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href="https://www.academia.edu/Documents/in/Computer_Supported_Cooperative_Work_CSCW_"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Computer Supported Cooperative Work (CSCW)"]}" data-trace="false" data-dom-id="Pill-react-component-65e2a74d-972d-4d59-a3e0-e762e683f851"></div> <div id="Pill-react-component-65e2a74d-972d-4d59-a3e0-e762e683f851"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Rakesh Kumar</h3></div><div class="js-work-strip profile--work_container" data-work-id="97871684"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871684/ENCOURAGING_LEARNERS_ATTEMPT_TO_PROBLEMATIZE_AND_VISUALIZE_SOLUTION_PROSPECTS_IN_COMPLEX_MULTI_LAYERED_REALITY"><img alt="Research paper thumbnail of ENCOURAGING LEARNERS' ATTEMPT TO PROBLEMATIZE AND VISUALIZE SOLUTION-PROSPECTS IN COMPLEX MULTI-LAYERED REALITY" class="work-thumbnail" src="https://attachments.academia-assets.com/99376925/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871684/ENCOURAGING_LEARNERS_ATTEMPT_TO_PROBLEMATIZE_AND_VISUALIZE_SOLUTION_PROSPECTS_IN_COMPLEX_MULTI_LAYERED_REALITY">ENCOURAGING LEARNERS' ATTEMPT TO PROBLEMATIZE AND VISUALIZE SOLUTION-PROSPECTS IN COMPLEX MULTI-LAYERED REALITY</a></div><div class="wp-workCard_item"><span>International Journal of Early Childhood Special Education (INT-JECSE)</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The history of sciences across the world, be it the western sciences or the Indian sciences or an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The history of sciences across the world, be it the western sciences or the Indian sciences or any other exploration, reveal a key feature. This key feature is central to all human endeavors taken up for exploring the complex multi-layered reality experienced by the human-self. While, this key feature is common to all forms of inquiries, it is very specific to nature of sciences. Scientific problems arise in specific contexts of making meaning of the physical and natural world. And, the scientific problems in sciences demand specific contexts for solving the problems too. These specific contexts for problem atizing and visualizing solution-prospects are generated in both formal and informal environments in general and teaching-learning in particular. In all teaching-learning environments in science, the attempts by the learners to look for opportunities for the same must be facilitated and encouraged. In classroom settings, a teacher's role in encouraging the learners to generate problems to solutions is non-negotiable. In the present study the teachers have designed their classroom settings in learningstrand framework. This framework allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Encouraged Learners Attempt to Generate Solutions to Problems"in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Encouraged Learners Attempt to Generate Solutions to Problems"in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Encouraged Learners Attempt to Generate Solutions to Problems"in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Encouraged Learners Attempt to Generate Solutions to Problems and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are encouraging science learners attempt to generate solutions to problems more than their counterparts at higher levels of schooling in the selected schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6b00f286e0b9c334792c19536c3594cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376925,"asset_id":97871684,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376925/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871684"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871684"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871684; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871568"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871568/The_Web_of_Pre_Conceived_Notions_about_Expected_Answers_Pre_Service_Teachers_Struggles"><img alt="Research paper thumbnail of The Web of Pre-Conceived Notions about Expected Answers: Pre-Service Teachers' Struggles" class="work-thumbnail" src="https://attachments.academia-assets.com/99376827/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871568/The_Web_of_Pre_Conceived_Notions_about_Expected_Answers_Pre_Service_Teachers_Struggles">The Web of Pre-Conceived Notions about Expected Answers: Pre-Service Teachers' Struggles</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/HimaniSharma377">Himani Sharma</a></span></div><div class="wp-workCard_item"><span>Turkish Online Journal of Qualitative Inquiry (TOJQI)</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The root of the web of preconceived notions of teachers about the answersexpected from the learne...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The root of the web of preconceived notions of teachers about the answersexpected from the learners may be located in the Herbartian lesson-planning. The repetitive, inflexible structure of the Herbartian lesson-plan may be suitable for the content delivery and instructional frameworks of learning. But, this Herbartian model of designing teaching-learning processes</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0e6a4cd78cc9890015b134a6b42d063" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376827,"asset_id":97871568,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376827/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871568"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871568"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871568; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871568]").text(description); $(".js-view-count[data-work-id=97871568]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871568; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871568']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871524"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871524/Analyzing_Learners_Reactions_And_Responses_A_Study_Of_Factors_Affecting_Pre_Service_Teachers_Natural_Dispositions_In_Learning_Strands_Framework"><img alt="Research paper thumbnail of Analyzing Learners' Reactions And Responses: A Study Of Factors Affecting Pre-Service Teachers' Natural Dispositions In Learning Strands Framework" class="work-thumbnail" src="https://attachments.academia-assets.com/99376796/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871524/Analyzing_Learners_Reactions_And_Responses_A_Study_Of_Factors_Affecting_Pre_Service_Teachers_Natural_Dispositions_In_Learning_Strands_Framework">Analyzing Learners' Reactions And Responses: A Study Of Factors Affecting Pre-Service Teachers' Natural Dispositions In Learning Strands Framework</a></div><div class="wp-workCard_item"><span>Ilkogretim Online - Elementary Education Online</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Whether it is about the experience of excitement or remembering concepts, generating models or us...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Whether it is about the experience of excitement or remembering concepts, generating models or using facts or there may be any other area of exploration identified in the learning strand framework, all need analysis of learners' responses and reactions. A teachers attempt to do so may be influenced by many factors. Also, the teachers attempt may not be influenced by some factors. Thus, we can attempt to identify the nature of the factors and the influence they might or might not have. In the present study the teachers have planned their classroom proceedings in the learning strands framework that allows for strengths of informal environments, but with a difference. These have been applied in the formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tried to Analyze Learners' Reactions and Responses" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Tried to Analyze Learners' Reactions and Responses" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Tried to Analyze Learners' Reactions and Responses" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Tried to Analyze Learners' Reactions and Responses and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are trying to analyze reactions and responses of science learners more than their counterparts at higher levels of schooling in the selected schools. The study contributes towards understanding what factors may affect the teachers' attempt to Analyze Learners' Reactions and Responses.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="65dc072bcc147f4f39012f49b6e33db2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376796,"asset_id":97871524,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376796/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871524"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871524"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871524; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "65dc072bcc147f4f39012f49b6e33db2" } } $('.js-work-strip[data-work-id=97871524]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97871524,"title":"Analyzing Learners' Reactions And Responses: A Study Of Factors Affecting Pre-Service Teachers' Natural Dispositions In Learning Strands Framework","internal_url":"https://www.academia.edu/97871524/Analyzing_Learners_Reactions_And_Responses_A_Study_Of_Factors_Affecting_Pre_Service_Teachers_Natural_Dispositions_In_Learning_Strands_Framework","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376796,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376796/thumbnails/1.jpg","file_name":"ARTICLE_1_RAKESH.pdf","download_url":"https://www.academia.edu/attachments/99376796/download_file","bulk_download_file_name":"Analyzing_Learners_Reactions_And_Respons.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376796/ARTICLE_1_RAKESH-libre.pdf?1677871999=\u0026response-content-disposition=attachment%3B+filename%3DAnalyzing_Learners_Reactions_And_Respons.pdf\u0026Expires=1740554592\u0026Signature=fwvKZk08cLkwNpFmAd6jV7o222MAEsnv7gc-dpy8RDKznsQlQkTk5soII3i18pO8mFdD3Gxsewl-e3BJ4SGjFjUHhEJSV9K09r6ImwINmPnFG1AovCgBUhZaE-O4wCvD29a8G-6clRIib0YUiBNlRiTU9S1CEW4jswEAZUruEQ5iRCxcJfcB7ogbxtFgJ~K0fK6skXVc3UcAMYtgO4hRgOk7l3l0NQSjLLDxpaGF2vi~8cbmYxxLUlCFLdNrJ-GkkqtuiK5Qfl6KpUnwlkCTpsuG4Vnr5WoS1Eu1HRM5pYbTBrfXqc8KXgC-Kc-4ucoRU2ScqRp6Q3xxT0f-I5ZW~w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871319"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871319/The_Role_of_Teachers_in_Learners_Attempts_to_Generate_Solutions_to_Problems"><img alt="Research paper thumbnail of The Role of Teachers in Learners' Attempts to Generate Solutions to Problems" class="work-thumbnail" src="https://attachments.academia-assets.com/99376613/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871319/The_Role_of_Teachers_in_Learners_Attempts_to_Generate_Solutions_to_Problems">The Role of Teachers in Learners' Attempts to Generate Solutions to Problems</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span>Turkish Online Journal of Qualitative Inquiry (TOJQI) </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The whole effort in science learning and all that is done in the name of science is centered arou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The whole effort in science learning and all that is done in the name of science is centered around the processes generating solutions to identified problems. This effort is not just a mechanical process but is a deliberate attempt. Sometimes this attempt is consciously designed and sometime in the trials of the proceeding in science it is imbibed to the extent that the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82746a3125965a5285f90ea69f7ac6dc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376613,"asset_id":97871319,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376613/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871319"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871319"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871319; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871319]").text(description); $(".js-view-count[data-work-id=97871319]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871319; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871319']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871113"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871113/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions"><img alt="Research paper thumbnail of Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions" class="work-thumbnail" src="https://attachments.academia-assets.com/99376409/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871113/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions">Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Planning of science lessons has been practiced not just by pre-service teachers but in-service te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Planning of science lessons has been practiced not just by pre-service teachers but in-service teachers too. Planning science lessons taking care of factors like holistic development, taking care of nature of science, culture of science, developing learners' identity as someone who can even sometimes can contribute to the development of science too, have been on the back foot. In the present study the teachers have planned their classroom proceedings in a framework that allows for such strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Posed Interpretative Questions to the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Posed Interpretative Questions to the Learners" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Posed Interpretative Questions to the Learners" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Posed Interpretative Questions to the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are posing interpretative questions to the science learners