ASSIGNMENT
EDU-05.8:
PEDAGOGIC CONTENT KNOWLEDGE
ANALYSIS: PHYSICAL SCIENCE
SUBMITTED
TO: SMITHA TEACHER
SUBMITTED ON:
22/08/17
SUBMITTED BY,
Archana.M
B.Ed Physical Science
F.M.T.C ,Mylapore
TOPIC:
Text book-
Qualities, Vogel’s criteria
Fog index
INTRODUCTION
Text
book that are intended to be used should be useful for the students as well as
teachers. They should be so designed that on the one hand they may be written
according to the psychological requirements of the students and on the other
they should serve the purpose of the teacher who wish to impart knowledge to
the students in a successful and interesting manner. The size of the books
should be handy. It should be possible for the students to carry them properly.
They should not be bulky. This is especially true about books intended for the
primary classes. Printing and getup of the books should be interesting and
attractive. They should be printed in the letters that they do not require
strain on the eyes of the students. On the other hand they should be correctly
and neat printed. The exterior of the picture should be attractive. If the
exterior is attractive, students would like to carry them and keep them. This
is true of the books intended for primary classes. They should serve the
purpose of the subject matter as well as the aims and objects of the teaching.
Various score cards and check lists have been devised to make the selection of
text books as objective as possible.
CONTENT
In the teaching- learning processes, the
text book occupies and important place. There is a saying “As is the text book,
so is the teaching and learning”. A good text book can even replace class room
teaching. The science text book should aim at aiding the pupils in the
development of their personalities, in developing open mindedness, developing
appreciation and understanding of nature and not merely stuffing their minds
with facts.
Characteristics of a Good Text book:
Thurber and Collette (1964) suggested
six criteria for choosing a good text book. They are as follows.
1. Content
2. Organaization
3. Literary
style and vocabulary
4. Illustrations
5. Teaching
aids
6. Mechanical
make up and appearance
1. Content:
The content of text books for any
one subject matter field is remarkably uniform, about 85 percent of the content
being common to all of them.
·
The content should be
appropriate for the age level and experience backgrounds of the pupils.
·
The concepts should not
be too complex for maturity of the pupils.
·
The content should be consistent
with the pupil’s needs and interests.
·
The content should
conform with any state or local syllabi that must be followed.
·
The statements must be
accurate.
·
The content should
reflect the unknowns and uncertainties in science as well as the knows.
2. Organaization:
Two distinct types of
organaization are seen in school science books.
a) In
the first type using local organaization, concepts and principles are developed
in the way that a well educated person must organize them which is usually seen
in college texts and in high school physics and chemistry texts.
b) In
the second type using psychological organaization the attempt is made to
present the material in the order that would be most meaningful to the pupil’s
whom it is designed which is seen in general science and biology texts.
3. Literary style and vocabulary
Literary style much to do
with the readability of the book. Although style is difficult to judge, some
points to be looked for are:
a) Length
of sentences.
b) Directness
of sentences.
c) Number
of ideas per sentence
d) Use
of lead sentences or paragraphs.
e) Presence
or absence of irrelevant thoughts.
f) Continuity
of thought.
While evaluating a text book the teacher
must decide whether or not the vocabulary is excessive or in appropriate. Text
book should be easy to read.
4. Illustrations:
a) The
quality and quantity of illustration should be considered.
b) Photographs
should be clearly reproduced.
c) Diagrams
should be carefully made attractive.
d) Color
in the illustrations adds to eye appeal and when properly used has considerable
teaching value.
e) The
recently introduced transparencies made on plastic sheets are excellent
teaching aids but because of cost it can only be used in small quantities in
any one book.
f) Photographs
should have relation with content in the text.
5. Teaching aids:
·
The table of contents
and index should be comprehensive.
·
Glossary should be
included.
·
Activities should be
given at the end of a chapter.
·
Activities should be
closely related to content.
6.Mechanical make-up and appearance:
·
Artistic cover.
·
Durability for binding.
·
Size of the book.
·
Good quality of paper.
·
Length of line and
size-legible.
·
Attractive over-all
experience.
·
Cover design and color
should be appending.
·
Ample space to be left
between lines to provide for easy in reading.
