Syllabus (EDUCATION)
Course Type: DSC-103
Semester: 1
Course Code: MEDCDSCC103T
Course Title: Pedagogical Science Course Code
(L-P-Tu): 3-0-1
Credit: 4
Practical/Theory: Theory
Course Objective: See below
Learning Outcome: See below
Course Title: Pedagogical Science Course Code: DSC 3
Course Credits: 4
Total Marks: 50 (Internal Assessment: 10; End-Semester Exam: 40)
Course Objectives:
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- Understand the philosophical, psychological, and sociological foundations of pedagogical science.
- Analyze contemporary pedagogical approaches and their classroom applications.
- Develop competency in learner-centered, inclusive, and technology-enabled pedagogies.
- Examine curriculum, assessment, and evaluation from modern pedagogical perspectives.
- Critically evaluate emerging trends in pedagogy in the context of NEP 2020 and global educational reforms.
Course Outcomes:
On successful completion of the course, learners will be able to:
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- Explain major theories and principles of pedagogy and pedagogical science.
- Apply innovative and inclusive teaching-learning strategies in educational settings.
- Design pedagogically sound instructional plans and assessment practices.
- Critically analyze curriculum transactions and classroom practices.
- Integrate digital tools, reflective practices, and research-based pedagogies into teaching-learning processes.
Course content:
UNIT I: Foundations and Contemporary Approaches of Pedagogical Science
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- Meaning, nature, scope, and evolution of pedagogical science
- Philosophical foundations of pedagogy: Idealism, Pragmatism, Constructivism, Humanism
- Psychological foundations: Learning theories of Piaget, Vygotsky, Bruner, and Gardner
- Sociological and cultural dimensions of pedagogy in contemporary education
- Teacher-cantered and learner-cantered pedagogies
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- Constructivist, experiential, collaborative, and inquiry-based learning
- Critical pedagogy, reflective pedagogy, and feminist pedagogy
- Competency-based education and pedagogical implications of NEP 2020
UNIT II: Pedagogy, Curriculum and Assessment
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- Relationship between curriculum and pedagogy
- Instructional design, classroom discourse, and pedagogical planning
- Assessment for learning, assessment of learning, and authentic assessment
- Inclusive pedagogy, differentiated instruction, and classroom management
UNIT III: Technology, Emerging Trends and Strategies in Pedagogical Science
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- ICT-integrated pedagogy and digital learning environments
- Online, blended, and flipped classroom approaches
- Artificial Intelligence, learning analytics, and adaptive pedagogy
- Research trends, global perspectives, and future directions in pedagogical science
- Lectures and seminars
- Group discussions and workshops
- Case studies and reflective journals
- Field engagement and digital presentations UNIT IV: Suggested Practicum
- Critical analysis of classroom teaching models
- Preparation of pedagogical plans for different learning contexts
- Review of NEP 2020 pedagogical reforms
- Development of digital teaching-learning resources
Suggested Readings:
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- Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum International Publishing Group.
- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
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- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.
- Sawyer, K. (Ed.). (2014). The Cambridge Handbook of the Learning Sciences (2nd Edition). Cambridge: Cambridge University Press.
- Woolfolk, A. (2019). Educational Psychology (14th Edition). Boston: Pearson Education.
- Steffe, L. P., & Gale, J. (Eds.). (1995). Constructivism and Education. New Jersey: Lawrence Erlbaum Associates.
- Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th Edition). Berkshire: Open University Press/McGraw-Hill Education.
- Davis, R. F., Gold, M. K., & Harris, K. D. (Eds.). (2020). Digital Pedagogy: The Use of Digital Technologies in Contemporary Education. New York: Modern Language Association of America.
- Ministry of Education. (2020). National Education Policy 2020. New Delhi: Government of India.
- Keengwe, J., & Onchwari, G. (Eds.). (2021). Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education. Pennsylvania: IGI Global.
- Gallop, J. (1995). Pedagogy: The Question of Impersonation. Bloomington: Indiana University Press.
- Brookfield, S. D. (2015). The Skillful Teacher: Building Your Teaching Skills (3rd Edition). San Francisco: Jossey-Bass.
- Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd Edition). Alexandria, Virginia: ASCD.
- Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for Learning: Putting It into Practice. Berkshire: Open University Press.
- Palmer, P. J. (2007). The Courage to Teach (10th Anniversary Edition). San Francisco: Jossey-Bass.
Basic Features
Undergraduate degree programmes of either 3 or 4-year duration, with multiple entry and exit points and re-entry options, with appropriate certifications such as:
- UG certificate after completing 1 year (2 semesters with 40 Credits + 1 Summer course of 4 credits) of study,
- UG diploma after 2 years (4 semesters with 80 Credits + 1 Summer course of 4 credits) of study,
- Bachelor’s degree after a 3-year (6 semesters with 120 credits) programme of study,
- 4-year bachelor’s degree (Honours) after eight semesters (with 170 Credits) programme of study.
- 4-year bachelor’s degree (Honours with Research) if the student completes a rigorous research project (of 12 Credits) in their major area(s) of study in the 8th semester.
Note: The eligibility condition of doing the UG degree (Honours with Research) is- minimum75% marks to be obtained in the first six semesters.
- The students can make an exit after securing UG Certificate/ UG Diploma and are allowed to re-enter the degree programme within three years and complete the degree programme within the stipulated maximum period of seven years.
