Learning Resources

The Ministry of Education promotes the establishment of a resource-rich learning environment through the evaluation of educationally appropriate materials intended for use by teachers and students. The media formats include, but are not limited to, materials in print, video, and software, as well as combinations of these formats. Resources that support provincial curricula are identified through an evaluation process that is carried out by practising teachers. It is expected that classroom teachers will select resources from those that meet the provincial criteria and that suit their particular pedagogical needs and audiences. Teachers who wish to use non-provincially recommended resources to meet specific local needs must have these resources evaluated through a local district approval process.

The use of learning resources involves the teacher as a facilitator of learning. However, students may be expected to have some choice in materials for specific purposes, such as independent reading or research. Teachers are encouraged to use a variety of resources to support learning outcomes at any particular level. A multimedia approach is also encouraged.

Some selected resources have been identified to support cross-curricular focus areas. The ministry also considers special-needs audiences in the evaluation and annotation of learning resources. As well, special-format versions of some selected resources (braille and taped-book formats) are available.

Learning resources for use in BC schools fall into one of two categories: provincially recommended materials or locally evaluated materials. All learning resources used in schools must have recommended designation or be approved through district evaluation and approval policies.

Provincially Recommended Materials

Materials evaluated through the provincial evaluation process and approved through Minister's Order are categorized as recommended materials. These resources are listed in Appendix B of each IRP.

Locally Evaluated Materials

Learning resources may be approved for use according to district policies, which provide for local evaluation and selection procedures.

Internet Resources

Some teachers have found that the Internet (World Wide Web) is a useful source of learning resources. None of the material from this source has been evaluated by the ministry, in part because of the dynamic nature of the medium.

Science Skills and Processes

Observing Observing involves obtaining information about objects, situations, or events using as many senses as possible. Observations may be qualitative or quantitative in nature. Observing provides both a basis for new inferences or hypotheses and a tool for testing existing inferences and hypotheses.

Measuring Observations are quantified using non-standard and then standard units. Length, area, volume, mass, time intervals, and force are among the measurements used. Appropriate measurement instruments and units within the metric system are selected.

Classifying Classifying involves grouping objects, concepts, or events on the basis of observable properties to show similarities, differences, and interrelationships.

Inferring Inferring means suggesting more about a set of conditions than is observed. Inferences are based on observed data and past experience. Inferences may evolve from both direct and indirect evidence and are modified on the basis of new evidence.

Predicting A forecast is made about future events on the basis of ordered data. Predictions on the basis of ordered data, extrapolation beyond observed patterns of events, and tests of predictions can be made.

Communicating Communicating is the process of organizing and processing data that occurs between the observation stage and the interpretation or generalization stage. It usually involves organizing "rough" data in a more compact and meaningful way (ordering, rearranging, comparing), depicting the data pictorially or graphically, and processing it mathematically (finding slopes, tangents) to facilitate interpretations.

Hypothesizing Hypothesizing is an "educated guess" made about an expected relationship between two variables in an attempt to explain a cause-and-effect relationship. Hypotheses are based on observations or inferences about a set of events. A hypothesis should be testable.

Designing An experiment is a cause-and-effect test between two variables. All processes may be involved. This can begin with setting a problem to be solved, identifying the variables to be controlled, making operational definitions, devising the test to be carried out, and following the prescribed procedure.

Controlling Controlling variables involves the process of deciding which variables or factors will influence the outcome of an experiment, situation, or event, and deliberately controlling all recognized variables in a systematic manner.

Interpreting Interpreting is the process by which sense is made of the observations in the form of inferences, generalizations, or explanations. It is usually a direct response to the problem under investigation and therefore includes judgments about the interpretation to fit with proposed hypotheses and the limitations of the new knowledge.

Formulating This process involves the use of physical or mental models to describe the behaviour of something that is unfamiliar. Constant vigilance is necessary to ascertain the validity (fit) of the model or analogy to the phenomenon modelled. Models often need revision to accommodate new facts.

Last Modified: April 1, 1998.
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