By Edward A. Bender
Utilising a realistic, "learn by way of doing" method, this 1st-rate textual content fosters the advance of the abilities past natural arithmetic had to manage and control mathematical types. From a variety of fields — together with technological know-how, engineering, and operations study — come over a hundred reality-based examples. 1978 version. comprises 27 black-and-white figures.
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A second criterion for using Web sites as information sources involves efficiency. Because schools are time-constrained organizations, the efficiency criterion would have teacher and students make some preliminary judgments about what information is actually needed and what the most convenient sources are to find that information. The ''W" part of the KWL (What Do I Know, What Do I Want to Know, and How Do I Know I Learned) chart. The third criterion for assessing the value of sites for use in social studies classrooms is age appropriateness.
In 1990, Northrup and Rooze gathered responses to the question of what types of computer software social studies teachers use in the classroom. Their results are summarized in Table 3. Table 3. 2 Note. From Northrup&Rooze, 1990. 0 page_144 page_145 next page > next page > Rubric for Evaluating Social Studies Software Well-designed software, regardless of the content area, is concerned with general, instructional, and technical quality. Perhaps more than any other subject matter area, social studies content must be accurate, reliable, and current.
Secondary social studies texts are cold media; an anecdotal argument easily verifies this fact. Ask any social studies students if they ever voluntarily read their history text. My prediction is that the more students asked, the more laughter will be heard. Textbooks are cold in the same way television is cold â they do not invite feedback, participation, or student reaction. The medium contains the information and influences how that information is perceived. In the 1956 classic, Taxonomy of Educational Objectives, < previous page page_137 next page > < previous page page_138 next page > Page 138 Benjamin Bloom defines a subcategory of comprehension (his second level of the taxonomy) called ''translation," which he defines as putting communication into your own words or into other forms (Bloom, 1956).