The book entitled “Research in Teaching of Science and Mathematics†deals with total fourteen chapters. Chapter First ‘Areas or Vital Concern’ describes about various barriers to an effective programme like lack of understanding consultation, and facilities. It explains different factors in selection the elementary school science curriculum, attitude development, levels of student achievement, etc. it also emphasizes the importance of team teaching that involves a joint of two or more teachers working cooperatively to provide an educational programme in some area for one or more groups of students. Chapter Second “ Teaching Biology at Distance†describes about CAL (Computer Assisted Learning) and biology education, CAL based day school, a CAL based undergraduate project and interactive tutorial CAL. Chapter Third “Evaluating Children Progress†explains various terms about measurement and evaluation in teaching like types of evaluation reliability and validity, guidelines for constructing paper and pencil tests and grading and reporting in science teaching. Chapter Fourth “Assessing and Improving Teaching Practices†poses the major question about instructional practices. It also explains about how to use status and progress data to assess instructional practices, and how to assess instructor performance. It also explains about how to make the unit evaluation in teaching. Chapter Fifth “Techniques and References†is designed to provide various suggestions concerning the development and improvement of useful manipulative skills that will enable the teacher to bring to the classroom many of the ideas regarding teaching. Chapter Sixth, “Performance objectives: A Blueprints for Action.†Describes about the purpose of education, how to prepare objectives including taxonomy of educational objectives regarding its different domains. Chapter Seven “Physics Problem Solving Skills†states about student models the MECHO and NEWT system and genesis of mail-rules. Chapter Eight “ Evaluation to Develop and Administer Instruction†includes instruction, various uses of evaluation in developing instruction, in administrating instruction and in managing the training programme etc. Chapter Nine “Establishing A Working Philosophy†describes various characteristics of scientists, real science and elementary school science and science education for today and tomorrow. Chapter Ten “Objective Needs and Target†Provides an orientation to some of the issues surrounding the potential role of educational technology in early and special education. It traces the origin of current demands by sampling from studies on animal behaviour, human development, and sociological factors. Chapter Eleven “On the Firing Line†describes integration of science with other subjects. It also describes about unit development and other various concepts in teaching and the importances of outdoor education. Chapter Twelve describes various reasons and rules in arithmetic and algebra in teaching of mathematics. Chapter Thirteen “Processing Mathematical Information†describes about thinking about geometry. Topological Vs. Euclidean concepts teaching geometry intuitively, thinking about numbers, new math applications, thinking about algebra, and accelerating operational thought about matrices. Last Chapter Fourteen “Early children Education†is based on review of research concerning mathematics, science and social studies education in early childhood. It will serve the teachers to know about the research development to teaching in science, mathematics and social studies. This book will be very useful for the teachers of science, mathematics and social studies. It will also be useful for the research scholars who have their interest in teaching of science mathematics and social studies. It will also be helpful for B.Ed. students who offer the teaching subjects of mathematics and science.
There are no reviews yet.