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Year : 2022

Bibliography :


ISBN : 9789391978020(HB), Price : $96.00 Add To Cart

ISBN : 9789391978037(PB), Price : $18.00Add To Cart

About the Book

This book advances a sequential theoretical framework of science education in a comprehensive manner. It offers specific, distinct and clear explanation of the key concepts of science education.

The book addresses four distinct aspects of Science Education, viz. how Science Works, how to design Pedagogical Processes in Science Teaching, how to make use of Resources and how to assess progress in Science Learning. The book is also an attempt to attain Quality Education, the fourth goal of UNSDGs. 

It is a perfect guideline and a reference material for Researchers, Teacher Educators and Student Teachers at the graduate and post graduate levels in science education.

About Author

Dr (Sr) Celene Joseph is former Principal of St Thomas College of Teacher Education, Pala, affiliated to Mahatma Gandhi University, Kerala. She has twenty-seven years of teaching experience in Science Education. She has guided PhD researches and published books and articles nationally and internationally.

Dr Reshmi K.S. is working with Kerala University College of Teacher Education, Nedumangad, Trivandrum as Assistant Professor. She has eighteen years of teaching experience in Science Education and has published articles in Science Education.

Dr Prasanth Mathew, Assistant Professor of Physical Science & Vice Principal, PKM College of Education, Madampam, affiliated to Kannur University, Kerala, has teaching experience of twenty years. He is guiding PhD researches and has undertaken various research and extension projects of Central and State Government agencies. and has published International Articles.


