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Readiness with designed scientific literacy acquisition of physics topics works significantly well at senior secondary level: Research study
The bane of physics teaching at senior secondary level in India is that it is based on lecture model with emphasis on rote learning to retain the subject matter. Hardly any efforts are made for creating a readiness for learning a topics in most schools.

A pedagogical experiment was done in a Haryana school, with designed literacy acquisition of topics as a two-page reading-to-get-ready exercise before a topic began. This resulted in better acquisition of subject matter learning as revealed a pedagogical experiment, said the researcher whose paper has been accepted for conference in physics education to be held at Gurukul Kangri Vishvavidyalaya in Haridwar in the last week this month.

According to this research, Readiness for Learning includes designed learning format to purposefully engaging students to acquire the basic vocabulary, new text symbols and visual symbols or diagrams, often called scientific literacy of the topic through reading, information processing and prior learning.

The abstract of the accepted paper of Dr Lalit Kishore titled "Outcomes Of Training in Textual and Visual Literacy Skills at Senior Secondary Level Physics Instruction as Readiness for Textbook Topics" goes as follows.

An action research based outcome-study of a one-day six-hour training in skill of reading-to-learn was undertaken on physics students (N=30; Class XII CBSE; mean age: 18 years; lower middle socio-economic group) of Haryana. The aim was to enhance interaction with textbook and induce readiness for topics.

The objectives of the study were: (i) to design reading-to-learn topic-readiness format to process information on textual literacy (new symbols, their names, meaning, facts) and visual literacy (visual symbols and diagrams' drawing); (ii) to transact skill development training to students assisted by teachers; (iii) to elicit reactions of students to training and its outcomes. The trainer-cum-investigator produced a training format with exemplary material for its conduct.

The training methodology consisted of three phases, namely, skill exposure through exemplary material; guided group (N=6; pre-decided topics, trainer-support in place) practice by participants including three teachers; and individual practice by participants for internalizing the skill.

The outcomes of the training were: (a) systematisation of the skill through submission of completed formats and being ready to receive instruction with mental images; (b) reading and information processing habit formed with submission and filing of completed formats; and (c) significantly favourable reactions of students to the skill training. Also, students remarked that the skill would be helpful in being serious about studies and consulting the textual material and make basic sense out of it.

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