Earth Science | Life Science | Physical Science |
1.About this Evaluation Report 2.Content Analysis 3.Instructional Analysis
Categories | |
I. | [Explanation] This category consists of criteria for determining whether the curriculum material attempts to make its purposes explicit and meaningful to students, either in the student text itself or through suggestions to the teacher. The sequence of lessons or activities is also important in accomplishing the stated purpose, since ideas often build on each other. |
II. | [Explanation] Fostering understanding in students requires taking time to attend to the ideas they already have, both ideas that are incorrect and ideas that can serve as a foundation for subsequent learning. This category consists of criteria for determining whether the curriculum material contains specific suggestions for identifying and addressing students’ ideas. |
III. | [Explanation] Much of the point of science is to explain phenomena in terms of a small number of principles or ideas. For students to appreciate this explanatory power, they need to have a sense of the range of phenomena that science can explain. The criteria in this category examine whether the curriculum material relates important scientific ideas to a range of relevant phenomena and provides either firsthand experiences with the phenomena or a vicarious sense of phenomena that are not presented firsthand. |
IV. | [Explanation] Science literacy requires that students understand the link between scientific ideas and the phenomena that they can explain. Furthermore, students should see the ideas as useful and become skillful at applying them. This category consists of criteria for determining whether the curriculum material expresses and develops the key ideas in ways that are accessible and intelligible to students, and that demonstrate the usefulness of the key ideas and provide practice in varied contexts. |
V. | [Explanation] Engaging students in experiences with phenomena (category III) and presenting them with scientific ideas (category IV) will not lead to effective learning unless students are given time, opportunities, and guidance to make sense of the experiences and ideas. This category consists of criteria for determining whether the curriculum material provides students with opportunities to express, think about, and reshape their ideas, as well as guidance on developing an understanding of what they experience. |
VI. | [Explanation] This category consists of criteria for evaluating whether the curriculum material includes a variety of aligned assessments that apply the key ideas taught in the material. |
VII. | [Explanation] The criteria in this category provide analysts with the opportunity to comment on features that enhance the use and implementation of the curriculum material by all students. |
References |
I. Providing a Sense of Purpose
Conveying
unit purpose (Rating = Fair) Other chapter purposes may be less comprehensible and
interesting to students. For example, Chapter 17: What
Is Heat? starts with the story of a man “slowly
freezing to death” in a very cold environment
and points out that an understanding of heat and the
many roles it plays in the lives of people is important
(p. 423s). Although the story could be marginally comprehensible
and interesting to students (especially to those with
any experience of inclement weather), it does not present
explicitly a problem or an issue that the chapter addresses.
The only purpose that is provided is to “find
out what heat is, how it is measured, and how it affects
the world around you” (p. 423s), which is not
likely to be of interest to most students. Although
the chapter that follows addresses what heat is and
how it is measured (among many other topics), it does
not address specifically how heat affects the world
around us, the topic that is most closely related to
the story presented at the beginning of the chapter.
Conveying lesson/activity
purpose (Rating = Poor)
Justifying lesson/activity
sequence (Rating = Poor)
II. Taking Account of Student Ideas
Attending to prerequisite
knowledge and skills (Rating = Poor) Many terms are used in the text without explanation
or reference to the later sections of the book in which
they are discussed. For example, “atom”
appears in a figure caption: “The illustration
shows how atoms are arranged in a sodium chloride crystal”
(Figure 3–2, p. 62s). And “heat energy”
appears in a paragraph about gases: “As the temperature
increases, the gas particles absorb more heat energy”
(p. 67s). In neither case is the reader referred to
the later definition and discussion of the terms.
Alerting teachers to commonly
held student ideas (Rating = Poor)
Assisting teachers in identifying
their students’ ideas (Rating = Poor)
Addressing commonly held
ideas (Rating = Poor)
III.
Engaging Students with Relevant Phenomena
Providing variety of phenomena
(Rating = Poor)
Providing vivid experiences
(Rating = Poor)
IV. Developing and Using Scientific Ideas
Introducing terms meaningfully
(Rating = Poor)
Representing ideas effectively
(Rating = Poor)
Demonstrating use of knowledge
(Rating = Poor)
Providing practice (Rating
= Poor) One task that goes beyond simple recall asks students
to imagine that they are a water molecule that is going
through a series of phase changes and to describe their
experiences as they change from a molecule of ice to
a molecule of liquid water and from a molecule of liquid
water back to a molecule of ice. However, the suggested
response given in Teaching Resources is anthropomorphic
and potentially misleading. The suggested response for
the change from a molecule of ice to a molecule of liquid
water is:
There I was, packed into this cold,
tight space called an ice cube. All I could do was vibrate
back and forth, which I sure did a lot of considering
how cold I was. Then, suddenly, I began to feel warm.
