Methodology of teaching science

Methodology of teaching science

Methodology of Teaching Science will provide readers with a solid foundation on which to build expertise in teaching of the subject. This text does a comprehensive examination by introducing students to science as a school subject. It covers aspects like instructional planning, unit planning, teachi...

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Detalles Bibliográficos
Autor principal: Rajan, Sonika (-)
Formato: Libro electrónico
Idioma:Inglés
Publicado: New Delhi, India : Pearson 2012.
Edición:1st edition
Colección:Always learning.
Materias:
Science > Study and teaching.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009627935506719
Tabla de Contenidos:
  • Cover
  • Contents
  • Preface
  • About the Author
  • Chapter 1: Science as a School Subject
  • Introduction
  • Nature of Science
  • Science as a Process
  • Science as a Product
  • Importance and Values of Science
  • Science Education in India
  • Summary
  • Questions
  • Chapter 2: Aims and Objectives of Teaching Science
  • Introduction
  • Taxonomy of Educational Objectives
  • I. Cognitive Domain (Knowledge and Intellectual Skill)
  • II. Affective Domain
  • III. Psychomotor Domain
  • Writing the Teaching Objectives in Behavioural Terms
  • Behavioural Objectives in Cognitive Domain
  • Behavioural Objectives in Affective Domain
  • Behavioural Objectives in Psychomotor Domain
  • The Importance and Need for Writing the Objectives in Behavioural Terms
  • Summary
  • Questions
  • Chapter 3: Instructional Planning in Science Teaching
  • Introduction
  • Need for Instructional Planning
  • Types of Instructional Planning
  • Steps in Instructional Planning
  • 1. Content Analysis
  • 2. Presentation of the Content
  • 3. Teaching Aids
  • 4. Specific Tasks for One Period
  • Summary
  • Questions
  • Chapter 4: Methods of Teaching Science
  • Introduction
  • Selection of an Appropriate Method
  • Methods of Teaching Science
  • 1. Lecture Method
  • 2. Demonstration Method
  • 3. Lecture-cum-Demonstration Method
  • 4. Laboratory Method
  • 5. Heuristic Method
  • 6. Project Method
  • 7. Problem Solving Method
  • 8. Assignment Method
  • 9. Question Answer Method
  • 10. Role Playing Method
  • 11. Brain Storming Method
  • Summary
  • Questions
  • Chapter 5: Unit Planning and Lesson Planning
  • Introduction
  • Unit Planning
  • Lesson Planning
  • Summary
  • Questions
  • Chapter 6: Teaching Aids in Science
  • Introduction
  • Need and Importance of Teaching Aids
  • Types of Teaching Aids
  • I. On the Basis of the Sense Organs Involved.
  • II. On the Basis of the Size of learner Groups
  • III. On the Basis of Learners' Control over Teaching Aids
  • IV. On the Basis of the Experience Provided by an Aid
  • Dale's Cone of Experience
  • Effective Use of Teaching Aids
  • Summary
  • Questions
  • Chapter 7: Curriculum in Science
  • Introduction
  • Aims of Science Education and Curriculum Organization-Critical Analysis
  • I. Primary Stage
  • II. Middle Stage
  • III. Secondary Stage
  • IV. Senior Secondary Stage
  • Principles of Curriculum Construction
  • I. Principle of Child Centeredness
  • II. Principle of Integration of Science
  • III. Principle of Flexibility
  • IV. Principle of Community Centeredness
  • V. Principle of Activity Centeredness
  • VI. Principle of Creativity
  • VII. Principle of Preservation of Culture
  • Summary
  • Questions
  • Chapter 8: Science Laboratory
  • Introduction
  • Importance of a Science Laboratory
  • Characteristics of a Good Science Laboratory
  • Ideal Science Laboratory Design
  • Guidelines for Teachers
  • Maintenance of Records
  • Laboratory Discipline
  • Common Accidents and Their Remedies
  • 1. Burns
  • 2. Cuts
  • 3. Eye Injuries