more than their counterparts at higher levels of schooling in the selected schools. Learners' ideas are the best resources to be tapped in the teaching-learning processes. A teacher's efforts in interpretating and exploring those ideas may become one of the very important strengths of a teacher. The present study contributes in understanding the factors affecting this process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="45d52fe469875f25f11b4bd17cd88844" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376409,"asset_id":97871113,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376409/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871113"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871113"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871113; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871113]").text(description); $(".js-view-count[data-work-id=97871113]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871113; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871113']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871111"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871111/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments"><img alt="Research paper thumbnail of Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments" class="work-thumbnail" src="https://attachments.academia-assets.com/99376414/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871111/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments">Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the context of learning becoming an engaging task for the learners, it is mandatory that we mo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the context of learning becoming an engaging task for the learners, it is mandatory that we move away from the irrelevant teaching learning environments. We need to become more adaptable in our approach. In a flexible type of framework sowed in informal environments planning of units and lessons in science classrooms becomes innovative task. The present study is based on an environment in which pre-service science teachers have planned their classroom proceedings using strengths of informal environments in the formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tried to Analyze Learners' Reactions and Responses" in terms Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Tried to Analyze Learners' Reactions and Responses" in terms of Teacher's Gender, Nature of School Management and School Type. Conscious efforts by the teacher for observing, analyzing and interpreting the responses by the learners has the potential to support learning in a more facilitative manner. The teacher doing so has the ability to modify the classroom environment as per the needs and requirements of not just the learners but the whole environment in which the teaching learning process goes on. The study contributes in understanding some of these factors in the designed teaching learning environment in specific contexts described in the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="94fa036edc1185155802073009cca9b0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376414,"asset_id":97871111,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376414/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871111"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871111"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871111; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871111]").text(description); $(".js-view-count[data-work-id=97871111]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871111; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871111']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "94fa036edc1185155802073009cca9b0" } } $('.js-work-strip[data-work-id=97871111]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97871111,"title":"Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments","internal_url":"https://www.academia.edu/97871111/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376414,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376414/thumbnails/1.jpg","file_name":"JETIR1712223.pdf","download_url":"https://www.academia.edu/attachments/99376414/download_file","bulk_download_file_name":"Analyzing_Learners_Reactions_and_Respons.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376414/JETIR1712223-libre.pdf?1677872075=\u0026response-content-disposition=attachment%3B+filename%3DAnalyzing_Learners_Reactions_and_Respons.pdf\u0026Expires=1740554592\u0026Signature=JYc2x61qVOUH3BqLFQVasGql-bbTNRiNvjwNJSFxjCnevnHbrwRdyGi10XZrCWiSR4-r9klF9pwpwifB7yn5bxhDURxZ54rFmo~p1E-DGvxAe76pzbguhJ0EbXzHn78HjL6-ntVj0-RwN0vjnzogw7DC-5caoBrFmpv0V0H2uwOK0AISrk734rYIFkSAqLqe27dkh5NnSJmBR7c~jcLAEEO-igzScgoUrFtXIGHDvVRCOj95NrgcFH~aG90M9~izesNuaLcQydVMvmBfweqFmQ~qKWWvOde5wCyMT9us6l3XpMvD1zJD5ogoruwqG5Tz70GU-ROJJakUr2Z2R~Nqnw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871110"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871110/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively"><img alt="Research paper thumbnail of Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively" class="work-thumbnail" src="https://attachments.academia-assets.com/99376407/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871110/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively">Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nature of Science tells us about the tentative and revisionary processes and knowledge in the sci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nature of Science tells us about the tentative and revisionary processes and knowledge in the scientific domains. The science classrooms on the contrary keep on proliferating the fixed notions of science in fixed design-based teaching-learning environments. One of the greatest challenges by the teachers observed is related with their own believes in the fixed ideas in science. This has a direct bearing on the way science classrooms are conducted and managed. It is even difficult to imagine the framework that can be specifically used in science learning contexts. One such framework was developed as learning strands and was designed for the informal environments. In the current study the teachers have planned their classroom processes in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Withheld Own Ideas and Conclusions Effectively" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Withheld Own Ideas and Conclusions Effectively and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are withholding own ideas and conclusions effectively for science learners more than their counterparts at higher levels of schooling in the selected schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="886cd5722ae185d52d5747e388b05621" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376407,"asset_id":97871110,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376407/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871110"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871110"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871110; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871112"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871112/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions"><img alt="Research paper thumbnail of Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions" class="work-thumbnail" src="https://attachments.academia-assets.com/99376413/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871112/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions">Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching-learning processes are designed to facilitate the learners in the process of developing ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching-learning processes are designed to facilitate the learners in the process of developing their ideas and conceptions in the area of the study. This is true in general and specifically in science classrooms. When teachers start teaching, it is natural for them to express their ideas and the learners getting influenced by these. While we do not explicitly see any cause of concern in this process, a deep reflection reveals something serious. Especially when we explore the reasons for the development of alternative frameworks and also during the processes designed to address these AFs this concern gets puffed-up. A strategy that can be useful in this regard is an attempt by the teacher to withheld own ideas and conclusions and let the learner's ideas come up freely. Giving spaces for learner's ideas has the prospect for the exploration of ideas by the learners in more efficate ways. This had been tried and the trial explored in the present study where the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in 'formal' science classrooms settings while trying out 'informal environments' in eighteen selected schools under guidance of one of the researchers from this team.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7fd47510b3c5d3d3c0ddbac81a88f5c0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376413,"asset_id":97871112,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376413/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871112"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871112"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871112; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871112]").text(description); $(".js-view-count[data-work-id=97871112]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871112; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871112']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871114"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871114/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms"><img alt="Research paper thumbnail of Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms" class="work-thumbnail" src="https://attachments.academia-assets.com/99376410/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871114/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms">Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the present study the teachers have planned their classroom proceedings in a framework that al...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners". These are tested in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. In conclusion, the study did not find any significant difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. Pre-concepts of the learners are important in the sense that the further concept development is based on it. If the pre-concepts of the learners remain unaddressed these may hamper the development of scientific concepts. This has the potential to derail the whole progression of the learner in the scientific realm. The teachers attempt to identify these are the precursors to addressing them in timely and effective manner. For the teachers to attempt identifying the pre-concepts they have to cultivate the dispositions to test their presence. The present study contributes to the understanding what factors may or may not influence the process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a49310846b8205ab97e44768178edcd2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376410,"asset_id":97871114,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376410/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871114"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871114"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871114; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a49310846b8205ab97e44768178edcd2" } } $('.js-work-strip[data-work-id=97871114]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97871114,"title":"Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms","internal_url":"https://www.academia.edu/97871114/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376410,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376410/thumbnails/1.jpg","file_name":"JETIR1803376.pdf","download_url":"https://www.academia.edu/attachments/99376410/download_file","bulk_download_file_name":"Exploring_Some_Research_Gaps_in_Testing.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376410/JETIR1803376-libre.pdf?1677872075=\u0026response-content-disposition=attachment%3B+filename%3DExploring_Some_Research_Gaps_in_Testing.pdf\u0026Expires=1740554592\u0026Signature=MJn0bkRUXsUvbKdbdfMqL43zJPtjaWyoG9xbcASoew4G0RQxo6dHSc2KrcHHYGS5FzT1zACDN1JRd938V0x6O3lcC57Vv~CbBUG5CkKiiZRgVcAfqB~NdBtFamhyKATpWlQ8ma7KAMu5aMv0s9oWUx3w4XCS~048n4sFHOSctKHdxUvPdPZISihy1V9W0u3IlmCsJVP4g4Vb1vFLOK3liptvG~AQam1meH0BnwapfWcx2PrJoX12xX776UqDJkoOmtPcBxBsexziyIZNHghGSwWhDYqYdjuf8kCNo45aQID8QrCFtV~e4OsS~QpLOqKsBZwfJznUtMyFM4jHvsPKvw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871109"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871109/WAS_TOLERANT_TO_INDIVIDUAL_INTERPRETATIONS_BY_THE_LEARNERS"><img alt="Research paper thumbnail of WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS" class="work-thumbnail" src="https://attachments.academia-assets.com/99376411/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871109/WAS_TOLERANT_TO_INDIVIDUAL_INTERPRETATIONS_BY_THE_LEARNERS">WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching-learning processes in classroom or outside it become meaningful when active engagement b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching-learning processes in classroom or outside it become meaningful when active engagement by all stakeholders is practiced. Boundaries of active engagement are not confined to physical activities only. Mental engagement with or without physical engagement is not possible without interpretative efforts by the individual at private level. In the classroom situation, the teachers' open-mindedness to the interpretations by the learners have a long-lasting effect on the way learners learn. A teacher's disposition towards Individual Interpretations by the Learners is thus an important pedagogical consideration. The present study focuses on preservice teacher's natural dispositions towards "Was Tolerant to Individual Interpretations by the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in preservice teachers' response to "Was Tolerant to Individual Interpretations by the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in 'formal' science classrooms settings while trying out 'informal environments' in eighteen selected schools under guidance of one of the researchers from this team.