Sugra Chunawala

Sugra recieved her Ph. D from University of Pune (Formerly Poona), Science Education in the Faculty of Physics, (work done at HBCSE, Tata Institute of Fundamental Research), 1992. Her Ph.D work was on “The impact of science education in terms of human resource development in socio-economically deprived groups, with special emphasis on career selection”. Her main research interests include gender and science, design and technology education, attitudinal studies of students and teachers and their perceptions of science and technology, science technology and society studies, socio-scientific issues, socio cultural issues in education. Sugra has been Member of the focus group that wrote Gender Issues in the Curriculum, Position Paper 3.2, National Curriculum Framework, 2005, NCERT; and has also served as Member of Sub­-Committee or drafting Regulations and Norms and Standards for Open and Distance Learning (ODL) Teacher Education Programmes i.e D.El.Ed, B.Ed and M.Ed courses in ODL Mode, 2014, NCTE.

Tel: 91-22-25072230
Email: sugrac[at]hbcse.tifr.res.in
Thesis Advisor of: Amit Sharma, Aswathy Raveendran, Farhat Ara and Swati Mehortra

To know more, please see  CV

Thesis Advisor of

Swati Mehrotra (Graduated 2008), Farhat Ara (Graduated 2013), Aswathy Raveendran (Graduated 2017), Amit Sharma (Graduated 2020), Saurav Shome (Graduated 2023), Charudatta Navare (Graduated 2023), Chaitanya Prashant Ursekar, Meenakshi Kaushik, Panchami Jose.

Publications

Books

Sharma, A., & Chunawala, S. (2024). Ensuring inclusion in science: Addressing the vision. Delhi: District Institute of Education and Training. (ISBN 978-93-94368-24-8)

Chunawala, S., Muralidhar, A., Malhotra-Dalvi, A., & Chougule, M. (2024, August). अभिकल्प करून शिकूया. India: HBCSE. (ISBN: 978-81-974480-6-5)

Chunawala, S., Muralidhar, A., Malhotra-Dalvi, A., & Chougule, M. (2022). Design activity book. India: HBCSE. (ISBN: 978-81-958054-0-2)

In Journals

Jose P., Chunawala S. & Chari D., (2024) Artistic mutilation of genitalia: An interpretive analysis of representations of genitalia in Indian school science textbooks; Gender and Education CGEE; pp 1-21 DOI: https://doi.org/10.1080/09540253.2024.2384733

Jose, P., Chunawala, S., & Chari, D. (2024); Moralistic Science: Socio-Cultural Norms about Sexuality in Indian Biology Education, Journal of International Women’s Studies; Vol. 26: Iss. 3, Article 6. DOI: https://vc.bridgew.edu/jiws/vol26/iss3

Jose, P., Chunawala, S., & Chari, S. (2023) Of the forbidden frontiers of the body: exploring teachers’ narratives about students’ sexuality in the south Indian state of Keralam, International Journal of Qualitative Studies in Education, DOI: 10.1080/09518398.2023.218144

Kaushik, M., Chunawala, S., Chari, D. (2022) Promoting socioscientific issue-based science education- Finding opportunities in assessment. Eurasian Journal of Science and Environmental Education Vol2(2), 51-61.  https://doi.org/10.30935/ejsee/12703

Malhotra-Dalvi, A., Muralidhar, A., Chunawala, S., Dolas, A., & Shinde, R. (2022, November). Unfolding the newspaper: Newspaper design by children, for children. Technology and Engineering Teacher 82(3), 8-13.

Shinde, R., Muralidhar, A., & Chunawala, S. (2020). Making environmental studies engaging for elementary school students. ASE International, Issue 10, 45-57.

Chunawala, S. (2018). An inclusive science and technology education curriculum at school level. Scholarly Research Journal for Interdisciplinary Studies 7(46), 19-24.

Datt, S., & Chunawala, S. (2018). A comparison of problems at the grassroots level in India identified by adults and children: Implications for Design and Technology Education. Design and Technology Education: An International Journal 23(1), 10-25.

Sharma, A., Chari, D., & Chunawala, S. (2017, December). Exploring teachers’ attitudes towards inclusive education in Indian context Using ‘type of disability’ lens. International Journal of Technology and Inclusive Education, 6(2), 1134- 1143.

Bhide, S., & Chunawala, S. (2017). Making a case for outdoor engagement in environmental studies at Indian schools. Conexão Ciência 12(2), 223-230.

Raveendran, A., & Chunawala, S. (2015). Values in science: Making sense of biology doctoral students’ critical examination of a deterministic claim in a media article. Science Education, doi: 10.1002/sce.21174

Raveendran, A., & Chunawala, S. (2015). Reproducing values: A feminist critique of a higher secondary biology textbook chapter on reproductive health. Indian Journal of Gender Studies, 22(2), 194-218.

Ara, F., Chunawala, S., & Natarajan, C. (2013). Investigating Indian elementary and middle school student’s images of designers. Design and Technology Education: An International Journal, 18(2), 50-65.

Ara, F., Chunawala, S., & Natarajan, C. (2011). A study investigating Indian middle school students ideas of design and designers. Design and Technology Education: An International Journal, 16(3), 62-73.

Ara, F., Natarajan, C., & Chunawala, S. (2009). A study exploring the strategies utilised by Indian middle-school students in identifying unfamiliar artefacts. Design and Technology Education: An International Journal, 14(3), 47-57.

Mehrotra, S., Khunyakari, R., Natarajan, C., & Chunawala, S. (2009). Collaborative learning in technology education: D&T unit on puppetry in different Indian socio-cultural contexts. International Journal of Design and Technology Education, DOI: 10.1007/s10798-007-9037-1

Khunyakari, R., Mehrotra, S., Chunawala, S., & Natarajan, C. (2007). Design and technology productions among middle school students: An Indian experience. International Journal of Technology and Design Education, 17, 5-22. DOI:10.1007/s10798-006-9017-x

Chunawala, S. (2004). A review of some literature on biological determinism. Research Centre for Women’s Studies, RCWS Newsletter, 25 (2-3), Monsoon/Fall Issue.

Mahajan, B. S., & Chunawala, S. (1999). Indian secondary students’ understanding of different aspects of health. International Journal of Science Education, 21(11), 1155-1168.

Chunawala, S., & Pradhan, H. C. (1993). A study of students’ attitudes to school subjects: a preliminary report. Journal of Education and Social Change, VII (2-3), 50-62.

Chunawala, S. (1991). Career choices of girls and the effects of Intervention in the form of provision of vocational guidance. Journal of Education and Social Change, V(2), 43-55.

Chunawala, S. (1989). Sex-role stereotyping of occupations among teachers and students. Journal of Education and Social Change, III(3), 89-102.

Chunawala, S. (1987). A study of the occupational choices of first generation learners. Journal of Education and Social Change, I(3), 52-64.

Book Chapters

Bhide, S., Jose, P., Chunawala, S., Monteiro., Karandikar, R., Kaushik, M., D’souza, N., & Pande, A. (2021). Understanding adolescence. In B. Choksi, G. Date, A. Gupta, R. Mani and K. Subramaniam (Eds.), Exploring science and mathematics with Vigyan Pratibha Learning Units, Class 8: Teacher Version (pp. 208-225). Mumbai: HBCSE.

Chunawala, S., & Natarajan, C. (2017). An inclusive science and technology education curriculum at school level. In G. Chadha and S.Krishna (Eds.), Feminists and science: Critiques and changing perspectives in India. (Vol. 2, pp. 299-323). India: Sage- Stree Publishers.

Natarajan C., & Chunawala S. (2009). Technology and vocational education in India. In A. Jones and M. de Vries (Eds.), International handbook of research and development in technology education (pp. 105-116). The Netherlands: Sense Publishers.

Chunawala, S. (2006). Science education. In Sixth survey of educational research 1993-2000, vol 1. New Delhi: NCERT.

Chunawala, S. (2004). Education and technology education within the gender perspective. In P. Dias (Ed.), Multiple languages, literacies and technologies (pp. 162-177). New Delhi: Multilingualism, Frankfurt and Books for Change.

Expository and Pedagogical Articles

George, H., Malhotra-Dalvi, A., Muralidhar, A., Ladage, S., & Chunawala, S. (2020, July). Sing, draw, play or invent. Teacher Plus,18(6), 16-18.

Dolas, A., Muralidhar, A., & Chunawala, S. (2020, February). Triggering creative expression. Teacher Plus ,18(2), 18-19.

