We are living in the age of rapid development of science and technology. Science is considered as a compulsory subject in the school curriculum and hence science teaching is holding a profound position everywhere. A science teacher has an important role in inculcating scientific values and scientific interest among students. This book envisages almost all areas of science teaching, new techniques and approaches. This book also contains Techno-Pedagogical Content Knowledge (TPCK) in science education which is a framework developed by Schulman (1986). The book has 16 chapters written in an easy-to-understand language. It discusses in detail various aspects of science teaching in relation to educational psychology, philosophy, sociology and technology. The text covers the entire revised B. Ed syllabus of Biological and Physical Sciences of University of Kerala, Mahatma Gandhi University, Calicut University and University of Tamil Nadu and hence it can be used by all teacher educators and student teachers of the entire nation. This book is exhaustive in the sense that it is useful for a two year B. Ed programme also. The first chapter of the book contains Nature, Development and Scope of Science, the second chapter deals with Aims and Objectives of teaching science which includes the revised Bloom’s version and technology integrated taxonomy of instructional objectives. The third chapter contains Methods, approaches and Techniques of teaching science and the fourth chapter deals with Practices in Teaching and Learning. Models of Teaching in science learning are included in the fifth chapter and the sixth chapter deals with Curriculum in Science Education. The seventh chapter deals with Instructional support and resource materials for teaching science. Modern Instructional approaches and e-resources in science classrooms are included in chapter eight. A new area named Techno Pedagogical Content Knowledge (TPCK) is included in chapter nine. Chapter ten says about Planning for Instruction and chapter eleven deals with Essential requirements for teaching and learning and tools for its enhancement. Fundamentals of assessment and evaluation in the science classrooms are included in chapter twelve. The concept of Weaving ICT and networking in science classrooms is the idea in chapter thirteen. Chapter fourteen includes Professionalising science education by a modern science teacher. A new idea which can be practiced in the teacher education programme namely Science, technology and Society (STS) in the science classroom is highlighted. Chapter fifteen deals with Science, technology and Society (STS) in the science classroom, while Chapter sixteen covers comparative science education worldwide. Chapter seventeen deals with technology integration – a need of the hour. The rest three chapters deal with the advanced level and trends in science education such as multiple perspectives in science education, research inputs and advanced technology in science education.