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Dr Shamin Padalkar

Assistant Professor , Mumbai campus

Centre for Education Innovation and Action Research
Qualification

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 currently working in the area of science teacher professional development for 'Connected Learning Initiatives' (CLIx). 

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.

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

Will be updated soon...

Will be updated soon...

Email: shamin.padalkar[at]tiss[dot]edu