Dolas, A., & Chunawala, S. (2020, January). भाषे द्वारे सर्जनशीलतेचा विकास – एक उपक्रम. ग्राममंगल  Innovations in Learning, शिक्षणवेध, E-Magazine 21, 12-15.

Gupta, D., Muralidhar, A., & Chunawala, S. (2017). What robotics can bring to the teaching table. Teacher Plus, 15(1), 38-40.

Dutta, B., Moorthy, S., & Chunwala, S. (2016). Staying healthy: in school and life. Teacher Plus, October 2016, 46-47.

Birwatkar, P. & Chunawala, S. (2015). Science teaching with a difference. Teacher Plus, 13(2),February 2015, 24-26.

Edited Books and Volumes

Chunawala, S., Muralidhar, A., Nair, M., Prabhu, D., Gupta, D., & Sharma, P. (Eds). (2015, July). Reflections: Official newsletter of International Physics Olympiad 2015 (Issues 1-9). Mumbai: HBCSE.

Chunawala, S., & Kharatmal, M. (Eds.). (2013). The epiSTEME reviews: Research trends in science, technology and mathematics education, Volume 4. India: Narosa.

Chunawala, S., & Kharatmal, M. (Eds.). (2011). Proceedings of epiSTEME 4: International Conference to review research on science, technology and mathematics education. India: Macmillan.

Chunawala, S., & Ladage, S. (2007). Mulyamapan va Sanshodhan or Assessment and Research. Yashwantrao Chavan Maharashtra Open University, October 2007.

Ramadas, J., & Chunawala, S. (Eds). (2006). epiSTEME1: Research Trends in Science, Technology and Mathematics Education. India: HBCSE, TIFR.

Chunawala, S. (2003). Gender and science. Homi Bhabha Centre for Science Education. India: Sai Printers.

Chunawala, S. (2003). स्त्री पुरुष भेद आणि विज्ञान. Homi Bhabha Centre for Science Education. India: Sai Printers.

Chunawala, S., Mahajan, B., Mahurkar, S., Natarajan, C., Ramadas, J., & Subramaniam, K. (2002). The roots of reason: Science and technology in the ancient world (Editors: Arvind Kumar and Sangeeta Mahurkar). Mumbai: Quest Publications.

Chunawala, S. (1999). Conflicts, activity based foundation course on science, technology and society, (Series editor) Chitra Natarajan, HBCSE, January 1999.

In Conference Proceedings

Chougule, M., Malhotra-Dalvi, A., Muralidhar, A., & Chunawala, S. (2022). Diversity of design solutions to help another person in a real world problem. In K. Seemann and P. J. Williams (Eds.), Proceedings of the 11th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc), 7-10 Dec.2022, in collaboration with the ICTE, TENZ and ITEEA. Southern Cross University, Gold Coast Campus.

Malhotra-Dalvi, A., Muralidhar, A., Dbritto, D., & Chunawala, S. (2022). Structure and symbols: A visual analysis of flags designed by children. In K. Seemann and P. J. Williams (Eds.), Proceedings of the 11th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc), 7-10 Dec.2022, in collaboration with the ICTE, TENZ and ITEEA. Southern Cross University, Gold Coast Campus.

Malhotra-Dalvi, A., Muralidhar, A., & Chunawala, S. (2021). Design of symbolic science characters: A visual design exercise with children. E-Proceedings of Designing for Children-With focus on ‘Play + Learn’, International Conference. Organised by IDC School of Design, IIT Bombay, Mumbai, India, 28-30 January 2021.

Malhotra-Dalvi, A.,Muralidhar, A., Dolas, A., Shinde, R., & Chunawala, S. (2020). Designing and making roller coasters by Indian middle school students. In K.K. Mashood, T. Sengupta, C. Ursekar, H. Raval and S. Dutta (Eds.), Proceedings of epiSTEME8: Eighth international conference to review research on Science, TEchnology and Mathematics Education, HBCSE (pp. 199-201). India: HBCSE/Gaurang Publishing Globalize Pvt. Ltd.

Muralidhar, A., Kapil, R., & Chunawala, S. (2018). Design and technology education’s potential to address diversity. In S. Ladage and S. Narvekar (Eds.), Proceedings of epiSTEME7: Seventh international conference to review research on Science, TEchnology and Mathematics Education, HBCSE (pp. 49-57). India: CinnamonTeal.

