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Science is a systematic enterprise of gathering knowledge about nature and organizing and condensing that knowledge into testable laws and theories. As knowledge has increased, some methods have proved more reliable than others, and today the scientific method is the standard for science. It includes the use of careful observation, experimentation, measurement, mathematics, and replication to be considered a science. Now, the teaching of science is made a school across the world and such subject needs successful teaching. In the successful teaching of science, the infrastructure, the equipment, the administrator, the teacher, the curriculum, the library, the science the infrastructure, the equipment, the administrator, the teacher, the curriculum, the library, the science laboratory, the academic atmosphere, the teaching-learning programmes etc., play their legitimate role. This book will be of great use to curriculum designers and teachers and administrators. About the Author Dr Marlow Ediger, Ph.D., Professor Emeritus of Education, Truman State University, is an world-known educationist, who is extensively engaged in teaching, research, curriculum development and guidance over four and hald decades. He is member of several editorial boards of educational journals and examiner of many universities world-wide. He had over 2500 manuscripts and books in education published on six continents. He served numerous professional bodies across the globe in various capacities. He has contributed to many a conference around the world. He was listed in 'Who's is Who in America' and 'Who's is Who in the Mid-West' several times. Dr Digumarti Bhaskara (9 June 1957), M.Sc., M.A., M.Ed., Ph.D., an eminent teacher educator, has had his higher education from Andhra, Bhopal, Nagarjuna and Osmania Universities. He is author, co-author and editor of about 250 books that include 10 encyclopedias and has published more than 400 research papers and general articles on science and education in India and abroad. He has co-chaired a symposium in an International Conference on Psychology held at Martin Luther University, Halle-Wittenberg, Germany; acted as a group leader in an International Seminar on Educational Leadership and Social Changes held at Tallinn Pedagogical University, Tallinn, Estonia; and studies the educational programmes in Bhutan. Table of Contents Science for All Pupils in the School Curiculum Meaning in Science Curriculum Events in Ongoing Science Lessons and Units of Study Revisiting the Concepts of Scope and Sequence in Science Leadership in Science Curriculum Teaching Science and English Language Learners Methods of Teaching Science Teaching of Science Readiness for Learning in Science Parent/Teacher Conferences and Science Curriculum Poetry in Science Curriculum Constructivism and Science Curriculum Developing Student Interest in Science Assessment of Student Achievement in Science Motivating Student Learning in Science New Science Teacher in School Setting Mentoring and Science Teacher Substitute Teacher in Science Assessing in Science Using Teacher Observation Portfolios in Science A Stimulating Science Vocabulary Environment Oral Communication in Science A Stimulating Science Vocabulary Environment Oral Communication in Science Lessons and Units of Study Pupil, Writing and Science Curriculum Reading Comprehension in Science Curriculum Pre-Student Teaching Field Experiences Science Fairs and Student Leadership to Improve Science Curriculum School Principal as Science Supervisor Decision Making in Science Curriculum Psychology of Learning and Science Curriculum Motivating Students in Science Curriculum Data Driven Driven Decision Making in Science Rediness for Learning in Science