Heat was pouring all over the ice cube. Suddenly, I
was not frozen anymore—I could swim! I was flowing
along with all the other molecules in a drop of liquid
water. [Teaching Resources, chapter 3 booklet, pp. 20–22,
34]
V. Promoting Students' Thinking about Phenomena, Experiences, and Knowledge
Encouraging students to
explain their ideas (Rating = Poor)
Guiding student interpretation
and reasoning (Rating = Poor)
Encouraging students to
think about what they have learned (Rating = Poor)
Aligning assessment to
goals (Rating = Poor) In addition, students explain how solid air fresheners
“disappear” and how these fresheners release
their odor (p. 83st, Chapter Review, Critical Thinking
and Problem Solving, item 6) and compare evaporation
and boiling (p. 83st, Chapter Review, Concept Mastery,
item 5). Unfortunately, since the answers to these two
questions in the Teacher’s Edition do not refer
to the molecular level, it is unclear whether students
will be prompted to talk about molecules in their answers.
Some important ideas chosen for this study, such as
the idea that all matter is made up of molecules (Idea
a), are not assessed at all in Exploring Physical Science.
Other key ideas are not assessed adequately.
Only a few items target the key physical science ideas.
Students choose the phrase that completes the statement,
“A regular pattern of particles is found in…”
(p. 82s, Chapter Review, Content Review, Multiple Choice,
item 2), and two questions ask what happens to a substance’s
molecules when it is heated (p. 450s, Chapter Review,
Content Review, Multiple Choice, item 2; p. 450s, Chapter
Review, Content Review, True or False, item 2). They decide
whether statements such as “The particles of matter
are spread farthest apart in a liquid”
are accurate (p. 82s, Chapter Review, Content Review,
True or False, item 1), compare solids, liquids, and gases
in terms of arrangement and motion of molecules (p. 83s,
Chapter Review, Concept Mastery, item 4), and explain
how thermometers use the property of thermal expansion
(p. 451s, Chapter Review, Concept Mastery, item 5). Students
also explain why air pressure in a car’s tires is
different before and after the car has been driven for
several hours (p. 451s, Chapter Review, Critical Thinking
and Problem Solving, item 1); however, while this question
targets the idea that when a gas is heated its molecules
move faster and collide more often (Idea c), it also requires
students to know that friction causes the tires to heat.
Testing for understanding
(Rating = Poor)
Using assessment to inform
instruction (Rating = Poor) All the other questions can be answered by repeating
definitions or statements from the text.
There I was, packed into this
cold, tight space called an ice cube. All I could do
was vibrate back and forth, which I sure did a lot
of considering how cold I was. Then, suddenly,
I began to feel warm. Heat was pouring all
over the ice cube. Suddenly, I was not frozen
anymore—I could swim! I was flowing along with
all the other molecules in a drop of liquid water. [Teaching
Resources, chapter 3 booklet, p. 34, emphasis added]
Providing teacher content
support (Minimal
support is provided.) The material rarely provides sufficiently detailed
answers to questions in the student text for teachers
to understand and interpret various student responses.
Most answers are brief and require further explanation
(e.g., “They lose energy” [p. 73t, Develop,
item 2]), often emphasize factual recall of information
from the student text (e.g., “Conduction: direct
molecular contact; convection: currents; radiation:
invisible light” [p. 430t, 17–1 Section
Review Answers, answer 2]), and frequently focus solely
on the definitions of terms (e.g., “Melting point:
temperature at which a solid changes into a liquid;
freezing point: temperature at which a liquid changes
into a solid” [p. 74t, 3–2 Section Review
Answers, answer 2]). The material provides minimal support in recommending
resources for improving the teacher’s understanding
of key ideas. While the material lists references by
author, title, and publisher at the beginning of most
chapters that could help teachers improve their understanding
of the key ideas (e.g., “Booth, V. H., and M.
Bloom. Elements of Physical Science: The Nature
of Matter and Energy, Macmillan” [p. 60at]),
the lists lack annotations about what kinds of information
the references provide or how they may be helpful.
Encouraging curiosity
and questioning (Minimal
support is provided.) The material provides a few suggestions for how to
respect and value students’ ideas. Introductory
student notes about concept mapping state that responses
may vary. Maps are correct if they show important concepts
and relationships, are meaningful to the student, and
help the student understand the text (p. 1s). In addition
to concept mapping, the material explicitly elicits
and values students’ ideas in journal writing
and some other activities. For example, the Teacher’s
Guide instructs the teacher to “[a]ccept all logical
responses” for selected tasks (e.g., p. 424t,
Explore, Activity, item 1). The material provides a few suggestions for how to
raise questions such as, “How do we know? What
is the evidence?” and “Are there alternative
explanations or other ways of solving the problem that
could be better?” But it does not encourage students
to pose such questions themselves. Specifically, the
material includes a few tasks that ask students to provide
evidence or reasons in their responses (e.g., p. 80st,
Observations, item 5; pp. 445s, 444t, Activity: Doing). The material provides a few suggestions for how to
avoid dogmatism. The first chapter portrays the nature
of science as a durable yet dynamic human enterprise
in which students can participate (pp. 5–19s).
