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Group learning of science in unisex bridge schools with female teachers enhances learners' cognitive gains: Action research study
"Small group learning of science at elementary education level with designed task sheets in unisex small schools organized in vertical groups results in better cognitive gains at comprehension level," stated the lead researchers Dr Lalit Kishore at Jaipur-based CULP-NGO whose paper abstract has been accepted for an upcoming international IMRF conference in Thailand.

"On behalf of the International Conference Thailand-2019, hosted at Asian Institute of Technology Conference Center (AITCC) Klong Luang, Pathumthani, Bangkok, Thailand, and organized jointly by IMRF Thailand Academic Chapter & SBBS University, Punjab, India, cordially invites you to present your papers during March 29 and 30," stated the email from the organizers.

The research done jointly with Simantini Lara Kishore titled "Feminizing School Science in Unisex Bridge Schools: Focus Group Based Action Research Outcome"  and its abstract states, "In order to improve the gender perspective and instructional practices for school science of the organization, the action research method of focus group was used. Since education is a social science subject, it was thought to have two educators from social sciences too. The focus group was held for one hour in which two science educators and two social science educators, with more than ten years of teaching to prospective teachers and research experience in education, participated. Their contributions in the discussion were converted into abstracted core ideas to reach a conclusion that could be further verified at theoretical and experimental levels."

The abstract adds, "The focus group was done to enhance the in-house understanding of the issues of human rights, science and teaching methods. From the notes taken during the focus group deliberations it was concluded that the scientific community and educators need to work collaboratively for gender equity both in educational institutions and employment arena related to science with a soft persuasive and cooperative instructional approach for the protection of human rights within their own helms first."

The study concludes that inclusion of group learning as integral part of bridge schools for girls and equitable provision of female teachers within the organization. The focus group discussion led to incorporation of group learning tasks in science learning for grade six onwards in which reading textual material, word puzzles, matching and ticking exercises were included as actions and activities in the classroom as indicated improvement in girls' learning science cognitively at the understanding level in teacher-administered tests.

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