The document discusses the importance and role of various instructional materials in science teaching and learning, including textbooks, reference books, teacher handbooks, and school libraries. It outlines the key criteria for developing effective science textbooks, such as qualifications of authors, organization of content, illustrations, and readability. It also describes the advantages of teacher handbooks in providing teachers with theoretical knowledge, practical suggestions, and instructional resources. The document emphasizes that reference books and a well-stocked school library can supplement classroom learning and help students acquire new knowledge.

3. Safini.T.C
DTE Darmasala

4.  We acquire knowledge in two ways:through our direct
experiences and by learning from other's experiences. A
textbook contain material choosen according to plan and with
specific purpose. Textbooks are the most widely used of all
instructional materials. Nowadays text book as become a course
of studies, a set of unit plans and a learning guide as well. A
textbook helps him in teaching systematically. Textbooks will
probably continue to be used by inexperienced as well as the
experienced teachers at all levels of instruction. A textbook
should really designed for the pupils rather than teachers.They
can help pupils learn how to learn.Therefore, it is important that
textbooks do not prove to be mere suppliers of information.The
textbook should stimulate reflective thinking and cultivate in
students, the scientific attitude.

5.  A good science textbook should help to form correct
understanding of basic concept and principles of science.
 It should supplement and enrich classroom learning.
 It should inculcate scientific attitude in the puples and
develop an understanding of the scientific method.
 It should acquaint the pupils with a wide variety of
application of scientific knowledge.
 It should provide for the development and practice of
skills.
 It should help pupils in doing home assignments.
 It should help the pupils for systematic and speedy
revision of the lessons they have finished.

6. a) AUTHORSHIP:-
Only such persons who have experience of teaching the
subject should be allowed to become authors of school science
textbooks. Such authors can understand actual learning
situations. Certain qualifications may also be prescribed for the
authors. It will be better if some training is given to them.
b) MECHANICHAL FEATURES OF TEXTBOOK:-
The paper, the binding, the print and type of letters should
be attractive. The size of the print, spacing and the length of the
line should correspond to the visual capacity of the pupils so as
to facilitate easy reading. The quantity and quality of illustrations
need consideration. Science textbooks should be illustrated with
diagrams, sketches, photographs.etc.

7. c) THE SUBJECT MATTER - ITS NATURE AND ORGANISATION
 The subject matter should cover the whole syllabus.
 Subject matter should be developed in phsychological sequence.
 There should be consistency of subject matter.
 There should be a central theme correlating the content of textbook as
a whole.
 The textbook as to be organised into units which are based on student
interest and probability of use.
 Inductive approach is to be used wherever possible in introducing new
topic.
 Each unit should begin with an introduction and end with a summary.
 It should contain a glossary of technical terms used in the book.
 It should suggest some good methods of learning.
 Historical development of science should be attempt.
 The social significance of science should be stressed.
 It is better if the textbook contains examples from the local
environment.
 There should be a detailed table of contents and index.
 Headings and sub-heading should be in bold type.
 Important principle should be set in italics.

8. The major criteria suggested are grouped under some major
headings –
 Qualification of the author.
 Organisation.
 Content.
 Presentation of materials.
 Accuracy.
 Readability.
 Adaptability.
 Teaching aids.
 Illustrations.
 Appearance.

9. The reading of best available books and
journals is vital for the total development of
students. There is a close relationship between
student activity in science such as science club,
field trips, science fair, etc. and reading of extra
books and journals.Reading extra books in
science helps the students to develop their
maximum potential, enrich their scholarships,
deepen their interests. Reading supplementary
materials is agood method of introducing
students in new materials.

10.  EFFECT ON THE STUDENT -
a) It encourages thinking and discussion.
b) It develops interest in applied aspects of science.
c) It stimulates further reading.
d) It helps to articulate and elucidate scientific concepts and principles.
e) It suggest further problems.
 QUALITIES OF THE BOOK -
a) It is accurate and authoritative.
b) It is fair and sincere in its presentation of controversial subject matter.
c) Its enrichment material goes beyond that of secondary textbooks.
d) Its general theme and tone are wholesome.
e) It has good literary standard - clear style, grammatically correct, easy
to read.

11. Teacher's handbook is an excellent refernce
material for teachers for effective science teaching.
In our state, it is prepared by the SCERT along with
textbooks prepared by them. It contains summaries
of chapters in the science textbooks, conceptual
development of each topic, list of instructional
objectivies and specifications, explanation of
significant technical terms, learning activities,
teaching aids to be used, evaluation tools,
seminars, projects,etc. to be organised and
suggested reference for teachers and pupils. In
short, teacher's handbook is a resource material for
teachers.

12. ADVANTAGES:
 It equips the teacher with sufficient
theoretical knwoledge and pratical
suggestions of what to be taught.
 It provides suitable learning experiences for
different instructional situations.
 It helps teachers to adopt appropriate
method and approaches of teaching.
 It helps the teacher to prepare various
instructional materials.

13. Pupils should have access to a sufficient number of books in the
school library. Reference books are used to supplement knowledge gained in
the classroom and also to acquire new knowledge. Such materials may consist
of books, pamphlets, magazines, newspapers and other periodicals.
Consultings reference materials in connection with the classroom topics should
not only be encouraged but should be considered an integral part of the
teaching - learning process.
In addition to the general encyclopedias, children science encyclopedias
appropriate for different grades of pupils, reference books in general science
and others dealing with particular fields of science and illustrated science
journals should be available in the school library. The reference books should
satisfy the need of the average pupils and also the backward pupils. Thus,
reference books in addition to serving as a supplementry reading should serve
as a means of self-improvement. But the effective use of reference materials
depends upon the teacher. He should be familiar with these materials in
advance and guide the pupils in deriving the maximum benefit from the
reference materials.

14.  Science education; Methodology of
teaching and pedagogic analysis -
Dr.K.SIVARAJAN & Prof.A.FAZILUDDIN
 Science Teaching in schools - R.C.DAS