UNIT 5

INSTRUCTIONAL MATERIALS OR RESOURCES

FOR SCIENCE TEACHING

Unit Outline

Guiding principles in the selection

and use of instructional materials
1 and their implications for teaching
and learning

Identify and differentiate types of "We learn by example and direct

instructional materials/resources to experience because there are trials
2 be used for students' optimal to the adequacy of verbal
learning. instruction."
Malcolm Gladwell.

Learning Outcomes

At the end of the unit, the pre-service teachers (PSTs) should be able to:
1. Explain the guiding principles in the selection and use of instructional
materials and their implications for teaching and learning; and
2. Differentiate the types of instructional materials/resources and provide
examples.

Checkpoint
1. What are some guiding principles in the selection and use of instructional
materials?
2. How should these materials be used for learning to the maximum and
optimum?

Overview

Instructional materials are an essential part of teacher education that gets much
attention. Instructional materials are the things a teacher uses to help make teaching

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easier. These learning materials bring learning to life by getting students interested in
learning and helping them remember more (Igiri et al., 2015). Using instructional
materials in the classroom can help the teacher explain new ideas in a way that students
can understand. This makes teaching and learning more effective (Ogoda et al., 2019).
However, they are not ends in themselves but means to an end (Kadzera, 2006). It is
thought that suitable teaching materials can never replace the teacher, but the teacher
can use them to help students learn and reach their goals. Some tools needed to teach
and learn science well are computers, chalkboards, models, graphs, charts, maps,
pictures, diagrams, cartoons, slides, filmstrips, radio, and TV (Kochhar, 1991).
You cannot say enough about how important it is to use these materials. Teachers
should use teaching resources along with other ways and methods of teaching. This
would make learning and improving students' performance easier (Wasanga 2005, cited
by Awuor, 2014). Learners can use resource materials to get hands-on experiences that
help them build skills and ideas and work differently. However, almost all secondary
schools lack a lot of facilities (Dizon et al., 2019). So, teachers are dealing with difficulties
implementing the K–12 curriculum so students can learn well.

PRINCIPLES FOR SELECTING

For optimum learning, the following general principles in the use of instructional
materials (IMs):

1. All instructional materials are instruction aids. They do not replace the teacher.

2. Choose the instructional material that best suits your instructional objectives.
Do not let the media that are available to you determine how or what you will
teach.

3. If possible, use a variety of tools. For example, using videos, computers,

overheads, and the chalkboard keeps students interested and responds to the
needs of those who receive information differently.

4. Check out your instructional material before class starts to be sure it is

working correctly.
Nothing is more frustrating to you or the students in the process of instruction
than to find that the overhead projector or the LCD, for instance, does not work
in the process of instruction.
5. For results, abide by the general utilization guide on media use.
ü Learn how to use the instructional material. Before using it, ensure you know
how to manipulate it to obtain the desired product. Listen to the record or
view the film ahead. Check the correct size and complete parts of real objects,
photographs, or models to be presented.
ü Prepare introductory remarks, questions, or initial comments you may need.
ü Provide a conducive environment. Arrange the chairs, tables, equipment, and
materials. Provide sufficient lighting and ventilation.
ü Explain the objectives of the lesson.
ü Stress is to be watched or listened to carefully.
ü State what they will be expected to do with the information they learn.
Discussion or a test may follow.

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 ü There is a need to summarize or review the experience. Then, prepare
measures that can assess their gains based on the objectives.

TYPES OF INSTRUCTIONAL MATERIALS IN TEACHING

There are many problems with modern education. When people try to solve these
problems, they use organized combinations of people, materials, facilities, equipment,
and procedures to get the desired results. These are instructional materials in teaching,
educational media, and instructional media. There are many places you can get teaching
materials or resources. They all involve media materials derived from the
communication revolution, which can promote the teaching-learning process.

According to Agu Okogbuo (2000), instructional materials in teaching could be

classified into:

Visual Materials Audio Materials Audio-Visual

include pictures, such as tape recording,
diagrams, buildings,
projectors, teachers,
charts, real objects
(realia) studies, etc. In
addition, these
materials such as
books, newspapers,
journals, magazines,
pamphlets, handouts, or
modules were also used.
Materials
cassette, radio, include the television,
teleconferencing, video recording
language laboratories, motion pictures with
and teachers' voice. soundtracks, slide and
They appeal to the filmstrips projection
sense of hearing. with sound tapes,
films, and multimedia.
They appeal to both
senses of hearing and
sight.

There are various types of AVR (as shown in Figure 1).

Figure 1. Types of audio-visual materials

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 1. Materials/software - include graphic materials, printed materials, slides,
filmstrips, overhead transparency, cassette tapes, and motion pictures.

2. Equipment/hardware: examples include: blackboards, tape recorders, projectors,

and video recorders. They are used in presenting materials, static or display such
as chalkboard, flannel graph, flip charts, the magnetic board are also used in
giving materials or lectures.

3. Electronics - This comprises radio, computer, e-mail, and multimedia. These

teaching materials make the teaching and learning process more accessible and
concrete.

4. Non-projected media include books and other printed materials, objects, and
specimens. Models mock-up graphical materials, bulletin boards that exhibit
blackboards, field trips, simulations, and games.

