Resources for Teaching Middle School Science

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APPENDIX B:
NSRC Evaluation Criteria for Curriculum Materials

Introduction to Appendix B

Consistent with the National Science Resources Center's (NSRC's) philosophy of science teaching and with the National Science Education Standards of the National Research Council, the materials included in Resources for Teaching Middle School Science are hands-on and inquiry-centered. Briefly described, such materials provide opportunities for students to learn through direct observation and experimentation; they engage students in experiences not simply to confirm the "right" answer but to investigate the nature of things and to arrive at explanations that are scientifically correct and satisfying to young adolescents; and they offer students opportunities to experiment productively, to ask questions and find their own answers, and to develop patience, persistence, and confidence in their ability to tackle and solve real problems.

To produce evaluation criteria for identifying the most effective instructional materials available, the NSRC drew upon three primary sources:

the National Science Education Standards (see appendix C in this guide);
the experience gained by the NSRC in its ongoing review of science curriculum materials under the auspices of the National Academy of Sciences and the Smithsonian Institution; and
the experience of teachers, superintendents, principals, and science curriculum coordinators across the United States.

The NSRC's "Evaluation Criteria for Middle School Science Curriculum Materials" were used by panels of teachers and scientists in the structured review of curriculum materials for this guide. The criteria are organized in the following sections:

Pedagogical Appropriateness These criteria elaborate on the following key questions: Do the materials promote effective middle school science teaching and learning? Are inquiry and activity the basis of the learning experiences? Are the topics addressed in the unit and the modes of instruction developmentally appropriate?
Science Content and Presentation These criteria address whether the science content is accurate, up to date, and effectively presented. Specific issues addressed include these: Do the suggested investigations lead to an understanding of basic science concepts and principles? Is the writing style interesting and engaging, while respecting scientific language? Which of the subject matter standards from the National Science Education Standards does the material focus on?
Organization and Format; Materials, Equipment, and Supplies; and Equity Issues The criteria on organization and format include questions about the presentation of information—for example, whether the suggestions for instructional delivery are adequate and whether the print materials for students are well written, age-appropriate, and compelling in content. The criteria concerning hands-on science materials focus on questions such as the clarity and adequacy of instructions on manipulating laboratory equipment and the inclusion of appropriate safety precautions. Criteria addressing equity issues include the question of whether the material is free of cultural, racial, gender, and age bias.

At the end of each section, reviewers are asked to summarize the strengths and weaknesses of the material being reviewed. Final recommendations are based on a synthesis of the comments in the three sections.

Because instructional materials are designed to be used in different ways, the NSRC has identified three categories for classifying different types of science curriculum materials:

Core instructional materials, which are substantial enough to form the foundation of a comprehensive middle school science curriculum.
Supplementary units, which often consist of a series of activity-centered lessons. These units can provide enrichment for inquiry-based science teaching but may not have the depth or focus of core curriculum units.
Science activity books, which offer a selection of ideas and activities to facilitate science learning. These materials are generally too broad in scope or specific in focus to serve as the foundation of a comprehensive science program.

The evaluation criteria not only apply to materials at these different levels, but they can help identify the most effective use of a particular instructional resource by focusing reviewers' attention on its strengths and weaknesses.

The following considerations should be kept in mind when one is

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