डॉ. बी. आर. अम्बेडकर विश्वविद्यालय दिल्ली 
| Course Type | Course Code | No. Of Credits |
|---|---|---|
| Discipline Core | SES102312 | 2 |
Course Coordinator and Team: SES Faculty
Email of course coordinator: pcbabed@aud.ac.in
Pre-requisites: No
Course Description:
This course highlights the distinct pedagogical requirements for teaching Political Science at the secondary level, utilising concepts from educational psychology, sociology, and philosophy. It highlights the teacher's function as a facilitator of inquiry and critical thinking, in accordance with the National Professional Standards for Teachers (NPST) and the National Mentoring Mission (NMM). The course provides students with the competencies to incorporate innovative pedagogical tactics, foster critical engagement, and conduct action research to enhance teaching practices. It also emphasises the need of continuous professional development (CPD) and the necessity to adapt to the increasing difficulties within the educational sector, especially in the context of the 21st century. In accordance with the National Education Policy (NEP) 2020, the course incorporates competency-based and comprehensive assessment methodologies, prioritising formative assessments that measure conceptual understanding, analytical skills, and critical thinking.
Course Objectives:
- To provide an understanding of effective methods for teaching Political Science.
- To enable educators to design engaging and effective lesson plans.
- To develop skills for facilitating discussions on complex political and social issues.
Course Outcomes:
- Utilize various teaching-learning resources, including ICT, for effective classroom instruction in Political Science.
- Prepare lesson plans based on learning outcomes and experiential learning principles.
- Conduct content analysis and create pedagogical frameworks for teaching Political Science.
- Integrate digital tools and multimedia resources into teaching to enhance student engagement.
- Identify and apply learning resources from local and community environments.
Brief Description of Modules
Module I: Teaching-Learning Resources for Political Science
This module focuses on the diverse teaching aids and resources that enhance the learning experience in Political Science education. It examines the concept, types, and importance of teaching aids. The module also emphasizes place-based pedagogy, particularly leveraging Delhi's rich political and cultural resources to provide experiential learning opportunities.
Module II: Content Analysis and Planning for Teaching
This module focuses on planning to teach the class by focusing on a lesson plan and undertaking unit planning. This will also involve pedagogical analysis of content taking examples from topics of subject textbooks of secondary stage, identification of concepts, listing learning outcomes and competencies, planning and evaluating learning experiences in an inclusive setup.
Module III: ICT and Innovative Teaching Strategies in Political Science
This module focuses on the effective integration of digital technologies into Political Science teaching. It emphasizes the transformative role of digital tools in enhancing student engagement, comprehension, and overall learning outcomes. The module provides practical classroom strategies for implementing digital technologies in both physical and virtual environments ensuring interactive, collaborative, and immersive learning experiences.
Assessment Structure:
Course Coordinator and Team: SES Faculty
Email of course coordinator: pcbabed@aud.ac.in
Pre-requisites: No
Course Description:
This course highlights the distinct pedagogical requirements for teaching Political Science at the secondary level, utilising concepts from educational psychology, sociology, and philosophy. It highlights the teacher's function as a facilitator of inquiry and critical thinking, in accordance with the National Professional Standards for Teachers (NPST) and the National Mentoring Mission (NMM). The course provides students with the competencies to incorporate innovative pedagogical tactics, foster critical engagement, and conduct action research to enhance teaching practices. It also emphasises the need of continuous professional development (CPD) and the necessity to adapt to the increasing difficulties within the educational sector, especially in the context of the 21st century. In accordance with the National Education Policy (NEP) 2020, the course incorporates competency-based and comprehensive assessment methodologies, prioritising formative assessments that measure conceptual understanding, analytical skills, and critical thinking.
Course Objectives:
- To provide an understanding of effective methods for teaching Political Science.
- To enable educators to design engaging and effective lesson plans.
- To develop skills for facilitating discussions on complex political and social issues.
Course Outcomes:
- Utilize various teaching-learning resources, including ICT, for effective classroom instruction in Political Science.
- Prepare lesson plans based on learning outcomes and experiential learning principles.
- Conduct content analysis and create pedagogical frameworks for teaching Political Science.
- Integrate digital tools and multimedia resources into teaching to enhance student engagement.
- Identify and apply learning resources from local and community environments.
Brief Description of Modules
Module I: Teaching-Learning Resources for Political Science
This module focuses on the diverse teaching aids and resources that enhance the learning experience in Political Science education. It examines the concept, types, and importance of teaching aids. The module also emphasizes place-based pedagogy, particularly leveraging Delhi's rich political and cultural resources to provide experiential learning opportunities.
Module II: Content Analysis and Planning for Teaching
This module focuses on planning to teach the class by focusing on a lesson plan and undertaking unit planning. This will also involve pedagogical analysis of content taking examples from topics of subject textbooks of secondary stage, identification of concepts, listing learning outcomes and competencies, planning and evaluating learning experiences in an inclusive setup.