Datt, S., & Chunawala, S. (2018). Children as film-makers. In S. Ladage and S. Narvekar (Eds.), Proceedings of epiSTEME7: Seventh international conference to review research on Science, TEchnology and Mathematics Education, HBCSE (pp. 17-25). India: CinnamonTeal.

Deshmukh, N. D., Bhide, S., Sonawane, V. C., Chunawala, S., & Ramadas, J. (2018). Experiences and learning from Participatory Action Research with a local school. In S. Ladage and S. Narvekar (Eds.), Proceedings of epiSTEME7: Seventh international conference to review research on Science, TEchnology and Mathematics Education, HBCSE (pp. 204-213). India: CinnamonTeal.

Datt, S., Shah, M., & Chunawala, S. (2017). Upper primary and secondary school science teacher’s perception of creativity in science education. In A. Sharma and J. Rajeswaran (Eds.), Creativity and cognition in art and design: Proceedings of the 1st International Conference on Creativity and Cognition in Art and Design (ICCCAD 2017) (pp. 278-286). New Delhi: Bloomsbury.

Bhide, S., & Chunawala, S. (2016). Biomimetics: Inspiring biology students beyond the obvious. In N. D. Deshmukh (Ed.), Trends in biology education and research: Practices and challenges, Proceedings of 26th Biennial International Conference of the Asian Association for Biology Education (pp. 58-59). Goa: AABE.

Sharma, A., & Chunawala, S. (2016). Science learning and visualization: A case of students with and without vision, learning the atomic structure. In G. J. Vitus and C.Praveen (Eds.), Standards and benchmarks for excellence in learning and tecahing research: Conference proceedings of annual-cum-international conference of All India Association for Educational Research INTCONF 2015 (pp. 12-22). Kerala: University of Kerala.

Muralidhar, A., Kapil, R., & Chunawala, S. (2016). Design and technology education as an inclusive approach to teaching-learning. In N. Tiwari et al. (Eds.), Abstract booklet of the National Seminar on Education of Socially Disadvantaged Groups, Regional Institute of Education (RIE 2016) (p. 7). Bhopal: RIE.

Sharma, A., & Chunawala, S. (2015). Using diagrams in inclusive learning situations. In S. Chandrasekharan, S. Murthy, G. Banerjee and A. Muralidhar (Eds.), Proceedings epiSTEME 6: International Conference to Review Research on Science, Technology and Mathematics Education (pp 117-124). Mumbai: Cinnamonteal.

Mirani, S., & Chunawala, S. (2015). Teachers’ Perceptions of Dealing with Mixed Ability Classrooms. In S. Chandrasekharan, S. Murthy, G. Banerjee and A. Muralidhar (Eds.). Proceedings epiSTEME 6: International Conference to Review Research on Science, Technology and Mathematics Education (pp 43-50). Mumbai: Cinnamonteal.

Birwatkar, P., & Chunawala, S. (2014). An innovative strategy for addressing diversity in a science class. In S. Nath (Ed.), Proceedings of the ICSSR Sponsored Two Day National Seminar on Innovations in 21st Century Education (pp. 73-86). Mumbai: K. J. Somaiya Comprehensive College of Education, Training and Research, Vidyavihar.

Chunawala, S., Birwatkar, P., Muralidhar, A. & Natarajan, C. (2013). Looking at science through the lens of diversity: View of Indian students and teachers. In G. Nagarjuna, A. Jamakhandi and E. Sam (Eds.), Proceedings epiSTEME 5: International Conference to Review Research on Science, Technology and Mathematics Education (pp. 185-191). India: Cinnamonteal.

Raveendran, A., & Chunawala, S. (2013). Towards an understanding of socio-scientific issues as means to achieve critical scientific literacy. In G. Nagarjuna, A. Jamakhandi and E. Sam (Eds.), Proceedings epiSTEME 5: International Conference to Review Research on Science, Technology and Mathematics Education (pp. 67-73). India: Cinnamonteal.

