Educational Science (Theory)
Course No.:
BSN 27
Placement:
Fourth Year
Total Hours:
90 Hours
Total Marks:
100 Marks
Also Read: Management Practicum (BSN 26) Syllabus
Course Description
This course is designed to provide knowledge of the basic concepts, principles and methods of teaching and learning as well as in planning the teaching setting by applying the principles of learning theories.
Course Objectives
At the end of the course the student will be able to:
- Explain the concept of education, philosophy, aim and objective.
- Discuss the philosophical implications in education.
- Discuss the theories, principles and approaches of teaching and learning.
- Explain the role of teacher in effective student learning.
- Explain the behavioral objectives used in different domains.
- Identify the various methods and media used in teaching/learning process.
- Describe the concept and planning for an in-service education.
- Describe the concepts and approaches to clinical teaching and supervision.
- Explain the evaluation process and the tools to be used in evaluating student performance in community and hospital settings.
- Describe the process of curriculum development.
Syllabus Table of Contents
Quickly navigate to any unit in the Educational Science Syllabus using the links below.
Course Content Details
Unit 1: Introduction to Education 10 hrs
- Definition, aims, functions and importance of education
- Concept of Philosophy and implications of philosophy in education
- Naturalism, idealism, realism and pragmatism
- Aims and objective
Unit 2: Teaching and Learning 12 hrs
Learning
- Definition, purposes, characteristics and principles of learning
- Factors affecting learning: facilitating and hindering factors
- Learning approaches
- Principles of learning
- Learning theories: Stimulation-response theory and Gestalt theory
- Learning process: Elements of learning
- Characteristics of learning
Teaching
- Concept of teaching: Definition and purpose
- Role of teacher
- Approaches to teaching
- Qualities of an effective teacher
- Teaching ethics: Commitment to self and students, and ethical issues in teaching
Unit 3: Teaching Process 12 hrs
Instructional objectives
- Definitions, types of objectives, classification, taxonomy,
- Characteristics of a good objective,
- Writing the different domains of objectives.
Lesson plan
- Definition
- Determinants of lesson planning: Learner need and level of understanding, availability of time and student size
- Components of lesson planning: Objectives, content, teaching learning activities, time and evaluation
- Advantages and limitations of lesson planning
Micro-teaching
- Concept of micro-teaching
- Process
- Advantages and limitations
Unit 4: Teaching Learning Environment 6 hrs
- Concept of teaching learning environment
- Elements of classroom management
- Social environment: Group climate
- Teacher student relationship
- Discipline
- Motivation
- Physical and psychosocial need
- Environment of clinical setting
Unit 5: Method and Media of Teaching and learning 16 hrs
- Introduction to methods and media of teaching and learning
- Methods of teaching and learning (including their purposes, advantages, disadvantages and process)
- Lecture: Interactive method
- Demonstration
- Group discussion
- Panel discussion, symposium
- Workshop
- Seminar, conference
- Role play/drama
- Brain storming
- Problem-based learning
- Field trips
- Self-directed learning
- Evidence based learning
- Distance learning
- Focussed group discussion
- Exhibition
- Programmed instruction
- Team teaching
- Media of teaching learning (including their purposes, preparation process and advantages/disadvantages)
- Auditory aids
- Visual aids
- Combination of AV aids
- Use of internet
- Criteria for selection of methods and media
Unit 6: Clinical Teaching and Supervision 8 hrs
- Concept of skill learning
- Teaching learning in clinical setting
- Supervision
- Meaning and purposes
- Principles and methods of supervision
- Supervisory skills
- Supervisory challenges
- Tools used in supervision
- Teaching learning resources in clinical setting
Unit 7: In-service Education 4 hrs
- Concept of and need for in-service education
- Need assessment: Job description, task analysis
- Planning in-service education programme
Unit 8: Evaluation System 12 hrs
- Definition, types (formative and summative) and purpose of evaluation
- Evaluation tools: Verbal/ oral report, written test and observation tools
- Criteria for selection of evaluation tools
- Concept of objective structured practical examination (OSPE) and objective structured clinical examination (OSCE)
Unit 9: Curriculum Development and Implementation 10 hrs
- Concept and meaning of curriculum
- Models of curriculum:
- Subject-centered
- Learner-centered
- Integrated
- Competency-based
- Problem-based
- Principles of curriculum development
- Determinants of curriculum
- Components of curriculum
- Process of curriculum development
- Resources for curriculum implementation
Teaching and Evaluation
Teaching/Learning Activities
- Interactive lecture
- Discussion
- Group work and presentation
- Role play
- Demonstration
- Individual assignment
- Video show on problem based learning and evidence based leaning and teaching techniques
- Self directed learning
- Practice of micro teaching
- Brain storming
Assessment /Evaluation methods
- Internal assessment (20 marks): Written examination, Micro teaching
- Final examination (80 marks): Written examination
References
- Abbat F. & McMahon R. (1988). Teaching Health Care Workers: A Practical Guide. London: Macmillan Education Limited.
- Abbatt, F.R. (1980). Teaching for Better Learning: A guide for Teachers of Primary Health Care staff. Geneva: World Health Organization.
- Adhikari, R.K and Jayawickramarajah, P.T.(1996). Essentials of Medical Education. Kathmandu: Health Learning Materials Centre.
- Basavanthappa, B. T. (2003). Nursing Education. New Delhi: Jaypee Brothers.
- Bloom, B.(1956). Taxonomy of Education Handbook 1: Cognitive Domain, New York: David McKay Co. Inc.
- Chaube, S. P. & Chaube, A.(1999). Foundation of Education. New Delhi.
- Ebel, R. (1979). Essentials of Educational Measurement. 3rd Ed. Londo: Prentice Hall International, Inc,.
- Guilbert, J. J. (2000). Educational Handbook for Health Personnel, Geneva: World Health Organization.