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b329b29054b08b2dbaf9cec2568ddca4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376411,"asset_id":97871109,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376411/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871109"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871109"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871109; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871107"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871107/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments"><img alt="Research paper thumbnail of Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments" class="work-thumbnail" src="https://attachments.academia-assets.com/99376408/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871107/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments">Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Science education has faced many challenges in the past. One of those challenges is connecting it...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Science education has faced many challenges in the past. One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined more towards the informal environments. In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Classes Taught by the Teacher. In the study related graphs have been drawn and interpreted. Related 'Statistical Descriptives' have also been interpreted. In conclusion, the study did not find any significant difference in pre-service teachers' natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Classes Taught by the Teacher has been located. Also, the study finds that the strength of association between Tested Pre-concepts of the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are testing the pre-concepts of science learners more than their counterparts at higher levels of schooling in the selected schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25038bc147de23091d64c5ff380cb630" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376408,"asset_id":97871107,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376408/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871107"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871107"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871107; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871108"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871108/A_Study_of_Factors_Affecting_Posing_Interpretative_Questions_to_the_Learners"><img alt="Research paper thumbnail of A Study of Factors Affecting 'Posing Interpretative Questions to the Learners'" class="work-thumbnail" src="https://attachments.academia-assets.com/99376412/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871108/A_Study_of_Factors_Affecting_Posing_Interpretative_Questions_to_the_Learners">A Study of Factors Affecting 'Posing Interpretative Questions to the Learners'</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the present study the teachers have planned their classroom proceedings in a framework that al...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Posed Interpretative Questions to the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fdaee7bffd785acd1356bb7bc00d4af6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376412,"asset_id":97871108,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376412/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871108"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871108"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871108; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870669"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870669/WAS_TOLERANT_TO_INDIVIDUAL_INTERPRETATIONS_BY_THE_LEARNERS"><img alt="Research paper thumbnail of WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS" class="work-thumbnail" src="https://attachments.academia-assets.com/99376095/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870669/WAS_TOLERANT_TO_INDIVIDUAL_INTERPRETATIONS_BY_THE_LEARNERS">WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching-learning processes in classroom or outside it become meaningful when active engagement b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching-learning processes in classroom or outside it become meaningful when active engagement by all stakeholders is practiced. Boundaries of active engagement are not confined to physical activities only. Mental engagement with or without physical engagement is not possible without interpretative efforts by the individual at private level. In the classroom situation, the teachers' open-mindedness to the interpretations by the learners have a long-lasting effect on the way learners learn. A teacher's disposition towards Individual Interpretations by the Learners is thus an important pedagogical consideration. The present study focuses on preservice teacher's natural dispositions towards "Was Tolerant to Individual Interpretations by the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in preservice teachers' response to "Was Tolerant to Individual Interpretations by the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in 'formal' science classrooms settings while trying out 'informal environments' in eighteen selected schools under guidance of one of the researchers from this team.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="409680c5435288064d2ce5e7dfec367f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376095,"asset_id":97870669,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376095/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870669"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870669"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870669; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870669]").text(description); $(".js-view-count[data-work-id=97870669]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870669; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870669']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870666"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870666/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions"><img alt="Research paper thumbnail of Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions" class="work-thumbnail" src="https://attachments.academia-assets.com/99376096/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870666/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions">Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching-learning processes are designed to facilitate the learners in the process of developing ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching-learning processes are designed to facilitate the learners in the process of developing their ideas and conceptions in the area of the study. This is true in general and specifically in science classrooms. When teachers start teaching, it is natural for them to express their ideas and the learners getting influenced by these. While we do not explicitly see any cause of concern in this process, a deep reflection reveals something serious. Especially when we explore the reasons for the development of alternative frameworks and also during the processes designed to address these AFs this concern gets puffed-up. A strategy that can be useful in this regard is an attempt by the teacher to withheld own ideas and conclusions and let the learner's ideas come up freely. Giving spaces for learner's ideas has the prospect for the exploration of ideas by the learners in more efficate ways. This had been tried and the trial explored in the present study where the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in 'formal' science classrooms settings while trying out 'informal environments' in eighteen selected schools under guidance of one of the researchers from this team.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="12cff461013af565883efd21e830aeb5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376096,"asset_id":97870666,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376096/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870666"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870666"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870666; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870666]").text(description); $(".js-view-count[data-work-id=97870666]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870666; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870666']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870665"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870665/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments"><img alt="Research paper thumbnail of Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments" class="work-thumbnail" src="https://attachments.academia-assets.com/99376092/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870665/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments">Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the context of learning becoming an engaging task for the learners, it is mandatory that we mo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the context of learning becoming an engaging task for the learners, it is mandatory that we move away from the irrelevant teaching learning environments. We need to become more adaptable in our approach. In a flexible type of framework sowed in informal environments planning of units and lessons in science classrooms becomes innovative task. The present study is based on an environment in which pre-service science teachers have planned their classroom proceedings using strengths of informal environments in the formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tried to Analyze Learners' Reactions and Responses" in terms Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Tried to Analyze Learners' Reactions and Responses" in terms of Teacher's Gender, Nature of School Management and School Type. Conscious efforts by the teacher for observing, analyzing and interpreting the responses by the learners has the potential to support learning in a more facilitative manner. The teacher doing so has the ability to modify the classroom environment as per the needs and requirements of not just the learners but the whole environment in which the teaching learning process goes on. The study contributes in understanding some of these factors in the designed teaching learning environment in specific contexts described in the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d2a1a8a5ed962bf764822d2b92ba33d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376092,"asset_id":97870665,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376092/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870665"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870665"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870665; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870665]").text(description); $(".js-view-count[data-work-id=97870665]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870665; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870665']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0d2a1a8a5ed962bf764822d2b92ba33d" } } $('.js-work-strip[data-work-id=97870665]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97870665,"title":"Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments","internal_url":"https://www.academia.edu/97870665/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376092,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376092/thumbnails/1.jpg","file_name":"JETIR1712223.pdf","download_url":"https://www.academia.edu/attachments/99376092/download_file","bulk_download_file_name":"Analyzing_Learners_Reactions_and_Respons.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376092/JETIR1712223-libre.pdf?1677872140=\u0026response-content-disposition=attachment%3B+filename%3DAnalyzing_Learners_Reactions_and_Respons.pdf\u0026Expires=1740554592\u0026Signature=VSj6jwuEmQq~xe3oWQGI3OhySjbNAJNFRc6~T6dtsw45jVeNvVGpJ-K1J~cFESslmw761Z5bvbU2WiWXix-l3ki3cROU-lvtGqfw8XuMZqvxe99qwxGwdQ2HFy~6569C8Oeuh0tud-PPXarJcE3NUiVZVpb39C2I9D~egxHoYhNKgtZZ05L9z8x6zSRlPOYYsPGhm8APi1FuV4uhhKMk8VlgzrU3pD3tO5ZX9TT-fV6x0rQAClb5gj1Mbu-LFSmUbIRch143yshI4vXLdcKS-32mPIzi4zVbGujOTxQPo5kgeRRHIlLFnoA2LLxrKUo0LlshLvbXrBl6QG154cReDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870664"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870664/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms"><img alt="Research paper thumbnail of Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms" class="work-thumbnail" src="https://attachments.academia-assets.com/99376097/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870664/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms">Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the present study the teachers have planned their classroom proceedings in a framework that al...