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The analysis, design and development of a social studies instructional package for a primary school
Abstract
The focus of this dissertation is the creation of an instructional package, which is based on the new Ministry of Education Social Studies syllabus, for the Primary 4 Social Studies teachers of the XYZ school. The purpose is to help the teachers overcome the obstacle of insufficient resources for effective teaching.
The theoretical framework for the design of the instructional package, which comprises the lesson plans, teaching resources and pupil's activity sheets, is based on the instructional design model by Jonassen, Grabinger and Harris (1990). The analysis is central in the model and the various stages of instructional design are constantly checked against the analysis findings. During the analysis, data on the needs of the school, users' characteristics, content, instructional objectives as well as the learning context are collected. The data is obtained from the interviews with the school administrators and teachers; test for the pupils; school visits and the examination of school documents. The analysis data forms the inputs for the design stage, which focuses on the instructional framework adopted and the instructional approaches, activities and media selected. The development stage involves the production of the alpha version of the instructional package and evaluating it formatively by a group of reviewers with the aim of improving it. The reviewers are made up of three teachers from XYZ school and a content and pedagogy expert from an institute of higher education. They are given a questionnaire comprising a checklist and some open-ended questions about the strengths and weaknesses of the instructional package to answer and the package itself to vet. Their comments and feedback are incorporated into the revision of the instructional package. The revised version of the instructional package, known as the beta version, is judged by the reviewers to be effective, efficient, motivating, usable and acceptable.
The theoretical framework for the design of the instructional package, which comprises the lesson plans, teaching resources and pupil's activity sheets, is based on the instructional design model by Jonassen, Grabinger and Harris (1990). The analysis is central in the model and the various stages of instructional design are constantly checked against the analysis findings. During the analysis, data on the needs of the school, users' characteristics, content, instructional objectives as well as the learning context are collected. The data is obtained from the interviews with the school administrators and teachers; test for the pupils; school visits and the examination of school documents. The analysis data forms the inputs for the design stage, which focuses on the instructional framework adopted and the instructional approaches, activities and media selected. The development stage involves the production of the alpha version of the instructional package and evaluating it formatively by a group of reviewers with the aim of improving it. The reviewers are made up of three teachers from XYZ school and a content and pedagogy expert from an institute of higher education. They are given a questionnaire comprising a checklist and some open-ended questions about the strengths and weaknesses of the instructional package to answer and the package itself to vet. Their comments and feedback are incorporated into the revision of the instructional package. The revised version of the instructional package, known as the beta version, is judged by the reviewers to be effective, efficient, motivating, usable and acceptable.
Date Issued
2002
Call Number
H62.5.S55 Sim
Date Submitted
2002