This book advances a sequential theoretical framework of science education in a comprehensive manner. It offers specific, distinct and clear explanation of the key concepts of science education. The book addresses four distinct aspects of Science Education, viz. how Science Works, how to design Pedagogical Processes in Science Teaching, how to make use of Resources and how to assess progress in Science Learning. The book is also an attempt to attain Quality Education, the fourth goal of UNSDGs. It is a perfect guideline and a reference material for Researchers, Teacher Educators and Student Teachers at the graduate and post graduate levels in science education. Contents Preface v 1. Nature of Science 1.1 Science: Meaning and Definition 1.2 Nature of Science 1.3 Impact of Science and Technology on Society 1.4 Scientific Literacy/Scientific Capability 1.5 Implications of Nature of Science for the Science Teacher 2. Science and Scientists in History 2.1 Science in Ancient Period 2.2 Science in Dark Ages 2.3 Science in Middle Ages 2.4 Science in Modern Period 2.5 Science in Modern India 2.6 Famous Scientists and their Contributions to Physical Science 2.7 Famous Indian Scientists 3. Development of Science Education 3.1 Science Education in Ancient Times 3.2 Science Education in Modern Period 3.3 History of Science Teaching in India 3.4 Development of Science Education in India after Independence 3.5 National Curriculum Framework (2005) 3.6 Kerala Curriculum Framework (KCF) 2007 4. Scientific Method 4.1 Science and Philosophy 4.2 Modern Concept of Scientific Method 4.3 Scientific Method: Definition and Steps 4.4 Elements of Scientific Method: Logical and Technical Aspects 4.5 Scientific Method and Transfer of Training 4.6 Application of Scientific Method to the Teaching of Physical Sciences 5. Importance of Science in the School Curriculum 5.1 Values/Functions of Science Teaching 5.2 Developing Scientific Attitude 5.3 Training in Scientific Method 5.4 Integrating Life Skills in Science Teaching 6. Concept of Correlation in Science Teaching 6.1 Need and Significance of Correlation 6.2 Types of Correlation 6.3 Advantages of Correlation 6.4 Classification of Correlation 7. Aims and Objectives of Science Teaching 7.1 Concept of Aims in Teaching Science 7.2 Concept of Objectives in Teaching Science 7.3 Objective based Instruction and Evaluation 7.4 Taxonomy of Educational Objectives 7.5 NCERT Model of Classification of Objectives 7.6 Taxonomy of Science Teaching (Mc Cormack and Yager) 7.7 Integrated Taxonomy 7.8 Developing Scientific Capability: As the Objective of Science Education (SCCC, 1996) 8. Science Curriculum 8.1 Concept of Curriculum 8.2 Purposes of Curriculum 8.3 Foundations of Curriculum Development 8.4 Curriculum Development 8.5 Curriculum Organisation 8.6 Characteristics of Good Curriculum Organisation 8.7 Principles of Curriculum Organisation 8.8 Aspects of Curriculum Organisation 8.9 Hidden Curriculum 8.10 Curriculum Mapping 8.11 Curriculum Integration 8.12 Curricular Innovations in India and Abroad 8.13 Major Features of Present Day School Curriculum 9. Approaches to Science Teaching 9.1 Teacher Centred Vs. Student Centred Approaches 9.2 Process Vs. Product Approach 9.3 Inductive Vs. Deductive Approach 9.4 Integrated Approach 9.5 Conceptual Vs. Factual Approach 9.6 Inquiry and Discovery Approaches 9.7 Constructivist Approach 9.8 Issue based Approach 9.9 Critical Pedagogy 9.10 Self-Directed Learning 9.11 Cooperative Learning 9.12 Collaborative Learning 9.13 Homogeneous/Heterogeneous Grouping 9.14 Differentiated Instruction/Differential Teaching 9.15 Enrichment Programme to Talented Students 9.16 National Science Talent Search Scheme 10. Instructional Methods 10.1 Lecture Method 10.2 Direct Instruction 10.3 Demonstration Method 10.4 Lecture-Cum-Demonstration Method 10.5 Developmental Method 10.6 Laboratory Method 10.7 Heuristic Method 10.8 Project Method 10.9 Problem Solving Method 10.10 Assignment Method 10.11 Role Play 10.12 Historical/Biographical Method 10.13 Discussion Method 11. Teaching Techniques and Strategies 11.1 Brain Based Learning 11.2 Concept Mapping 11.3 Mind Map 11.4 Simulations 11.5 Analogies 11.6 Blended Learning 11.7 Problem-Based Learning (PBL) 11.8 Mnemonics 11.9 Graphic Organizers 11.10 Remedial Teaching 11.11 Questioning Techniques 11.12 Seminar Method 11.13 Web Conferencing 11.14 Webinar 11.15 Debates 11.16 Team Teaching 11.17 Individualized Instructional Techniques 12. Models of Teaching 12.1 Significant Characteristics of Models of Teaching 12.2 Functions of Models of Teaching 12.3 Assumptions of Models of Teaching 12.4 Basic Procedure for the Implementation of a Model (Components/Elements 283of a Model) 12.5 Families of Models of Teaching 13. Planning of Instruction 13.1 Year Plan 13.2 Unit Plan 13.3 Lesson Plan 13.4 Resource Unit 13.5 Sample Unit Plan 13.6 Sample Lesson Plan 14. Science Laboratories 14.1 Aims and Objectives of Science Laboratories 14.2 Advantages of Science Laboratories 14.3 Planning of Science Laboratory 14.4 Types of Science Laboratories 14.5 Laboratories for Higher Secondary Schools 14.6 Selection of Apparatus and Chemicals 14.7 Purchase of Apparatus 14.8 Maintenance of Apparatus 14.9 Registers in the Science Lab 14.10 First Aid in the Science Laboratory 14.11 Safety Measures and Precautions to be Taken in the Science Laboratory 15 Learning Resources in Science 15.1 Science Textbooks 15.2 Work Book for Pupils 15.3 Teacher’s Handbook (Guidebook) 15.4 Supplementary Readers 15.5 Reference Books 15.6 Educational CDs 15.7 Low Cost Science Materials/Improvised Apparatus 15.8 Science Library and its Organization 16. Evaluation in Science Teaching 16.1 Achievement Tests 16.2 Construction of a Good Achievement Test 16.3 Type of Test Items 16.4 Validity and Reliability to be Ensured for Achievement Test 17. Science Teacher : Qualities and Responsibilities 17.1 General Qualities of a Science Teacher 17.2 Duties and Responsibilities of a Science Teacher 17.3 Professional Development 17.4 Need for In-Service Training 17.5 Teacher Accountability: Need for Professionalism 17.6 Teacher Competencies 17.7 Teacher as a Facilitator 17.8 Teacher as a Social Resource 17.9 Teacher Research References About the Authors: Dr (Sr) Celene Joseph is former Principal of St Thomas College of Teacher Education, Pala, affiliated to Mahatma Gandhi University, Kerala. She has twenty-seven years of teaching experience in Science Education. She has guided PhD researches and published books and articles nationally and internationally. Dr Reshmi K.S. is working with Kerala University College of Teacher Education, Nedumangad, Trivandrum as Assistant Professor. She has eighteen years of teaching experience in Science Education and has published articles in Science Education. Dr Prasanth Mathew, Assistant Professor of Physical Science & Vice Principal, PKM College of Education, Madampam, affiliated to Kannur University, Kerala, has teaching experience of twenty years. He is guiding PhD researches and has undertaken various research and extension projects of Central and State Government agencies. and has published International Articles.