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners". These are tested in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. In conclusion, the study did not find any significant difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. Pre-concepts of the learners are important in the sense that the further concept development is based on it. If the pre-concepts of the learners remain unaddressed these may hamper the development of scientific concepts. This has the potential to derail the whole progression of the learner in the scientific realm. The teachers attempt to identify these are the precursors to addressing them in timely and effective manner. For the teachers to attempt identifying the pre-concepts they have to cultivate the dispositions to test their presence. The present study contributes to the understanding what factors may or may not influence the process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c95c669f356de4f6cdb96e1c5fa84290" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376097,"asset_id":97870664,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376097/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870664"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870664"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870664; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870664]").text(description); $(".js-view-count[data-work-id=97870664]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870664; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870664']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870667"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870667/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions"><img alt="Research paper thumbnail of Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions" class="work-thumbnail" src="https://attachments.academia-assets.com/99376099/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870667/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions">Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Planning of science lessons has been practiced not just by pre-service teachers but in-service te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Planning of science lessons has been practiced not just by pre-service teachers but in-service teachers too. Planning science lessons taking care of factors like holistic development, taking care of nature of science, culture of science, developing learners' identity as someone who can even sometimes can contribute to the development of science too, have been on the back foot. In the present study the teachers have planned their classroom proceedings in a framework that allows for such strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Posed Interpretative Questions to the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Posed Interpretative Questions to the Learners" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Posed Interpretative Questions to the Learners" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Posed Interpretative Questions to the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are posing interpretative questions to the science learners more than their counterparts at higher levels of schooling in the selected schools. Learners' ideas are the best resources to be tapped in the teaching-learning processes. A teacher's efforts in interpretating and exploring those ideas may become one of the very important strengths of a teacher. The present study contributes in understanding the factors affecting this process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="07b5d93b7e79276a1a44c61cb122d059" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376099,"asset_id":97870667,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376099/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870667"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870667; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870667]").text(description); $(".js-view-count[data-work-id=97870667]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870667; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870667']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "07b5d93b7e79276a1a44c61cb122d059" } } $('.js-work-strip[data-work-id=97870667]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97870667,"title":"Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions","internal_url":"https://www.academia.edu/97870667/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376099,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376099/thumbnails/1.jpg","file_name":"JETIR1803377.pdf","download_url":"https://www.academia.edu/attachments/99376099/download_file","bulk_download_file_name":"Learners_Ideas_in_Informal_Science_Learn.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376099/JETIR1803377-libre.pdf?1677872148=\u0026response-content-disposition=attachment%3B+filename%3DLearners_Ideas_in_Informal_Science_Learn.pdf\u0026Expires=1740554592\u0026Signature=bBfYDiAFUYxJVMzPnvaWMJ8mVWVJ4nZ6R45lq~0hHjqmkGvFUm4Lijrop848AO1dVY-NEgJhkJu8T3xWrwgQFqHv46cr3olZwDjsinjLOkJ9jdfr50B6rRtkmlrvJBELFEIBpsKnSyVlYLgpnrSlFGJLX4X~IDQ9S5l7drRrrAXgtx40xhuMd9AfKPn9lpPkRA9lq6VghgmpCNThRHvcGaEyeYjNCcb90n7c5hFTsa345uo6C2dLHDnHzquTpV-eQCH8MByei-osdokg8-v2LkhYt3slDed9IK3BKDcp2hNp0G5xa9jy92gBTbDeSU8pdKf5VKJ35GWXkNUjsGNUUA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870663"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870663/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively"><img alt="Research paper thumbnail of Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively" class="work-thumbnail" src="https://attachments.academia-assets.com/99376098/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870663/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively">Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nature of Science tells us about the tentative and revisionary processes and knowledge in the sci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nature of Science tells us about the tentative and revisionary processes and knowledge in the scientific domains. The science classrooms on the contrary keep on proliferating the fixed notions of science in fixed design-based teaching-learning environments. One of the greatest challenges by the teachers observed is related with their own believes in the fixed ideas in science. This has a direct bearing on the way science classrooms are conducted and managed. It is even difficult to imagine the framework that can be specifically used in science learning contexts. One such framework was developed as learning strands and was designed for the informal environments. In the current study the teachers have planned their classroom processes in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Withheld Own Ideas and Conclusions Effectively" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Withheld Own Ideas and Conclusions Effectively and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are withholding own ideas and conclusions effectively for science learners more than their counterparts at higher levels of schooling in the selected schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="787cc36936c306412fc11103d10b1eef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376098,"asset_id":97870663,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376098/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870663"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870663"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870663; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870663]").text(description); $(".js-view-count[data-work-id=97870663]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870663; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870663']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "787cc36936c306412fc11103d10b1eef" } } $('.js-work-strip[data-work-id=97870663]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97870663,"title":"Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively","internal_url":"https://www.academia.edu/97870663/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376098,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376098/thumbnails/1.jpg","file_name":"JETIR1703094.pdf","download_url":"https://www.academia.edu/attachments/99376098/download_file","bulk_download_file_name":"Practicing_Revisionary_NoS_by_Withholdin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376098/JETIR1703094-libre.pdf?1677872137=\u0026response-content-disposition=attachment%3B+filename%3DPracticing_Revisionary_NoS_by_Withholdin.pdf\u0026Expires=1740554592\u0026Signature=KK3OTTMcp39Ngqbqv3HMbE4rpq6HHj4VWSbSQNxzMfTZe~l5lb9yY4hbiJTy4LhUYYWq3jdJOvNXDQJxUBFvGY2S5TFTttjOq6JSMQv4TJUbLZ-TTDCPL6t9KdpscpV7lL67U0Be84dkIDTl19rrUSDp7wAoncpN7Qjm5KevxyxjIW0FJVGcUuWRy7z1ZgpEdOPhJPxk8d2dYJ0Oi~OZ1AbNVKpABoMpmqNE33JJHq-Ap2gmjHyarfPNL2MdwyAotIoJ7pRZwPPmnuV8HkgbgFy34xL7mpAQ0FYlEWM23gI6YGh2gBo-eGxayU~1Ug0bK3k7z64QPYV530-bQpK46g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870661"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870661/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments"><img alt="Research paper thumbnail of Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments" class="work-thumbnail" src="https://attachments.academia-assets.com/99376094/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870661/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments">Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Science education has faced many challenges in the past. One of those challenges is connecting it...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Science education has faced many challenges in the past. One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined more towards the informal environments. In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Classes Taught by the Teacher. In the study related graphs have been drawn and interpreted. Related 'Statistical Descriptives' have also been interpreted. In conclusion, the study did not find any significant difference in pre-service teachers' natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Classes Taught by the Teacher has been located. Also, the study finds that the strength of association between Tested Pre-concepts of the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are testing the pre-concepts of science learners more than their counterparts at higher levels of schooling in the selected schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7bcc83da814b72baab944caf5138ae0c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376094,"asset_id":97870661,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376094/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870661"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870661"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870661; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870662"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870662/A_Study_of_Factors_Affecting_Posing_Interpretative_Questions_to_the_Learners"><img alt="Research paper thumbnail of A Study of Factors Affecting 'Posing Interpretative Questions to the Learners'" class="work-thumbnail" src="https://attachments.academia-assets.com/99376093/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870662/A_Study_of_Factors_Affecting_Posing_Interpretative_Questions_to_the_Learners">A Study of Factors Affecting 'Posing Interpretative Questions to the Learners'</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the present study the teachers have planned their classroom proceedings in a framework that al...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Posed Interpretative Questions to the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="888cffc3e55d7080df0978c5e941f4ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376093,"asset_id":97870662,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376093/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870662"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870662"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870662; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="9985315" id="papers"><div class="js-work-strip profile--work_container" data-work-id="97871684"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871684/ENCOURAGING_LEARNERS_ATTEMPT_TO_PROBLEMATIZE_AND_VISUALIZE_SOLUTION_PROSPECTS_IN_COMPLEX_MULTI_LAYERED_REALITY"><img alt="Research paper thumbnail of ENCOURAGING LEARNERS' ATTEMPT TO PROBLEMATIZE AND VISUALIZE SOLUTION-PROSPECTS IN COMPLEX MULTI-LAYERED REALITY" class="work-thumbnail" src="https://attachments.academia-assets.com/99376925/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871684/ENCOURAGING_LEARNERS_ATTEMPT_TO_PROBLEMATIZE_AND_VISUALIZE_SOLUTION_PROSPECTS_IN_COMPLEX_MULTI_LAYERED_REALITY">ENCOURAGING LEARNERS' ATTEMPT TO PROBLEMATIZE AND VISUALIZE SOLUTION-PROSPECTS IN COMPLEX MULTI-LAYERED REALITY</a></div><div class="wp-workCard_item"><span>International Journal of Early Childhood Special Education (INT-JECSE)</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The history of sciences across the world, be it the western sciences or the Indian sciences or an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The history of sciences across the world, be it the western sciences or the Indian sciences or any other exploration, reveal a key feature. This key feature is central to all human endeavors taken up for exploring the complex multi-layered reality experienced by the human-self. While, this key feature is common to all forms of inquiries, it is very specific to nature of sciences. Scientific problems arise in specific contexts of making meaning of the physical and natural world. And, the scientific problems in sciences demand specific contexts for solving the problems too. These specific contexts for problem atizing and visualizing solution-prospects are generated in both formal and informal environments in general and teaching-learning in particular. In all teaching-learning environments in science, the attempts by the learners to look for opportunities for the same must be facilitated and encouraged. In classroom settings, a teacher's role in