SEMINAR
COMMUNITY RESOURCES
FOR SCIENCE TEACHING AND LEARNING
INTRODUCTION
Community resources that enhance
science learning include science centers to visit (museums, nature centers,
interactive science centers, aquaria, gardens and zoos), places to explore that
are unique to the local school (a nearby creek, pond, city street or business)
people in the community, or materials that can be borrowed or purchased. Time,
space and materials are critical components of an effective science learning
environment that promotes sustained inquiry and understanding. Creating an
adequate environment for science teaching is a shared responsibility. The
teachers lead the way in the design and use of resources, but school
administrators, students, parents and community members must meet their
responsibility to ensure that 4the resources are available to be used. The
classroom is a limited environment. The school science program must extend
beyond the walls of the school to the National Science Education standards,
Teaching Standard resources of the community. Many communities have access to
science centers and museums, as well as to the science communities in higher
education , national Laboratories and industry; these can contribute greatly to
the understanding of science and encourage students to further their interests
outside of school. Taking students on fieldtrips or using other community
resources in their classes is not a new idea for teachers. Curriculum
reforms science calls for a new look at using
community resources. Changing the educational experiences of children by moving
beyond the classroom walls can diversify the array of learning opportunities
and connect school lessons with daily life and real problems.
RELEVNCE AND SCOPE
OF COMMUNITY BASED RESOURCES:
COMMUNITY BASED LEARNING HAPPENS
EVERYWHERE:
Community based learning must be
integrated within the regular school based curriculum. Before and after school
programs and a host of community based organizations currently offer an
important venue for shrinking the gap between living and learning. Successful
implementations of community based learning opportunities in these settings may
introduce the benefits of community based learning to school staff, families
and decision makers, thus easing its way into the regular curriculum.
BRINGING THE COMMUNITY INTO
CLASSROOM:
By necessity, most learning
activities occur in the classroom that enrich the curriculum and provide unique
experiences for children. These inexpensive or free materials may be overlooked
since they are not produced by educational publishing companies. Numerous
national organizations have also developed curriculum materials ; guidance
materials; from professional organizations are useful to the workplace.
ELECRONIC CONNECTIONS
It involves the Internet or e-mail
communications and can be valuable addition for classes that have Internet
access. Students can communicate with students of other schools for their
studying purpose. Students can take and share their study materials and can
post their data on the Internet.
GUESTS
Guest speakers from the community can
provide new information and experiences to students and link the school to the
world outside. The teacher should spend time with the guest before the visit so
they can discuss the age level of students and kinds of activities and
information appropriate for this age group ; the needs of the guest during the
visit and his or her general comfort level with children , the topic of the
presentation and the students general knowledge about this topic; and what the
teacher can do before to make the visit a success. Staff of state agencies can
serve as classroom partners or as knowledgeable resource people. Valuable links
to the community as well as connections between school subjects and the
workplace may be created by inviting a cafeteria worker who could talk about
using proportions in increasing the size of recipes. A mechanic or the owner of
a feed store is other possibilities. Guests who can come back to the classroom
numerous times may enhance the learning experience for the students.
USING COMMUNITY RESOURCES FOR BETTER
LEARNING:
Community resources that can enhance
science learning include science centers to visit (museums, nature centers,
gardens and zoos), places to explore that are unique to the local school(pond,
city street etc) ,people in the community or materials that can be borrowed or
purchased. Can be used by teachers as a guide to science centers , sources of
curriculum materials, and other kinds of science rich resources in the regions.
CONCLUSION
Community based learning makes young
people active agents of their own learning and gives them a voice in determining
what and how they learn. Students act as co-creators, rather than just
consumers of knowledge. Community based strategies have the potential to draw
on the skills of every student. Students use physical activity, music, dance,
as well as interpersonal skills, sense of space and love of the natural world
to explore their communities and to organize and present to others what they
have learned.
REFERENCE
SUBMITTED BY,
Renjitha.R.V
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