The Concept Mapsas a Toolto Evaluate How to Presentconcepts Intextbooks

Ahmadi, Fatemeh; Amini, A.H.

doi:10.20319/pijss.2015.s21.12841298

Cited by 1 publication

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References 3 publications

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“…On the whole Chakravarti (2011) thinks that the inherent contradictions evident within the manual such as between declared and actual values and content make it clear that the manual was written in hurry and the framers were not much convinced of their views, they lost assertiveness in face of resistance from different sectors (p, 399). Ahmadi and Amini (2015) notes that for meaningful learning, the text needs to be meaningfully constructed; the author should carefully plan the text so as the learners can understand PEOPLE: International Journal of Social Sciences ISSN 2454-5899 the link between concepts (p, 1287). The manual lacked meaningful construction and it may be the reason why the teachers could not connect to its given purpose.…”

Section: A Critical Evaluation Of Life Style Programmementioning

confidence: 99%

Addressing Adolescence: A Critical Analysis of Life Style Programme in Schools in West Bengal, India

Dey

2020

pijss

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Addressing adolescence through formal school-based sexuality education was part of the UnitedNations Millennium Development Goals (2000). Life Style educational intervention programme was propagated by West Bengal Board of Secondary Education (from 2004 onwards in the state of West Bengal, India) as a part of this global thrust to cater to the needs of adolescents for improved reproductive health, in combating HIV/AIDS and to ensure their right to access adequate information through school-based sexuality education. Life Style claimed to address adolescents' issues; physical, psychological, and socio-cultural, in a holistic manner. To implement it, teachertraining was started, a manual for guiding teacher-educators was published and schools allocated compulsorily fixed periods for the dissemination of this programme. This paper focuses on the developmental trajectory of the programme to gain insights into organizational problems; effects of culture on pedagogy and experiences of teacher-educators. The deliberate dissociation of the programme from any reference to sexuality education is also identified and explored as inherent contradictions. The content of the Life Style Teachers' Manual and the narratives of the associated teacher-educators has been explored and analysed. The qualitative data is specific to a particular

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Section: A Critical Evaluation Of Life Style Programmementioning

confidence: 99%