Module III: ICT and Innovative Teaching Strategies in Political Science
This module focuses on the effective integration of digital technologies into Political Science teaching. It emphasizes the transformative role of digital tools in enhancing student engagement, comprehension, and overall learning outcomes. The module provides practical classroom strategies for implementing digital technologies in both physical and virtual environments ensuring interactive, collaborative, and immersive learning experiences.
Assessment Structure:
|
Assessment |
Weightage |
|
Assessment 1 (Class participation and reflective reading responses) |
50% |
|
Assignment 2: End-term assessment ((Lesson plan design and presentation, examining sequencing and progression of concepts in textbooks and resources, diverse learning capacities, planning project, mock parliament, excursion activity, developing podcasts) |
50% |
References
- Arora, S. (2016). Drama in the classroom: Provocations and possibilities. In Nawani D. (ed.) Teaching learning resources for school education (pp. 225-237). New Delhi: Sage.
- Bhog, D., & Ghose, M. (2014). Writing gender in: reflections on writing middle-school political science textbooks in India. Gender & Development, 22(1), 49–62. https://doi.org/10.1080/13552074.2014.891830
- National Youth Parliament Scheme (n.d.). Conducting youth parliament. https://nyps.mpa.gov.in/2024/images/pdf/Conducting%20Youth%20Parliament.pdf
- George, A. M. (2011). oh! panchayat: lessons learned while teaching some chapters in social science textbooks. Shaikshanik Sandarbh, 73, pp. 19-28.
- https://www.eklavya.in/pdfs/Sandarbh/Sandarbh_73/01-04_Oh_Panchayat_Loose_Lessons_While_Doing_Social_Science_Textbooks.pdf
- George, A. M. (2011). ओह! पंचायत: समाज विज्ञान की पाठ्य पुस्तकें तैयार करने में मिले कुछ बिखरे सबक. Shaikshanik Sandarbh, 73, pp. 19-28. https://www.eklavya.in/pdfs/Sandarbh/Sandarbh_73/19-28_Oh_Panchayat_Loose_Lessons_While_Doing_Social_Science_Textbooks.pdf
- George, A. M. (2019). Political Science and images in schooling: Personal reflections on textbook making process. Contemporary Education Dialogue, 16(1), pp. 5–25.
- George, A. M. (2012). समाज विज्ञान की पाठ्य पुस्तकों में कार्टून. Shaikshanik Sandarbh, 83, pp. 57-65. https://www.eklavya.in/pdfs/Sandarbh/Sandarbh_83/57-65_Cartoons_In_Social_Science_Textbooks.pdf
- Hegde, R. (2021). Constructing citizenship through textbooks. Learning Curve (9). pp. 16-21. https://publications.azimpremjiuniversity.edu.in/2609/1/4_Constructing%20Citizenship%20Through%20Textbooks_Rupamanjari_Hegde.pdf
- Jain, M. (2004). Civics, citizens and human rights: Civics discourse in India. Contemporary Education Dialogue, 1 (2), 165-198.
- Oluwagbohunmi, M. F., & Alonge, R. A. (2023). 21st century skills and its applicability to social studies. Asian Journal of Education and Social Studies, 41(3), 37-43. http://science.sdpublishers.org/id/eprint/377
- Subramaniam, C. N. (2016). Multiple dilemmas of textbook development and use. In Nawani D. (ed.) Teaching learning resources for school education (pp. 129-148). New Delhi: Sage.
- George, A. M. and Madan. A. (2009). Teaching Social Science in schools (pp. 35-52). New Delhi: SAGE.
- Milkova, S. (n.d.) Strategies for effective lesson planning.
- https://crlt.umich.edu/gsis/p2_5
- University of Delhi (2001). Bachelor of Elementary Education: Programme of study (pp. 202-203). Delhi: Maulana Azad Centre for Elementary and Social Education, Central Institute of Education, University of Delhi.
- Arora, P. (2018). Pedagogy of Political Science. New Delhi: Shipra Publications.
- Chandran, M. G. (2016). Digital resources for teachers’ professional learning: Some lessons. In Nawani D. (ed.) Teaching learning resources for school education (pp. 405-421). New Delhi: Sage.
- Florez-Morris, M., and Irene Tafur. 2010. “Using Video Production in Political Science Courses as an Instructional Strategy for Engaging Students in Active Learning.” Journal of Political Science Education 6(3): 315–19. doi:10.1080/15512169.2010.494472.
- Mancillas, Linda K., and Peter W. Brusoe. 2016. “Born Digital: Integrating Media Technology in the Political Science Classroom.” Journal of Political Science Education 12(4): 375–86. doi:10.1080/15512169.2015.1096792
- Sunny, Y. and Dhuru. S. (2025). Technology, teaching, and the practice of social sciences. In Social Science education: Developing social scientific perspective (pp. 131-158). London and New York: Routledge.