Gurinder Singh

Areas of Interest & Expertise

  • Science Education
  • Student Questioning
  • Teacher Questioning
  • Process of Questioning
  • Student-Student and Teacher-Student Discourse
  • Interconnections Between Different Aspects of Science Inquiry
  • Teacher Professional Development and Teacher Autonomy
  • Science Curriculum Development


After completing a Bachelor of Education (BEd) and Master of Science (MSc) degree in Applied Physics, Gurinder worked as a schoolteacher for nine years. During this time, he developed a keen interest in teaching and started trying different ways to enhance student engagement. He designed different materials for student demonstrations and activities. 

His interest in teaching and learning science, motivated him to pursue PhD in Science Education. He completed his PhD from Homi Bhabha Centre for Science Education (HBCSE), a national centre of Tata Institute of Fundamental Research (TIFR), Mumbai. 

His PhD work mainly focused on understanding the process of student questioning in classroom and out-of-classroom contexts. 

During and post receiving his PhD degree, he has been engaged in various teacher professional development and curriculum development programmes, working with different NGOs. In his work in teacher professional development, he was also involved in conducting research to understand the teacher autonomy in these programmes and whether and/​or how they share their ideas or questions and engage in the process of science. 

More recently, he has been involved in conducting an ethnographic study on farmers’ practices of farming and whether and/​or how they engage in the process of science in their work. 

A few of the primary questions that have guided his work, directly or indirectly, have been: what is science; who does science; why teach science; what is the aim and purpose of education; who gets education; how science, science education and education, in general, is interlinked with social, political and economical conditions of historical and contemporary times.



Journal Article

Magazine Articles

Conference Proceedings

  • Mokashi, A., Singh, G. & Singh, H. (2020). Reflections from hands-on science workshops for teachers: Listening’ to teachers. In K.K. Mashood, T. Sengupta, C. Ursekar, H. Raval, & S. Dutta (Eds.), Proceedings of epiSTEME 8 — International Conference to Review Research on Science, Technology and Mathematics Education (pp. 290 – 298). Gaurang Publishing Globalize. https://​bit​.ly/​3​Y​ZDLgs
  • Singh, G., & Haydock, K. (2018). An analysis of question-response sequences in students’ spontaneous talk. In S. Ladage & S. Narvekar (Eds.), Proceedings of epiSTEME 7 — International Conference to Review Research on Science, Technology and Mathematics Education (pp. 303 – 313). Cinnamon Teal. 10.13140/RG.2.2.33282.09928

Conference Presentations

  • Singh, G., & Haydock, K. (2017). Understanding the role of student questioning in their argumentation: Moving beyond Toulmin’s models. [Paper presentation]. 48th Australasian Science Education Research Association (ASERA) Conference, 
    University of Technology, Sydney, Australia.
  • Singh, G., & Haydock, K. (2017). Ways of learning at home and school: Bridging the gap. [Paper presentation]. 8th Annual International Conference, Comparative Education Society of India (CESI), University of Jammu, Jammu, India.
  • Haydock, K., Singh, G., & D’Souza, R. (2016). What difference does ideology make in framing research problems in science education? [Paper presentation]. Emerging Trends in Science and Mathematics Education, Department of Education (CIE), University of Delhi, India.


Activity Booklet