LEARNIG MODULES IN SCIENCE

LEARNING IN CLASSROOMS AND

PROMINENT SCIENCE WEBSITES.

LEARNIG MODULES
self contained, self-pacing, and self learning

by nature
a teacher has a positive role to play in its use
contains three co-ordinated basic elements of
instruction
1)objectives
2)learning activities
3)evaluation

The philosophy behind learning modules - each

learner is unique and is different from others in

background, experience, inherent qualities, habits
and learning styles
can be prepared in different forms

- in the form of slides , tapes, pictures etc

can be subdivided into smaller module units to

meet the needs of each individual students or group

of students
important characteristics -self study and self

evaluation by a student or a group of students.

ESSENTIAL FEATURES OF A MODULE

it should be self contained.

The objectives and learning activities should

make the best use of local community

resources
the learning activities should make the best
use of local community resources .
the subject matter should be correct, concise
and presented in an interesting manner.
it should provide opportunities for the learner
to interact with other students and the
community.
it should be interesting to the learner.

COMPONENTS OF A MODULE
1.TITLE
2.INTRODUCTION
3.OVERVIEW
4.INSTRUCTION TO THE USERS.
5.PRE TEST
6.OBJECTIVES
7.LEARNING ACTIVITIES
8. FORMATIVE TESTS
9. SUMMATIVE EVALUATION

TITLE
should be clear and concise
INTRODUCTION
should give the background of the module as well as the
target population for whom the module has been developed
OVERVIEW
introduces the learner to the theme of the module-its
purpose, structure , organisation and uses.
INSTRUCTION TO THE USERS
should include clear instruction to the learner
should proceed what he has to do after each step or stage.

PRE TEST
helps to find out the level of knowledge and
skills that the learner already has.
OBJECTIVES
should be clearly stated
should specify the expected learning
outcomes in terms of behaviour

LEARNING ACTIVITIES
should be provided in a planned and
sequenced manner
enable the learner to develop behaviour in a
pre-determined direction
some of the principles for developing the
learning activities:

A) should be planned on the basis of the entry

B)
C)
D)
E)

F)

behaviour of the learners

should be based on the need of the learner.
should be based on the terminal behaviour
should provide for individual differences
should be properly graded so that the
learner proceeds step by step in order of
difficulty.
should be of different types using different
media and methodology.

G) The methodology used should promote

imagination , divergent thinking and creative
innovative behaviour on the part of the
learners.
H) should provide maximum interaction among
the students and the teachers
I) should be varied enough to cater for the
students different interests, abilities and
learning styles.
J) should be provide the learner with the
knowledge of his progress

FORMATIVE TESTS
are given at the end of each learning unit or
learning activity
help the learner to know whether he has
achieved the expected behavioural outcomes
SUMMATIVE EVALUATION
is done with the help of a post-test.
helps in knowing how well the learner has
attained the expected learning outcomes

DEVELOPING A MODULE
Identify the target group
Identify learning needs of the group.
Decide terminal behaviour.
Identify entry behaviour.
Assessment of entry behaviour through pre-

test.
Teaching frames including objectives, learning
activities, formative evaluation and
summative evaluation.
Try out of the module.
Revision and finalization of the module.

LIMITATIONS OF INSTRUCTIONAL MODULES

They cannot be used effectively in a system

of education in which all students are required

to progress at the same pace.
The printing cost of the modules is higher

than many of the other types of instructional

material used in developing countries