An Overview Study on Awareness of Global Warming Among the Graduate Teacher Trainees

Nowadays global warming is considered as a burning problem and it is being a challenge to the entire world and its scientific society. Global warming is a worldwide environmental problem by which there is an abnormal increase to the level of temperature, particularly in a natural environment. Global warming is not only affecting the nature, but it affects the life and homes of millions of people. The changes of global warming is visible from the highest mountains to deep in the oceans and it extinguished different parts of the earth and it's also creates rich bio-diversity. To identify the level of awareness global warming and to enhance the same among future secondary school teachers, the Authors decided to conduct the present research study of awareness on global warming among graduate Teacher trainees of college of education. Further, the study may also help the student teachers of secondary schools to create awareness on global warming among students studying in secondary schools in future. Keywords: global warming, climatic Change, green house effect, environmental refugees, and 3R

IMPACT OF NEUROCOGNITION ON TEACHING COMPETENCY

Teachers' can facilitate a life time of successful learning by equipping students with a repertoire of strategies and tools for learning. The teacher plays an important role in the educational process. Effective teaching depends upon the evolution of innovative strategies and also the methodology of teaching. As we gain a more scientifically based understanding about today's novel brain and how it learns, we must rethink about what we do in classroom and school. Neuro scientists are mapping the pathways between body and brain, providing tangible evidence of the benefits of hands-on, experimental learning. Neurocognitive process includes a number of human functions through neuronal networks. Brain cells communicating with each other through on electrochemical process. Neurocognition includes perceiving, recognizing, conceiving, judging and reasoning processes. The neurocognitive approach is based upon certain irrefutable facts concerning brain functions, which are applied to the intervention strategies of student teachers developmental difficulties. The teachers must develop the competencies like content competency, contextual competency, communication competency, classroom management and evaluation competency. In this paper, we discuss how the brain and its functions are helpful to the teachers in teaching and bringing out the dimensions of teaching competency such as induction, content, pedagogy, organisation and assessment. We elucidate the Neurocognitive strategies are how helpful to bring out the secrets of amygdala and hippocampus involving in teaching strategies. We also emphasize that the recent development of designing Neurocognitive programme that focus on both cognitive and social development has theoretical and practical challenges

Effect of Information Processing Approach in Enhancing Achievement in Chemistry at Higher Secondary level

Teaching is considered both an art and a science.  Successful and effective teaching requires two basic things.  The teacher should be competent to teach the subject allotted to him/her at the same time he/she should follow new techniques of teaching to make the learning fruitful and interesting. The traditional methods of technology have failed to generate the required behavioural outcomes, abilities and skills needed to facilitate the learning of curricular subjects. Knowledge of the recent development will help the teacher in making his/her teaching more effective and increase his/her efficiency for class room functioning.  Such a background will solve classroom problems, enable him/her to organize teaching activities and select instructional design and teaching models and innovative techniques appropriate for his/her classroom situation.  All innovative strategies and techniques, it should give enough scope for developing learning environment among students. Processing information is the main concern of any teacher.  If the information is processed effectively, learning techniques should be right and they should meet the individual needs of all learners and so the teachers should adopt a model of teaching which would be flexible and interactive.  The information processing approach technique in teaching chemistry was effective in Higher Secondary School classes. Implementation of this approach provided a great opportunity, to students to take an active part in the process of learning.  Through the information processing approach the achievement of student was enhanced to a great extent.Keywords: Information, Processing, Model, Chemistry

EFFECT OF METACOGNITIVE INTERVENTION STRATEGIES IN ENHANCING RESILIENCE AMONG PRE-SERVICE TEACHERS: Received: 22nd June 2023 Revised: 28th August 2023, 9th November 2023 Accepted: 11th November 2023

The arena of metacognition has been studied in various disciplines including education, psychology, positive psychology, and neuroscience, however, research studies have yet to address the role of metacognition in enhancing resilience. Thus, the present study explored how metacognitive intervention strategies enhance resilience among pre-service teachers. The understanding of resilience may act as a catalyst for pre-service teachers to overcome difficulties during and after their training period. An experimental method with a single group design was employed in this study and the sample was 20 pre-service teachers undertaking the Bachelor of Education course at Alagappa University College of Education, Alagappa University, Karaikudi, Sivagangai district, Tamil Nadu, India. The convenience sampling technique was utilized for this study. A metacognitive awareness questionnaire constructed and validated by the researcher and research supervisor with a Cronbach’s alpha reliability of the present sample is 0.72 and a Resilience Appraisal Scale (RAS) developed by Johnson et al., 2010 with Cronbach’s alpha reliability of the present sample is 0.75 were used for data collection. Results revealed that metacognitive intervention strategies influence the resilience of pre-service teachers and considerable improvement present in resilience among pre-service teachers after the experimentation period. Future research needs to focus on various dimensions of resilience for extensive knowledge and survey research would encourage measuring these constructs in the larger sample