Sharma, A., & Chunawala, S. (2013). Students with disabilities and their aspirations in sciences. In Nagarjuna G., Jamakhandi, A. and Sam, E. (Eds.), Proceedings epiSTEME 5: International Conference to Review Research on Science, Technology and Mathematics Education (pp. 74-80). India: Cinnamonteal.

Sharma, A., & Chunawala, S. (2013). Marching towards inclusive education: Are we prepared for inclusive science education?. In G. Nagarjuna, A. Jamakhandi and E. Sam (Eds.), Proceedings epiSTEME 5: International Conference to Review Research on Science, Technology and Mathematics Education (pp. 314-320). India: Cinnamonteal.

Chunawala, S., & Natarajan C. (2012). A study of policies related to science education for diversity in India. In Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology: Proceedings of ISTE: International Conference on Mathematics, Science and Technology Education (pp. 130-141). South Africa, October, 2011: ISTE.

Ara, F., Natarajan, C., & Chunawala, S. (2011). Students as users and designers: Product evaluation and redesign by Indian middle school students. In S. Chunawala & M. Kharatmal (Eds.), Proceedings of epiSTEME 4 – International Conference to Review Research on Science, Technology and Mathematics Education (pp. 95-100). India: Macmillan.

Sharma, A., & Chunawala S. (2011). Teachers’ understanding of nature of science, and their views about the primary school environment studies curriculum. In S. Chunawala and M. Kharatmal (Eds.), Proceedings of epiSTEME 4 – International Conference to Review Research on Science, Technology and Mathematics Education (pp. 75-80). India: Macmillan.

Shastri, V., Khunyakari, R., Chunwala, S., & Natarajan, C. (2011). Thinking through design: Teachers explore a design and make task. In S. Chunawala and M. Kharatmal (Eds.), Proceedings of epiSTEME 4 – International Conference to Review Research on Science, Technology and Mathematics Education (pp. 302-308). India: Macmillan.

Ara, F., Natarajan, C., & Chunawala, S. (2010). Naïve designers: A study describing Indian middle school students’ creative design solutions to a real world problem. International Conference on ”Designing for children’- with focus on ‘play’ and ‘learn’, Industrial Design Centre, IIT, Mumbai, February 2-6, 2010.

Khunyakari, R., Mehrotra, S, Chunawala, S., & Natarajan, C. (2010) Implementing D&T education in Indian middle schools: Lessons from trials International Conference on ”Designing for children’- with focus on ‘play’ and ‘learn”, Industrial Design Centre, IIT, Mumbai, February 2-6, 2010.

Khunyakari, R., Mehrotra, S., Chunawala, S., & Natarajan, C. (2009). Studying Indian middle school students’ attitudes towards technology. In K. Subramaniam and A. Mazumdar (Eds.), Proceedings epiSTEME-3: An International Conference to Review Research in Science, Technology and Mathematics Education (pp. 81-87). Mumbai: Macmillan Publishers India Ltd.

Mehrotra, S., Khunyakari, R., Chunawala, S., & Natarajan, C. (2009). Evidences of learning through collaboration in design and technology tasks in Indian classrooms. In K. Subramaniam and A. Mazumdar (Eds.), Proceedings epiSTEME-3: An International Conference to Review Research in Science, Technology and Mathematics Education (pp. 88-93). Mumbai: Macmillan Publishers India Ltd.

Ara, F., Chunawala, S. & Natarajan, C. (2009). Moving from analysing to designing artefacts: studying middle school students’ ideas about design and designers. In K.Subramaniam and A. Mazumdar (Eds.), Proceedings epiSTEME-3: An International Conference to Review Research in Science, Technology and Mathematics Education (pp. 94-100). Mumbai: Macmillan Publishers India Ltd.

Khunyakari, R, Mehrotra, S., Natarajan, C., & Chunawala, S.(2007). Cognition in action in design and technology units among middle school students. In C. Natarajan and B. Choski (Eds.), Proceedings of epiSTEME2: International conference to review research on Science, Technology and Mathematics Education (pp. 126-131). India: Macmillan Publishers India Ltd.

Khunyakari, R., Chunawala, S. & Natarajan, C. (2007). Comparison of depictions by middle school students elicited in different contexts. In PATT 18- Proceedings of the Pupils’ Attitudes Towards Technology (pp. 210-217). Glasgow, UK.

