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I think that the issue here is what will you provide students that have this need? If you have the alternatives in mind, listed, and communicated then the parents will begin to have a wait and see attitude. Then all you have to do is show them that the alternative are better then the textbook. Some ideas on the alternatives: peer tutors online resources on-demand resources identified resources media center public library high school local college bookstores even textbooks that can be checked out
anonymous,
1/23/1999
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Here is a note I wrote to a teacher who asked me my thoughts about relying on textbooks for high quality science instruction. -------------------- I realize that the textbook issue has a parent/political stance that is difficult to change. I personally, hope we can allow texts to be used without adopting any as a system or having schools purchase one/child or very large class sets. Here are some reasons: - First of all, we have interacted with many school districts that are involved with revising middle school science. Interestingly enough, not a single one is purchasing text series. In fact, none have ever asked me what texts we are using. The topic of curriculum materials always is focused on items such as EBS, FOSS, STC (Variables and Measuring Time), GEMS (River Cutters) and a few others.. - Think about the standard purpose of a textbook. They are used as a resource of information and a source to study from (texts and quizzes that measure retention of information). In our system and in every reform-focused district I know of, we are not about expecting students to demonstrate their retention of information. We are, however, about expecting students to demonstrate what they have learned by applying concepts in meaningful ways. Textbooks simply are inconsistent with this approach. - Look at even the most current textbooks and you will see that despite all their promotional literature, they just don't do a good job of dealing with the topics they select to be in the series. The information they provide is marginal, dull, and controlled. This is purposeful as a technique for ensuring that 1) they appeal to large textbook adoption states such as California and Texas and 2) they can be said to meet the needs of bright, regular, and low-level students. The result is that they don't really meet the needs of anyone. Other alternatives such as using the mini-books from Prentice Hall (topic specific), resource books from the library, and Internet sources are more effective means of giving students access to information they need. - Finally, texts (one per child for each class that students take home and read) are simply inconsistent with what we want for middle school science instruction. I believe we want students investigating events, topics, and issues by observing, collecting data, recording data and other information, searching out information sources related to what they are doing, explaining what they discovered, asking questions to get more information or gain a different perspective, applying what they have learned in unique ways (writing, producing a product, making a presentation, solving a related problem). The trick is finding the right materials to do this. I firmly believe that as districts use high quality science materials, the textbook question would not be under discussion. - Last note, when we made such a change at elementary school to move away from textbooks toward a kit-based program, teachers said parents wanted texts. Today, after successful implementation, we serve as a national model of what elementary science should be like. (Not that we don't have problems.) I have not heard a single person say "Activity-based science is good, but where are the texts?" Most parents are very happy with the science going on in elementary schools. More importantly, teachers have enough materials to provide a good science program and aren't asking for textbooks.
Gerard F Consuegra,
2/12/1999
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Our new middle school science project is struggling with a similar issue. We recognize that the high quality materials model the investigative/inquiry based science we want students to learn. However, at some point, they also need to have information - print or otherwise. I don't think a textbook is the answer since information becomes outdated so quickly, but we are looking at web resources as a alternative to textbooks. Roger Bybee and company at the NSTA short course, "The Many Faces of Inquiry", presented the essential elements of inquiry which includes the ability to do inquiry, understanding scientific inquiry and uncerstanding subject matter. In emphasizing the ability to do inquiry science within many of our projects and expecially at the elementary level, we may have neglected to address the other two elements- understanding of subject matter and understanding scientific inquiry. The need for information at critical junctures such as when a question may not be investigable or when a piece of information is needed to move the understanding forward seems to be a critical part of inquiry. I think parents want to know what their children are expected to learn and not having a textbook leaves them up in the air about the content. We need to find ways of letting parents know what their children will learn and the evidence of their learning. Taking adults through a performance task with student work is one strategy we use to help them understand the inquiry-based approach to science. Another might be to help our teachers learn to use web resources that support the hands on learning experiences and to provide parents with a lists of hotlinks that correlate with the topics being investigated and studied. We would appreciate any thoughts and comments about communicating with parents and what folks are using for middle school curriculum.
Sandra Lam,
3/30/1999
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