It has been often held the physics, math and engineering instruction has been masculine both in content structure and delivery. However, studies in neuro-science, feminist pedagogy and inclusive education implicate that dual code strategy in which visual codes and text codes are combined can be viable for learning school physics for females and dysgraphic children. Based on the implication, a lesson study on force was done with a child who turned dysgraphic after brain surgery. He developed the disability to write due to neurological problem of brain-hand disconnect and poor pencil grasp.
Also, it has been reported that most females have right-hemisphere of better developed to their long-lived experiences in visual and musical skills. Accordingly, a research lesson on force was developed by two colleagues, rehearsed and transacted with a dysgraphic student (14 years, grade 9, CBSE school, English medium, urban setting) on one-to-one basis for 40-minutes. For the case, the text was converted into series of visuals to develop spoken vocabulary on force. Then sequence of visual codes was used to make conceptual statements and echo speaking by the child. The statements were also repeated with nouns-verbs-attributes web chart.
In after 30 minutes of the lesson, the child was able to verbally read out the visual sequences and explain the web chart. The student expressed satisfaction in demonstrating his learning and reported better recall due to the mental images formed through dual codes and web chart which make information depiction non-linear. Implication is to develop learning material in physics suitable for visual learners and is female friendly through non-linear web charting of information.
This was also tried in during 25-hour self study skills training in workshop mode to senior students of MNSS, Rai, sponsored the Ex-Raist, which empowered the female students to become the self learners independent of their teachers.
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