Reiser and Balderas

Reiser's Theory
Reiser (2013) cited that students for them to develop understanding of subject matter
requires that teachers know what students already understand and believe about the world.
These prior conceptions serve as foundations for building new understandings. Teachers can
only use students' prior knowledge if they know what it is. For instance, in science, we know that
students are likely to hold a continuous model of matter rather than a particulate model.
Contextualization activities help relate the ideas to be learned to students’ prior ideas. For
example, benchmark lessons and bridging activities challenge students to make predictions or
explain findings and elicit prior understandings on which new understandings can be built.
Reiser also added that students may bring particular kinds of knowledge and experience
that are unique to their cultural, ethnic, and socioeconomic backgrounds. Students may also
lack the prior knowledge and experience necessary to engage in dialogue and collaboration
around particular scientific concepts simply because they have not had access to certain
experiences. In addition, students may bring epistemological stances and ways of knowing that
diverge from those valued in science classrooms and communities. We use several strategies
that make instructional materials accessible to students and that teach science in deep and
meaningful ways. The strategies draw from, incorporate, extend, and challenge students’
community-based ways of knowing and funds of knowledge, such as locating community
problems related to the concepts under study, engaging youth in specific activities related to
those problems and involving parents and community members as classroom participants who
discuss their knowledge and experiences regarding science concepts and related community
problems.
Balderas Theory
Cross as cited by Balderas (2016) on the characteristics of module he stressed that
learning modules are the progeny of two reform movements in education that included
programmed learning and mastery learning. Mastery learning plans contain the major features
of the present day modules, such as: Educational objectives were specified. Instruction was
organized into learning units. Diagnostic progress tests were administered after each unit.
Mastery of one unit was required before the learner is allowed to proceed to the next module or
unit. She said that modules should be self-contained, self-pacing, short and well defined,
adequately motivating, properly sequenced, providing opportunities for interaction with learners,
clearly written with correct language, accurate, not in conflict with other subject matter and
values, and utilizing every opportunity to achieve learning outcomes.
Nepomuceno as cited by Balderas (2016) described the modules in the following on a
distinctive, identifiable skills or set of skills or outcomes other than skills. It is fairly short so as to
make students use their study time efficiently. It is essentially self-teaching, even though it may
encourage group work. It blends theory and practice, and combines doing with reading and
reflecting. It provides a list of further readings or sources related to the skill being promoted. It
provides suggestions to students for participating in the design of their own projects,
explanatory activities, and evaluation criteria. It is reality-oriented in the sense that it involves
the students in real situation if not possible, tried to use stimulation technique. It provides
feedback for improvement and redesigning. With these characteristics, he cited the following
reasons why modules are needed in teaching. The first is to develop learning autonomy, ensure
satisfactory minimum standards, provide remedial units, provide basic education, upgrade
content, enhance competencies of teachers, integrate theory and practice, cater for individual
differences in learning, cater for different groups within the one course, consolidate critical
points in a course, facilitate industrial certification, provide resources for distance education,
encourage mastery and encourage a changed role for the teachers. He also define module as
the one that provides opportunity for organizing numerous sequences of experience to reflect
special interests of the teacher or student. Self-instructional units allow the teacher to focus on
student deficiencies in subject matter that must be corrected and also serve to eliminate the
necessity of covering subject already known to the student. It provides a way of assessing
students’ progress in learning. It reduces the routine aspects of instruction learning. The teacher
is free to engage in personal contact with the student. The independent nature of self-
instructional units facilitated the updating of study materials without major revisions. It serves as
model for teachers who wish to develop their own materials and insert their own personality.

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Reiser's Theory

community-based ways of knowing and funds of knowledge, such as locating community

values, and utilizing every opportunity to achieve learning outcomes.

Nepomuceno as cited by Balderas (2016) described the modules in the following on a

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