1. NAZARETH COLLEGE OF EDUCATION FOR WOMEN
UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS

2. SEMINAR ON DISCIPLINARY APPR0ACH TOWARDS SCHOOL SUBJECTS BASED ON STUDENTS NATURAL CURIOSITIES DONE BY S.RAMA KALYANI
Beginning course details and/or books/materials needed for a class/project.

3. NATURAL CURIOSITY:INTRODUCTION
Natural curiosity is a inquiry based learning by students to gain knowledge.
It is a process that places them in direct contact and relationship with the natural environment.
 It's no secret that curiosity makes learning more effective and enjoyable. Curious students not only ask questions, but also actively seek out the answers.
Environmental inquiry arouses the natural curiosity of learning .
A schedule design for optional periods of time/objectives.

4. Role of curiosity in learning
Research has even shown that curiosity is just as important as intelligence in determining how well students do in school. 
Curiosity prepares the brain for learning. curiosity puts the brain in a state that allows it to learn and retain any kind of information. So if a teacher is able to arouse students' curiosity about something they're naturally motivated to learn, they'll be better prepared to learn things that they would normally consider boring or difficult.

5. Contd… Curiosity makes subsequent learning more rewarding.
The researchers found that when the participants' curiosity had been sparked, there was not only increased activity in the hippocampus, which is the region of the brain involved in the creation of memories, but also in the brain circuit that is related to reward and pleasure
So not only will arousing students' curiosity help them remember lessons that might otherwise go in one ear and out the other, but it can also make the learning experience as pleasurable as ice cream or pocket money.

6. Introduction/Course Description
Environmental Inquiry is of 4 types
Inquiry based learning
Integrated learning
Experiental learning
Stewardship
Introductory notes.

7. Inquiry based learning
Imagine children who continually question why things look and function the way they do .
So information is investigated, analysed and negotiated between students where children learn from each other, where teacher learns from the children.
Objectives for instruction and expected results and/or skills developed from learning.

8. Inquiry cycle

9. Integrated learning
A process where children’s questions cross disciplinary boundaries.
A process where children draw upon language, arts , math, science, social science to both improve and represent their understanding of different aspects of the environment.
Relative vocabulary list.

10. Experiental learning
Children playing, building, researching and designing experiments that test the current understandings.
Imagine them venturing outside their classrooms to learn about nature in nature, gaining a full sensory experience of their natural surroundings, making close obervations recording and reflecting on their findings.
A list of procedures and steps, or a lecture slide with media.

11. Kolb’s Experiental learning Cycle

12. Stewardship
Imagine children who have developed a caring relationship with the natural world who have given the time and opportunity to experience it in meaningful ways.
Imagine children who have a growing commitment to protect water, air, plants and wildlife because they understand that these occupy an important place within the eco system.
Imagine students who, through the inquiry process, gain the confidence and sense of empowerment to effect change that will benefit both their communities and the environment.
Example graph/chart.

13. Contd..
They should follow the disciplinary approach towards Environmental inquiry as it is our duty to protect our environment and community for better living.
Through an environmental Inquiry learning approach, teachers have an opportunity to nurture student’s natural curiosity and their ability to be fully engaged learners throughout their lives.

14. Enhancing Natural Curiosity Towards School Subjects
Disciplinary approach towards school subjects based on natural curiosities can be done with the help of Social Useful Productive Work SUPW implemented in Schools.
History:
Dramatisation programmes.
Discussions and utilisation of local resources.
Debates and Oratorical Competitions as regards the political set up of the country.

15. Contd… Geography: Working models of volcanoes and earth-quakes.
Attending the Panchayat Union Meeting and discussions
Survey work of the lands and roads.
Mathematics:
Teaching them to make toys with simple models like triangles, sphere etc.
Showing the weights, scales and meter scale and helping them to be aware of the units and measurements so that they cannot be cheated in shops.

16. Physics:
Giving basic knowledge about how to prevent electric shock accidents
Teaching how we receive sound from radio which is relayed from the radio station.
Giving basic knowledge about how to operate the machines like washing machine, grinding machine, electric cookers etc.
Chemistry:
Preparation of tincture and simple ointments for wounds.
Preparation of dyes.
Demonstrating the method of purifying the water.
Biology:
Providing knowledge on crop rotation
Making students aware of contamination.
Learning methods of vegetative propagation.

17. Disciplinary approach on Physical Science based on natural curiosities
Teachers should be well trained and clear in the concepts in the field of study.
Teachers should focus more on skill and knowledge.
Teachers should teach how to think and not what to think.
Teachers should encourage creative thinking and analytic thinking.
Teachers should encourage discussion sharing and compromising.
Example graph/chart.

18. Contd… Teachers should act as a facilitator.
Teachers should teach to apply knowledge to real life.
Teachers should bring appropriate apparatus and handle it with care.
Teacher should plan and rehearse before showing the demo in the class.
The Apparatus should be big enough.
The lightning should be enough.

19. Contd… Purpose in demo should be taught.
Teacher should bring the natural curiosity and see the active participation of the child.
Teacher should teach students how to handle the equipments, apparatus and chemicals.
Related concepts should be written in the black board.
Teacher should teach the pros and cons of the materials handled by the students.

20. Conclusion
Through Inquiry based learning, Integrated learning, Experiental learning and Stewardship, the teacher can arouse the student’s natural curiosity of learning and making the students learn to protect the environment .
Disciplined approach towards school subjects based on student’s natural curiosities can be done by implementing SUPW in schools.
Conclusion to course, lecture, et al.