lesson Transcripts for ATL
APPENDIX - D Achievement test I
APPENDIX - E Achievement test I
APPENDIX F Achievement test - II
APPENDIX - G Achievement test - II
APPENDIX - H Observation schedule