Qualities of a good text book
1. The
author: A good text book is judged, at face, by the author, his qualification
and experience.
2. Mechanical
features of the textbook.
a) The
print and paper used and the binding of the textbook should be attractive. It
should be hard and durable.
b) The
printing should be clear, legible and opportunity spaced.
c) The
size of the print, the language and experiments discussed should suit the age
of the child and standard of the child.
3. The
subject matter its nature and organaization
a) The
subject matter should be developed as far as possible in psychological
sequence. Care must be taken of the mental growth and interest of pupils.
b) There
should be consistency of the subject matter and the text book should satisfy
the objectives of science teaching.
c) Each
chapter should begins with a brief introduction and end with a summary.
d) Subject
matter should lead to the inculcation of science attitudes, disciplinary and
cultural values.
e) Each
chapter should contain assignments at the end.
f) During
treatment of subject matter, numerical examples should find place where
necessary.
g) Headings
and subheadings are given in bold letter.
h) Each
text book should contain detailed table of contents and an index.
Besides these characteristics, the UNESCO
planning mission has given some principles of writing text books in U.S.S.R and
other countries they are as follows.
·
It should be first of
all according to the requirements of the syllabus. It should also help in the
improvement of the syllabus.
·
The facts, concepts
etc, should be modern and with in the comprehension of the pupils.
VOGEL’S
CRITERIA
Another kind score card, designed to speed up the process of evaluation,
is the “spot check” method illustrated by Vogel Louis F known as ‘Vogel’s spot
check evaluation scale’. Cited Thurber and Collete (1964), on this score card,
each item has been assigned a maximum value of two points. The value of each
item under each head is totaled against the part score. The part scores of each
head are then counted and the over all value is written against the space for
partial score.
VOGEL’S SPOT CHECK TEXT BOOK
EVALUATION SCALE
Text book ………………………………..
Author……………………………………
Publisher………………………………....
Copy right year………………………….
Score…………………………………….
1. Qualification
of Author
a. The
author has taught the subject about which he is writing ( ).
b. The
author has received assistance from specialists in preparing his manuscripts (
).
c. The
author holds advanced degrees in related fields ( ).
d. The
author’s point of view, theory or philosophy is in harmony with that of my
school ( ).
Partial score……………..........
2. Organaization
[See table contents, the preface, the
section headings through one unit and the end of the chapter.]
a) There
is a central theme which correlates the whole text book ( ).
b) The
text book is organized into units which are based on student’s interest and
probability of use in every day ( ).
c) The
organization makes use of topics already taught in my school ( ).
d) Questions
and/or problems graded at the end of chapter are graded explicit in difficulty
order ( ).
Partial score…………………………
3. Content
[See table of content, index, and five
text chapters]
a) The
inductive approach is used where ever possible in introducing a new Topic ( )
b) The
problem solving aspect of science method is stressed ( ).
c) The
author’s style is formal and interesting ( ).
d) Unfamiliar
scientific terms are set in italics or bold face ( ).
Partial score……………….
4. Presentation
of material[See
any five introduction to chapters or problems]
a) The
inductive approach is used wherever possible in introducing a new topic( )
b) The
problem solving aspect of scientific method is stressed ( ).
c) The
author’s style is informed and interesting ( ).
d) Unfamiliar
scientific terms are set in italics or bold face ( ).
e) Important
principles are set in italics or bold face ( ).
Partial score…………………
5. Accuracy
[Select any five topics in the index and look them up in the text.]
a) All
the items I looked up are on the pages indicated in the index ( ).
b) The
items I looked up are scientifically correct ( ).
c) Technological
expressions are avoided ( ).
d) Personification
is avoided ( ).
e) No
ambiguity is apparent ( ).
Partial score…………………
6. Readability[See
any one text page]
a) The
average number of words per sentence is below 21( ).
b) Sixty
percent of the sentences are simple or compound, as opposed to complex ( ).
c) There
are at least four personal references per 100 words ( ).
d) There
is at least one application for each abstract principle ( ).
e) There are not more than 42 affixes per 100
words ( ).
Partial score………………..
