Tata Institute of Social Sciences

Dr. Rafikh Shaikh

Assistant Professor
Mumbai Campus Centre of Excellence in Teacher Education , School of Education

Qualification

Ph.D - Science Education (TISS)

MSc (Microbiology) - Swami Ramanand Teerth Marathwada University, Nanded

Contact

rafikh.sk[at]tiss[dot]ac[dot]in

Email: rafikh.shaikh@tiss.ac.in

Dr. Rafikh Rashid Shaikh is an Assistant Professor at the Centre of Excellence in Teacher Education (CETE), School of Education, Tata Institute of Social Sciences (TISS), Mumbai. He holds a PhD in Science Education from the Homi Bhabha Centre for Science Education, TIFR, Mumbai, and has a background in microbiology. His work brings together science education, environmental and sustainability education, and collaborative learning in diverse and resource-constrained contexts. He is especially interested in inclusive, inquiry-driven science learning that supports ecological literacy, ethical engagement with the environment, and hands-on experimentation.

His research focuses on field-based and experiential science education, frugal science, citizen engagement, and teacher professional development. He studies how learners and teachers construct scientific understanding through qualitative, ethnographic, participatory, and interactional approaches. A major theme of his work is the use of innovative and low-cost tools such as Foldscope to support environmental monitoring, inquiry, and open science learning. He also explores technology-enhanced and collaborative learning, including blended and digital learning environments.

A. Selected Peer-Reviewed Journal Articles

Shaikh, R., Nagarjuna, G., & Gupta, A. (2023). Investigating the role of shared screen in a computer-supported classroom in learning. Education and Information Technologies, 1–48. https://doi.org/10.1007/s10639-022-11567-7
Kulshreshtha, P., Gupta, S., Shaikh, R., Aggarwal, D., Sharma, D., & Rahi, P. (2022). Foldscope Embedded Pedagogy in Stem Education: A Case Study of SDG4 Promotion in India. Sustainability, 14(20), 13427. https://doi.org/10.3390/su142013427
Singh, G., Shaikh, R., & Haydock, K. (2019). Understanding student questioning. Cultural Studies of Science Education, 14, 643–697. https://doi.org/10.1007/s11422-018-9866-0
Singh, A., Shaikh, R., Bhaskar, T., Bose, A., & Padalkar, S. (2023). Learning in Practice: An Ethnographic Exploration of the Meaning of Learning at a Maritime Training Institute. Indian Journal of Vocational Education, 35 (G20 Special Edition), 95–100.

