THE PERCEIVED USEFULNESS OF TEACHERS’ GUIDES FOR SCIENCE TEACHERS
- 274 Downloads
The processes of curricula, textbooks and student resources development have been broadly surveyed and studied while teachers’ guides have received comparatively little consideration throughout recent reforms in science education. Ideal curriculum materials align instruction with the goals of reform. Well-designed teachers’ guides contribute to communicating and supporting reform-based teaching. The purpose of this study was to investigate the functions and assistance that guides provide science teachers. A questionnaire was developed and administered to science teachers from a stratified sample of elementary and junior high schools in Taiwan. The findings indicated that the guides were of greater benefit to elementary school science teachers than they were to junior high teachers. These groups of teachers perceived the guides’ usefulness differently, but they believed that a clear, concise presentation of the purpose, reminders, answer keys, concept maps of the main topics and learning progression provided the most helpful and preferred layout. Teachers felt that the function of a teachers’ guide is to provide teaching resources rather than to guide teacher thinking. This study discusses design suggestions that can engage teacher thinking.
KEY WORDSscience curriculum materials teachers’ guides
Unable to display preview. Download preview PDF.
- American Association for the Advancement of Science (1990). Science for all Americans: Project 2061. New York: Oxford University Press. Available from http://www.project2061.org/publications/sfaa/online/sfaatoc.htm.
- Anderson, R. D. & Mitchener, C. P. (1994). Research on science teacher education. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3–44). New York: Macmillan.Google Scholar
- Backstrom, C. H. & Hursh-Cesar, G. (1981). Survey research. New York: Macmillan.Google Scholar
- Ball, D. L. & Cohen, D. K. C. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8. 14.Google Scholar
- Curriculum Corporation (2006). Statements of learning for science. Carlton South, Victoria, Australia: Author. Available from http://www.curriculum.edu.au/verve/_resources/StmntLearning_Science_2008.pdf.
- Doyle, W. (1990). Classroom knowledge as a foundation for teaching. In S. Tozer, T. H. Anderson & B. B. Armbruster (Eds.), Foundational studies in teacher education: Reexamination (pp. 49–60). New York: Teachers College Press.Google Scholar
- Hsu, S. Y. (1998). Decision making of curriculum development and instruction design. Curriculum & Instruction Quarterly, 1(4), 1–12.Google Scholar
- Jen, T.-H., Lee, C.-D., Chen, K.-M., Lo, P.-H. & Chang, C.-Y. (2010). The science education in Chinese Taipei. In TIMSS 2007 encyclopaedia chapter. Amsterdam, The Netherlands: IEA.Google Scholar
- Kerlinger, F. N. (1986). Foundations of behavioural research. New York: Holt, Rinehart & Winston.Google Scholar
- Lee, T.-Y. (1992). A survey on elementary science teaching. Journal of National Hsin Chu Teachers College, 8, 258–265.Google Scholar
- Ministry of Education (2003). Curricula guidelines for elementary and junior high schools. Taipei, Taiwan: Ministry of Education Press.Google Scholar
- National Research Council (1996). The national science education standards. Washington, DC: National Academies Press. Available from http://www.nap.edu/catalog.php?record_id=4962.
- Shkedi, A. (1995). Teachers’ attitudes toward a teachers’ guide: Implications for the roles of planners and teachers. Journal of Curriculum and Supervision, 10(2), 155–170.Google Scholar
- Van Den Akker, J. (1998). The science curriculum: Between ideals and outcomes. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (Vol. 1, pp. 421–447). Dordrecht, The Netherlands: Kluwer.Google Scholar
- Wang, J.-J. (1999). A study of systematic change on science teaching. Proceedings of the 1999 action research conference for reform of teacher education. Taitung, Taiwan (pp. 23–52). Taitung: National Taitung Teacher College.Google Scholar
- Yore, L. D., Henriques, L., Crawford, B., Smith, L., Gomez-Zwiep, S. & Tillotson, J. (2007). Selecting and using inquiry approaches to teach science: The influence of context in elementary, middle, and secondary schools. In T. Osborn, E. Abrams, S. A. Southerland & P. Silva (Eds.), Inquiry in the classroom: Realities and opportunities (pp. 39–87). Greenwich, CT: Information Age.Google Scholar