Selecting Instructional Materials A Guide for K-12 Science (1999) / Chapter Skim
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5 Resources for Training
5 Resources for Training
Pages 95-110
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From page 95... ...
This chapter contains the training materials, background information, and samples referred to earlier in the report and guide in a format that makes copying these pages convenient. Refer to the Web site of the National Research Council ( |
From page 96... ...
This aspect of the standard emphasizes students asking questions that they can answer with scientific knowledge, combined with their own observations. Students should answer their questions by seeking information from reliable sources of scientific information and from their own observations and investigations.
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ning with simple instruments, students can use rulers to measure the length, height, and depth of objects and materials; thermometers to measure temperature; watches to measure time; beam balances and spring scales to measure weight and force; magnifiers to observe objects and organisms; and microscopes to observe the finer details of plants, animals, rocks, and other materials. Children also develop skills in the use of computers and calculators for conducting investigations.
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The shadow tracking sheet seems to be an easy and observable way of collecting analyzable (lata. · There are many pieces of content that lend themselves to matching this stan(lar(l.
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Consult reference documents on standards and effective science education. · What qualities of instructional materials should a reviewer look for in reviewing with this criterion?
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wail contain resources to help develop a deeper understanding of scientific inquiry as content subject matter, student abilities, and a teaching strategy. · Make available the expanded definitions of review criteria from Project 2061's Identifying Curriculum Materials for Science Literacy: A Project 2061 Evaluation Too!
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These assessment evaluation criteria wail be helpful in developing the definitions for assessment criterion 3.4. An excerpt from that paper is in "fudging How Well Materials Assess Science Learning Goals." RESOURCES FOR TRAINING
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In the context of science literacy, summaries of these have been formulated in Chapter 13: Effective Learning and Teaching in Science for All Americans; in Chapter 15: The Research Base of Benchmarks for Science Literacy; and of science education alone in Chapter 3: Science Teaching Standards in National Science Education Standards. From those sources, seven criteria clusters have been identified to serve as a basis for the instructional analysis.
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Alerting to commonly held ideas. Does the material alert teachers to commonly held student ideas (both troublesome and helpful)
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From page 104... ...
Cluster IV, Developing and Using Scientific Ideas. Science for All Americans includes in its definition of science literacy a number of important yet quite abstract ideas e.g., atomic structure, natural selection, modifiability of science, interacting systems, common laws of motion for earth and heavens.
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This cluster includes criteria for whether the material suggests how to help students express, think about, and reshape their ideas to make better sense of the world. Expressing ideas.
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From page 106... ...
Cluster VIl, Enhancing the Learning Environment. Many other important considerations are involved in the selection of curriculum materials for example, the help they provide teachers in encouraging student curiosity and creating a classroom community where all can succeed, or the material's scientific accuracy or SELECTING INSTRUCTIONAL MATERIALS
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Does the material help teachers to create a cIassroom environment that welcomes student curiosity, rewards creativity, encourages a spirit of healthy questioning, and avoids dogmatism? Welcoming all students.
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. Does the material assess understanding of benchmark ideas and avoid allowing students a trivial way out, like repeating a memorized term or phrase Mom the text without understanding?
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3. The material provides specific suggestions to teachers about how to use the information from the embedded assessments to make instructional decisions about what ideas need to be addressed by further activities.
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