Publications & Resources
Our faculty, students and researchers work together everyday to contribute to a better world by grappling with urgent problems we are facing in India. We conduct rigorous work to produce high quality learning resources and publications to contribute to public discourse and social change. Here, we feature a sample from our work for everyone to access. You can explore featured resources, policies, and the latest publications from the University.
To explore all the work of our University, please visit our publications repository.
- Published
- Authors
Abstract
Science teachers often struggle to make space for themes that feel personal or are not directly linked to examinations. This issue focuses on two such themes: adolescence and birdwatching. ‘Using science to support students in navigating adolescence’ illustrates how science can help students understand physical, emotional, and social changes, while creating a supportive space for discussion. ‘Why introduce students to birdwatching?’ shows how a simple, low-cost activity can build core scientific practices such as observation, recording, comparison, and inference. Together, the articles offer practical ways to connect science teaching with students’ everyday lives and local environments.
- Published
- Authors
Abstract
How can the experience of making a simple pinhole camera with inexpensive materials help our students think more creatively and critically about light?
How can conversations around an athlete’s record-breaking sprint actively engage our students in learning concepts around linear motion?
What do our students learn about the practice of science when we encourage them to write the biographies of scientists who appear in their textbook?
How do we provide spaces for our students to make and manipulate new materials from old discarded or inexpensive material?
Read this issue to explore these and many other such teaching-learning experiences in middle-stage science and preparatory stage EVS.
- Published
- Authors
Abstract
How was oxygen discovered? When was it first recognised as a chemical element?
How do we transform the science lab into a space that encourages students to learn about germination by designing and conducting their own experiments?
How do metaphors, explanations, and illustrations in textbooks and our classroom instruction shape common misconceptions about the atomic theory?
What role do empathy and care for local places have in addressing the ecological crisis?
Join us in exploring these and many other questions.
Links
- Published
- Authors
Abstract
Why do party balloons rise in air? How high can they go? When do they drift to the ground?
How much water do plants lose? Do they lose it only as water vapour? Can they regulate water-loss?
Which chemical bonds are stronger — covalent or ionic? How can we tell?
Can we grow a dense forest of native species in congested urban spaces or degraded land? How long would this take?
Who were the first people to measure the size of the earth? How did they do it?
Join us in exploring these questions in our new section — Ask a Question.
Links