Online assignment
- 2. TOPIC FEATURES OF GOOD SOCIAL SCIENCE TEXT BOOK, DIFFERENCE BETWEEN TEXT BOOK AND HAND BOOK AND NEED AND SIGNIFICANCE OF WORK BOOK Submitted by PREDEEP T. S. Option SOCIAL SCIENCE Roll No 16914361007
- 3. INDEX SL.NO CONTENT PAGE.NO 1 INTRODUCTION 2 TEXT BOOK 3 PURPOSE OF TEXT BOOK 4 CRITERIA FOR A GOOD SOCIAL SCIENCE TEXT BOOK 5 CAUTIONS IN THE USE OF TEXT BOOKS 6 FUNCTIONS OF SOCIAL SCIENCE TEXT BOOK 7 ADVANTAGES OF TEXT BOOK 8 DISADVANTAGES OF TEXT BOOK 9 CONCLUSION 10 REFERENCE
- 4. INTRODUCTION Instructional materials mean the tools of teaching and learning in and out of the class room. Any discussion on instructional materials will generally start with the text books, but hand book and work book are the helping factors in the instruction in the class room. A text book is a specially written book which contains selective and systematic knowledge regarding the curriculum material prescribed. Choosing a work book can be extremely difficult. We cannot get a good picture of the suitability of a book until we have been working through it for some time. By work book, teacher’s responsibility involves not only student assessment, but also the evaluation of the teaching and learning process itself. This means that the materials must be evaluated as well. Every care is taken to maintain coherence and sequence in the presentation of information and learning activities. It is made simple to the degree that suits the intended learner. It would indicate various teaching learning devices and a rich dose of pedagogy with all its implications that is why a text book is said to be “the teacher in print”. The text book, hand book and work book are differs from an ordinary book mainly on the basis that it is basically student friendly and also reflects the anticipated instructional goals, teaching learning techniques etc. The text book, work book and hand book play an important role in schools. They are the important components in the teaching – learning process. “as is the text book, so is the teaching – learning. A good variety of books for supplementary reading, periodicals and weekly newspapers are exclusively devoted to science. They prove to be suppliers of facts and also develop the appreciation and understanding of concepts and principles their utility in daily life.
- 5. TEXT BOOK The text book constitutes an inseparable part of any system of education. In a developing country like ours where even the minimum essential requirements of class room are hardly provided, the necessity of quality text book is evident. As far as social science is concerned, the text book is an aid which is considered in dispensable in all methods adopted for its Institution for the study of the subject the role played by textbook is second only to that of the teacher. It acts as the learners’ chief aid and support. Generally speaking, textbook play a more important role in high school instruction than in the elementary grades. Printed materials they being an essential part of science curricular play a vital role in teaching and learning. Text books are the most widely used of all instructional materials. Nowadays text book has become a course of study; a set of unit plans and a learning guide as well. A text book is an economical device for teachers and students as it gives direction and saves time and energy. A text books should really designed for the pupils rather than the teacher they can help pupils learn how to clean. Therefore, it is important that text books do not prove to mere supplies of information. The text books should stimulate reflective thinking and cultivate in students, the scientific attitude. PURPOSE OF TEXT BOOKS The following are the major purposes served by text books: 1) To help the teachers:- It provides useful guidelines for day to day teaching, suggestions for and serve as a reference book for the teachers time companion
- 6. 2) To help the pupil:-For pupil, textbooks are must accessible guide, reference books and all time companion. 3) To give minimum essential knowledge at one place: A textbook can be constant standby of social studies teacher, as it gives the minimum knowledge at one place. 4) To help in self teaching: The efficacy of the textbook lies in making self teaching a possible proposition through printed materials. 5) To provide logical and comprehensive materials: A good text book provides material in a logical systematic and comprehensive form. 6) To provide both confirmation and sustenance: Text books can confirm knowledge obtained elsewhere. 7) To ensure intellectual rapprochement of learners: It can co-ordinate the activities and bring about the intellectual rapprochement of pupils. CRITERIA FOR A GOOD SOCIAL SCIENCE TEXTBOOK To be an effective aid, it must contain all the qualities of an instructional material. A good social science text book must satisfy the following criteria: 1) Textbook should help in achieving the purpose of learning social science 2) It should be child-centered. 3) It should contain fluent narration. 4) Textbook should have a clear and self explanatory arrangement. 5) It should open up various avenues of thought and study. 6) The language of the text book should be suitable for the “reading age” of the pupils. 7) It should be well-illustrated.
