Modern Methods and Materials for Teaching Science PDF Download
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Author: Elwood David Heiss
Publisher:
ISBN:
Category : Science - Study and teaching
Languages : en
Pages : 351
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Book Description
Author: Elwood David Heiss
Publisher:
ISBN:
Category : Science - Study and teaching
Languages : en
Pages : 351
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Book Description
Author: Elwood David Heiss
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 372
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Book Description
Author:
Publisher: APH Publishing
ISBN: 9788131302385
Category :
Languages : en
Pages : 244
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Book Description
Author: Shaloo Sharma
Publisher: Sarup & Sons
ISBN: 9788176253161
Category : Home economics
Languages : en
Pages : 268
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Book Description
Author: M. S. Yadav
Publisher:
ISBN: 9788126105205
Category :
Languages : en
Pages : 332
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Book Description
Emphatic Teaching Has Become A Real Challenge In The Background Of Present Day S Society. Preplanning For Better Teaching Is Most Essential. There Are Three Major Approaches To Curriculum Construction In The Field Of Science: Field Covering Approach, Generalizations Approach, And Problem/Functional Approach. A Rational Use Of Either One Or A Combination Of These May Bring In Good Results.Modern Methods Of Teaching Science Contains Highly Useful Material To Equip A Teacher, Teacher-Trainer, Educational Scientist With Latest Tools Of Emphatic Teaching. This Book Offers An Analysis Of The Most Critical Problems Faced By Science Teachers Today And Suggests The Broad Outlines Of Science Teacher S Responsibilities In Solving Them.
Author: Anjali Khirwadkar
Publisher: Sarup & Sons
ISBN: 9788176253666
Category :
Languages : en
Pages : 312
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Book Description
Author: D D Agarwal
Publisher: Sarup & Sons
ISBN: 9788176252010
Category : Biology
Languages : en
Pages : 284
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Book Description
Author: R. M. KALRA
Publisher: PHI Learning Pvt. Ltd.
ISBN: 8120345444
Category : Education
Languages : en
Pages : 218
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Book Description
This well-organized book emphasizes the various aspects of science education, viz. the use of computers in science education, software programs, the Internet, e-Learning, multimedia, concept mapping, and action research. It introduces students to the latest trends in the methods of teaching. The book also strives to foster science education through non-formal approaches, such as distance education with special reference to commonwealth of learning model, or academic games. What distinguishes this text is its emphasis on making the teachers understand that learning students’ psychology is the prerequisite for the success of any education programme. Keeping this view in mind, the text explains the well-known theories of learning of Piaget, Ausubel, Bruner and Gagne—which are closely related to science teaching. Primarily intended as a text for the undergraduate students (degree and diploma) of Education (B.Ed. and D.Ed.), this could serve as a source book for in-service teachers and science educators. In addition, curriculum developers and policy makers working in the field of science education having an abiding faith in moulding youngsters to face the challenges of 21st century should find this book useful and stimulating. KEY FEATURES : Lays emphasis on inculcating values or the development of scientific temper in students. Cites a number of examples related to teaching methods from both urban and rural areas to illustrate the concepts discussed in the text.
Author: Glenn Orlando Blough
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 52
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Book Description
Author: John L. Rudolph
Publisher: Harvard University Press
ISBN: 0674240383
Category : Science
Languages : en
Pages : 321
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Book Description
A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack. Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular—laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light—is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method? Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science. John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.