Mehrotra, S., Khunyakari, R., Natarajan, C. & Chunawala, S. (2007). Dialogues in formal communication: A study of students’ talk in a D&T unit in India. In C. Natarajan and B. Choski (Eds.), Proceedings of epiSTEME2: International conference to review research on Science, Technology and Mathematics Education (pp. 73-78). Mumbai, India: Macmillan Publishers India Ltd.

Mehrotra, S., Khunyakari, R., Chunawala, S., & Natarajan, C. (2007). Using pictures and interviews to elicit Indian students’ understanding of technology. PATT 18: Proceedings of the Pupils’ Attitudes Towards Technology (pp. 152-161). Glasgow, UK, July 2007.

Khunyakari, R., Mehrotra, S., Natarajan, C., & Chunawala, S. (2006). Designing design tasks for Indian classrooms. In M. de Vries and I. Mottier (Eds.), PATT 16 Proceedings: Research for standards-based technology education (pp. 20-34). Baltimore, March 2006.

Khunyakari, R., Mehrotra, S., Chunawala, S., & Natarajan, C. (2006) Design and technology productions among middle school students: An Indian experience. In K. Volk (Ed.), Articulating technology education in a global community: Proceedings of the International Conference on Technology Education in the Asia Pacific Region (pp. 63-73). The Hong Kong Polytechnic University, January 5-7, 2006.

Choksi, B., Chunawala, S., & Natarajan, C., (2006). Technology as a school subject in the Indian context. In K. Volk (Ed.), In K. Volk (Ed.), Articulating technology education in a global community: Proceedings of the International Conference on Technology Education in the Asia Pacific Region (pp. 374-384). The Hong Kong Polytechnic University, January 5-7, 2006.

Mehrotra, S., Khunyakari, R., Natarajan, C., & Chunawala, S. (2006). Learning technology through collaboration: D&T unit for boys and girls in different Indian socio-cultural contexts. In K. Volk (Ed.), Articulating technology education in a global community: Proceedings of the International Conference on Technology Education in the Asia Pacific Region (pp. 280-290). The Hong Kong Polytechnic University, January 5-7, 2006.

Chunawala, S., & Natarajan, C. (2004). Placing technology education within the gender perspectives. In epiSTEME1 an international conference to review research on science education, Abstracts of presentations (pp. 58-59). India: HBCSE.

Natarajan, C., & Chunawala, S. (2004). Introducing design and technology in school education: legitimising multiple expressions in classrooms. In epiSTEME1 an international conference to review research on science education, Abstracts of presentations (pp. 68-69). India: HBCSE.

Mehrotra, S., Khunyakari, R., Natarajan, C., & Chunawala, S. (2004). Gendered communication in technology tasks: glimpses of group interactions. In epiSTEME1 an international conference to review research on science education, Abstracts of Presentations (pp. 120-121). India: HBCSE.

Khunyakari, R., Mehrotra, S., Natarajan, C., & Chunawala, S. (2004). Design as drawings analyzing drawings of middle school students in technology education tasks. In epiSTEME1 an international conference to review research on science education, Abstracts of presentations (pp. 62-63). India: HBCSE.

Natarajan, C., & Chunawala, S. (2003). Designing and teaching appropriate technological productions with their multi-expressive and multipurpose possibilities. Background papers to the International Symposium on social production of knowledge through diversity of expressive modes, multiple literacies and bi (multi) lingual relationships (pp. 1-16), Pune, March 5-7, 2003.

Khunyakari, R., Mehrotra, S., Natarajan, C., & Chunawala, S. (2003). Ideas about technology among middle school students in Mumbai: A preliminary analysis of a survey. Background papers to the International Symposium on social production of knowledge through diversity of expressive modes, multiple literacies and bi (multi) lingual relationships (pp. 1-21), Pune, March 5-7, 2003.

Mehrotra, S., Khunyakari, R., Chunawala, S., & Natarajan, C. (2003). Using posters to understand upper primary and secondary school students’ ideas about science and technology. Background papers to the International Symposium on social production of knowledge through diversity of expressive modes, multiple literacies and bi (multi) lingual relationships (pp. 1-19), Pune, March 5-7, 2003.

Chunawala, S., & Natarajan, C. (2003). Technology, education and issues of gender. Background papers to the International Symposium on social production of knowledge through diversity of expressive modes, multiple literacies and bi (multi) lingual relationships (1-12), Pune, March 5-7, 2003.