encouraging the learners to generate problems to solutions is non-negotiable. In the present study the teachers have designed their classroom settings in learningstrand framework. This framework allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Encouraged Learners Attempt to Generate Solutions to Problems"in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Encouraged Learners Attempt to Generate Solutions to Problems"in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Encouraged Learners Attempt to Generate Solutions to Problems"in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Encouraged Learners Attempt to Generate Solutions to Problems and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are encouraging science learners attempt to generate solutions to problems more than their counterparts at higher levels of schooling in the selected schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6b00f286e0b9c334792c19536c3594cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376925,"asset_id":97871684,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376925/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871684"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871684"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871684; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871568"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871568/The_Web_of_Pre_Conceived_Notions_about_Expected_Answers_Pre_Service_Teachers_Struggles"><img alt="Research paper thumbnail of The Web of Pre-Conceived Notions about Expected Answers: Pre-Service Teachers' Struggles" class="work-thumbnail" src="https://attachments.academia-assets.com/99376827/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871568/The_Web_of_Pre_Conceived_Notions_about_Expected_Answers_Pre_Service_Teachers_Struggles">The Web of Pre-Conceived Notions about Expected Answers: Pre-Service Teachers' Struggles</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/HimaniSharma377">Himani Sharma</a></span></div><div class="wp-workCard_item"><span>Turkish Online Journal of Qualitative Inquiry (TOJQI)</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The root of the web of preconceived notions of teachers about the answersexpected from the learne...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The root of the web of preconceived notions of teachers about the answersexpected from the learners may be located in the Herbartian lesson-planning. The repetitive, inflexible structure of the Herbartian lesson-plan may be suitable for the content delivery and instructional frameworks of learning. But, this Herbartian model of designing teaching-learning processes</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0e6a4cd78cc9890015b134a6b42d063" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376827,"asset_id":97871568,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376827/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871568"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871568"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871568; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871568]").text(description); $(".js-view-count[data-work-id=97871568]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871568; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871568']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f0e6a4cd78cc9890015b134a6b42d063" } } $('.js-work-strip[data-work-id=97871568]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97871568,"title":"The Web of Pre-Conceived Notions about Expected Answers: Pre-Service Teachers' Struggles","internal_url":"https://www.academia.edu/97871568/The_Web_of_Pre_Conceived_Notions_about_Expected_Answers_Pre_Service_Teachers_Struggles","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376827,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376827/thumbnails/1.jpg","file_name":"PreConcievedNotions_RK_KS_Himani.pdf","download_url":"https://www.academia.edu/attachments/99376827/download_file","bulk_download_file_name":"The_Web_of_Pre_Conceived_Notions_about_E.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376827/PreConcievedNotions_RK_KS_Himani-libre.pdf?1677871983=\u0026response-content-disposition=attachment%3B+filename%3DThe_Web_of_Pre_Conceived_Notions_about_E.pdf\u0026Expires=1740554592\u0026Signature=Q6n21c30LOgj28a0UK3elJSgYM-lAu69cP92zWx1STlL2cioNB929oBZqzWFkSRq87UiPe6b9QDpFNuxx~s~yExoVY4UHdqLMarivpzlYdorqfbi1oDZpC7Ckt3AaQOV-kf3BA5hRxfW5sYd4urh~lo7NRubL5CCH0nt2nrz6QDbjbOkCN3Rq8NLg7nGIDhl-po-ZBILSLnrammJqDgJ1PaRUARe0JINFuTDbALIe6s7WkpCNGGqCGCfKqStrNKncPOAm9Shor2Kq4Jmd9T08QaJx5UtJjy9gcfv0~dRXMbNqVxWdV-3d1JAEgmZwN6HCF3jZBAa1~BGfREodbN2-A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871524"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871524/Analyzing_Learners_Reactions_And_Responses_A_Study_Of_Factors_Affecting_Pre_Service_Teachers_Natural_Dispositions_In_Learning_Strands_Framework"><img alt="Research paper thumbnail of Analyzing Learners' Reactions And Responses: A Study Of Factors Affecting Pre-Service Teachers' Natural Dispositions In Learning Strands Framework" class="work-thumbnail" src="https://attachments.academia-assets.com/99376796/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871524/Analyzing_Learners_Reactions_And_Responses_A_Study_Of_Factors_Affecting_Pre_Service_Teachers_Natural_Dispositions_In_Learning_Strands_Framework">Analyzing Learners' Reactions And Responses: A Study Of Factors Affecting Pre-Service Teachers' Natural Dispositions In Learning Strands Framework</a></div><div class="wp-workCard_item"><span>Ilkogretim Online - Elementary Education Online</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Whether it is about the experience of excitement or remembering concepts, generating models or us...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Whether it is about the experience of excitement or remembering concepts, generating models or using facts or there may be any other area of exploration identified in the learning strand framework, all need analysis of learners' responses and reactions. A teachers attempt to do so may be influenced by many factors. Also, the teachers attempt may not be influenced by some factors. Thus, we can attempt to identify the nature of the factors and the influence they might or might not have. In the present study the teachers have planned their classroom proceedings in the learning strands framework that allows for strengths of informal environments, but with a difference. These have been applied in the formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tried to Analyze Learners' Reactions and Responses" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Tried to Analyze Learners' Reactions and Responses" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Tried to Analyze Learners' Reactions and Responses" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Tried to Analyze Learners' Reactions and Responses and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are trying to analyze reactions and responses of science learners more than their counterparts at higher levels of schooling in the selected schools. The study contributes towards understanding what factors may affect the teachers' attempt to Analyze Learners' Reactions and Responses.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="65dc072bcc147f4f39012f49b6e33db2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376796,"asset_id":97871524,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376796/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871524"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871524"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871524; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871319"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871319/The_Role_of_Teachers_in_Learners_Attempts_to_Generate_Solutions_to_Problems"><img alt="Research paper thumbnail of The Role of Teachers in Learners' Attempts to Generate Solutions to Problems" class="work-thumbnail" src="https://attachments.academia-assets.com/99376613/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871319/The_Role_of_Teachers_in_Learners_Attempts_to_Generate_Solutions_to_Problems">The Role of Teachers in Learners' Attempts to Generate Solutions to Problems</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span>Turkish Online Journal of Qualitative Inquiry (TOJQI) </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The whole effort in science learning and all that is done in the name of science is centered arou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The whole effort in science learning and all that is done in the name of science is centered around the processes generating solutions to identified problems. This effort is not just a mechanical process but is a deliberate attempt. Sometimes this attempt is consciously designed and sometime in the trials of the proceeding in science it is imbibed to the extent that the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82746a3125965a5285f90ea69f7ac6dc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376613,"asset_id":97871319,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376613/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871319"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871319"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871319; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871319]").text(description); $(".js-view-count[data-work-id=97871319]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871319; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871319']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871113"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871113/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions"><img alt="Research paper thumbnail of Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions" class="work-thumbnail" src="https://attachments.academia-assets.com/99376409/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871113/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions">Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Planning of science lessons has been practiced not just by pre-service teachers but in-service te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Planning of science lessons has been practiced not just by pre-service teachers but in-service teachers too. Planning science lessons taking care of factors like holistic development, taking care of nature of science, culture of science, developing learners' identity as someone who can even sometimes can contribute to the development of science too, have been on the back foot. In the present study the teachers have planned their classroom proceedings in a framework that allows for such strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Posed Interpretative Questions to the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Posed Interpretative Questions to the Learners" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Posed Interpretative Questions to the Learners" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Posed Interpretative Questions to the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are posing interpretative questions to the science learners more than their counterparts at higher levels of schooling in the selected schools. Learners' ideas are the best resources to be tapped in the teaching-learning processes. A teacher's efforts in interpretating and exploring those ideas may become one of the very important strengths of a teacher. The present study contributes in understanding the factors affecting this process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="45d52fe469875f25f11b4bd17cd88844" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376409,"asset_id":97871113,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376409/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871113"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871113"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871113; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871113]").text(description); $(".js-view-count[data-work-id=97871113]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871113; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871113']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "45d52fe469875f25f11b4bd17cd88844" } } $('.js-work-strip[data-work-id=97871113]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97871113,"title":"Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions","internal_url":"https://www.academia.edu/97871113/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376409,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376409/thumbnails/1.jpg","file_name":"JETIR1803377.pdf","download_url":"https://www.academia.edu/attachments/99376409/download_file","bulk_download_file_name":"Learners_Ideas_in_Informal_Science_Learn.