Starting with a probable questions in relation to the prescribed practical, followed by hypothesis-building, can lead to a good experiment design where students participate and discuss their own ideas and approaches. The process can be very enriching for students to understand various scientific concepts as well as specific, subject-related techniques that they can try.
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
This workshop offered UG teachers practical tips on how to incorporate principles of research in classroom teaching.