Survey of recent Indian writings on distance education     

Arun K. Gupta 《Distance Education》1986,7(2):281-288

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Atmospheric heavy metal pollution     

Rohit Shrivastav 《Resonance》2001,6(4):62-68

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Informatics Curricula and Teaching Methods     

Rahul Kumar 《Education and Information Technologies》2006,11(1):93-97

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Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India     

Fang-Ying Yang  Kaushal Kumar Bhagat  Chia-Hui Cheng 《International Journal of Science Education》2019,41(10):1347-1365

The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students’ epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences.  相似文献   

A science need: Designing tasks to engage students in modeling complex data     

Richard Lesh  James A. Middleton  Elizabeth Caylor  Shweta Gupta 《Educational Studies in Mathematics》2008,68(2):113-130

In this information age, the capacity to perceive structure in data, model that structure, and make decisions regarding its implications is rapidly becoming the most important of the quantitative literacy skills. We build on Kaput’s belief in a Science of Need to motivate and direct the development of tasks and tools for engaging students in reasoning about data. A Science of Need embodies the utility value of mathematics, and engages students in seeing the importance of mathematics in both their current and their future lives. An extended example of the design of tasks that require students to generate, test, and revise models of complex data is used to illustrate the ways in which attention to the contributions of students can aid in the development of both useful and theoretically coherent models of mathematical understanding by researchers. Tools such as Fathom are shown as democratizing agents in making data modeling more expressive and intimate, aiding in the development of deeper and more applicable mathematical understanding.

James A. MiddletonEmail:

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Distance education in Ethiopia     

Sushma Gupta 《Distance Education》1991,12(2):279-285

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Cyberkids: Children in the Information Age, Sarah L. Holloway and Gill Valentine     

Rahul Kumar 《Education and Information Technologies》2003,8(4):383-386

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Mathematics in ancient India     

Amartya Kumar Dutta 《Resonance》2004,9(1):61-63

Inadvertently, an earlier draft of this article got printed in the November 2003 issue and, since the new draft clarified some of the points, the section ‘Brahmagupta’s lemma and modern algebra’ of the final draft and a few small remarks are being reprinted for the reader’s convenience. The error is regretted.  相似文献   

Profiles of educators     

Krishna Kumar  Serge Wagner  Ananda W. P. Guruge  Miguel Soler Roca  Francisco Gomes de Matos 《Prospects》1989,19(4):591-619

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Āryabhata and axial rotation of Earth     

Amartya Kumar Dutta 《Resonance》2006,11(3):51-68

Āryabhata (born 476 CE) is regarded as a pioneer of mathematical astronomy in ancient India. In this three-part article, I shall discuss one important contribution of Āryabhata in astronomy involving the least technical background —the principle of axial rotation (Part 1) and computations on the sidereal day (Part 2). Portions of 4 verses, pertaining to Earth’s rotation, from his famous treatise Āryabhatīya will be quoted. In Part 3, I shall give a brief historical account on the concept of axial rotation of Earth.  相似文献