- 7. 8) It should be simple, interesting and attractive enough to take the form of a self study material. 9) It should be free from indoctrination. 10) It should provide proper and adequate exercises and suggestions for activities at the end of each chapter. 11) It must be up-to- date 12) It should help in developing international understanding 13) It should contain references for further study and references for collateral reading. 14) It should also cater to the needs of backward people It should promote group effort. 15) It should contain a subject index at the end. CAUTIONS IN THE USE OF TEXT BOOKS Some cautions are to be taken while using the text books. 1) Text books to be subsidiary and supplementary, not primary and fundamental. 2) Reading a unit of the text book in the class is not desirable 3) The teacher should not be a mere uncritical mouth piece for what is contained in the text-book. 4) Do not expect pupils to know how to get the most out of texts with-out help. 5) Do not use text book as a means of avoiding hard work. FUNCTIONS OF SOCIAL SCIENCE TEXT BOOK The social science text book serves the following functions:
- 8. 1) In the primary classes, it can be relied up on the essential information, so organized as to show order and continuity and so presented as to be lucid, interesting and attractive. 2) In the secondary classes, it should contain well-arranged comprehensive knowledge required to enable them prepare for their successful adult life. The text book should expand its scope and size to meet the changing conception of what is considered educationally sound and desirable. ADVANTAGES OF TEXT BOOK 1) Text book can be grate planning of courses, units and lessons. 2) They provide an organization or structure for the course. 3) They provide selection of content that can be used as a basis for selecting course content and determining emphasis. 4) They provide a certain number of activities and suggestions for training strategies and tactics. DISADVANTAGES 1) They are usually dull. 2) They tend to discourage real reading and studying. 3) They are liable to be superficial, because authors try to include something about everything and so say too little about too much. 4) They do not provide for differences in pupil ability or interest.
- 9. WORK BOOK This is a miniature type of textbook. The examples and perspective in this may represent a worldwide view of the subject. Workbooks in the American education system are paperback textbooks issued to students. Workbooks are usually filled with practice problems, where the answers can be written directly in the book. ADVANTAGES 1) Workbooks are often used in schools for younger students, either in middle school or elementary school. 2) They are favored because students can work directly in their books, eliminating the need for loose leaf and copying questions from a textbook. 3) In industry, they may be customized interactive manuals which are used to help provide structure to an otherwise complex problem. 4) They are usually smaller and lighter than textbooks, which equates to less trouble when the student brings the book home to complete their homework. 5)The term workbook is also used to describe other compilations of questions that require the reader to complete scratch-work when dealing with higher-level mathematics. It can also be used as a training tool for certain job positions. 6)More recently, electronic workbooks have permitted interactive and customized learning. Such workbooks may be used on computers, laptops, PDAs, and may be web-based. According to its pedagogical conception, and depending upon the learning objectives, the handbook can comply with:
- 10. - a more "interventionist" instruction for the transmission of knowledge; this highlights the constraining influence of the workbook on teaching and learning; - a more open instruction, facilitating the pupil's development of aptitudes for observation, reflection and a certain autonomy in his learning activities. For this type of instruction the teacher will need good professional training. The Objectives in using workbooks 1) To facilitate the understanding of human behavior 2) To find explanation to unexplained social 3) To examine functional relationship existing in a social phenomena. 4) To find out the natural laws that regulate or direct social phenomena 5) To differentiate the society concept, e.g. culture, generation gap, social distance etc 6) To formulate solution for social problems. 7) To maintain social organization, remove social tension, misconception 8) Helps clarify doubts and correct misconceptions about facts of life. A workbook can be conceived as a working tool for the pupil. Decisions as to choice in this respect will determine the nature of the workbook as a tool for communication: language used, quantity and level of information, text, illustrations and links between the latter two elements. Generally speaking, the least developed countries give priority to workbooks for pupils. For teachers, the choice is that of a teacher's guide which differs from school workbooks in its nature.
