Bachelor of Education (B. Ed.)

YEAR	II	Teaching of ACCOUNTANCY II	Credit	3+2
Semester	III		Hours	45+30
OBJECTIVES	To acquaint the student teachers with different evaluation techniques for Accountancy subject To develop among the student teachers critical awareness of the features of existing higher secondary Economics curricula and textbooks To acquaint the student teachers with usage of community resources for teaching of Accountancy To acquaint the student teachers with importance of co-curricular activities and different types of co-curricular activities To prepare student teachers for conducting various co-curricular activities in schools To acquaint student teachers with the role of Accountancy teacher
COURSE CONTENT
Unit I		9 Hours
Evaluation in Accountancy Teaching
Meaning, Need and Importance of Evaluation Characteristics of Good Evaluation Types of Test : Achievement Test, Diagnostic test Evaluation Devices: Oral tests, Essay type test, Objective type tests, Observation, Records (Anecdotal, Cumulative records) Preparation of Unit Test along with Blue print
Unit II	Text Book in Accountancy				9 Hours
Meaning of Text Book Characteristics of Text Book Need and Importance of Text Book Qualities of a Good Text Book Defects of Existing Text Book Criteria for evaluation of Text book
Unit III		8 Hours
Community Resources
	Meaning of Community Resources Types of Community Resources Uses of Community Resources in the teaching and learning of Accountancy Importance of Community Resources in the teaching and learning of Accountancy
Unit IV		10 Hours
Co-Curricular Activities in Accountancy
Need and Importance of Co-curricular Activities Principles underlying Co-curricular activities Types of Co-curricular activities and role of teacher Account Club Need and Importance of Account Club Activities under Account Club Role of teacher in Account Club
UNIT V					9 Hours
Accountancy Teacher
	Role of a Account teacher Personality of a Account teacher Professional Traits of a Account Teacher. Professional Development of Accountancy teacher
MODE OF TRANSACTION
PRACTICAL WORK
Preparation of different list of Community Resources which can be used for teaching of Commerce. Critical Analysis of Accountancy Text Book. Formation of Accountancy Club and Accountancy Lab. Preparation of Blue Print and Question Paper in Accountancy subject. Organization and implementation of various co-curricular activities in school Organizing field trip for school students
REFERENCES
Lulla B.P. : Teaching Commerce in Secondary Schools, M.S.U., Baroda, 1990. Rao Subba et al. : Teaching Commerce in Multipurpose Secondary Schools. Teacher’s Guide in Book-keeping and Accounting, Monograph 6 NCERT, New Delhi. Commerce Education, Volume VIII No. 16, 1972 Department of Education, Regional College of Education, Ajmer. New Trends in Teaching Book-keeping and Accounting, RCE, NCERT, New Delhi. Seema Rao : Teaching of Commerce, Anmol Publications Pvt. Ltd., New Delhi. Teaching of Commerce: A Practical Approach, Vikas Publishing House Pvt. Ltd, New Delhi, 2010

YEAR	II		Teaching of Science	Credit	3+1
Semester	III			Hours	45+30
OBJECTIVES:		The students will be able to: To develop in them the necessary understanding and skills to organize, evaluate and improve the system of science education. To make the teacher trainees aware of the professional organizations for science teachers. To create awareness among the teacher trainees about the recent trends in science education.
COURSE CONTENT / SYLLABUS
UNIT-VI	Models of Teaching Science				4 Hours
	i. Concept Attainment Model ii. Inquiry Training Model
UNIT-VII	Resources for Teaching Science				12 Hours
	i. General Science Laboratory: Designing, management and safety measures ii. Qualities of a good science textbook, teacher’s handbook, journals, magazines iii. Qualities expected of the science teacher iv Technology: Use of various web resources in science teaching
UNIT-VIII	Science Activities				12 Hours
	i. Importance of science activities ii. Planning & Organization of field trip, project work, science quiz, excursion, science exhibition, science fair, aquarium, bird watching, star gaze. iii. Formation and activities of Science club in school.
UNIT-IX	Evaluation in Science				9 Hours
	i. Assessment of cognitive aspects of science learning, ii. Assessment of non-cognitive aspects of science learning iii. Assessment of science process skills and experimental skills. iv. National talent search examinations, Science Olympiad
UNIT X	Current /Innovative practices in Science teaching				8 Hours
	i. Recent trends in curriculum development ii. Concept of mobile Science Laboratory & Science express iii. Professional organization for science teachers iv Use of concept maps in science teaching v Current research trends in science education
MODE OF TRANSECTION
Lecture, Discussion, Demonstration, Fieldtrip, Presentation by students
PRACTICUM
Analysis of Science Textbook. Survey of Science Laboratory in a school. Evolving suitable technique(s) to evaluate laboratory work. Visit to Community Science Centre, Nature Park and Science City.
REFERENCES
Joyce, B. and Weil, M. (2009). Models of teaching. USA: Pearson higher education. Sharma, R. C. (2006). Modern Science Teaching. New Delhi: Dhanpat rai publishing comp. Vaidya, N. (2003). Science teaching for the 21st century. New Delhi: Deep and Deep. NCERT. (2006). Position paper on ‘Teaching of Science’. New Delhi: NCERT. Prasad, J. (1999). Practical aspects in teaching of science. New Delhi: Kanishka Publication http://www.sofworld.org/

