Std-6 Mathematics -Gujarati Medium
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Textbook Name: Mathematics -Gujarati Medium Textbook
Language: Gujarati
Class: Standard -6
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in
Std 6 Mathematics Textbook
A selection in which the teachers’ use of language is clear comes from Zeidler and Lederman, (1989); “This portion of the amino acid is called the amino group. It contains a nitrogen atom and two hydrogens. Always and forever . . . Exactly, always and forever” (p. 780). Alternatively, students tended to develop an instrumentalist view of science when the teacher used precise language in presenting science constructs. For example, . . . the periodic table is just something created by scientists to organize all the elements . . .
Std 6 maths textbook gujarati medium
This brings up again another problem that always exists in classification. Remember I told you that living organisms don’t always fit into the neat little classifications that we have made up. . .” (Zeidler and Lederman, 1989, p. 778). The conclusion is inescapable. The teachers’ use of language influences their students’ views of the nature of science. Lederman, (1986), Haukoos and Penick, (1983), Yager, (1966), and Dibbs, (1982) have all concluded that the way teachers conduct instruction in the classroom influences the way students think of science.
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In particular, the way teachers verbally present scientific enterprise has implications for the way in which students will form their views of science (Munby, 1976 and Ziedler and Lederman, Understanding Science) and science content knowledge as measured by the Advanced General Science Test. Anderson, Harty, and Samuel, (1986) used the Nature of Science Scale (NOSS) in comparing two groups (1969 and 1984) of science teachers’ views concerning the nature of science.
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The two groups differed in the number of semester hours of science completed for certification requirements. Even though both groups demonstrated faulty views of science, the 1984 group with 51 semester hours of science had a significantly higher NOSS score than the 1969 group with 64 semester hours of science.
