Pedagogy of  Science Physical Science Part I and II 1st Edition by Ashok Srivastava ISBN 9350072246 9789350072240

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Product details:

ISBN 10: 9350072246

ISBN 13: 978-9350072240

Author:  Ashok Srivastava 

Pedagogy of  Science: Physical Science Part I&II 1st Edition: Book in two Parts 1& 2 (Based on Latest Curriculum framework 2014 Developed by NCTE,With reformulation of the curriculum for B.Ed in a two-year-Iong course) The National Focus Group on teacher education formed while developing NCF-2005 strongly recommends that teacher education programmes should be redesigned to respond to the school curriculum renewal process and in accordance with the state and regional context in which they are situated. Existing teacher education programmes neither accommodate the emerging ideas in content and pedagogy, nor do they address the issue of linkages between school and society. NCF – 2005 envisions a teacher education programme that should facilitate prospective teachers to understand that learners are active participants rather than passive recipients in the process of learning. They construct their own knowledge by connecting new ideas to the existing ideas on the basis of activities/materials presented to them. If student¬teachers are provided with such opportunities to construct their knowledge, they can appreciate how knowledge is constructed by actively involving the learners in teaching-learning process. This can further help them to become active participants in a wider context of their professional role as teachers. Science is dynamic, expanding body of knowledge covering ever new domains of experience. It is an organised system of knowledge which is based on inquiry born out of natural curiosity, logical reasoning and experimentation. The role of a science teacher has evolved in recent years from that of transmitter of knowledge to one of facilitator of knowledge. The teacher is also expected to be a participant in the construction of knowledge and to develop in students an understanding of the nature of science.

 

Pedagogy of  Science: Physical Science Part I&II 1st Edition Table of contents:

PART I

• 1. Nature of Science

  • 1.1 What is Science?
  • 1.2 Nature of Science
  • 1.3 Scientific Method: A Critical View
  • 1.4 An Illustration of How Science Works
  • 1.5 Role of a Science Teacher
  • 1.6 Summary

• 2. Science and Society

  • 2.1 Introduction
  • 2.2 Physical Science and Society
  • 2.3 Role of the Teacher
  • 2.4 Contributions of Some Eminent Scientists
  • 2.5 Summary

• 3. Aims of Learning Physical Science

  • 3.1 Introduction
  • 3.2 Aims of Learning Science
  • 3.3 Knowledge and Understanding Through Science
  • 3.4 Nurturing Process Skills of Science
  • 3.5 Development of Scientific Attitude and Scientific Temper
  • 3.6 Nurturing Natural Curiosity, Creativity, and Aesthetic Sense
  • 3.7 Relating Physical Science Education to Natural and Social Environment, Technology, and Society
  • 3.8 Imbibing the Values Through Science Teaching
  • 3.9 Development of Problem Solving Skills
  • 3.10 Role of a Science Teacher
  • 3.11 Summary

• 4. Learning Objectives of Physical Science

  • 4.1 Introduction
  • 4.2 Meaning of Learning Objectives
  • 4.3 Developing Learning Objectives
  • 4.4 Anderson and Krathwohl’s Taxonomy
  • 4.5 Writing Learning Objectives
  • 4.6 Illustrations on Learning Objectives for Upper Primary, Secondary, and Higher Secondary Stages
  • 4.7 Learning Objectives in the Constructivist Perspective
  • 4.8 Summary

• 5. Exploring Learners

  • 5.1 Introduction
  • 5.2 Each Learner is Unique
  • 5.3 Motivating Learners to Bring Their Previous Knowledge into Classroom
  • 5.4 Involving Learners in Teaching-Learning Process
  • 5.5 Role of Learners in Negotiating and Mediating Learning in Physical Science
  • 5.6 Encouraging Learners to Raise and Ask Questions
  • 5.7 Encouraging Learners to Collect Materials from Local Resources
  • 5.8 Summary

• 6. School Curriculum in Physical Science

  • 6.1 Introduction
  • 6.2 History of Development of Curriculum Framework
  • 6.3 Curriculum Framework, Curriculum and Syllabus
  • 6.4 From Subject-Centered to Behaviourist to Constructivist Approach to Curriculum Development
  • 6.5 Recommendations of NCFs on Science Curriculum
  • 6.6 Trends of NCERT Syllabi
  • 6.7 Moving from Textbook to Teaching-Learning Materials
  • 6.8 Teacher as Curriculum Developer
  • 6.9 Summary

• 7. Pedagogical Shift in Physical Science

  • 7.1 Introduction
  • 7.2 Pedagogical Shift from Science as Fixed Body of Knowledge to the Process of Constructing Knowledge
  • 7.3 Democratising Science Learning: Critical Pedagogy
  • 7.4 Pedagogical Shift: Planning Teaching-Learning Experiences
  • 7.5 Pedagogical Shift: Inclusion
  • 7.6 Summary

• 8. Approaches and Strategies for Learning Physical Science

  • 8.1 Introduction
  • 8.2 Scenario from 1950-1980
  • 8.3 Post 1980 Scenario
  • 8.4 Approaches and Strategies for Learning Physical Science
  • 8.5 Constructivist Approach
  • 8.6 5E Learning Model
  • 8.7 Collaborative Learning Approach (CLA)
  • 8.8 Problem Solving Approach (PSA)
  • 8.9 Concept Mapping
  • 8.10 Experiential Learning
  • 8.11 Cognitive Conflict
  • 8.12 Inquiry Approach
  • 8.13 Analogy Strategy
  • 8.14 Facilitating Learners for Self-Study
  • 8.15 Communication in Science
  • 8.16 Summary

• 9. Community Resources and Laboratory

  • 9.1 Introduction
  • 9.2 Learning Resources from Immediate Environment
  • 9.3 Using Community Resources
  • 9.4 Pooling of Learning Resources
  • 9.5 Improvisation of Apparatus
  • 9.6 Some Inexpensive Sources of Chemicals
  • 9.7 Science Kits
  • 9.8 Laboratory as a Learning Resource
  • 9.9 Handling Hurdles in Utilization of Resources
  • 9.10 Summary

PART II

• 10. Print and ICT Resources in Learning Physical Science
• 11. Tools and Techniques of Assessment for Learning Physical Science
• 12. Planning for Teaching-Learning Physical Science
• 13. Lifelong Learning in Physical Science
• 14. Professional Development of Physical Science Teachers
• 15. Teacher as a Researcher

 

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