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376409/JETIR1803377-libre.pdf?1677872080=\u0026response-content-disposition=attachment%3B+filename%3DLearners_Ideas_in_Informal_Science_Learn.pdf\u0026Expires=1740554592\u0026Signature=Q9KKGY0L-tTfTuRnp-qDl5QShjlVDttRJKHMcDzqX0~xQwR~gzlOT2Qeaq3K8DIBXHrq-NdlkCQ34oeN54FFt90y3AmijY1V9cYKJcPnr3cR9823Mdv4lcxPgM5hw-AWciV4FRyFHmMDABy9~zz~oFDI1-nJjR4Oafn1GeRH6FMKFvBJxPzAfKPOdkjeUb0GWgz86qMGJLwFESWJlZGBv12mGGlo7xVGbgtLnPru5Upg5oxT2gHWZNhmObvl7IFEby2FdhNa2gj2mB3ayb-5MPGCfcwkQzqMtMTOHn1yFBbwTY3aG4ubzHy9fyrx6k-3aIq8g9ZejX3yofVLVl1LkQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871111"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871111/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments"><img alt="Research paper thumbnail of Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments" class="work-thumbnail" src="https://attachments.academia-assets.com/99376414/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871111/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments">Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the context of learning becoming an engaging task for the learners, it is mandatory that we mo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the context of learning becoming an engaging task for the learners, it is mandatory that we move away from the irrelevant teaching learning environments. We need to become more adaptable in our approach. In a flexible type of framework sowed in informal environments planning of units and lessons in science classrooms becomes innovative task. The present study is based on an environment in which pre-service science teachers have planned their classroom proceedings using strengths of informal environments in the formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tried to Analyze Learners' Reactions and Responses" in terms Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Tried to Analyze Learners' Reactions and Responses" in terms of Teacher's Gender, Nature of School Management and School Type. Conscious efforts by the teacher for observing, analyzing and interpreting the responses by the learners has the potential to support learning in a more facilitative manner. The teacher doing so has the ability to modify the classroom environment as per the needs and requirements of not just the learners but the whole environment in which the teaching learning process goes on. The study contributes in understanding some of these factors in the designed teaching learning environment in specific contexts described in the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="94fa036edc1185155802073009cca9b0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376414,"asset_id":97871111,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376414/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871111"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871111"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871111; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871111]").text(description); $(".js-view-count[data-work-id=97871111]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871111; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871111']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "94fa036edc1185155802073009cca9b0" } } $('.js-work-strip[data-work-id=97871111]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97871111,"title":"Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments","internal_url":"https://www.academia.edu/97871111/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376414,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376414/thumbnails/1.jpg","file_name":"JETIR1712223.pdf","download_url":"https://www.academia.edu/attachments/99376414/download_file","bulk_download_file_name":"Analyzing_Learners_Reactions_and_Respons.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376414/JETIR1712223-libre.pdf?1677872075=\u0026response-content-disposition=attachment%3B+filename%3DAnalyzing_Learners_Reactions_and_Respons.pdf\u0026Expires=1740554592\u0026Signature=JYc2x61qVOUH3BqLFQVasGql-bbTNRiNvjwNJSFxjCnevnHbrwRdyGi10XZrCWiSR4-r9klF9pwpwifB7yn5bxhDURxZ54rFmo~p1E-DGvxAe76pzbguhJ0EbXzHn78HjL6-ntVj0-RwN0vjnzogw7DC-5caoBrFmpv0V0H2uwOK0AISrk734rYIFkSAqLqe27dkh5NnSJmBR7c~jcLAEEO-igzScgoUrFtXIGHDvVRCOj95NrgcFH~aG90M9~izesNuaLcQydVMvmBfweqFmQ~qKWWvOde5wCyMT9us6l3XpMvD1zJD5ogoruwqG5Tz70GU-ROJJakUr2Z2R~Nqnw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871110"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871110/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively"><img alt="Research paper thumbnail of Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively" class="work-thumbnail" src="https://attachments.academia-assets.com/99376407/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871110/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively">Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nature of Science tells us about the tentative and revisionary processes and knowledge in the sci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nature of Science tells us about the tentative and revisionary processes and knowledge in the scientific domains. The science classrooms on the contrary keep on proliferating the fixed notions of science in fixed design-based teaching-learning environments. One of the greatest challenges by the teachers observed is related with their own believes in the fixed ideas in science. This has a direct bearing on the way science classrooms are conducted and managed. It is even difficult to imagine the framework that can be specifically used in science learning contexts. One such framework was developed as learning strands and was designed for the informal environments. In the current study the teachers have planned their classroom processes in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Withheld Own Ideas and Conclusions Effectively" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Withheld Own Ideas and Conclusions Effectively and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are withholding own ideas and conclusions effectively for science learners more than their counterparts at higher levels of schooling in the selected schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="886cd5722ae185d52d5747e388b05621" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376407,"asset_id":97871110,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376407/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871110"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871110"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871110; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871110]").text(description); $(".js-view-count[data-work-id=97871110]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871110; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871110']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871112"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871112/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions"><img alt="Research paper thumbnail of Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions" class="work-thumbnail" src="https://attachments.academia-assets.com/99376413/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871112/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions">Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching-learning processes are designed to facilitate the learners in the process of developing ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching-learning processes are designed to facilitate the learners in the process of developing their ideas and conceptions in the area of the study. This is true in general and specifically in science classrooms. When teachers start teaching, it is natural for them to express their ideas and the learners getting influenced by these. While we do not explicitly see any cause of concern in this process, a deep reflection reveals something serious. Especially when we explore the reasons for the development of alternative frameworks and also during the processes designed to address these AFs this concern gets puffed-up. A strategy that can be useful in this regard is an attempt by the teacher to withheld own ideas and conclusions and let the learner's ideas come up freely. Giving spaces for learner's ideas has the prospect for the exploration of ideas by the learners in more efficate ways. This had been tried and the trial explored in the present study where the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in 'formal' science classrooms settings while trying out 'informal environments' in eighteen selected schools under guidance of one of the researchers from this team.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7fd47510b3c5d3d3c0ddbac81a88f5c0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376413,"asset_id":97871112,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376413/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871112"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871112"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871112; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871112]").text(description); $(".js-view-count[data-work-id=97871112]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871112; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871112']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7fd47510b3c5d3d3c0ddbac81a88f5c0" } } $('.js-work-strip[data-work-id=97871112]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97871112,"title":"Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions","internal_url":"https://www.academia.edu/97871112/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376413,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376413/thumbnails/1.jpg","file_name":"JETIR1912194.pdf","download_url":"https://www.academia.edu/attachments/99376413/download_file","bulk_download_file_name":"Facilitating_Learning_Science_in_Informa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376413/JETIR1912194-libre.pdf?1677872081=\u0026response-content-disposition=attachment%3B+filename%3DFacilitating_Learning_Science_in_Informa.pdf\u0026Expires=1740554592\u0026Signature=S89GHFD-erkfmUtDl6c0X7-2xg2iJQ-7qH5zuXJiz~I21JEmBPm~wwWhjcLlOUWMOlY2YWbYk95SpICqtrtpDik0gOpOWwvMrpvgWv~Ux1rIfNa9GUAbLgsou1s5gp7q7jIrK-e7-TBknEWajncEUSdYWLoaeUVIytS~CcKl0i6-xEalVUYn-MGl~80KpWaSeXYKr9EUhCiC6IE9d8zkRwpIU9rDG2xQzwi5IyCobgqk0JBbTiobwteGxhXF7oHCXcLRkj9EeqNRZ8sMmdW0ciQSbJDmaAWfW6T3y6QJx~wRkuV1rwuSCYE-jXvqLsEICtRUDnweQHGmqTH3AsZUlQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871114"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871114/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms"><img alt="Research paper thumbnail of Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms" class="work-thumbnail" src="https://attachments.academia-assets.com/99376410/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871114/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms">Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the present study the teachers have planned their classroom proceedings in a framework that al...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners". These are tested in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. In conclusion, the study did not find any significant difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. Pre-concepts of the learners are important in the sense that the further concept development is based on it. If the pre-concepts of the learners remain unaddressed these may hamper the development of scientific concepts. This has the potential to derail the whole progression of the learner in the scientific realm. The teachers attempt to identify these are the precursors to addressing them in timely and effective manner. For the teachers to attempt identifying the pre-concepts they have to cultivate the dispositions to test their presence. The present study contributes to the understanding what factors may or may not influence the process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a49310846b8205ab97e44768178edcd2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376410,"asset_id":97871114,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376410/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871114"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871114"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871114; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97871114]").text(description); $(".js-view-count[data-work-id=97871114]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97871114; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97871114']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a49310846b8205ab97e44768178edcd2" } } $('.js-work-strip[data-work-id=97871114]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97871114,"title":"Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms","internal_url":"https://www.academia.edu/97871114/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376410,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376410/thumbnails/1.jpg","file_name":"JETIR1803376.pdf","download_url":"https://www.academia.edu/attachments/99376410/download_file","bulk_download_file_name":"Exploring_Some_Research_Gaps_in_Testing.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376410/JETIR1803376-libre.pdf?1677872075=\u0026response-content-disposition=attachment%3B+filename%3DExploring_Some_Research_Gaps_in_Testing.pdf\u0026Expires=1740554592\u0026Signature=MJn0bkRUXsUvbKdbdfMqL43zJPtjaWyoG9xbcASoew4G0RQxo6dHSc2KrcHHYGS5FzT1zACDN1JRd938V0x6O3lcC57Vv~CbBUG5CkKiiZRgVcAfqB~NdBtFamhyKATpWlQ8ma7KAMu5aMv0s9oWUx3w4XCS~048n4sFHOSctKHdxUvPdPZISihy1V9W0u3IlmCsJVP4g4Vb1vFLOK3liptvG~AQam1meH0BnwapfWcx2PrJoX12xX776UqDJkoOmtPcBxBsexziyIZNHghGSwWhDYqYdjuf8kCNo45aQID8QrCFtV~e4OsS~QpLOqKsBZwfJznUtMyFM4jHvsPKvw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871109"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871109/WAS_TOLERANT_TO_INDIVIDUAL_INTERPRETATIONS_BY_THE_LEARNERS"><img alt="Research paper thumbnail of WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS" class="work-thumbnail" src="https://attachments.academia-assets.com/99376411/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871109/WAS_TOLERANT_TO_INDIVIDUAL_INTERPRETATIONS_BY_THE_LEARNERS">WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching-learning processes in classroom or outside it become meaningful when active engagement b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching-learning processes in classroom or outside it become meaningful when active engagement by all stakeholders is practiced. Boundaries of active engagement are not confined to physical activities only. Mental engagement with or without physical engagement is not possible without interpretative efforts by the individual at private level. In the classroom situation, the teachers' open-mindedness to the interpretations by the learners have a long-lasting effect on the way learners learn. A teacher's disposition towards Individual Interpretations by the Learners is thus an important pedagogical consideration. The present study focuses on preservice teacher's natural dispositions towards "Was Tolerant to Individual Interpretations by the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in preservice teachers' response to "Was Tolerant to Individual Interpretations by the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in 'formal' science classrooms settings while trying out 'informal environments' in eighteen selected schools under guidance of one of the researchers from this team.