Natarajan, C., Chunawala, S., Apte, S., & Ramadas, J. (2002). Lessons for teaching botany: What middle school students know about plants. In Rethinking science and technology education to meet the demands of future generations in a changing world: Proceedings of the International Organization for Science and Technology Education (IOSTE) Symposium Volumes I -II (pp. 3-13). Brazil, July 28-August 2, 2002.

Mehrotra, S., & Chunawala, S. (2001). Teaching map skills at the third grade. International Conference of Science, Technology and Mathematics Education for Human Development. Volume II, p. 413.

Chunawala, S., Natarajan, C., & Ramadas, J. (1999). Indian students’ ideas about living and non-living: A cross cultural study. IOSTE- 9, Symposium of the International Organisation of Science and Technology Education, Durban, South Africa (pp. 96-104). South Africa, June 24 to July 2, 1999.

Mahajan, B.S., Shitut, S., & Chunawala, S. (1996). Understanding of health issues by indian students. In Conference Proceedings of GASAT8, Gender and Science and Technology International Conference (pp. 589-591). Ahmedabad, India.

Kulkarni, V. G., & Chunawala, S. (1987). The impact of science education on the role perception of socio-economically deprived first generation learners. In Conference Proceedings of Science Technology Education and the Quality of Life International Conference (pp. 272-278). Kiel University: Federal Republic of Germany.

Book Review

Chunawala, S. (2009) A pedagogue’s romance: Reflections on schooling, Krishna Kumar, 2008, New Delhi: OUP. In Contemporary Education Dialogue 6(1).

Chunawala, S. (2001). Review of E. J. Capaldi and Robert W. Proctor, Contextualism in Psychological Research: A critical review, New Delhi, Sage Publications. In Indian Psychological Abstracts and Reviews 8(2), p. 193.

Technical Reports

Chunawala, S., Natarajan, C., Birwatkar, P., Muralidhar, A., & Thakur, B., Battin, G., & Karade, D. (2013). Science Education for Diversity WP5 India Report. Mumbai: HBCSE, TIFR.

Koul, R., Dawson,V., Chunawala, S. and Natarajan, C. (2012). A collaborative approach to developing science teaching methods suitable for addressing diversity in classrooms. Perth, WA: Science and matheamtics Education Centre, Curtin University.

Chunawala, S., Natarajan, C., Birwatkar, P., Muralidhar, A., & Thakur, B. (2012). Case study of School 1. Mumbai: HBCSE, TIFR.

Chunawala, S., Natarajan, C., Birwatkar, P., Muralidhar, A., & Thakur, B. (2012). Case study of School 2. Mumbai: HBCSE, TIFR.

Chunawala, S., Natarajan, C., Birwatkar, P., Muralidhar, A., & Thakur, B. (2012). Case study of School 3. Mumbai: HBCSE, TIFR.

Chunawala, S., Natarajan, C., Birwatkar, P., Muralidhar, A., & Thakur, B. (2012). Case study of school 4. Mumbai: HBCSE, TIFR.

Chunawala S., Muralidhar A., Birwatkar, P. and Natarajan, C. (2012). Towards science education for diversity: A teacher researcher collaborative workshop, HBCSE, Mumbai, December 2011.

Choksi, B., Chunawala, S., Natarajan, C., with SED partners. (April, 2011). Science Education for Diversity WP2 Synthesis Report. Homi Bhabha Centre for Science Education, TIFR, Mumbai, India.

Choksi, B., Chunawala, S., Natarajan, C., with SED partners. (June, 2011). Science Education for Diversity WP3 Synthesis Report. Eindhoven University of Technology. The Netherlands.

Choksi, B., Chunawala, S., & Natarajan, C. (2010). Science Education for Diversity- India Country Report. Homi Bhabha Centre for Science Education, Mumbai, India (October 2010).

Shome, S., & Chunawala, S. (2009).  Students’ ideas about J. C. Bose and his contributions to science and society. Technical Report. Mumbai: Homi Bhabha Centre for Science Education.

Chunawala S., Vinisha, K., & Patel A. (2009). Gender, science and schooling: Illustrations in science textbooks and students’ and teachers’ ideas related to gender. Technical Report. Mumbai: Homi Bhabha Centre for Science Education.

