Constructivist Way of Teaching in Engineering Field

8/2/2019 Constructivist Way of Teaching in Engineering Field

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CONSTRUCTIVIST WAY OF TEACHING IN ENGINEERING FIELD

Asst. Prof. Dr. Hanipah Hussin

Deputy Dean

Center of Language and Human Development

Universiti Teknikal Malaysia Melaka

Taman Tasik Utama, .Ayer Keroh. 75460.Melaka. Malaysia

Abstract

This paper reflects a research done on a cohort of engineering lecturers (20 new

lecturers in mechanical engineering) with the aims of emergent the effectiveness of

participatory action research and reflective practice in order to suit them to constructivist way

of teaching in engineering field. Part one pealed the participatory action research design

methodology and the reflective model used. It explored the notion of reflective practice and

participatory action research and it impact to the innovative and creative teaching and

strategies in respective engineering faculty. Part two discussed how the data was gathered.

Part three illustrates how content analysis procedure used for data analysis to improve

teaching knowledge base. Research finding, is in part four, it explained the introductory and

advanced coaching during the cycle of participatory action research. The challenges faced by

the practitioner of participatory action research were discussed on depth. All reflective

journals of the 20 lecturers were analyzed and eight teaching knowledge bases were

identified through content analysis. The fifth part, explained the most important teaching

knowledge base reflected by lecturers was self-knowledge as lecturer, knowledge of learners

and knowledge of context of industries. The role of peers, university supervisors in creating

collaborative emergent the effectiveness of educational practice is discussed widely. Part six

concluded that this study affirmed that participatory action research and reflective practice

could be applied in engineering faculty as an appropriate means to enhance professional

development among engineering lecturers.

Keyword

Constructivist

Reflective Practice

Participatory Action Research

Inquiry Method

Teaching Knowledge Base

Grounded Theory


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CONSTRUCTIVIST WAY OF TEACHING IN ENGINEERING FIELD

Asst. Prof. Dr. Hanipah Hussin

Deputy Dean

Center of Language and Human Development

Universiti Teknikal Malaysia Melaka

Taman Tasik Utama, .Ayer Keroh. 75460.Melaka. [email protected]

1.0 INTRODUCTION

This article show how the idea of reflective practice and participatory action research

was explicitly brought by professor and their cohort engineering lecturer in University

Teknikal Malaysia Melaka (UTeM) that was volunteer to create and improve from the

conventional system of teaching and learning to initiated curriculum reforms based on their

engineering subject matter. According to Foshay (1998:110) and (Hanipah (2004:37) during

the process of reflective practice and participatory action research, the professor and new

lecturers learn together to establish a systematic, orderly procedure for exploring problems

and finding possible actions to eliminate problems or at least to make them more manageable

in nature of student and the university. Drawing on my experience as pedagogies practitioner

in engineering university since 2002, I argue that reflective practice and action research

emerged or spread as an aspect of the universities lecturers based curriculum reforms in the

integrated education system in Malaysia which is emphasis on constructivist way of teaching

in engineering field. In doing so, I attempt to counter the contemporary approach that

lecturers-as-researchers movement was initiated by academics in the higher-education sector.

The effective development of reflective lecturer or tutor is largely dependent on the

behavior of professor in the faculty and for that reason professional development of professor

is very important. Thus, it was encouraging to note that in UTeM, Centre for Teaching and

Learning Excellence (CTLE) work and innovation of the Staff Development Programs in five

faculties, teamwork was very much appreciated. Therefore, other than team coaching andteam supervision that is presently in practice, there should be more prerequisite to enable

professor to work together in pairs or in small teams during supervisory. This arrangement is

not only to facilitate peer observations and to allow the professor and new lecturer to practice

content pedagogical knowledge skills but also to accord them opportunities to discuss with

reference to content per-se and share their observations reflectively.

1.1 Statement of the Problem


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When cohort of new lecturers from (Kolej Kemahiran Tinggi MARA, (KKTM) come over to

Universiti Teknikal Malaysia Melaka early January 2007, we have big task to do. It is about

to train new mechanical engineering lecturers for new mechanical engineering college in

Malaysia. As we are concern Engineering subject matter and many aspects of inquiry are

viewed by objectivist as means to discover this objective reality. Lecturers, from the

objectivist perspective are individuals who are acquired a sufficient engineering knowledge

based. Their role is to transmit their knowledge (fact, concepts and principles) to engineering

students.