  • 4. Poison
  • 5. Inhalation of Gases
  • 6. Fire
  • Precautions in a Science Laboratory
  • Summary
  • Questions
  • Chapter 9: Evaluation in Science
  • Introduction
  • Measurement Versus Assessment Versus Evaluation
  • I. Measurement
  • II. Assessment
  • III. Evaluation
  • Purpose of Evaluation
  • Techniques of Evaluation
  • I. Tools to Measure Cognitive Outcomes
  • II. Tools to Measure Non-cognitive Outcomes
  • How to Construct a Test?
  • I. Planning the Test
  • II. Framing the Questions
  • III. Administering and Scoring the Test
  • Types of Evaluation
  • I. Diagnostic Test
  • II. Remedial Teaching
  • Summary
  • Questions
  • Chapter 10: Science Textbook
  • Introduction
  • The Need of the Science Textbook.
  • Features of a Good Textbook of Science
  • I. External Features
  • II. Internal Features
  • Evaluation of a Science Textbook
  • Textbook Evaluation by Rating Scale
  • Summary
  • Questions
  • Chapter 11: Science Teacher
  • Introduction
  • What Does a Science Teacher Do?
  • How to Be an Effective Science Teacher?
  • Summary
  • Questions
  • Chapter 12: Co-curricular Activities in Science
  • Introduction
  • Science Fairs/Exhibition
  • I. Objectives of Science Fairs
  • II. Organization of a Science Fair
  • Science Museums
  • I. Objectives of a Science Museum
  • II. Organization of a Science Museum
  • Science Clubs
  • I. Objectives of Science Clubs
  • II. Organization of a Science Club
  • III. Activities of a Science Club
  • IV. Some Investigatory Projects of a Science Club
  • Science Educational Tour
  • I. Objectives of Science Educational Tours
  • II. Organization of a Science Educational Tour
  • Important Considerations for Planning Co-curricular Activities
  • Role of a Teacher in Science Co-curricular Activities
  • Summary
  • Questions
  • Appendices
  • Appendix 1-Some Important Recommendations of National Policy on Education (NPE) 1986 on Science and Related Aspects with Modifications Undertaken in 1992
  • The Essence and Role of Education
  • National System of Education
  • Child-Centred Approach
  • Technical and Management Educations
  • Books and Libraries
  • Media and Educational Technology
  • Education and Environment
  • Mathematics Teaching
  • Science Education
  • The Evaluation Process and Examination Reform
  • The Teacher
  • Teacher Education
  • Appendix 2-Summary of National Curriculum Framework, 2005
  • Summary of NCF 2005
  • Appendix 3-National Curriculum Framework on Science
  • Science
  • Appendix 4-List of Equipments for Physics Laboratory
  • Appendix 5-List of Equipments for Chemistry Laboratory.
  • Appendix 6-List of Equipments for Biology Laboratory
  • Appendix 7-Lesson Plan (Lecture-cum-Demonstration Method)
  • Introduction
  • Statement of Aim
  • Revision questions
  • Recapitulation
  • Home assignment
  • Appendix 8-Lesson Plan (Lecture-cum-Demonstration Method)
  • Introduction
  • Statement of the Aim
  • Revision questions
  • Recapitulation
  • Home Assignment
  • Appendix 9-Lesson Plan (Laboratory/Activity Method)
  • Introduction
  • Statement of the Aim
  • Revision questions
  • Recapitulation
  • Home Assignment
  • Appendix 10-Lesson Plan (Question-Answer Method)
  • Introduction
  • Statement of the Aim
  • Home Assignment
  • Appendix 11-Lesson Plan (Role Play Method)
  • Introduction
  • Statement of Aim
  • Revision Questions
  • Home Assignment
  • Appendix 12-Lesson Plan (Assignment Method)
  • Introduction
  • Statement of the Aim
  • Presentation
  • Theoretical Assignment
  • Suggested Readings
  • Revision Questions
  • Recapitulation
  • Appendix 13-Sample Test Paper: Biology
  • Appendix 14-Sample Test Paper: Chemistry
  • Appendix 15-Sample Test Paper: Physics
  • Index.

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