Are students aware it is wrong to plagiarise? Or do they carry on thinking it’s allowed. We conducted a survey at Sophia College, Mumbai, to find out.
Starting with a probable questions, followed by hypothesis-building, can lead to a good experiment design where students participate and discuss their own ideas and approaches.
Here, I wish to share some such manageable approaches, tried and tested in my classes, that also taught me substantially as a teacher.
The strict criteria that apply to doing science, can they be made part of learning science? How can science students be taught the process of critical assessment and feedback?
Second article in our series of interviews with undergraduate teachers across India