000			01811nam a2200217Ia 4500
005			20260630101258.0
008			260630s9999||||xx |||||||||||||| ||und||
020			_a9788132116011
082			_a507.12 LLE _223
100			_aLlewellyn, Douglas.
245		0	_aTeaching high school science through inquiry _b: a case study approach _c/ Douglas Llewellyn.
250			_aInternational Student Edition
260			_aNew Delhi _b: Sage Publications India Pvt. Ltd. _c, 2013.
300			_axxii, 232 p. _b: illustrations _c; 26 cm.
520			_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.
650			_aInquiry-based learning
650			_aScience education
650			_aScience—Study and teaching (Secondary)
650			_aSecondary school teaching
942			_cVC OFFICE
999			_c69860 _d69860