A model is a representation of an idea, object, event, process or system.

Models and modeling

play a crucial role in science practice. One justification for their inclusion in science teaching is
that they contribute to an ‘authentic’ science education, where teaching reflects the nature of
science as much as possible (Burrow, 1986). Hence, explain with examples the reasons why
teachers use models as teaching aids.
To start with, teachers have limitless possibilities when it comes to the methods of instruction
that they can use but most of the time they merely use the traditional methods of teaching.
Arguably the most widely used models of instruction are Instructor Based models. These
teaching methods focus on the teacher and more often than not it involves the teacher thoroughly
explaining the subject matter with little to no student interaction (Digby, 1997). This may be the
most straightforward method but its efficiency is reduced due to the short attention span some
students have. Since teachers don't interact with their students when they are using Instructor
Based teaching models, most students lose their focus and their mind tends to wander.
Additionally, the progression of education and education technology should follow the
progression of time. The traditional teaching methods may have been successful in the past, but
the minds of the current generation vary from those of the previous generation. This calls for
new innovative teaching models that cater specially to the students of today. Of course it is not
wise to throw away all of the models that the past teachers have painstakingly created (Digby,
1997).
Also, High tech tools can also be used in the advancement of education technology. Using tools
like software programs in the teaching methods of instructors can help instructors attract and
keep the attention of their students. However, if the computers aren't regulated then the students
can get distracted by the very tools that were made to prevent them from being distracted. Using
technology in teaching can be a double edged sword because of the tendency of modern
technology to be inclined on leisure instead of work. This is why proper research and testing
should be done before deciding on the usage of these items.
Therefore, learning can be reinforced with different teaching/learning resources because they
stimulate, motivate as well as focus learners’ attention for a while during the instructional
process.
Teaching/ learning resources are instructional materials and devices through which teaching and
learning are facilitated in schools (Agun, 1977). Examples of teaching/ learning resources

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include visual aids, audio aids, real objects and many others. Visual aids are designated materials
that may be locally made or commercially produced.
They come in form of, for example, wall-charts, illustrated pictures, pictorial materials and other
two dimensional objects. There are also audio-visual aids. These are teaching machines like
radio, television, and all sorts of projectors with sound attributes .Television and radio
programmes provide another useful geography teaching/learning resource. Films, likewise, are a
popular teaching/learning resource (Digby, 1997).
In addition to helping students remember important information, teaching/learning resources
have other advantages. When properly used they help gain and hold the attention of students.
Audio or visual aids can be very useful in supporting a topic and the combination of both audio
and visual stimuli is particularly effective since the two most important senses are involved
(Burrow, 1986).
Teachers should keep in mind that they are like salesmen of ideas, and many of the best sales
techniques that attract attention of potential clients are well worth considering. Clear y, a major
goal of all teaching is for the students to be able to retain as much knowledge of the subject as
possible, especially the key points. Numerous studies have attempted to determine how well
teaching/learning resources serve this purpose. Indicates from the studies vary greatly from
modest results which show 10-15 percent increase in retention to more optimistic results in
which retention is increased by as much as 80 percent (Burrow, 1986).
Good teaching/learning resources can help solve certain language barrier problem as they
provide accurate visual image and make learning easier for the student (Chacko, 1981). Another
use of teaching/learning resources is to clarify the relationship between material objects and
concepts to understand. Symbols, graphs, and diagrams can also show relationships of location,
size, time, frequency and value.
By symbolizing the factors involved, it is even possible isualize abstract relationship.
Instructional aide has no value in the learning process if they cannot be heard or seen.
Recordings of sounds and speeches should be test d for correct volume and quality in the actual
environment in which they will be used (Chorley, 1966). Visual aids must be visible to the entire
class. All lettering and illustration must be large enough to be seen easily by the students farthest
from the aids.

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Colors, when used, should provide clear contrast and easily be visible, the usefulness of aids can
be improved by proper sequencing to build on previous learning. Frequently, good organization
and natural pa terns of logic dictate the sequence. However, use of standardized materials,
including a syllabus, is recommended. Sequencing also can be enhanced simply by using
overlays on transparencies, stripping techniques on charts and chalk or marker boards, and by
imaginative use of magnetic boards. Sequencing can be emphasized and made clearer by the use
of contrasting colors (Chorley, 1966).
The effectiveness of aids and the ease of their preparation can be increased by initially planning
them in rough draft form. Revisions and alter s are easier to make at that time than after their
completion. The rough draft should be carefully checked for technical accuracy, proper
terminology, grammar, spelling, basic balance, clarity, and simplicity. Instructional aids should
also be reviewed to determine whether their use is feasible in the training environment and
whether th y are appropriate for the students (Chorley, 1966).
It is interesting to note that a large percentage of trained teachers and those undergoing
professional training courses can teach with me of the teaching/learning resources. They do so
consciously because they know the use have positive effect on learning outcomes as their
cognate experiences during teaching practice supervision reveals (Morris,1968). Making and
using teaching/learning resources is an important aspect of good teaching. Even in classrooms
with few resources; teachers can use locally available resources to improve pupil learning.
Learning takes place in an exciting and active environment.
The mere use of these materials however, does not guarantee effective communication, nor
effective teaching. It is their careful selection and skillful handling of teaching/learning resources
by the teacher that renders the useful in facilitating learning (Chorley, 1966). It is therefore,
important for teachers especially at the beginning, to become familiar with the various types of
instructional materials as well as the values that can be derived from their proper use.

In conclusion, Models provide an environment for interactive student engagement. Evidence

from science education research shows that significant learning gains are achieved when
students participate in interactive engagement activities. Thus, it is important that the learning
environment/activity created around a model provide an interactive engagement experience.
Many models allow one to perform sensitivity studies to assess how changes in key system
variables alter the system's dynamic behavior.

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 REFERENCES

Agun, I. (1977). Educational Technology in Nigerian Teacher Education.

Lagos: NERDDC Press,

Burrow, T. (1986). Horizons in Human Geography. London: Macmillan.

Chacko, I. (198). Learning Out comes in secondary schools mathematics related to teacher and

student characteristics. Ibadan: PhD Thesis University of Ibadan.

Digby, B. (1997). Global Futures. London: Heinemann.

Morris, J. (1968). Methods of Geographical Instruction. London: Blaisdell Publishing Company.

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