Science has direct as well as indirect relationship with man and his environment and we value science for its practical advantages in our daily life.
The content of the book reflects a detailed discussion on the theory and practice of Physical Science as it deals with Science teaching, Process and Product aspects of Science, Objective based instruction, learning experiences in Science and, different approaches in Science teaching. Also, Innovative practices, Theories of learning - contribution to Science education, Curriculum organization etc. are covered in a simplified and detailed manner. Constructivism, Methods of teaching, Evaluation in science teaching, Co-curricular activities, Creativity in Science classrooms, E-learning and Environmental Education are also detailed. The book may be useful to the physical science teachers and prospective teachers, scholars and the readers having interest in the subject.
Prof. C. Naseema, M.Sc. (Physics); M.Ed.; Ph.D (Edn); PGDHE: DDE: PGDCA; DCRCSM (Sweden) is the Professor and Former Head, Department of Education, University of Calicut, Kerala and Dean, Faculty of Education, University of Calicut and former Dean, Kannur University , Kerala. She has more than eighteen years of teaching experience in Physical Science Education and carried out many research studies related to the field. She has completed five major Research Projects funded by UGC; Indian Institute of Public Administration, New Delhi; and Kerala State Government.
She has authored seven books and contributed to six books. Prof. Naseema has to her credit more than thirty papers published in National and International journals. She has presented papers in many National and International conferences in India and abroad.
1. Science Teaching
1.1. What is Science?
1.2. Nature of Science
1.3. Goal of Science
1.4. Implications of Scientific Philosophy for Teaching Science
1.5. Need for Scientific Literacy
1.6. Definitions of Science
1.7. Science as a Process
1.8. Science - Both a Process and a Product
1.9. Aims of Teaching Physical Science
1.10. Instructional Objectives of Teaching Science
1.11. Principles of Curriculum Construction
1.12. Method of Teaching Science as Inquiry
2. Product and Process of Science
2.1. Product of Science
2.2. Process of Science
2.3. Scientific Method
2.4. Elements of Scientific Method
2.5. Transfer of Training and the Scientific Method
2.6. Science as an Attitude
3. Aims and Objectives of Teaching Physical Science
3.1. Difference between Aims and Objectives
3.2. Objective Based Instruction
3.3. Taxonomy of Instructional Objectives
3.4. Major Categories in the Cognitive Domain
3.5. Major Categories in the Affective Domain
3.6. Major Categories under Psychomotor Domain
3.7. Specific Objectives
4. Providing Learning Experiences in Science
4.1. Nature of Learning
4.2. Principles of Learning
4.3. Interest in Learning
4.4. Motivation and Learning
4.5. Individualization in Learning
4.6. Concretization in Learning
4.7. Problems arising from Heterogeneous Classrooms
4.8. Differential Teaching
4.9. Remedial Teaching
5. Different Approaches in Science Teaching
5.1. Enquiry and Discovery Approaches
5.2. Inductive and Deductive Approaches
5.3. Conceptual vs. Factual Approach
5.4. Inter-disciplinary Approach
6. Innovative Practices
6.1. Programmed Instruction
6.2. Computer Assisted Instruction
6.3. Mathetics
6.4. Team Teaching
6.5. Simulation
6.6. Micro-teaching
7. Theories of Learning: Contribution to Science Education
7.1. Learning Theories - An Overview
7.2. Principles of Learning
7.3. Learning Styles
7.4. Piaget's Theory and its Educational Implications
7.5. Bruner's Theory: Learning by Discovery
7.6. Gagne's Learning Theory
7.7. Ausubel's Theory: Expository Teaching
7.8. Vygotsky and Social Cognition
8. Curriculum Organization
8.1. Definition
8.2. Concept of Curriculum Organization
8.3. Factors Affecting Curriculum Organization
8.4. Organizing the Material
8.5. Individual Difference and Science Curricula
8.6. Text Books
8.7. Guide Book for Teachers
9. Constructivism
9.1. Constructivist Learning Intervention
9.2. Role of the Instructor
9.3. Collaboration among Learners
9.4. Constructivist Approach of Generating Knowledge
9.5. Teacher Initiated Learning vs Student Initiated Learning
9.6. Learning from Experienc
10. Methods of Teaching
10.1. Lecture Method
10.2. Demonstration Method
10.3. Individual Laboratory Method
10.4. Historical or Biographical Method
10.5. Heuristic Method
10.6. Problem Method
10.7. The Developmental Method
10.8. Dalton Plan
10.9. Assignment Method
10.10. Supervised Study
10.11. Cooperative Learning
10.12. Collaborative Learning
11. Evaluation in Science Teaching
11.1. Concept of Evaluation
11.2. Types of Evaluation-Formative and Summative
11.3. Achievement Test
11.4. Construction of an Achievement Test
11.5. Qualities of a Good Test
11.6. Diagnostic Test
12. Co-curricular Activities
12.1. Science Laboratories
12.2. Improvised Articles or Home made Apparatus
12.3. Science Club
12.4. Science Teacher
12.5. Science Exhibitions and Fairs
13. Creativity in Science Classrooms
13.1. Meaning of Creativity
13.2. Classroom Teaching and Creativity
13.3. Measurement of Creativity
13.4. Values in Science Education
13.5. Value Education
14. E-Learning
14.1. Theoretical Foundation
14.2. The Technology of E-Learning
14.3. Benefits of E-Learning
14.4. Web Based Learning
14.5. Teaching and Learning through WEB
14.6. Flexible Interaction
14.7. Flexible Exploration
14.8. Learning to Learn Online
14.9. Interactive Learning
14.10. Adaptive Learning Systems
15. Environmental Education
15.1. Goals of Environmental Education
15.2. History
15.3. Objectives of Environmental Education
15.4. Need for Environmental Education
15.5. Strategies for Effective Environmental Education
15.6. Co-curricular Activities to promote Environmental Awareness
15.7. Different Approaches of Environmental Education
15.8. Techniques for Evaluation and Monitoring
15.9. Environmental Movements in India
15.10 Role of Environmental Education in the Indian Context
Bibliography
Index