5. Two-dimensional instructional materials in teaching - including flat pictures,

graphs, charts, diagrams, posters, comics, cartoons, slides, and filmstrips. They
are also non-projected materials with characteristics of being flat and light and
may be either in opaque or transparent form. In addition, they have length but no
height. Hence they are 2-dimensional aids.

6. Three-dimensional institutional materials - including models, mock-up objects,

specimens, laboratories, simulations, and games. They are non-projected
materials. Characteristically, they have length, width, and height. Hence they are
called three-dimensional.

Instructional materials in teaching generally make the teaching process easier.

However, to appreciate the importance of instructional materials in the teaching-
learning process, Rhert Heinich et al. (2001) consider the reasons for using them. They
include to help:

Gain and hold the Provide visual aspects to Create impact

attention of the learner a process or techniques

Focus attention on Facilitate the understanding of Stimulate

highlighting critical abstract explanations reality
points
Provide a common experience to a large number of learners

With this, instructional materials in teaching help to concretize the learning

process. On the other hand, words only convey little or no concreteness in the teaching-
learning process. In effect, the type of instructional materials in teaching used depends
on what the teacher wants to demonstrate; for instance, the reason for media is to create
a clear idea of something, e.g., real object (realia) models as follows:

1. To give visual access to something inaccessible to clarify abstract information

that may be difficult to communicate verbally. Examples are model pictures,
photos, posters, and diagrams.
2. To condense important qualities of information, e.g., diagram and handout.
3. To promote the mental activities of students, examples are handouts, textbooks,
films, and pictures.
4. To teach language pronouncement, e.g., audiotapes.
5. To support the work of the teachers, e.g., sound recordings.

At all levels of education, instructional materials in teaching are very important

in attaining desired goals and objectives. They make learning more interesting, more
accurate, and lively. The traditional chalkboard teaching method involves only the
learning sense of hearing, and they quickly lose interest after some time. However,
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instructional materials in teaching and learning situations consist of the importance of
hearing and the sense of sight and touch. Looking at educational practices, the Chinese
proverb concludes that:

I hear – I forget
I see – I remember
I do – I understand
Dale (1969) ''classifies various instructional materials according to the degree of
concreteness each can provide.'' He presents his Cone of Experience (Figure 2) as ''only
a model,'' a ''visual analogy,'' comparing it to the analogy of the computer for
understanding the brain's functioning. It stems from his overall perception of learning.

Figure 2. Dale’s Cone of Experience

For this reason, it was concluded that instructional materials in teaching ensure
more effective learning since the learner hears, sees, and does. Moreover, instructional
materials in teaching play a considerable role in the teaching and learning process, as
enumerated below:

a. It helps the teacher to provide his students with significant sources of

information.
b. Helps the teacher by providing him with means of wildering his students of
information
c. Being experts with learning resources in the classroom
d. Allows members of a group or class to share the same teaching experience
equally.
e. The teacher means exposing the students to a wide range of learning activities.

Berkey (1996) wrote that rational selection of instructional materials in teaching

is necessary for effective teaching. He added that selecting and utilizing methods and
materials are essential qualities of a professional teacher. He outlines the criteria for
selecting resources as follows:

1. Instructional objective to be achieved by students

2. The teaching resources available for use
3. The characteristics of students to be taught

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 4. The teacher’s ability and experiences
“PABAON”

In this Covid 19 pandemic situation, science teachers are encouraged to use

relevant and quality instructional materials to make students' learning more authentic
and meaningful. This will also increase their academic achievement in science.
However, the materials should not substitute for learning but must contribute to the
learning process.

Thus, the more complex the teachers work to build your instructional
repertoire, the better they will help your science students grow and develop. Keep on
learning.

ACTIVITY 5.1 (50 points)

Create instructional material in the form of PowerPoint or others using the topic
selected in Activity 4.1 in UNIT IV that will be used during your microteaching. This
fosters students' understanding of the introduced science concepts for better
comprehension and learning outcomes. Please upload the prepared IM to your
respective SCIED 61 google classroom. Take note of the following criteria below:

Content
Organization
Teaching strategies
Assessment
Feedback resources

"Instructional materials, no matter how good, cannot replace the good teacher."

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References

Awuor, O.S. (2014). Instructional resources are used by teachers in secondary schools in
Eldoret East District, Kenya. International Journal of Current Research, 6(8), 8206-
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Corpuz, B. B. and Salandanan, G.G. (2015). Principles of Teaching 1. Lorimar Publishing

Inc.

Davis, B. & Summers, M. (2014). Applying Dale's cone of experience to increase learning
and retention: A study of student learning in a foundational leadership course.
World Congress on Engineering Education 2014.
Https://www.researchgate.net/publication/281505975_Applying_Dale's_Cone_of_E
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oundational_leadership_course

Dizon, R. L., Calbi, J.S., Cuyos, J.S. and Miranda, M. (2019). Perspectives on the
Implementation of the K to 12 Program in the Philippines: A Research Review.
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S_1638_FINAL.pdf

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t
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of-instructional-materials-in-teaching-or-resources-pdf-free.html

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