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Like for other products and services, society demands quality education from educational institutions (schools, colleges, and universities). There are diverse perspectives about what defines quality in educational institutions. In this talk, we will try to outline different dimensions that have been identified by educationists as important (and sometimes crucial) in characterizing good science and mathematics education. This involves the acquisition of factual knowledge, understanding of scientific and mathematical processes, developing modelling abilities, critical understanding of scope of concepts, nurturing design abilities, inquiry and creativity, relationship of learning to society, ability to communicate learning to peers, etc. We will discuss these dimensions with examples, and possible transformations that can emerge in what and how we teach in science and mathematics disciplines.
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