Preface – Methodology of Teaching Science

Preface

This book is an attempt to provide fundamental knowledge regarding teaching science to B.Ed. students. It aims at facilitating the pupil teachers in teaching science to the students below class X, especially, the middle school course.

Science is perhaps a unique subject in the curriculum. If it is to be learnt effectively, the science teachers must provide practical learning experiences to the students. Good science teaching must be based on observation and experiment. In India, facilities and equipments for teaching science are not adequate in most of the places. In order to overcome this limitation, efforts have been made through this book to guide pupil teachers with better instructional designs and methods of teaching science. It is hoped that the book will provide a useful source of learning experiences for the science teachers and also a pattern so planned and developed that it can be easily adapted to science teaching.

The book deals with almost all the aspects of teaching science—right from the importance of science as a subject to the evaluation techniques. The content has been framed in simple and clear language and efforts have been made to incorporate pictorial depictions so as to make the concepts comprehensible. Sample tests, lesson plans and unit plans have been provided in this book. Examples have been taken from all fields of science—physics, chemistry, biology and environmental science. Each chapter begins with learning objectives and concludes with summary and revision questions.

Although the book is written for pupil teaches, it is also useful for those readers who want to expand their knowledge base. I solicit comments and feedback from students, teachers and readers in general.

This book is the result of boundless inspiration and encouragement that I received from various sources, both individuals and institutions, and I would like to express my sincere gratitude towards them.

To start with, I would like to thank the Almighty for giving me the strength and power of writing a book. Secondly, I am highly grateful to my parents for making me what I am today.

Moving on, I would like to thank all my teachers till date, especially those of the Central Institute of Education, Delhi and Hindu College, Delhi University, because of whom I was able to acquire the knowledge that was influential in the completion of this book.

I feel dumbfounded when I think of the support extended by my family members—my son, Manas, my daughter, Simran and my husband, Rajan—who have put up with me for all these months when I was busy working on the book and have accepted my frequent negligence on the home front. My daughter needs a separate mention for taking pains and working till late night on the flow charts of the book.

I would also like to thank my dearest friend, Archana Kapoor, for guiding me throughout the process of completing this book. I am also indebted to Mrs Sunita Khanduja for being a mentor and guide on many fronts.

Lastly, I wish to express my deep sense of gratitude to Pearson Education, especially Qudsiya Ahmed and Amrita Naskar, for having faith in me and entrusting me with this task.

 

 

Sonika Rajan