The content and the nature of engineering lecturers thinking toward pedagogical

content knowledge are some what personal and meaning is constructed by the learner

through experience and it is known as constructivism. Learning to teach for new engineering

lecturers just a social process in which learners construct meaning, which is influenced by the

interaction of prior knowledge and new learning events.

One more importance in training new lecturers in engineering field is teaching from a

constructivist perspective. Mean, train them not viewed as telling or transmitting fixed truths

to students but rather as providing students with relevant experiences and subsequent

opportunities for dialogue so meaning can evolve and can be constructed. In this way of

pedagogical training, the engineerings curriculum from this perspective is no longer viewed

as a document of important information, but instead as a set of learning events and activities

through which new lecturers and the pedagogy trainer jointly negotiate content and meaning.

For that reason this study take place in participatory action research form and used reflective

journal to encourage new lecturers in engineering field to practice a constructivist during

their training to be lecturer. And we will come to see that a constructivist perspective will

require drastic changes in lecturers behaviour.

This study also takes in account the predictions and changes in future education that

emphasizes the need of lecturers that are knowledgeable in general pedagogy and content

pedagogy, innovative and use the practice and application oriented education at UTeM. This

awareness has brought all professor and lecturers from every faculty to continue the effort of

the organization to implement the education approach. Reflective practices and participatory

action research in teaching process is one of the tool that has been chosen as an engine to

move the educational approach in to practice in every faculty through participatory action

research design. Lecturers have to learn new skills during teaching that we know as reflective

writing. To persuade that learning to be reflective has been in line with application

orientation during teaching my cohort and I develop a serial design of participatory action


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research. The serial design included two cycles in order to answer the process of practicing

the reflective writing and to take an action to new teaching and learning techniques

collaboratively between me as a pedagogies expert and my student as a new lecturer in their

engineering field.

1.2 Why reflective practice and participatory action research is needed inconstructivist way of teaching?

i. To increase lecturers competence in pedagogical reasoning .ii. To increase the awareness of giving a meaning to classroom experience.

iii. To produce lecturers those are able to think and take action without being asked to do soin increasing their professionalism.

iv. To produce lecturers those are innovative and proactive in order to increase the skill ofassessing their strength and weakness as a lecturer.

1.3 The objective of the research / what prompted it to be constructivist?

i. To explore the experience of the implementation of reflective practice throughparticipatory action research in teaching engineering subject matter.

ii. To analyze the teaching and learning problems of lecturers through their writings in thereflective journals.

iii. To identify the trust and values of lecturers towards their colleagues, supervisor andprofessor that influences their pedagogical way of thinking.

The study focuses on the content of reflective writing in helping lecturers to develop their

pedagogical reasoning in classroom during field experiences. At last this study brings

forward these research questions clearly:

1.4 Research Questions

1. Does teaching philosophy and pedagogical reasoning constructed toward respectiveengineering field by reflective writing?

2. Does the reflective format facilitate lecturers to think reflectively in engineeringcurriculum practice?

3. What do lecturers report about the influence of the university community (colleagues,

mentors and professor) in developing pedagogical reasoning

2.0 LITERATURE REVIEW

Background of the Action Research

1990s in Malaysia, EPRD cooperation of the schools, Kim Paik Lah (1994),

Syarifah Bee Abu Bakar (1998) Hanipah Hussin (1999) used Action Research


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to increase the professionalism level of student teachers in Teachers Training

Devision.

1980s in Australia, Europe and America, Action Research is used as an

empirical and systematic tool to increase the schools performance.

1991, in Europe, John Elliot use this method in Ford Teaching Project as an

approach to help lecturers combine inquisitive effort in teaching and learning

in the classroom.

Kurt Lewin a social psychologist emphasize collaborative effort to further

improve work performance in his department (Kemmis and Mc Taggart),

(1981)

1953, Lewins idea is used in Lecturers College, Colombia University, New

York as a research approach in schools.

The introduction of learning to be reflective on the right track with contemporary issues and

these issues are complimentary with Malaysian Conceptual Model of Education.

The central points are Teaching Knowledge Base (Shulman:1987). In this

matter, the researcher uses reflective as the effective tool to create the awareness in

beginner lecturers of a lecturers role and their accountability toward organization and

Allah/God. This is clearly the main root towards building lecturers professionalism in

Malaysian ways of philosophic.

Figure 1: Conceptual Model of Educators in Malaysia

Figure 1 shows the conceptual model of educator in Malaysia. The model stresses the

importance of God, the self as Man, and society and their inter-dependent

relationships. Besides the areas of knowledge, skills and values that are given equal

ALLAH/GOD

SELF AS

LECTURESOCIETY

Knowledge

Skills

values


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and balanced emphasis, the spiritual, emotional, physical and intellectual

development of the new lecturer is also taken into consideration.

