TEACHING OF BIOLOGICAL SCIENCES (Intended for Teaching of Life Sciences, Physics, Chemistry and General Science) PDF Download
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Author: Jasim Ahmad
Publisher: PHI Learning Pvt. Ltd.
ISBN: 8120344510
Category : Technology & Engineering
Languages : en
Pages : 363
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Book Description
The objective of teaching is not restricted to imparting scientific information to students, but also to help them apply these principles in their daily lives. This comprehensive book, written in an easy-to-understand language, covers the entire syllabus of teaching of Biological Sciences in particular and Science Teaching in general. In so doing, it takes into account the needs of teacher-trainees and in-service teachers. Organized into 19 chapters, the book discusses in detail the many facets and aspects of Biology/Science Teaching. The text introduces modern approaches to teaching, with the aim of improving student learning throughout their course. It emphasizes the need for pedagogical analysis vis- -vis subject teaching, constructive approach, laboratory work, Continuous and Comprehensive Evaluation (CCE). In addition, the text highlights the difference between microteaching and simulated teaching. It also shows how e-learning and co-curricular activities can be successfully integrated in biological sciences teaching.
Author: Jasim Ahmad
Publisher: PHI Learning Pvt. Ltd.
ISBN: 8120344510
Category : Technology & Engineering
Languages : en
Pages : 363
Get Book Here
Book Description
The objective of teaching is not restricted to imparting scientific information to students, but also to help them apply these principles in their daily lives. This comprehensive book, written in an easy-to-understand language, covers the entire syllabus of teaching of Biological Sciences in particular and Science Teaching in general. In so doing, it takes into account the needs of teacher-trainees and in-service teachers. Organized into 19 chapters, the book discusses in detail the many facets and aspects of Biology/Science Teaching. The text introduces modern approaches to teaching, with the aim of improving student learning throughout their course. It emphasizes the need for pedagogical analysis vis- -vis subject teaching, constructive approach, laboratory work, Continuous and Comprehensive Evaluation (CCE). In addition, the text highlights the difference between microteaching and simulated teaching. It also shows how e-learning and co-curricular activities can be successfully integrated in biological sciences teaching.
Author: G.B. Lakshmi
Publisher: Discovery Publishing House
ISBN: 9788171418046
Category : Science
Languages : en
Pages : 296
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Book Description
Contents: Introduction, The Conception, Fundamental Issues, Structural Setup, Objectives and Goals, Methods of Teaching, Teaching Aids, Systematic Learning, The Curriculum, Planning the Lessons, The Practicals, Assessment Process, Extra Curricular Programmes, Search for Talent, Teacher s Role.
Author: Promila Sharma
Publisher: APH Publishing
ISBN: 9788131301050
Category :
Languages : en
Pages : 336
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Book Description
Author: Charles H. Lake
Publisher: Forgotten Books
ISBN: 9781440056420
Category : Science
Languages : en
Pages : 484
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Book Description
Excerpt from General Science The question of what science shall be taught in the first year of the regular high school, or in the eighth or ninth years of the Junior High School, is becoming one of steadily increasing importance. The logical course for this period of the child's school life seems to be a general course in those elements of science which will form a foundation for the sciences which usually come later in the high school courses of study, and which will give the best training to those who may withdraw from school at the end of the ninth year. For a number of years physical geography was the science commonly taught in the ninth year. Teachers of this subject found that in order to do their best work, it was necessary to give a considerable portion of their time to teaching the elements of related sciences such as physics, chemistry, and botany. The same thing was true of the teachers of the biological sciences. This fact furnishes an excellent argument for the substitution of a course in general science for the sciences which were formerly taught in the first year of our high schools. First year science is intended for immature minds. It must be presented and illustrated in such a way that the pupil will not be confused with terms which are too technical nor with treatments of topics which are too advanced for him. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: David Franklin Miller
Publisher:
ISBN:
Category : Biology
Languages : en
Pages : 476
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Book Description
Author: Jo Handelsman
Publisher: Macmillan
ISBN: 9781429201889
Category : Education
Languages : en
Pages : 208
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Book Description
Seasoned classroom veterans, pre-tenured faculty, and neophyte teaching assistants alike will find this book invaluable. HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.
Author: George Ransom Twiss
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 524
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Book Description
Author:
Publisher:
ISBN:
Category : Biology
Languages : en
Pages : 120
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Book Description
Author: Biological Sciences Curriculum Study
Publisher: NSTA Press
ISBN: 087355244X
Category : Education
Languages : en
Pages : 353
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Book Description
Biology teachers, you're in luck, BSCS (Biological Sciences Curriculum Study) presents a wealth of current information in this new, updated editon of the classic The Biology Teachers's Handbook. No matter the depth of your experience, gain insight into what constitutes good teaching, how to guide students through inquiry at varying levels, and how to create a culture of inquiry in your classroom using science notebooks and other strategies. In addition, learn tactics for including controversial subjects in your courses, promoting scientific discussion, and choosing the right materials, information that would benefit the teacher of any subject. BSCS experts have packed this volume with the latest, most valuable teaching ideas and guidelines. Their suggestions include designing your courses around five questions, all answered in the book's five sections: What are the goals of the program for my students and me? How can I help students understand the nature of science? How do I teach controversial topics? How can I create a culture of scientific inquiry in my classroom? Where has biology teaching been, and where is it going?
Author: Kathleen M. Susman
Publisher: John Wiley & Sons
ISBN: 1118907574
Category : Science
Languages : en
Pages : 184
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Book Description
For nearly a decade, scientists, educators and policy makers have issued a call to college biology professors to transform undergraduate life sciences education. As a gateway science for many undergraduate students, biology courses are crucial to addressing many of the challenges we face, such as climate change, sustainable food supply and fresh water and emerging public health issues. While canned laboratories and cook-book approaches to college science education do teach students to operate equipment, make accurate measurements and work well with numbers, they do not teach students how to take a scientific approach to an area of interest about the natural world. Science is more than just techniques, measurements and facts; science is critical thinking and interpretation, which are essential to scientific research. Discovery-Based Learning in the Life Sciences presents a different way of organizing and developing biology teaching laboratories, to promote both deep learning and understanding of core concepts, while still teaching the creative process of science. In eight chapters, the text guides undergraduate instructors in creating their own discovery-based experiments. The first chapter introduces the text, delving into the necessity of science education reform. The chapters that follow address pedagogical goals and desired outcomes, incorporating discovery-based laboratory experiences, realistic constraints on such lab experiments, model scenarios, and alternate ways to enhance student understanding. The book concludes with a reflection on four imperatives in life science research-- climate, food, energy and health-- and how we can use these laboratory experiments to address them. Discovery-Based Learning in the Life Sciences is an invaluable guide for undergraduate instructors in the life sciences aiming to revamp their curriculum, inspire their students and prepare them for careers as educated global citizens.