Preface v

1. Nature of Science

1.1 Science: Meaning and Definition

1.2 Nature of Science

1.3 Impact of Science and Technology on Society

1.4 Scientific Literacy/Scientific Capability

1.5 Implications of Nature of Science for the Science Teacher

2. Science and Scientists in History

2.1 Science in Ancient Period

2.2 Science in Dark Ages

2.3 Science in Middle Ages

2.4 Science in Modern Period

2.5 Science in Modern India

2.6 Famous Scientists and their Contributions to Physical Science

2.7 Famous Indian Scientists

3. Development of Science Education

3.1 Science Education in Ancient Times

3.2 Science Education in Modern Period

3.3 History of Science Teaching in India

3.4 Development of Science Education in India after Independence

3.5 National Curriculum Framework (2005)

3.6 Kerala Curriculum Framework (KCF) 2007

4. Scientific Method

4.1 Science and Philosophy

4.2 Modern Concept of Scientific Method

4.3 Scientific Method: Definition and Steps

4.4 Elements of Scientific Method: Logical and Technical Aspects

4.5 Scientific Method and Transfer of Training

4.6 Application of Scientific Method to the Teaching of Physical Sciences

5. Importance of Science in the School Curriculum

5.1 Values/Functions of Science Teaching

5.2 Developing Scientific Attitude

5.3 Training in Scientific Method

5.4 Integrating Life Skills in Science Teaching

6. Concept of Correlation in Science Teaching

6.1 Need and Significance of Correlation

6.2 Types of Correlation

6.3 Advantages of Correlation

6.4 Classification of Correlation


7. Aims and Objectives of Science Teaching

7.1 Concept of Aims in Teaching Science

7.2 Concept of Objectives in Teaching Science

7.3 Objective based Instruction and Evaluation

7.4 Taxonomy of Educational Objectives

7.5 NCERT Model of Classification of Objectives

7.6 Taxonomy of Science Teaching (Mc Cormack and Yager)

7.7 Integrated Taxonomy

7.8 Developing Scientific Capability: As the Objective of Science Education (SCCC, 1996)

8. Science Curriculum

8.1 Concept of Curriculum

8.2 Purposes of Curriculum

8.3 Foundations of Curriculum Development

8.4 Curriculum Development

8.5 Curriculum Organisation

8.6 Characteristics of Good Curriculum Organisation

8.7 Principles of Curriculum Organisation

8.8 Aspects of Curriculum Organisation

8.9 Hidden Curriculum

8.10 Curriculum Mapping

8.11 Curriculum Integration

8.12 Curricular Innovations in India and Abroad

8.13 Major Features of Present Day School Curriculum

9. Approaches to Science Teaching

9.1 Teacher Centred Vs. Student Centred Approaches

9.2 Process Vs. Product Approach

9.3 Inductive Vs. Deductive Approach

9.4 Integrated Approach

9.5 Conceptual Vs. Factual Approach

9.6 Inquiry and Discovery Approaches

9.7 Constructivist Approach

9.8 Issue based Approach

9.9 Critical Pedagogy

9.10 Self-Directed Learning

9.11 Cooperative Learning

9.12 Collaborative Learning

9.13 Homogeneous/Heterogeneous Grouping

9.14 Differentiated Instruction/Differential Teaching

9.15 Enrichment Programme to Talented Students

9.16 National Science Talent Search Scheme

10. Instructional Methods

10.1 Lecture Method

10.2 Direct Instruction

10.3 Demonstration Method

10.4 Lecture-Cum-Demonstration Method

10.5 Developmental Method

10.6 Laboratory Method

10.7 Heuristic Method

10.8 Project Method

10.9 Problem Solving Method

10.10 Assignment Method

10.11 Role Play

10.12 Historical/Biographical Method

10.13 Discussion Method

11. Teaching Techniques and Strategies

11.1 Brain Based Learning

11.2 Concept Mapping

11.3 Mind Map

11.4 Simulations

11.5 Analogies

11.6 Blended Learning

11.7 Problem-Based Learning (PBL)

11.8 Mnemonics

11.9 Graphic Organizers

11.10 Remedial Teaching

11.11 Questioning Techniques

11.12 Seminar Method

11.13 Web Conferencing

11.14 Webinar

11.15 Debates

11.16 Team Teaching

11.17 Individualized Instructional Techniques

12. Models of Teaching

12.1 Significant Characteristics of Models of Teaching

12.2 Functions of Models of Teaching

12.3 Assumptions of Models of Teaching

12.4 Basic Procedure for the Implementation of a Model (Components/Elements 283of a Model)

12.5 Families of Models of Teaching

13. Planning of Instruction

13.1 Year Plan

13.2 Unit Plan

13.3 Lesson Plan

13.4 Resource Unit

13.5 Sample Unit Plan

13.6 Sample Lesson Plan

14. Science Laboratories

14.1 Aims and Objectives of Science Laboratories

14.2 Advantages of Science Laboratories

14.3 Planning of Science Laboratory

14.4 Types of Science Laboratories

14.5 Laboratories for Higher Secondary Schools

14.6 Selection of Apparatus and Chemicals

14.7 Purchase of Apparatus

14.8 Maintenance of Apparatus

14.9 Registers in the Science Lab

14.10 First Aid in the Science Laboratory

14.11 Safety Measures and Precautions to be Taken in the Science Laboratory

15 Learning Resources in Science

15.1 Science Textbooks

15.2 Work Book for Pupils

15.3 Teacher’s Handbook (Guidebook)

15.4 Supplementary Readers

15.5 Reference Books

15.6 Educational CDs

15.7 Low Cost Science Materials/Improvised Apparatus

15.8 Science Library and its Organization

16. Evaluation in Science Teaching

16.1 Achievement Tests

16.2 Construction of a Good Achievement Test

16.3 Type of Test Items

16.4 Validity and Reliability to be Ensured for Achievement Test

17. Science Teacher : Qualities and Responsibilities

17.1 General Qualities of a Science Teacher

17.2 Duties and Responsibilities of a Science Teacher

17.3 Professional Development

17.4 Need for In-Service Training

17.5 Teacher Accountability: Need for Professionalism

17.6 Teacher Competencies

17.7 Teacher as a Facilitator

17.8 Teacher as a Social Resource

17.9 Teacher Research



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