3.0 METHOD AND PROCEDURE IN PARTICIPTORY ACTION RESEARCH

The research design that is used by the researcher is Participatory Action Research Design as

in Table 1

TABLE 1: PARTICIPATORY ACTION RESEARCH DESIGN

Type of Action

Research

Aim Head

Researcher/Professor

Roles

The Relationship

between facilitator

and subjects

Participatory

Action ResearchIn Service

Lecturer

Formatted the reflective

writing to help lecturer reflecteffectively.

The effectiveness of reflective

practice in developing

professionalism

Co-researcher /

Principles Researchercoaching and

scaffolds and

encouraging self

reflection

Co-operation

(Consultation)Coach

Scaffold

Source: Zuber-Skerrit,Ortrun. (1996:4), Hanipah Hussin . (2004:50)

Although the study included some faculty but then, this research has a few limitations in

these areas:

1. It was a 20-acceptance reflective journal, which was, involves one Asst. Professor(researcher) and 20 lecturers that share the clinical supervision during micro-teachingsession

2. Based on the small number of participant the research findings can only show theprocesses of reflective practice are successfully done in engineering subject matter with

interesting content and nature.

3.1 Cohort

An interesting point that the researcher wants to highlight is the researcher has choose

content pedagogy and general pedagogy based on cohort study that is those that are directly

under the researchers supervision. The good point about this is coaching and scaffolding can

be done directly to the participant during field experience in all spirals planed by the

researcher. Below is one of acknowledgment given by Australian professor when the

participatory action research strategies used in one of my previous work back in 1998:

Although Hanipah rightly pointed out that her finding of her study are not intended

to be broad-spectrum, after reading her thesis, I suspect that there may be many

commonalties in the difficulties experienced by lecturer and professor in the Malaysian

context, and those experienced by many Australian lecturer and professor. These

commonalties suggest that they may be considerable potential for cross-cultural differences

between the two contexts. I found the study valuable in that it alerted me to this possibility.An additional strength of the study, in my view, is that it very clearly demonstrates the


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usefulness of participatory action research in addressing the ongoing challenges in

developing professional lecturers in university.

(Dr.Jennifer Sumsion, Professor in Faculty of Education, Macquarie University, Australia-

November 1998)

3.2 Method and Participatory Action Research Procedures

Qualitative approach used in this research. Participatory Action Research Model and

Reflective Model have been used as a technique to gather data. Figure 2 below show that

Action research model that is used has two cycles (reflect 2 phases) where every cycle has

fives smaller spiral (reflect 5 element in teaching: plan, implement, evaluate, reflect and re-

plan to improve teaching knowledge base). The reflective practice that is used moves two

cycles and smaller spiral simultaneously. This technique is called second order action

research where the researcher as a pedagogy professor and new lecturer subject matter

involve in coaching and scaffolding, to construct teaching knowledge base together,

exchange information, reflective and re-plan teaching and learning to improve the current

practice in engineering field. Figure 2: Reflective Practice on Participatory Action Research

Figure 2: Reflective Practice on Participatory Action Research Model

3.3 Triangulation technique

Triangulation technique has been used to make sure the data is valid. The triangulation

process is repeated until the 5th

spiral in the participatory action research model as shown in

Figure 3 below.

There are ways that has been used by the researcher to gather data that is.New Lecturers weekly reflective journal.

8 weeks length of micro-teaching

Advance

Coaching

2

3

4

5

2

3

Cycle 1 shown researchers spiral in

introductory coaching.

Cycle 2 shown researchers spiral

in advance coaching

Introductory

coaching

Reflective

Practice


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Transcript from video tape of feedback session

Researchers weekly reflective journal

Feedback forms of clinical supervision from supervisor/professor

As summary of the techniques used by the researcher for data gathering is that 4 techniques

has been used. The console on the validity of the data using the triangulation technique

shows the maturity of the researcher. The continuous analyses of data is planned from one

spiral to the other thus the data is vital and generative. This means the data from one spiral

stimulate data in the next spiral.

FIGURE 3: TRIANGULATION TECHNIQUE IN DATA GATHERING

3.4 Data Analysis

Data analysis in this study followed the Strauss and Corbin (1990) procedures called

Reflection on Data Analysis in ParticipatoryAction Research. Researcher used the

participants data entry or data collection (for example interview, journal, observational

forms) and followed

4.0 FINDINGS OF THE RESEARCH

The findings of this research, the thinking pattern of the trainees can be detected by the

content of reflective writing journal during reflective practice after micro-teaching session.