Selected Conference Proceedings

Singh, A., Shaikh, R., Barranguet, C., & Lavicza, Z. (2025, June 23–25). Exploring tree trails and nature journaling for STEAM. In Proceedings of the 2025 Mathematics Classroom Teaching Research for All Students (M-CTRAS) Conference (Abstract). Johannes Kepler University Linz, Linz, Austria.
Shaikh, R., Sharma, R., Singh, A., Das, M. K., Kadam, S., & Prasad, R. (2025, August 25–29). Learning of socio-scientific issues through a design-based critical pedagogy module [Oral presentation, full paper accepted]. The 16th Conference of the European Science Education Research Association (ESERA), Copenhagen University, Copenhagen, Denmark.
Rai, G., Padalkar, S., & Shaikh, R. (2025, August 25–29). Exploring adolescent students’ knowledge and beliefs about menstruation and understanding the influence of education on it [Oral presentation, full paper accepted]. The 16th Conference of the European Science Education Research Association (ESERA), Copenhagen University, Copenhagen, Denmark.
Shaikh, R., Sharma, R., Kadam, S., Das, M. K., Singh, A., & Prasad, R. (2025). Facilitating Learning of Socio-scientific Issues through an Adaptive Critical Pedagogy Module. In Proceedings of the International Conference of Learning Sciences (ICLS) 2025. (Accepted, forthcoming).
Soni, S., & Shaikh, R. (2025). Developing Scientific Literacy and Action-Oriented Skills through the "I and My Waste" Program: Empowering Youth as Changemakers in Sustainable Waste Management. In Proceedings of the International Conference of Learning Sciences (ICLS) 2025. (Accepted, forthcoming).
Padalkar, S., Shaikh, R., & Singh, A. (2025). In-service teacher education: Insights from a blended science teaching course in India. In S. Mishra, A. Kothiyal, S. Iyer, S. Sahasrabudhe, A. Lingnau, & R. Kuo (Eds.), Proceedings of the International Conference on Technology 4 Education 2024. Lecture Notes in Educational Technology. Springer Singapore. ISBN: 978-981-96-5760-5 (Hardcover), 978-981-96-5761-2 (eBook). https://link.springer.com/book/9789819657605#overview
Prasad, R., Kadam, S., & Shaikh, R. (2025). Status of open education resources suitable for the Indian context: Case of biology subject resources. In S. Mishra, A. Kothiyal, S. Iyer, S. Sahasrabudhe, A. Lingnau, & R. Kuo (Eds.), Proceedings of the International Conference on Technology 4 Education 2024. Lecture Notes in Educational Technology. Springer Singapore. ISBN: 978-981-96-5760-5 (Hardcover), 978-981-96-5761-2 (eBook). https://link.springer.com/book/9789819657605#overview
Pan, M. T., Hatibaruah, A., Rai, G., Sonawane, S., & Shaikh, R. (2025). How Large is That Number? Understanding How People from a Social Science Institute Estimate Large Numbers. In epiSTEME-10 EXTENDED ABSTRACTS (p. 158).
Shaikh, R., Raval, H. (2024). Teacher Activities in a Student-centric Computer-supported Classroom in India. In Proceedings of the 14th International Congress on Mathematical Education (ICME-15). Sydney, Australia.
Shaikh, R., Agrawal, H., Nagarjuna, G., & Nachankar, M. (2017). Instant Sharing Makes Task More Engaging in Computer Aided Classrooms. In Smith, B. K., Borge, M., Mercier, E., & Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences. https://cscl17.wordpress.com/wp-content/uploads/2018/02/finalvol2cscl2017.pdf
Shaikh, R., Nagarjuna, G., Chandrasekaran, S. (2013). Socialising mathematics: collaborative, constructive and distributed learning of arithmetic using a chat application. In Nagarjuna G., Arvind Jamakhandi, & Ebie M. Sam (Eds.), Proceedings of epiSTEME - 5, pp. 321–327. Mumbai: HBCSE, TIFR.

Book Sections and Chapters in Research Books

Padalkar, S., Ramchand, M., Shaikh, R., & Vijaysimha, I. (2022). Science Education: Developing Pedagogical Content Knowledge. Taylor & Francis. https://doi.org/10.4324/9781003047506
Shaikh, R., Chaudhary, T., & Padalkar, S. (in press). Perceptions and possibilities in teaching and learning with AI. In R. C. Sharma, I. Dutta, & R. Chandra (Eds.), Artificial intelligence in education: Transforming learning for future-ready children [Edited volume in preparation]. Taylor & Francis.

He has contributed to and led several research and teacher-education initiatives, including the Connected Learning Initiative (CLIx), CL4STEM, and field-based science education workshops. His leadership roles include Pedagogy Expert for the Anglo Eastern Maritime Academy Faculty Development Project, Subject Head for the CL4STEM Project, and Life Sciences Team Lead for the Interactive Flat Panels Project with SCERT Telangana. He has also received research support through grants such as the Foldscope Fellowship, EarthWatch Citizen Science Fellowship, Swachhata Sarathi Fellowship, and travel grants from international academic organizations. His work is strongly connected to teacher professional development, open educational resources, and science education for diverse learners.

At TISS, he teaches and has taught courses such as Cognition and Learning, Introduction to Science Education, Advanced Specialization in Science Education, Pedagogy of Science-Biology Education, Classroom Observation, and Optional Course: Science Education. He also designs and facilitates online certificate courses for in-service science teachers, including Interactive Science Teaching, Nature of Science and Science Education, Hands-on Learning Through Toy-Making, and Science Education: Research-Based PCK. His teaching often includes lectures, activities, field walks, blended learning, and supervision. He has also contributed to international CL4STEM open educational resources for science teachers in Bhutan, Tanzania, and Nigeria.