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b329b29054b08b2dbaf9cec2568ddca4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376411,"asset_id":97871109,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376411/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871109"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871109"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871109; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871107"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871107/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments"><img alt="Research paper thumbnail of Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments" class="work-thumbnail" src="https://attachments.academia-assets.com/99376408/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871107/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments">Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Science education has faced many challenges in the past. One of those challenges is connecting it...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Science education has faced many challenges in the past. One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined more towards the informal environments. In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Classes Taught by the Teacher. In the study related graphs have been drawn and interpreted. Related 'Statistical Descriptives' have also been interpreted. In conclusion, the study did not find any significant difference in pre-service teachers' natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Classes Taught by the Teacher has been located. Also, the study finds that the strength of association between Tested Pre-concepts of the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are testing the pre-concepts of science learners more than their counterparts at higher levels of schooling in the selected schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25038bc147de23091d64c5ff380cb630" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376408,"asset_id":97871107,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376408/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871107"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871107"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871107; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97871108"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97871108/A_Study_of_Factors_Affecting_Posing_Interpretative_Questions_to_the_Learners"><img alt="Research paper thumbnail of A Study of Factors Affecting 'Posing Interpretative Questions to the Learners'" class="work-thumbnail" src="https://attachments.academia-assets.com/99376412/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97871108/A_Study_of_Factors_Affecting_Posing_Interpretative_Questions_to_the_Learners">A Study of Factors Affecting 'Posing Interpretative Questions to the Learners'</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the present study the teachers have planned their classroom proceedings in a framework that al...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Posed Interpretative Questions to the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fdaee7bffd785acd1356bb7bc00d4af6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376412,"asset_id":97871108,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376412/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97871108"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97871108"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97871108; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870669"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870669/WAS_TOLERANT_TO_INDIVIDUAL_INTERPRETATIONS_BY_THE_LEARNERS"><img alt="Research paper thumbnail of WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS" class="work-thumbnail" src="https://attachments.academia-assets.com/99376095/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870669/WAS_TOLERANT_TO_INDIVIDUAL_INTERPRETATIONS_BY_THE_LEARNERS">WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching-learning processes in classroom or outside it become meaningful when active engagement b...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching-learning processes in classroom or outside it become meaningful when active engagement by all stakeholders is practiced. Boundaries of active engagement are not confined to physical activities only. Mental engagement with or without physical engagement is not possible without interpretative efforts by the individual at private level. In the classroom situation, the teachers' open-mindedness to the interpretations by the learners have a long-lasting effect on the way learners learn. A teacher's disposition towards Individual Interpretations by the Learners is thus an important pedagogical consideration. The present study focuses on preservice teacher's natural dispositions towards "Was Tolerant to Individual Interpretations by the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in preservice teachers' response to "Was Tolerant to Individual Interpretations by the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in 'formal' science classrooms settings while trying out 'informal environments' in eighteen selected schools under guidance of one of the researchers from this team.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="409680c5435288064d2ce5e7dfec367f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376095,"asset_id":97870669,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376095/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870669"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870669"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870669; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870669]").text(description); $(".js-view-count[data-work-id=97870669]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870669; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870669']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870666"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870666/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions"><img alt="Research paper thumbnail of Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions" class="work-thumbnail" src="https://attachments.academia-assets.com/99376096/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870666/Facilitating_Learning_Science_in_Informal_Environments_Study_of_Pre_service_Teachers_Attempt_to_Withholding_Own_Ideas_and_Conclusions">Facilitating Learning Science in Informal Environments: Study of Pre-service Teachers' Attempt to Withholding Own Ideas and Conclusions</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teaching-learning processes are designed to facilitate the learners in the process of developing ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teaching-learning processes are designed to facilitate the learners in the process of developing their ideas and conceptions in the area of the study. This is true in general and specifically in science classrooms. When teachers start teaching, it is natural for them to express their ideas and the learners getting influenced by these. While we do not explicitly see any cause of concern in this process, a deep reflection reveals something serious. Especially when we explore the reasons for the development of alternative frameworks and also during the processes designed to address these AFs this concern gets puffed-up. A strategy that can be useful in this regard is an attempt by the teacher to withheld own ideas and conclusions and let the learner's ideas come up freely. Giving spaces for learner's ideas has the prospect for the exploration of ideas by the learners in more efficate ways. This had been tried and the trial explored in the present study where the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in 'formal' science classrooms settings while trying out 'informal environments' in eighteen selected schools under guidance of one of the researchers from this team.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="12cff461013af565883efd21e830aeb5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376096,"asset_id":97870666,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376096/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870666"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870666"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870666; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870666]").text(description); $(".js-view-count[data-work-id=97870666]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870666; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870666']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870665"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870665/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments"><img alt="Research paper thumbnail of Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments" class="work-thumbnail" src="https://attachments.academia-assets.com/99376092/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870665/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments">Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the context of learning becoming an engaging task for the learners, it is mandatory that we mo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the context of learning becoming an engaging task for the learners, it is mandatory that we move away from the irrelevant teaching learning environments. We need to become more adaptable in our approach. In a flexible type of framework sowed in informal environments planning of units and lessons in science classrooms becomes innovative task. The present study is based on an environment in which pre-service science teachers have planned their classroom proceedings using strengths of informal environments in the formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tried to Analyze Learners' Reactions and Responses" in terms Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Tried to Analyze Learners' Reactions and Responses" in terms of Teacher's Gender, Nature of School Management and School Type. Conscious efforts by the teacher for observing, analyzing and interpreting the responses by the learners has the potential to support learning in a more facilitative manner. The teacher doing so has the ability to modify the classroom environment as per the needs and requirements of not just the learners but the whole environment in which the teaching learning process goes on. The study contributes in understanding some of these factors in the designed teaching learning environment in specific contexts described in the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d2a1a8a5ed962bf764822d2b92ba33d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376092,"asset_id":97870665,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376092/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870665"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870665"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870665; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870665]").text(description); $(".js-view-count[data-work-id=97870665]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870665; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870665']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0d2a1a8a5ed962bf764822d2b92ba33d" } } $('.js-work-strip[data-work-id=97870665]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97870665,"title":"Analyzing Learners' Reactions and Responses to Create Facilitative Teaching-Learning Environments","internal_url":"https://www.academia.edu/97870665/Analyzing_Learners_Reactions_and_Responses_to_Create_Facilitative_Teaching_Learning_Environments","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376092,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376092/thumbnails/1.jpg","file_name":"JETIR1712223.pdf","download_url":"https://www.academia.edu/attachments/99376092/download_file","bulk_download_file_name":"Analyzing_Learners_Reactions_and_Respons.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376092/JETIR1712223-libre.pdf?1677872140=\u0026response-content-disposition=attachment%3B+filename%3DAnalyzing_Learners_Reactions_and_Respons.pdf\u0026Expires=1740554592\u0026Signature=VSj6jwuEmQq~xe3oWQGI3OhySjbNAJNFRc6~T6dtsw45jVeNvVGpJ-K1J~cFESslmw761Z5bvbU2WiWXix-l3ki3cROU-lvtGqfw8XuMZqvxe99qwxGwdQ2HFy~6569C8Oeuh0tud-PPXarJcE3NUiVZVpb39C2I9D~egxHoYhNKgtZZ05L9z8x6zSRlPOYYsPGhm8APi1FuV4uhhKMk8VlgzrU3pD3tO5ZX9TT-fV6x0rQAClb5gj1Mbu-LFSmUbIRch143yshI4vXLdcKS-32mPIzi4zVbGujOTxQPo5kgeRRHIlLFnoA2LLxrKUo0LlshLvbXrBl6QG154cReDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870664"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870664/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms"><img alt="Research paper thumbnail of Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms" class="work-thumbnail" src="https://attachments.academia-assets.com/99376097/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870664/Exploring_Some_Research_Gaps_in_Testing_Preconcepts_of_the_Learners_in_Science_Classrooms">Exploring Some Research Gaps in Testing Preconcepts of the Learners in Science Classrooms</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the present study the teachers have planned their classroom proceedings in a framework that al...