Slide 1



at Secondary Level

Baiju K Nath

Year : 2018

Bibliography :

pp viii+216

ISBN : 9789386262813(HB), Price : $85.00 Add To Cart

ISBN : 9789386262820(HB), Price : $20.00Add To Cart

About the Book

Science education has gained more significance in the present day context due the remarkable progress in the field of science and technology. Development of pedagogy hasalso been taking place along with these advancements.

Latest vision on pedagogy directs learning as a continuous, comprehensive, and life long process. Secondary level is so crucial in the life of alearner as the future of any nation depend on the strength of educational foundation at secondary level. So as to ensure mastery learning of Science at secondary stage, this book provides in-depth knowledge with suitable examples and simple description the characteristics of a secondary level learner, basics of learning, planning for teaching learning process, instructional strategies for science,  tools and techniques for evaluation, classroom management etc. The book will be of immense use for pre-service and in-service teachers.

About Author

Dr Baiju K Nathis associated with Department of Education, University of Calicut, Kerala. He has nearly 27 years teaching experience of Scienceat various levels — secondary, senior secondary, college of secondary teacher education and in the university department.He has to his credit 65 research papers in reputed international and national journals. His Ph.D., was on the in-service training of secondary level biology teachers.




Learner at Secondary Level - Psychological Considerations

Chapter 1: Stages of Cognitive Development

Cognitive Development — Important Considerations by Piaget; Four Stages of Cognitive Development; Cognitive Development — Implications to Class Room Learning; Vygotsky’s Postulates on Learner and Learning

Chapter 2: Learner’s Characteristics

Important Characteristics of Learners at Secondary Level; Unique Characteristics of Secondary Level Pupils — Early Adolescence; Exceptional Children; Learning Disabilities

Chapter 3: Teaching the Learner

Needs of the Learner; Selecting Suitable Teaching Strategies



Planning for Teaching Science at Secondary Level

Chapter 4: Long Term Planning and Unit Planning

Long Term Planning

Meaning; Components of a Long term Plan; Steps in Long Term Planning; Use of Long Term Planning; A Format of Long term Plan

Unit Planning

Meaning; Components of a Unit Plan; Structure of Unit Plan; Model Unit Plan

Chapter 5: Lesson Planning

Meaning; Components of a Lesson Plan; Steps in Lesson Planning; Lesson Plan — An Illustration



Pedagogical Analysis of Secondary Level Science

Chapter 6: Principles of Pedagogical Analysis

Meaning; Principles of Pedagogical AnalysisChapter 7: Illustrations of Pedagogical Analysis

Chemical Co-ordination in Plants; Environmental Pollution



Instructional Strategies in Science

Chapter 8: Concept Attainment Model

Concept Attainment Model; Model of Teaching; Thinking Strategies; Application; Effects; Types of Concept Attainment Model

Chapter 9: Advance Organizer Model

Meaning; Types; Advance Organizer Model of Teaching; Application of the Model; Effects of the Model

Chapter 10 : Biological Science Inquiry Model

Meaning of Inquiry; How to Develop Inquiry Attitude;  Model of Teaching; Application of the Model; Effects of the Model

Chapter 11 : Cognitive Growth Model

Meaning of Cognitive Growth; Principles of Teaching;

Model of Teaching

Chapter 12: Group Investigation Model

Meaning; Basic Concepts of Group Investigation; Model of Teaching; Application of the Model; Effects of the Model

Chapter 13 : Mastery Learning

Mastery Learning Strategy; Teaching Strategy;

Steps in Mastery Learning; Illustration of Mastery Learning


Media and Materials for Teaching Science

Chapter 14 : Laboratory

Aims and Objectives of Science laboratory; Science Laboratory — Features; Designing Science Laboratory; Safety Precautions in a Science Laboratory; Management of Science Laboratory

Chapter 15: Learning Aids

Concept; Types of Learning Aids; Improvisation of Learning Aids; Effective Utilization of Learning Aids

Chapter 16: Accessory Learning Aids

Meaning; Science Museum; Herbarium; Aquarium; Terrarium; Green House

Chapter 17 : Community Resources

Concept of Community Resources; Major Community Resources; Scope of Community Resources in Teaching Science; Model Schedule to Utilise Community Resources

Chapter 18: Extended Curricular Activities

Meaning; Important Extended Curricular Activities; Science Club; Science Exhibition; Science Quiz; Field Trips; Science Projects

Chapter 19: Resource Unit

Components of Resource Unit; Steps in Developing a Resource Unit; Illustrative Model of a Resource Unit



Strategies of Evaluation in Science

Chapter 20 : Meaning of Evaluation

Concept of Evaluation; Why Evaluation; What is to be Evaluated; How to Evaluate; Types of Tests; Minimum Levels of Learning; Internal Assessment

Chapter 21: Test Construction

Phases of Testing; Types of Test Items; Selection Type Item Formats; Planning for Testing; Preparing Test Question Paper

Chapter 22: Self Reporting Techniques

Concept; Inventories; Questionnaire; Opinionnaire; Check List

Chapter 23 : Observational Techniques

Observational Checklist; Rating Scales; Anecdotal Records; Situational Tests

Chapter 24: Miscellaneous Techniques

Analysis of Records and Documents; Interview; Illustrative Interview Schedule; Sociometry; Sociogram; Other Techniques

Chapter 25: Case Study

Concept of Case Study; Identification of a Case; Steps in a Case Study; Essentials Aspects of a Case Study; Case Study — An Illustration

Chapter 26: Scoring and Grading


Concept; Steps in Scoring; Planning for Scoring


Meaning; Bases of Grading; Procedure of Grading

Chapter 27 : Diagnostic Testing and Remedial Teaching

Diagnostic Testing

Meaning of Diagnostic Testing; Planning and Developing a Diagnostic Test; Preparation of Diagnostic Chart and Diagnosing Weaknesses

Remedial Teaching

Meaning of Remedial Teaching; Organising Remedial Teaching

Chapter 28: Self Evaluation

Self Evaluation Concept; Purpose of Self Evaluation; Methods of Self Evaluation



Classroom Management

Chapter 29: Aspects of Class Room Management

Meaning; Discipline and Classroom Management; Characteristics of Teacher and Classroom Management; Classroom Climate and Class room Management

Chapter 30: Problems in Classroom Management

Indiscipline — Meaning; Causes of Indiscipline; Overcoming the Causes of Indiscipline

Chapter 31: Procedure of Classroom Management

Guidelines for Better Classroom Management;

Discipline Developing Activities; Criteria for Selecting Discipline Developing Activities




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