Vetti Giri
Areas of Interest & Expertise
- Science education
- Nature of science
- Epistemic practices
- Argumentation
- History and philosophy of science
- Inclusive education for teaching science
- Blended learning
Biography
Vetti Giri is a faculty with the School of Education. Prior to his appointment here, he was academic consultant at Central Institute of Educational Technology – NCERT, New Delhi.
Courses
Science Education
Aims to develop an understanding of the nature of scientific knowledge and practices, the issues and ideas concerning the learning and teaching of science, and the study of the conceptual and practical demands of good science teaching.
Nature of Science
This course introduces science to the education students: science itself is the object of this course.
Curriculum and Pedagogy in Science
The course engages the students with the curriculum and pedagogic practices in science.
Field Research
Identify research problems in education practice.
Publications and Writings
- Giri, V., & Paily, M. U. (2020). Effect of Scientific Argumentation on the Development of Critical Thinking. Sci & Educ, 29 (3). https://doi.org/10.1007/s11191-020 – 00120‑y
- Giri, V., & Paily, M. U. (2020). Effect of collaborative scientific argumentation strategy on achievement in biology among 12th grade students. Journal of Critical Reviews, 7(3), 344 – 353. http://dx.doi.org/10.31838/jcr.07.03.67
- Giri, V., & Paily, M. U. (2020). Effect of Toulmin’s Argument Pattern within TRGSR Teaching Learning Strategy on Students’ Metacognition. International Journal of Psychosocial Rehabilitation, 24 (1). 10.37200/IJPR/V24SP1/PR201263
- Giri, V., Rohit, A & Paily, M. U. (2019). Personalised Learning-Technology Interface at Secondary Education. International Journal of Information Technology (IIJIT) 7 (4)
- Giri, V., Ambady, K. G., & Paily, M. U. Being Facilitator: Fostering Intrapersonal Intelligence through Reflective Practices. International Journal of Innovative Research Explorer, 5 (4).
- Giri, V., & Paily, M. U. (2019). Interactive Computer Simulations as a Collaborative Learning Environment for Building Higher Order Cognitive Skills (HOCS) in Science. IJR Journal, 3 (2).
- Rishi Valley School — The Implicit Practitioner of Multiple Intelligences Theory: A Case Study (EDUCARE Journal, ISBN No. 2319 – 5282).