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karthikmns
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eval_testing_mns

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progress by summative and formative evaluation. The new textbooks reflect
Continuous Comprehensive Evaluation and teaching method with respect to discussed
concepts. This is very useful to teachers and students.
In the new textbooks, the design of concepts and activities help in achieving
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the specified academic standards. Teachers need to plan appropriate teaching
strategies to improve the academic standards among the students by the end of
teaching the lesson. For effective implementation of continuous comprehensive
evaluation the teaching must move away from the methods of rote memorisation
of concepts. There is a need for teachers to have a good understanding of the
methods of evaluation which help them in assessing the progress of children in a
constructive and comprehensive way. The new textbooks are not confined to
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simply provide necessary informations about concepts. Instead they focus on the
new teaching strategies and evaluation techniques which are very important for
both teachers and students.
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We thank the VidyaBhavan Society, Rajasthan for their cooperation in designing
these new text books,the writers for preparing the lessons, Smt. Pulipati Parameswari
who helps in translation, the editors for checking the textual matters and the DTP
group for cutely composing the textbook. We invite suggestions from educationists,
teachers, parents, students and others to make this book more meaningful.
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Teachers play a pivotal role in children’s comprehensive use of the text book.
We hope, teachers will make their best efforts for proper utilization of the text book
so as to inculcate scientific thinking among children and inspire them to be great
scientists.
Director,
SCERT, Hyderabad
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Free distribution by T.S. Government 2019-20 v
Dear teachers...
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New Science Text Books are prepared in such a way that they develop children’s observation
power and research enthusiasm. The official documents of national and State Curriculum frame
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works and the Right Education Act are aspairing to bring grossroute changes in science teaching.
These textbooks are adopted in accordance with such an aspiration. Hence, science teachers
need to adapt to the new approach in their teaching.
In view of this, let us observe certain Dos and Don’ts:
• There is an immediate need to discard the practices adopted in the schools on a false belief
that teaching of 10th class means preparing the children for public examination. In 10th
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class the teaching learning process should focus on achieving the academic standards rather
winning race of scoring marks.
• Avoid practices like using guides and question banks, asking the children to read only
important questions, focussing on lessons which help in scoring more marks.
• Read the lesson thoroughly before you start teaching and ask the children to read the text.
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Then initiate a discussion to make the children understand the concepts in the lessons.
• Encourage children to express their own views and ideas while writing the answers. Give
weightage to such type of writing in examination.
• Some instructions are given in the textbook regarding the collection of certain information
by the teacher. Collect such information and make it available to students.
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• In public examination, the weightage will be given to all aspects of the syllabus. Except
foreword of the textbook everything else must be treated as a part of the curriculum.
• Textual concepts are presented in two ways: one as the classroom teaching and the other
as the laboratory performance.
• Lab activities are part and parcel of a lesson. So, teachers must make the children conduct
all such activities during the lesson itself, but not separately.
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• Teachers are advised to follow the following teaching steps while transacting lessons-mind
mapping, reading lesson and identifyng new words by children, performing activities,
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demonstration and discussion, conclusion and evaluation.