Mehrotra, S., Khunyakari, R., Chunawala, S., & Natarajan, C (2003). Using posters to understand students’ ideas about science and technology (Technical Report No. I). HBCSE, 2003.

Agarkar, S. C., Chunawala, S.,& Kulkarni, V. G. (1988). Improving the performance of scheduled caste students: Technical Report, HBCSE, TIFR.

Jena, S., & Chunawala, S. (May, 1998). A Preliminary report on analysis of primary school social studies curriculum. Technical Report. Mumbai: Homi Bhabha Centre for Science Education.

Chunawala, S., & Ladage, S. (1998). Students’ ideas about science and scientists (Technical Report No. 38). Mumbai: Homi Bhabha Centre for Science Education.

Nair, A., Ingole, R., & Chunawala, S. (February, 1997). Exercise your English. Technical Report. Mumbai: Homi Bhabha Centre for Science Education.

Ramadas, J., Chunawala, S., Natarajan, C., & Apte, S. (1996a). Role of experiments in school science, diagnosing learning in primary science (DLIPS) Part-3, Technical Report No. 31. Mumbai: Homi Bhabha Centre For Science Education.

Natarajan, C., Chunawala, S., Apte, S., & Ramadas, J. (1996). Students’ ideas about plants, diagnosing learning in primary science (DLIPS) Part-2, Technical Report No. 30. Mumbai: Homi Bhabha Centre For Science Education.

Chunawala, S., Natarajan, C., Apte, S., & Ramadas, J. (1996). Students’ ideas about living and non-living, diagnosing learning in primary science (DLIPS) Part-1, Technical Report No. 29. Mumbai: Homi Bhabha Centre For Science Education.

Ramadas, J., Chunawala, S., Natarajan, C. and Apte, S. (1996). [In Marathi], Vidyarthyanchya vignyanvishayyi utsurft kalpana; Ek sanshodhan ahwal, students spontaneous ideas in science; A research report, (DLIPS). Mumbai: Homi Bhabha Centre For Science Education, TIFR.

Mahajan, B. S., Chunawala, S., Shitut,S., & Deshmukh, N. (1996). Health education programme: Technical Report No. 27. Mumbai: Homi Bhabha Centre For Science Education, TIFR.

Chunawala, S (1990). A critical review of some literature on Biological Determinism as related to the field of education. Mumbai: Homi Bhabha Centre For Science Education.

Agarkar, S. C, Chunawala, S., & Kulkarni, V. G. (1988). Improving the performance of Scheduled Caste students: Technical report. Mumbai: Homi Bhabha Centre For Science Education.

Chunawala, S., & Amte, S. (1986). A study of the effectiveness of the HBCSE Study Circle, from the viewpoint of students participating in it. (Forms part of the Interim Report1). Mumbai: Homi Bhabha Centre For Science Education.

Kulkarni, V. G. and Chunawala, S. (1986). The impact of science education on the role perception of socio economically deprived first generation learners: Technical report 10. Mumbai: Homi Bhabha Centre For Science Education.

Chunawala, S., & Amte, S. (1986). A study of the effectiveness of the HBCSE Study Circle, from the viewpoint of students participating in it: (Forms part of the Interim Report 1). Mumbai: Homi Bhabha Centre For Science Education.

Other documentation

Dutta, B., Moorthy, S., & Chunawala, S. (2015). Health, physical fitness and wellness: A study of awareness of selected variables amongst undergraduate students. Mumbai: R J Jhunjhunwala College and HBCSE.

Dutta, S., & Natarajan, C. (2014). Report on ‘fun with boxes’ workshop. Mumbai: HBCSE
Chunawala, S., Muralidhar, A., Birwatkar, P. and Natarajan, C. (2012). Towards Science Education for Diversity: A teacher Researcher Collaborative Workshop, HBCSE, Mumbai, December 2011.

Natarajan, C., Chunawala, S., & Khunyakari, R. (2004). Vidnyan Ashram, its work and HBCSE, Comments in Dr. Shreenath Kalbag Memorial Seminar Report Smritisathi, Chronicle of Discussion.

Chunawala, S. (1994). Lecture notes on Foundations of Behavioural Research. Mumbai: Homi Bhabha Centre For Science Education.