7. Adaptability[See
table of contents and any five text pages]
a) The
text book is satisfactory for slow, average and brilliant students ( ).
b) Students
with rural and city backgrounds will find the text useful ( ).
c) The
textbook is arranged so that certain sections can readily be omitted ( ).
d) The
authors treat controversial subjects impartially ( ).
e) In
general the text fits my particular community needs ( ).
Partial score…………
8. Teaching
aids[See end of chapters, appendix and teacher’s
manual]
a) Summaries,
questions and problems at the ends of chapters are adequate ( ).
b) References
for teachers and students are annotated ( ).
c) Appendix
materials are pertinent and useful ( ).
d) The
teacher’s manual is more than an answer book ( ).
e) An
annotated up to date film list is provided ( ).
Partial score…………………
9. Illustrations(See
any 10 illustrations)
a)
The
illustrations are relatively modern ( ).
b)
The
photographic reproductions are large and clear ( ).
c)
The
line cuts are well drawn and adequately labeled ( ).
d)
The
figures are tied into the textual material by direct reference ( ).
e)
The
legends under the illustrations are useful learning devices ( ).
Partial
score……………………..
10.
Appearance [See over and leaf
through the text.]
a)
The
appearance of the cover is attractive ( ).
b)
The
size and shape of the text book would not be a handicap to students ( )
c)
The
placement of the illustrations is pleasing ( ).
d)
The
design of most pages is open, rather than crowded ( ).
e)
The
size of the type makes for easy reading ( ).
Partial score…………………
FOG
INDEX
In linguistics, the gunning fog index is a readability test for English
writing. The index estimates the years of formal education a person needs to
understand the text on the first reading.
The fog index is commonly used to confirm the text can be read easily by
the intended audience. Texts for a wide audience generally need a fog index
less than 12.
Texts requiring near universal
Fog index
|
Reading level by grade
|
17
|
College graduate
|
16
|
College senior
|
15
|
College junior
|
14
|
College sophomore
|
13
|
College freshman
|
12
|
High school senior
|
11
|
High school junior
|
10
|
High school sophomore
|
9
|
High school freshman
|
8
|
Eighth grade
|
7
|
Seventh grade
|
6
|
Sixth grade
|
The
gunning fog index is calculated with the following algorithm.
1. Select
a passage (Such as one or more full paragraph) of around 100 words. Do not omit
any sentences.
2. Determine
the average sentence length. (Divide
the number of words by the number of sentences) ;
3. Count
the “Complex” words: those with three or more syllabus. Do not include proper
nouns, familiar jargon or compound words. Do not include common suffixes. (Such
as –es,-ed or –ing) as a syllable;
4. Add
the average sentence length and the percentage of complex words; and.
5. Multiply
the result by 0.4.
The complete formula
is:
0.4[(words/sentences)+100(complex words/words)]
Limitations:
While the fog index is
a good sign of hard to read text, it has limits. Not all complex words are
difficult. For example, “interesting” is not generally though to be a difficult
word, though it has four syllables. A short word can be difficult if it is not
used very often by most people. The frequency with which words are in normal
use affects the readability a text. Some continue to point out that a series of
simple, short sentences does not mean that the reading is easier. In some works
such as gibbon’s. The history of the decline and fall of the Roman Empire; the
fog scores using the old and revised algorithms differ greatly.
CONCLUSION
According to the American Association for the Advance of science (AAAs),
there is evidence that science teachers use textbooks as the primary teaching
tool. In order for science text books to fulfill their functions as primary
educational resources, they must have a certain set of qualities and
characteristics. Text books that are poorly designed can inhibit learning and
turn children off of subjects they might otherwise embrace. The whole content
of the textbook should be aimed at shaping the integrated modern scientific
outlook. Which ensures success in mastering scientific knowledge and solution
of the problems of vital issues. The content should be simple brief, exact,
define and accessible.
REFERENCES
1. Dr.T.K.Mathew
& Dr.T.M.Molykutty (2017) Theoretical bases of teaching and pedagogic
analysis, Rainbow books publishers.
Division of NOMA enterprises, chengannur.
2. Dr.
k.Sivaragan & prof.A.Faziluddin?(2006) Methodology of teaching and
pedagogic analysis, central co-operative stores Ltd.No4347.p.o Calicut
university.
Corrected by
Smitha I
G
Assistant
Professor in Physical Science
F.M.T.C,
Mylapore
.
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