The material later illustrates changes over time in
scientific thinking leading to the current concept of
heat (pp. 424–425s). However, the material also
contributes to dogmatism by presenting most of the text
in a static, authoritative manner with little reference
to the work of particular practicing scientists, and
by expecting single, specific responses for most student
tasks. The material does not provide examples of classroom
interactions (e.g., dialogue boxes, vignettes, or video
clips) that illustrate appropriate ways to respond to
student questions or ideas. However, a limited sense
of desirable student-student interactions may be gained
from procedural directions for laboratory and cooperative
group activities (e.g., p. 80st, Laboratory Investigation;
pp. 716–717st, Activity Bank: Crystal Gardening;
Teacher’s Desk Reference, Cooperative-Learning
Strategies).
Supporting all students
(Some
support is provided.) The material provides some illustrations of the contributions of women and
minorities to science and as role models. Most of the contributions of women
and minority scientists, however, appear in a few separate essays entitled Science
Gazette at the end of each unit. For example, one Science Gazette describes
the education and work of physicist Shirley Ann Jackson, “the first African-American
woman to earn a PhD in physics in the United States” (p. 169s). The material
also includes related features entitled Careers, Multicultural Strategy, and
Connections. The Careers feature briefly describes a scientific occupation related
to the chapter content, provides information on how students can learn more
about the career, and includes a photograph of a scientist, who in some instances
is a woman or minority (e.g., p. 204s). The Multicultural Strategy feature provides
general directions in teacher’s notes for projects related to the chapter
content in which students often research particular characteristics of a cultural
group (e.g., p. 69t). Connections are essays in the student text that sometimes
address scientific contributions of particular cultures and relate to one of
the text’s overarching themes: energy, evolution, patterns of change,
scale and structure, systems and interactions, unity and diversity, or stability
(e.g., p. 30s). Teacher’s notes associated with the essays provide suggestions
for student discussion or research projects (e.g., p. 30t). All of these sections
highlighting cultural contributions are interesting and informative, but may
not be seen by students as central to the material because they are presented
in sidebars and teacher’s notes. The material suggests multiple formats for students
to use to express their ideas during instruction, including
individual journal writing (e.g., p. 423s), cooperative
group activities (e.g., p. 61t, Activity: Cooperative
Learning), laboratory investigations (e.g., p. 80s),
whole class discussions (e.g., p. 65t, Develop), essay
questions (e.g., pp. 451s, 450t, Concept Mastery, question
5), concept mapping (e.g., p. 82st), and making models
(e.g., p. 424t, Activity). In addition, multiple formats
are suggested for assessment, including essay (e.g.,
Teaching Resources, chapter 17 booklet, p.
57, item 3; p. 59, item 3), performance (e.g., Teaching
Resources, Performance-Based Assessment booklet,
pp. 15–17), and portfolio (e.g., p. 83t, Keeping
a Portfolio). However, the material does not usually
provide a variety of alternatives for the same
task in either instruction or assessment. The material does not routinely include specific suggestions
about how teachers can modify activities for students
with special needs. However, the Teacher’s
Edition and supplemental Teaching Resources
(which include activities, review and reinforcement
work sheets, laboratory investigation work sheets, science
reading skills work sheets, and a laboratory manual)
provide additional activities and resources
for students of specific ability levels. Each chapter
in the Teacher’s Edition includes ESL
Strategy, Enrich activities, and Going Further: Enrichment
activities. The ESL Strategy activities provide English-as-a-second-language
students with practice in writing tasks often emphasizing
vocabulary related to a chapter topic (e.g., p. 432t),
and Enrich and Going Further: Enrichment activities
allow interested students to further study a specified
topic from the chapter (e.g., pp. 446t, 81t). One of
the Teaching Resources booklets is a Spanish
glossary that provides Spanish speakers with pronunciation
assistance and definitions of key text concepts in Spanish.
However, placing such supplemental resources in individual
booklets separate from the main text may discourage
their use. The material provides some strategies to validate students’ relevant
personal and social experiences with scientific ideas. Many text sections intersperse
brief references to specific, personal experiences students may have had that
relate to the presented scientific concepts (e.g., p. 426s). In addition, some
tasks—including Journal Activity (e.g., p. 61s) and Multicultural Strategy
(e.g., p. 436t)—ask students about particular, personal experiences they
may have had or suggest specific experiences they could have. However, the material
rarely encourages students to contribute relevant experiences of their own choice
to the science classroom and sometimes does not adequately link the specified
personal experiences to the scientific ideas being studied (e.g., p. 63t, Multicultural
Strategy). Overall, support is brief and localized.