Introduction
Higher education is now a days undergone a change in its prospective as it’s expected dimensions include 1
• Product Dimensions: Performance, Reliability, Durability and Serviceability
• Software Dimensions: Correctness, Reliability, Efficiency, Integrity, Usability, Maintainability and Portability.
• Service Dimensions: Reliability, Responsiveness, Competence, Courtesy, and Communication
These have found wanting because of the shortcoming of present day teaching some of them are:
• Subject contents are becoming unpopular/dull and irrelevant in the eyes of students
• It does not promote higher order of cognitive skill2
• It leads to gaps between students aspirations and teachers expectations
• It is not changing to keep pace with the present day requirements because teachers are reluctant to accept the change.
Present Day Challenges in faced by teachers in class room teaching are mainly due to3
• Inadequate background of subject of students at school level
• Poor understanding of language /medium of instruction
• Compartmental surface learning of topics without appreciating connections between them.
• Unequal contents of units/papers
• Insufficient ever reducing number of teaching days
• Lengthy description leading to confusion of important concepts of the subject
The present communication is an attempt to provide a brief overview of the use of some of the cognitive tools in actual class room teaching (of chemistry)during past years.
for full page click here