Saurav Shome

Saurav did MSc in Astrophysics from Assam University. He has been awarded a PhD from the Tata Institute of Fundamental Research (TIFR), Mumbai. His PhD work focuses on designing and implementing a collaborative Teacher Professional Development (TPD) Model for planning project-based learning (PBL) in Indian middle and high schools.

Saurav is also interested in the study of alternative conceptions in science, history and nature of science and religion, exploring socio-scientific and educational aspects of energy and environment, and educational policies.

Saurav’s current interest includes creating an inclusive learning environment in school, designing an assessment culture for learning, effective group work in the classroom, and exploring opportunities for subject integration and thematic teaching till the middle school level through PBL.

Saurav joined Azim Premji Foundation in 2014. He was engaged in Teacher Professional Development work while working with the Udham Singh Nagar team. He was also part of the textbook and curriculum development work in various capacities since 2007.

Saurav served as an educational trainee in Science City, Kolkata and engaged in Science communication and running community study centres. Saurav believes that he gained a rich learning experience in education, educational processes, and education management while working at Azim Premji School, Uttarkashi for over four years.

Publications

Book Chapter

Shome, S. (2017). Case study of designing and making a playground model. In Teacher Coursebook (Science), 35 – 50. The Connected Learning Initiative, Tata Institute of Social Sciences.

Journal Articles

Shome, S. (2023). Reinforcing Science Learning | An Experiential Programme. Learning Curve (17). pp. 78 – 80.
Shome, S., & Natarajan, C. (2013). Ideas and attitudes towards projects and changing practices: Voices of four teachers. Australian Journal of Teaching Education, 38(10), 64 – 81. https://ro.ecu.edu.au/ajte/vol38/iss10/5/
Shome, S. (2013). A teacher’s practice of projects: Scope for improvements. Voices of Teachers and Teacher Educators, 2(3), 33 – 38.
Shome, S. (2013). When objects fail to move despite force being exerted! Voices of Teachers and Teacher Educators, 2(2), 38 – 43.
Shome, S., & Natarajan, C. (2012). Middle school students’ ideas about energy and its flow through organisms. Journal of Indian Education, 38(2), 121 – 127.

Magazine Articles

Shome, S. (2021, December). Teaching food relationships. i wonder…, 7, 47 – 49. https://publications.azimpremjiuniversity.edu.in/3394/
Shome, S. (2020, January). क्या भारी वस्तुएं हल्की वस्तुओं की तुलना में तेजी से गिरती हैं ? Sandarbh, 126, 53 – 57. https://www.eklavya.in/pdfs/Sandarbh/Sandarbh_126/53 – 57_Do_Heavy_Objects_Fall_Faster_Than_Lighter_Objects.pdf
Shome, S. & Dwivedi, A. (2019, October). What it takes to run an Eco-Club? Teacher Plus, 34 – 36. https://www.teacherplus.org/what-it-takes-to-run-an-eco-club/
Shome, S., Dwivedi, A., Kumar, M., and Kandpal, P. (2019, August). Experiences of Working with Textbooks in the Early Grades. Learning Curve, 52 – 55. https://publications.azimpremjiuniversity.edu.in/1974/
Shome, S. & Dwivedi, A. (2019, April). Stepping outside the classroom: An opportunity for rich learning. Learning Curve, 62 – 64. https://publications.azimpremjiuniversity.edu.in/2072/
Shome, S. (2017, February). Exploring alternative conceptions of force. i wonder…, 44 – 49. https://publications.azimpremjiuniversity.edu.in/1279/
Shome, S. (2017, February). Re-structuring in-service teacher professional development: Focusing on pedagogical content knowledge. Learning Curve, 56 – 59. https://publications.azimpremjiuniversity.edu.in/1140/
Shome, S. (2014, August). Hungry kya? Teacher Plus, 12(8), 46 – 49. https://www.teacherplus.org/hungry-kya‑2/
Shome, S. (2014, February). Teaching “species” in class VIII. Teacher Plus, 12(2), 21 – 23. https://www.teacherplus.org/teaching-%e2%80%9cspecies%e2%80%9^d-in-class-viii/

Conference Proceedings

Shome, S. (2013). Exploring students’ understanding of species: A study with class VIII students. In G. Nagarjuna, A. Jamakhandi and E. Sam (Eds.), Proceedings epiSTEME 5: International Conference to Review Research on Science, Technology and Mathematics Education (pp. 158 – 164). Cinnamonteal.
Shome, S., & Natarajan C. (2013). Project in school learning: Teacher experiences. In G. Nagarjuna, A. Jamakhandi and E. Sam (Eds.), Proceedings epiSTEME 5: International Conference to Review Research on Science, Technology and Mathematics Education (pp. 321 – 327). Cinnamonteal.
Shome, S., Shastri, V., Kunyakari, R., & Natarajan, C. (2011). What do students learn from designing and making a playground model? Proceedings of PATT 25 & CRIPT 8: Perspective on learning in design and technology education (pp. 357 – 366). Goldsmiths, University of London.
Shome, S., Patel, A., & Natarajan, C. (2009). A study of middle school students’ ideas about photosynthesis through multiple interaction mode. Proceedings and Papers of Panel on Ecological and Environmental Science Education in India of II People’s Education Congress (pp. 55 – 70), HBCSE, Mumbai, 5 – 9 October 2009. Allahabad: Peoples Council of Education.

Reports

Shome, S. & Natarajan, C. (2010). HBCSE Guidebook on project based learning. Homi Bhabha Centre for Science Education (HBCSE).
Shome, S. & Chunawala, S. (2009). Students’ ideas about J. C. Bose and his contributions to science and society. Homi Bhabha Centre for Science Education (HBCSE).
Shome, S. & Natarajan, C. (2009). A short course on Energy and Environment for middle school students and a study of students’ ideas on the topic. Homi Bhabha Centre for Science Education (HBCSE).

Interview

i wonder…(2020, May). The Science Educator at Work: Interview with Saurav Shome. 4, 36 – 39. https://publications.azimpremjiuniversity.edu.in/2867/

Book Review

Shome, S. (2012). [Review of the book Jeevan ki ikai – Koshika, by A. Dixit, A. Gupte, B. Pure, K. Pawar, B. Dubey, S. Joshi, J. Siddique, & U. Sudhir]. Voices of Teachers and Teacher Educators, 1(3), 86 – 88.