- 11. Moreover, the possibility of collective use, for example in a class, of certain elements in the workbook, such as illustrations, maps, diagrams, can also be considered; this reduces production costs. Those elaborating the workbook Workbooks are a very important element in instruction but their production is often expensive, particularly for primary and secondary levels. Their elaboration must, therefore, respond optimally to the needs of instruction. Authors of workbooks play a decisive role in the success of operations following submission of the manuscript, especially in the publishing phase, and for the quality of the final work. Authors should possess a number of skills and abilities: - Skill in drafting, with a clear and precise style; - knowledge of the subject for which the workbook will be used; - knowledge of pedagogy and teaching experience; - Ability to evaluate the level and complexity of the workbook in accordance with the needs of teachers, their qualifications and the socio-cultural characteristics of the pupils; - Stamina and perseverance, insofar as writing a school workbook takes a long time; - Willingness to accept criticism and discuss it objectively;
- 12. HANDBOOK ELABORATION OF HAND BOOKS The main features of handbooks - Instruction is structured, organized in chapters and in units; - Hand books are helping teachers to arrange the class materials, teaching aids, extra activities, mode of teaching, learning outcomes etc.. - Hands books are helping teachers to understand the curricular objectives and curricular statements to provide a good knowledge to both teachers and students. - The content of learning (information, explanations, comments, practical exercises, summaries, evaluation) is presented in an order; - There is systematic progression of learning towards the acquisition of new knowledge and learning new concepts, based on known items of knowledge. These handbooks are real guide of working tools for the teacher. Whilst teacher's guides do enter into this category, they are intended only for the teacher and their structure, organization and content differs from textbooks for pupils. Hand books are for Reference or Consultation. These are texts containing a body of information in a certain field for the purposes of reference and consultation as and when needed. Neither their organization, nor structure is specifically applicable to the learning process. The roles of handbooks From the instructional standpoint, the handbook has three main roles:
- 13. An information role, implying: - Presentation of a selection of items of knowledge about a specific subject and on a specific theme, taking into account that the acquisition of knowledge should be progressive and sequenced. according to succeeding years of scholar and bearing in mind that curricula must not be overloaded; - Filtering of items of information in order to synthesize them, sometimes simplify them and render them accessible and clear for pupils at the level concerned. - The handbook offers information and knowledge, but often within a certain ideological perspective: the relative importance of science and technology; a conception of history; established linguistic norms. The way it is conceived can determine what information is contained in a textbook and make it seem unsuitable in certain historical situations or for certain socio-economic or cultural objectives defined by development policy. A role of structuring and organizing learning The handbook suggests a progression in the learning process organized in successive blocks of teaching units. It offers several possibilities for the organization of learning: - From practical experience to theory; - From theory to practical exercises with assessment of what has been learned; - From practical exercises to theoretical elaboration; - From statements to examples and illustration; - From examples and illustrations to observation and analysis.
- 14. A role of guiding learning To guide the pupil in his perception and comprehension of the outside world, in putting together knowledge acquired from sources other than the curriculum, in mastering what he has learned. There are two alternatives, either of which can be used to guide the learning process: - Repetition, memorization, copying models; - More open and creative activities where the pupil can make use of his own experiences and observations. According to the subject, progress can be: - more constraining for subjects like mathematics, science, reading, foreign languages: - less constraining for literary texts, geography, history (chronological order). CONCLUSION A properly evaluated, a wisely selected and correctly prescribed text book is an asset- both for the students and teachers. Text book serve as the core of instruction in many social studies programme and they are used in several different ways. Some teachers use the adoptesd text books as the basis of instruction, employee teaching procedures similar to those used in the reading programme. Other teachers use a basic text book as a general guide but supplement various chapters of the text with other reading materials and Audio visual aids. This approach, a step beyond the sole reliance on a single text book gives children opportunities to use materials on different readability levels and to gather data from various sources. All instructional
- 15. media including text books are resources of information that must be geared to the capability of the students and the nature of topics under study. REFERENCE 1. “Social studies in the class room – Trends and Methods”-P.K Sudheesh kumar and P.P Noushad, Scorpio Publishers and distributors, Kerala,Inidia. 2. “The teaching of Social Studies”- H.S. Sidhu, Tandon Publications, Ludhiana