Using Instructional Media in the Classroom

1. By: Mary Ann L. Rone
A P r e s e n t a t i o n o n :
Using instructional
media

3. Such audio-visual tools which range
from the simplest tricks, stones, and
chalkboards to the more recent micro-
films and video tapes are now referred
to as instructional media. The science
teacher must be knowledgeable in
planning and using these non-human
resources for effective classroom
instruction.

4. The audio-visual materials widely used in
teaching science can be grouped into the
following types:
1. Projected teaching aids, e.g., films , slides,
filmstrips
2. Prepared transparencies
3. Real objects and specimens, e.g., flower,
fruit, insect, rock, mineral, soil, and stuffed
animals.
4. Models e.g., globe, human torso, models of
volcano, surface relief of the earth, solar
system, layers of the earth, various land
forms, miniatures, etc.

5. 5. Graphic materials, e.g., political maps and relief maps
6. Mounted pictures, photographs and clippings
7. Diagrams, drawing, painting and sketches
8. Aquarium, terrarium, mini weather station, mini zoo
9. Collection, e.g., variation in plants and animals
10. Clippings, e.g., inventions, significant science events.
11. Tapes and records for audio lessons

6. Some audio-visual equipment that help greatly in
teaching science which are usually found in the
schools audio-visual centre or media centre are:
1. Projectors, e.g., slide, opaque, micro projector
2. Record player
3. Tape recorder
4. Radio
5. Television set
6. Video tape recorder
7. camera

7. A general listing of educational media for teaching and
learning science includes the following:
 Textbooks
 Encyclopaedia
 Newspapers
 Documents
 Collections
 Transparencies
 Models, mock ups
 Puppets
 Cartoons
 Posters
 Displays
 Fair exhibits
 Recordings
 Slides
 Clippings
 Films

8.  Specimens
 Maps, globes
 Radio programs
 Graphs, charts, diagrams
 Magazines, journals
 Flannel board materials
 Supplementary books
 Flat pictures, photographs

9. The science resource centre may provide a space
where the children can construct or improvise tools
which they will need in various laboratory
activities. The work area should provide simple
construction tools, drawing materials and boards for
preparing unit displays. A fully equipped media
centre provides equipment for viewing films and
audio devices for listening.

10. As a teaching technique, the use of instructional media
provides a concrete and direct learning experience for children
in the elementary age group. Still in the concrete stage of their
intellectual development they understand and attach meanings to
objects and phenomena which they personally see, hear,
manipulate, and witness.
One of the general goals of science teaching is the
development of skill in the basic investigative processes such as
observing and describing properties of objects, comparing and
classifying things around them, and estimating and measuring
various quantities they need daily. The use of real objects,
specimens and models will greatly enhance their skill in
observing since they are able to touch, taste, smell , listen and
examine things closely. Preparing graphs, diagrams, and charts
help develop the skill in recording and interpreting data.

11. The use of films, slides and flat picture afford the children
the opportunity to view objects or organisms at close range
such as films on microorganisms and internal organ
systems. They are able to view distant places which might
be difficult for them to reach, like a safari which shows the
habitat of wild animals. Projected materials communicate
directly thus eliminating much use of words. Simple
concepts of nuclear fusion and fission might be difficult to
explain and be understood well by the pupils or read in
printed materials but may more easily be learned when
viewed in films. This group of instructional aids captures
the attention and sustains the concentration of the young
especially if action-filled, coloured, or presented in carton
style.

12. Suggestions for Effective use
of
Instructional Media

13. Instructional media can greatly enrich teaching if used
effectively. Some suggestions for their effective use
are here given.
1. The teacher must be in constant search for media
resources which are available in the immediate
environment of the children such as objects and
organisms such as stuffed birds and fishes. Present
live, harmless animals. Use real flowers which will
add to the pupils environment than plastic forms
which are poor imitations of nature

14. Local radio programs may include broadcasts
about current science information. Science
lessons are also presently shown on television.
Films can be rented or borrowed from the Film
Exchange Centre or the National Media
Production Centre. Such as resource. Such
resources if available in the locality will
undoubtedly help achieve some specific
objectives of a science lesson. Science teachers
should not miss the chance of utilizing them to
great advantage.

15. 2. Involve the children in a variety of
learning activities that would require
construction of audio-visual materials
such as preparing posters, bulletin board
displays, exhibits, puppets, models, etc.
these activities will encourage pupils to
design their own learning tools as well as
enhance their creativity and
resourcefulness. They may be motivated
to take photographs for their own record
of significant scientific events.

16. 3. If possible, provide a workshop which is equipped
with simple construction tools, drawing
materials, recording equipment, radio and
television set.
4. Choose carefully the films, educational programs
and printed materials to be used to suit the
children’s age, needs, interests and level of
understanding.
5. Models and miniatures must be checked as to
accuracy of the information being presented.
Use materials that are similar to the original
if possible. Scaled models are highly
informative.

17. 6. Avail of information regarding radio
broadcasts that can supplement special
science lessons. These broadcasts usually
provide up-to-date information and can
disseminate such to a great number of
listeners in very short time. But like films,
they must be selected to the suit the age
level and background of the children.