YEAR	I	TEACHING OF CHEMISTRY - II	Credit	3+1
Semester	I		Hours	45+30
OBJECTIVES:	To understand the correlation of chemistry with other cognate disciplines and branches of emerging knowledge. To develop understanding of the nature and structure of chemistry curriculum at higher secondary level with reference to Gujarat state in the national context and international developments To provide an understanding of the role and responsibilities of chemistry teacher To develop interest in activities of chemistry To develop techniques of evaluation in chemistry. TO appreciate the application of chemistry in daily life.
COURSE CONTENT / SYLLABUS
UNIT-I	Activities and Resource Centres	18 Hours.
Chemistry club Fair and Exhibition Chemistry Museum Development and use of Chemistry library, use of software in Chemisty. Role of Sarabhai Community Science Centre HomiBhabha Centre for Science Education,Mumbai;NCERT,NewDelhi;IUPAC and UNESCO in Chemical education;Nehru Science Centre, Mumbai ;Professional Activities-Indian Science Congress; CASTME, RSC, London.
UNIT-II	Chemistry Laboratory				6 Hours.
Need, types, planning and organization, equipments and their maintenance, safety measures in chemical laboratory, manual and guidelines for practicals at higher secondary level Quantitative and Qualitative analysis in Chemistry as per higher secondary syllabus.
UNIT-III	Correlation of Chemistry	6 Hours.
Chemistry and its sub disciplines, Correlation of chemistry with cognate disciplines Correlation of chemistry with other branches of science, application of chemistry in various fields and life.
UNIT-IV	Chemistry in Schools				8 Hours .
Approaches of curriculum organization, content analysis of higher secondary level chemistry, textbooks, manuals, journals, experiments, work book. Research trends in chemical education, roles and responsibilities of chemistry teacher. Mobile chemistry laboratory-kits, Micro scale experiments, field experiments
UNIT-V	Evaluation in Chemistry Purpose of evaluation Testing for process, techniques, skills, knowledge, understanding and application Examination: Question paper preparation of different types of items, scoring and Evaluation Developing a small question bank Assessment of practical work and viva-voce (oral examination).	7 Hours.
MODE OF TRANSACTION
PRACTICUM Set up an experiment and demonstrate for a chosen content at secondary or higher secondary level Chemistry. Prepare Teaching Aids in Chemistry, Charts, Models, Tests, Experiments, and Manuals etc. Prepare an inventory of experiments in Chemistry other than textbook illustration. Develop remedial instructional material in Chemistry for the chosen topic. Report on Chemistry Laboratory at higher Secondary level Develop a Chemistry kit for field experiments in the chosen area
REFERENCES Agarkar, S. C. (2005). An Introducatory Course on School Science Education. Mumbai: HBCSE, TIFR. Kalra, R. M. (1976). Innovations in Science Teaching. Bombay: Oxford Publishing. Khirwadkar, A. (2003). Teaching of Chemistry Modern Method. New Delhi: Sarup& Son’s. Malhotra, V. (2006). Methods of Teaching Chemistry. New Delhi: Crescent Publishing Corporation. Mani, R. S. (1995). Safety in Laboratory School Science, Vol. XXX 11, No. 2, June 1995, P.P. 33-37. Mani, R. S. (2012). Mobile Science and Technology Development of Skills in Science and Technology. Education and Society, (I). Marlow, E., and Rao, B. (1996). Science and curriculum. New Delhi: Discovery Publishing house. NCERT (2013). Pedagogy of Science:Text Book for B.Ed. part II, NCERT, New Delhi.http://www.ncert.nic.in/departments/nie/desm/publication/pdf/phy_sci_PartII.pdf Newbold, B. T. & Holbrook, J. (1992). New Trends in Chemistry Teaching. Text Books of Chemistry prescribed by Gujarat State textbooks board and Central board. UNESCO, New Delhi, Sterling Publishers Inc., (First India reprint, 1993). UNESCO. (1964). UNESCO source Book for Science Teaching. Paris: UNESCO. Vaidya, N. (1996). Science Teaching for the Twenty-first Century. New Delhi: Deep and Deep Publications. Waddington, D. J. (1987). Teaching School Chemistry. New Delhi: Sterling Publishers Inc.