, Mumbai campus
Ph.D. Science Education (HBCSE, TIFR)M.Sc. Physics (Pune University)
After completing Ph.D. in Science Education from the Homi Bhabha Centre for Science Education (HBCSE, TIFR), Shamin Padalkar worked as a Postdoctoral Fellow at the University of California, Santa Barbara, USA during 2011-12.
She worked with an NGO 'Quality Education Support Trust' (QUEST) in 2013. She was involved in preparing online courses for teachers working in remote areas of Maharashtra in Marathi.
She also worked as a visiting faculty at the Department of Education and Extension, Savitribai Phule Pune University in 2013-14.
Shamin served as a member of science textbook writing committee of the Maharashtra State Bureau of Textbook Production and Curriculum Research (Balbharati) and as one of the authers of Certificate Programme for Teaching of Elementary School Science (CTES), a project of NCERT to prepare online courses for teachers.
She is visiting faculty at the Inter-University Centre for Astronomy and Astrophysics (IUCAA), Pune and participantes in the science outreach activities of IUCAA. Currently working in the area of science education (material development and science teacher professional development). She also teaches and mentors MA and M.Phil students.
Shamin's main area of research is visuospatial thinking in science education.
For her doctoral thesis she designed a pedagogy to teach elementary astronomy and tried it with Grade 8 students in three schools from educationally disadvantaged background (a tribal ashram school, a rural school and an urban school). The pedagogy focused on using spatial tools such as concrete models, gestures and diagrams. The pedagogy also connected the formal science to cultural knowledge about astronomy present among the students, thus challenging the astrological beliefs.
For her postdoctoral project at the Hegarty Spatial Thinking Lab (UCSB, USA), shamin designed an intervention to improve representational competence in Stereochemistry and tested the intervention with undergraduate students. The intervention, which used concrete models of organic molecules to give feedback on diagram translation task, was found to be significantly better than verbal feedback.
Shaikh, R., Padalkar, S., Sutar, P. and Kumar, A. (2020). Learning basic astronomy through an embodied and interactive approach. In Proceeding of K. K. Mashood, T. Sengupta, C. Ursekar, H.Raval and S. Dutta (Eds.) epiSTEME-8 conference, Mumbai, India, 5-8 January, 2020, pp. 463-474.
Shaikh, R., Chopde S. and Padalkar, S. (2018) Teaching and learning basic astronomy through a blended module. Proceedings of 8th International Annual Conference on Edu- cation and e-Learning (EeL) at Singapore, 24-25 September, 2018, 127-133.
Latha, K., Sutar, P. and Padalkar, S. (2018) Developing a blended course for in-service science teachers in India and its reception by the teachers. Proceedings of the 2018 Connected Learning Summit at MIT, Boston, USA from 1-3 August 2018, 285-292.
Chopde, S. and Padalkar, S. (2018) Astronomy education: A case for blended learning.Proceedings of epiSTEME-7 conference, Mumbai, India, 5-8 January, 2018, 116-124.
Padalkar, S. and Hegarty, M. (2014) Models as feedback: Developing representational competence in chemistry. Journal of Educational Psychology DOI: 10.1037/a0037516
Padalkar, S. and Hegarty, M. (2013) Undergraduate students’ understanding about representations in chemistry. Proceedings of epiSTEME-5 conference, Mumbai, India, January 7-11, 2013, 288-294.
Padalkar, S. and Hegarty, M. (2012). Improving representational competence in chemistry with model-based feedback. Proceedings of CogSci2012: 34th Annual Conference of the Cognitive Science Society, Sapporo, Japan, August 1-4, 2012, 2162-2167.
Padalkar, S. and Ramadas, J. (2011). Using diagrams as an effective pedagogic tool in elementary astronomy. In Chunawala, S. & Kharatmal, M. (Eds.) Proceedings of Conference epiSTEME-4, Mumbai, India, 5-9 Jan. 2011, 159-164.
Padalkar, S. and Ramadas, J. (2010). Designed and spontaneous gestures in elementary astronomy education. International Journal of Science Education. 33(12), 1703-1739. DOI:10.1080/09500693.2010.520348
CLIx: I am engaged with the field action project ‘Connected Learning Initiative’ (CLIx:https://clix.tiss.edu/about/ ), which received UNESCO King Hamad Bin Isa Al-Khalifa Prize for the use of information and communication technologies in education in March 2017. I lead the science team and science teacher professional development. Along with my team, I designed an inservice certificate course for high school science teachers called ‘Interactive Science Teaching’ and developed a module ‘Basic Astronomy’ for Grade 8/9 students. Our team also facilitate the implementation of the course and sup- port roll out of the science modules in schools.
Learners and Learning for MA (Education), Tata Institute of Social Sciences (2019, 2020)Visualization and Representation for M.Phil (Education), Tata Institute of Social Sciences (2018, 2019)
Child Development, Cognition and Learning - II for MA (Elementary Education), Tata Institute of Social Sciences
(2016, 2017, 2018)
Science Education for MA (Elementary Education), Tata Institute of Social Sciences (2016 & 2017)
Interactive Science Teaching for Post Graduate Certificate Course for In-service Teachers (2017 & 2018)
Nature of Science and Science Education for Post Graduate Certificate Course for In-service Teachers (2020)
Learning, Learner and Development for MA (Education), Department of Education and Extension, Savitribai Phule Pune University (2013)
Education Psychology for M.Ed., Department of Education and Extension, Savitribai Phule Pune University (2013)
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