Dr. Ritesh Khunyakari, Tata Institute of Social Sciences (TISS), Azim Premji School of Education, Hyderabad gave a talk on Mediating science learning through design cognition on 15 February. The talk was jointly organised by Human Sciences Research Group (HSRG), Raj Reddy Center for Technology and Society (RCTS) and Center for Computational Natural Sciences and Bioinformatics (CCNSB).
Here is the summary of the talk in Dr. Ritesh Khunyakari’s words:
Understanding a biological cell is fundamental to knowledge building in life sciences. Knowledge about abstract concepts, such as the structure and functioning of a cell, is not directly accessible to sensory experience. Learning of scientific concepts in school biology is mediated through representations of different forms and kinds. School textbooks, particularly in the Indian context, offer textual descriptions and diagrams to mediate the learning of abstract concepts. In some privileged environments, conceptual learning is mediated through laboratory experiences such as microscopy, the use of three-dimensional models along with diagrammatic representation, and virtual simulations. While each of these representations expand the scope of visualisation of abstract entities, they fixate concepts to certain forms, obfuscating further learning. The variety of representational forms falls short of stimulating the learners to engage with the abstract notions further or pose questions in and about the process of learning. This talk argues for the mediating role of design in supporting science learning. It begins by problematising the universalised representation of biological cell in our learning experiences. One of the purposes of science education is to challenge such conceptual fixations. I will then discuss how design opportunities can be suitably used to encourage learners to engage with the dynamic relation of cell organelles and their functioning. The case exemplified in the talk involves teaching cell biology to social science undergraduates. Building on their prior understanding of animal and plant cells, groups of undergraduates were encouraged to develop a board game for school students to appreciate the structure and functioning of cells. Analysis of the task engagement revealed that the design experience created learning opportunities in two distinctive ways. First, the experience afforded the use of knowledge of cell organelles, their interdependent functional roles, and dynamic relationships. Second, using this understanding to construct a board game provided the tools to ask questions relevant to the conceptual experience, thus sharpening conceptual thinking. I will argue that such a reciprocal mediation through design-and-make experiences can help transform science learning and provide greater meaning to science education.
Dr. Ritesh Khunyakari is a faculty at the School of Education and convener of the Equal opportunity cell at TISS Hyderabad. His doctorate is in Science Education from the Homi Bhabha Centre for Science Education, TIFR, Mumbai. Dr. Ritesh Khunyakari has been interested in teaching and researching issues at the interface of design cognition, science education, and social learning. He has developed courses for pre-and in-service teacher education programmes. He is on the review board of a few international journals and conferences. He has contributed to the International Junior Science Olympiad and several tests for national-level entrance examinations. He continues to guide doctoral and master students in their research. Recently, he has co-edited a book on the topical area of “Learning without burden”, published by Routledge.