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners". These are tested in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. In conclusion, the study did not find any significant difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. Pre-concepts of the learners are important in the sense that the further concept development is based on it. If the pre-concepts of the learners remain unaddressed these may hamper the development of scientific concepts. This has the potential to derail the whole progression of the learner in the scientific realm. The teachers attempt to identify these are the precursors to addressing them in timely and effective manner. For the teachers to attempt identifying the pre-concepts they have to cultivate the dispositions to test their presence. The present study contributes to the understanding what factors may or may not influence the process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c95c669f356de4f6cdb96e1c5fa84290" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376097,"asset_id":97870664,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376097/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870664"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870664"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870664; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870664]").text(description); $(".js-view-count[data-work-id=97870664]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870664; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870664']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870667"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870667/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions"><img alt="Research paper thumbnail of Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions" class="work-thumbnail" src="https://attachments.academia-assets.com/99376099/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870667/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions">Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Planning of science lessons has been practiced not just by pre-service teachers but in-service te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Planning of science lessons has been practiced not just by pre-service teachers but in-service teachers too. Planning science lessons taking care of factors like holistic development, taking care of nature of science, culture of science, developing learners' identity as someone who can even sometimes can contribute to the development of science too, have been on the back foot. In the present study the teachers have planned their classroom proceedings in a framework that allows for such strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Posed Interpretative Questions to the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Posed Interpretative Questions to the Learners" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Posed Interpretative Questions to the Learners" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Posed Interpretative Questions to the Learners and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are posing interpretative questions to the science learners more than their counterparts at higher levels of schooling in the selected schools. Learners' ideas are the best resources to be tapped in the teaching-learning processes. A teacher's efforts in interpretating and exploring those ideas may become one of the very important strengths of a teacher. The present study contributes in understanding the factors affecting this process.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="07b5d93b7e79276a1a44c61cb122d059" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376099,"asset_id":97870667,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376099/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870667"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870667; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870667]").text(description); $(".js-view-count[data-work-id=97870667]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870667; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870667']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "07b5d93b7e79276a1a44c61cb122d059" } } $('.js-work-strip[data-work-id=97870667]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97870667,"title":"Learners' Ideas in Informal Science Learning Environments: Study of Preservice Teacher's Pursuit for Posing Interpretative Questions","internal_url":"https://www.academia.edu/97870667/Learners_Ideas_in_Informal_Science_Learning_Environments_Study_of_Preservice_Teachers_Pursuit_for_Posing_Interpretative_Questions","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376099,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376099/thumbnails/1.jpg","file_name":"JETIR1803377.pdf","download_url":"https://www.academia.edu/attachments/99376099/download_file","bulk_download_file_name":"Learners_Ideas_in_Informal_Science_Learn.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376099/JETIR1803377-libre.pdf?1677872148=\u0026response-content-disposition=attachment%3B+filename%3DLearners_Ideas_in_Informal_Science_Learn.pdf\u0026Expires=1740554592\u0026Signature=bBfYDiAFUYxJVMzPnvaWMJ8mVWVJ4nZ6R45lq~0hHjqmkGvFUm4Lijrop848AO1dVY-NEgJhkJu8T3xWrwgQFqHv46cr3olZwDjsinjLOkJ9jdfr50B6rRtkmlrvJBELFEIBpsKnSyVlYLgpnrSlFGJLX4X~IDQ9S5l7drRrrAXgtx40xhuMd9AfKPn9lpPkRA9lq6VghgmpCNThRHvcGaEyeYjNCcb90n7c5hFTsa345uo6C2dLHDnHzquTpV-eQCH8MByei-osdokg8-v2LkhYt3slDed9IK3BKDcp2hNp0G5xa9jy92gBTbDeSU8pdKf5VKJ35GWXkNUjsGNUUA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870663"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870663/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively"><img alt="Research paper thumbnail of Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively" class="work-thumbnail" src="https://attachments.academia-assets.com/99376098/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870663/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively">Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Nature of Science tells us about the tentative and revisionary processes and knowledge in the sci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Nature of Science tells us about the tentative and revisionary processes and knowledge in the scientific domains. The science classrooms on the contrary keep on proliferating the fixed notions of science in fixed design-based teaching-learning environments. One of the greatest challenges by the teachers observed is related with their own believes in the fixed ideas in science. This has a direct bearing on the way science classrooms are conducted and managed. It is even difficult to imagine the framework that can be specifically used in science learning contexts. One such framework was developed as learning strands and was designed for the informal environments. In the current study the teachers have planned their classroom processes in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Withheld Own Ideas and Conclusions Effectively" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Class Taught by the Teacher. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Withheld Own Ideas and Conclusions Effectively" in terms of Class Taught by the Teacher has been located. Also, the study finds that the strength of association between Withheld Own Ideas and Conclusions Effectively and Class Taught by the Teacher is large. Further, the study hints that the teachers teaching at the lower level are withholding own ideas and conclusions effectively for science learners more than their counterparts at higher levels of schooling in the selected schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="787cc36936c306412fc11103d10b1eef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376098,"asset_id":97870663,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376098/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870663"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870663"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870663; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=97870663]").text(description); $(".js-view-count[data-work-id=97870663]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 97870663; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='97870663']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "787cc36936c306412fc11103d10b1eef" } } $('.js-work-strip[data-work-id=97870663]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":97870663,"title":"Practicing Revisionary NoS by Withholding Own Ideas and Conclusions Effectively","internal_url":"https://www.academia.edu/97870663/Practicing_Revisionary_NoS_by_Withholding_Own_Ideas_and_Conclusions_Effectively","owner_id":1136564,"coauthors_can_edit":true,"owner":{"id":1136564,"first_name":"Rakesh","middle_initials":null,"last_name":"Kumar","page_name":"RakeshKumarCIE","domain_name":"du-in","created_at":"2012-01-18T23:43:45.419-08:00","display_name":"Rakesh Kumar","url":"https://du-in.academia.edu/RakeshKumarCIE"},"attachments":[{"id":99376098,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/99376098/thumbnails/1.jpg","file_name":"JETIR1703094.pdf","download_url":"https://www.academia.edu/attachments/99376098/download_file","bulk_download_file_name":"Practicing_Revisionary_NoS_by_Withholdin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/99376098/JETIR1703094-libre.pdf?1677872137=\u0026response-content-disposition=attachment%3B+filename%3DPracticing_Revisionary_NoS_by_Withholdin.pdf\u0026Expires=1740554592\u0026Signature=KK3OTTMcp39Ngqbqv3HMbE4rpq6HHj4VWSbSQNxzMfTZe~l5lb9yY4hbiJTy4LhUYYWq3jdJOvNXDQJxUBFvGY2S5TFTttjOq6JSMQv4TJUbLZ-TTDCPL6t9KdpscpV7lL67U0Be84dkIDTl19rrUSDp7wAoncpN7Qjm5KevxyxjIW0FJVGcUuWRy7z1ZgpEdOPhJPxk8d2dYJ0Oi~OZ1AbNVKpABoMpmqNE33JJHq-Ap2gmjHyarfPNL2MdwyAotIoJ7pRZwPPmnuV8HkgbgFy34xL7mpAQ0FYlEWM23gI6YGh2gBo-eGxayU~1Ug0bK3k7z64QPYV530-bQpK46g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870661"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870661/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments"><img alt="Research paper thumbnail of Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments" class="work-thumbnail" src="https://attachments.academia-assets.com/99376094/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870661/Looking_for_Factors_Affecting_Testing_Preconcepts_in_Informal_Science_Learning_Environments">Looking for Factors Affecting Testing Preconcepts in Informal Science Learning Environments</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Science education has faced many challenges in the past. One of those challenges is connecting it...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Science education has faced many challenges in the past. One of those challenges is connecting it with the life, especially the life outside the classroom. The strength of the life outside the classroom lies mainly in the form of this being inclined more towards the informal environments. In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher, Teacher's Area of Expertise and Classes Taught by the Teacher. In the study related graphs have been drawn and interpreted. Related 'Statistical Descriptives' have also been interpreted. In conclusion, the study did not find any significant difference in pre-service teachers' natural dispositions towards "Tested Pre-concepts of the Learners" in terms of Qualification Level of the Teacher and Teacher's Area of Expertise. Whereas a difference in pre-service teachers' response to "Tested Pre-concepts of the Learners" in terms of Classes Taught by the Teacher has been located. Also, the study finds that the strength of association between Tested Pre-concepts of the Learners and Class Taught by the Teacher is large. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="97870662"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/97870662/A_Study_of_Factors_Affecting_Posing_Interpretative_Questions_to_the_Learners"><img alt="Research paper thumbnail of A Study of Factors Affecting 'Posing Interpretative Questions to the Learners'" class="work-thumbnail" src="https://attachments.academia-assets.com/99376093/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/97870662/A_Study_of_Factors_Affecting_Posing_Interpretative_Questions_to_the_Learners">A Study of Factors Affecting 'Posing Interpretative Questions to the Learners'</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/RakeshKumarCIE">Rakesh Kumar</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KarishmaSharma88">Karishma Sharma</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the present study the teachers have planned their classroom proceedings in a framework that al...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher's natural dispositions towards "Posed Interpretative Questions to the Learners" in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. 'Statistical Descriptives' of the same have also been interpreted as part of the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="888cffc3e55d7080df0978c5e941f4ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99376093,"asset_id":97870662,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99376093/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="97870662"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="97870662"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 97870662; 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