1: What qualities and components do you think effective teaching materials should have?
Answers
Answer:
hi friend
Explanation:
Selecting Instructional Materials
Quality instructional materials are essential in teaching about evolution and the nature of science.
It also is important to consider the context within which specific materials will be used. This chapter therefore begins with brief discussions of school science programs and the criteria used to design curricula.
Criteria for Contemporary Science Curriculum
Before selecting specific materials to teach evolution and the nature of science, it is important to identify criteria that can help evaluate school science programs and the design of instructional materials. Chapter seven in the National Science Education Standards, "Science Education Program Standards," describes the conditions needed for quality school science programs. These conditions focus on six areas:
Consistency across all elements of the science program and across the K-12 continuum
Quality in the program of studies
Coordination with mathematics
Quality resources
Equitable opportunities for achievement
Collaboration within the school community to support a quality program
Similarly, educators need to consider criteria against which to judge instructional materials. Teachers, curriculum designers, and other school personnel can use the following criteria to evaluate the design of a new curriculum, to select instructional materials, or to adapt instructional materials through professional development. No set of instructional materials will meet all the following criteria. You will have to make a judgment about the degree to which materials meet criteria and about acceptable and unacceptable omissions. These criteria are adapted from earlier discussions of standards-based curriculum.1
Criterion 1: A Coherent, Consistent, and Coordinated Framework for Science Content . Science content should be consistent with national, state, and local standards and benchmarks. Whether for lessons, units, or a complete elementary, middle, or high school program, the content should be well-thought-out, coordinated, and conceptually, procedurally, and coherently organized. The roles of science concepts, inquiry, science in personal and social contexts, and the history and nature of science should be clear and explicit.
Criterion 2: An Organized and Systematic Approach to Instruction. Most contemporary science curricula incorporate an instructional model. The instructional model should (1) provide for different forms of interaction among students and between the teachers and students, (2) incorporate a variety of teaching strategies, such as inquiry-oriented investigations, cooperative groups, use of technology, and (3) allow adequate time and opportunities for students to acquire knowledge, skills, and attitudes.
Suggested Citation:"Chapter 7: Selecting Instructional Materials." National Academy of Sciences. 1998. Teaching About Evolution and the Nature of Science. Washington, DC: The National Academies Press. doi: 10.17226/5787. ×
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Criterion 3: An Integration of Psychological Principles Relative to Cognition, Motivation, Development, and Social Psychology. Psychological principles such as those found in the American Psychological Association publication How Students Learn: Reforming School Through Learner-Centered Education2 should be applied to the framework for content, teaching, and assessment. These psychological principles include more than learning theory. They include providing for motivation, development, and social interactions.
Criterion 4: Varied Curriculum Emphases. The idea of curriculum emphases can be expressed by thinking about the foreground and background in a painting. An artist decides what will be in the foreground, and that subject is emphasized. Science curricula can, for example, emphasize science concepts, inquiry, or the history and nature of science, while other goals may be evident but not emphasized. No one curriculum emphasis is best for all students; probably, a variety of emphases accommodates the interests, strengths, and demands of science content.
Criterion 5: An Array of Opportunities to Develop Knowledge, Understanding, and Abilities Associated with Different Dimensions of Scientific Literacy . Contemporary science curricula should provide a balance among the different dimensions of science literacy, which include an understanding of scientific concepts, the ability to engage in inquiry, and a capacity to apply scientific information in making decisions.3
Criterion 6: Teaching Methods and Assessment Strategies Consistent with the Goal of Science Literacy. Approaches to teaching and assessment ought to be consistent with the goals of teaching evolution, inquiry, and the history and nature of science. This can be accomplished by using inquiry-oriented teaching methods and by assessing students during investigative activities.
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Answer:
Quality instructional materials are essential in teaching about evolution and the nature of science.
It also is important to consider the context within which specific materials will be used. This chapter therefore begins with brief discussions of school science programs and the criteria used to design curricula.
Explanation: