01756nam a2200193Ia 450000500170000000800410001702000180005808200190007610000240009524500960011925000340021526000600024930000440030952010850035365000270143865000220146565000450148765000300153220260629163445.0260629s9999||||xx |||||||||||||| ||und||  a9788132116011  a507.12 LLE223  aLlewellyn, Douglas. 0aTeaching high school science through inquiryb: a case study approachc/ Douglas Llewellyn.  aInternational Student Edition  aNew Delhib: Sage Publications India Pvt. Ltd.c, 2013.  axxii, 232 p.b: illustrationsc; 26 cm.  aTeaching High School Science Through Inquiry: A Case Study Approach provides practical guidance for secondary school science teachers on implementing inquiry-based learning in the classroom. Rather than focusing on traditional lecture-based instruction, the book emphasizes engaging students in scientific investigation, questioning, experimentation, data analysis, and evidence-based reasoning. Using authentic classroom case studies, the author demonstrates how teachers can design inquiry-centered lessons, encourage critical thinking, promote collaborative learning, and assess students' scientific understanding effectively. The text also addresses common classroom challenges, curriculum planning, assessment strategies, and methods for developing students' scientific literacy and problem-solving skills. The book serves as a practical resource for pre-service and in-service science teachers, teacher educators, and educational researchers seeking to improve science instruction through student-centered teaching approaches aligned with modern science education standards.  aInquiry-based learning  aScience education  aScience—Study and teaching (Secondary)  aSecondary school teaching