The result of construction knowledge teaching base can be shown as below:

Reflective by new lecturer Reflective by researcherFeedback

Feedback from professor, peers and supervisor

Planning

Teaching

Reflective

Adopted Hanipah Hussin 2004:66


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Category Sub category Property

1. Self knowledgeas a lecturer

Look at the self aspect as a lecturer

Self trust and values

Aims and commitment

Balance between work requirement and personal needs

152

56

48

4

2. Knowledge ofstudents

Students behavior

Handling students behavior

Motivating student to study

The students intellectual level and study style

Likes / dislikes of the student

Interaction of the student

65

24

25

20

13

1

3. Knowledge ofeducation

School

Schools community

Personal matters of the lecturer

Lecturer

Community

49

32

10

6

2

4. Knowledge ofgeneral pedagogy

Structuring activities

Techniques in teaching

Teaching aids

Time control of activities

Controlling classroom

Lesson plan

18

17

15

6

2

4

5. Knowledge ofpedagogys

content

Choosing of assignments

Examples of pictures / resources

16

4

6. Knowledge ofthe curriculum

Evaluation

Objective

Schools curriculum

National curriculum

11

6

3

1

7. Knowledge ofvision/ mission

of education

Aims of education

Malaysia Educational Philosophy

8

2

8. Knowledge ofcontent

Concept in subject 10

TABLE 2: SUBJECTS THINKING PATTERN BASED ON REFLECTIVE PRACTICE


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5.0 THE IMPLICATION OF THE STUDY

5.1 Researcher Reflects on Their Experienced

I learned, as a pedagogies professor, theories can be explicitly practices, and that theorizing

consisted of articulating those tacit theories and subjecting them to critique in free and

open professional discourse. I also learned that high-quality professional discourse depends

upon the willingness of everyone involved to tolerate a diversity of views and practices.

Reflection on Action (Hanipah:April, 2007)

5.2 Peer Acknowledgement?

As a summary, the researcher as truly made the effort to produce a quality article based on

action research that can drive the reader and future researchers in Universiti Teknikal

Malaysia Melaka to do further research on engineering lecturers professional development.

Cyclical nature of experiential learning demonstrated by hanipah is a comprehensive

learning process which indicates that personal experiences in teaching, observation, analysisand reflection drive new lecturers to formulate of conceptions and principles. The most

important that hanipahs work worth to engineering lecturer is developing personal theories

and conceptions to be tested in new situation. Coaching through reflective writing is a new

way of improve our daily work in faculties This means the basis of reflective practice and

participatory action research should be used as one of the method of educational future

research in mechanical engineering .

(Dr.Hamdan Abd. Kadir-Senior Leturer in Human Resourse-Universiti Teknologi Malaysia)

5.3 What Are the External Practitioner Report on The Study?This study makes a welcome contribution to the research literature about reflective

practice in lecturer education by moving beyond the Western focus of much of the existingliterature. As a Western reader, I found the Malaysian context of this study most interesting,

and in my opinion, this focus gives a number of strengths.

This document provides Western readers with insights into Islamic beliefs and their

relevance to the professional preparation of Malaysian lecturer. More specifically, it

highlights how religious beliefs can be instrumental in fostering a commitment to reflection.

The role of religion, and spiritual aspects of reflection in general, are rarely mentioned in

the contemporary Western literature about reflection, so the thesis makes a particularly

worthwhile contribution in this respect

I also found the discussion of issues and implications arising from the study very

thorough and perceptive. In my view, this chapter demonstrated Hanipahs ability to critique

socio-cultural and political influences impacting on the Malaysian lecturer educationcontext, and to engage, herself, in critical reflection

(Dr.Jennifer Sumsion, Lecturer in Faculty of Education, Macquarie University, New South

Wales, Australia,)

5.4 Senior Professor Perspective

A very good report in which she has incorporated a long list of up to date relevant

references. In Malaysia, there has not been that many research projects on action research

and reflective teaching. Although reflective teaching is a familiar concept to most has been

done to promote it seriously. Similarly, clinical supervision became popular especially in

lecturer training colleges of Education Ministry in the 80s. Hanipahs study should be able

to revive the interest of Malaysian educators in those two areas, which if taken seriously,

may be able to contribute to effective teaching. All educational systems need more reflective


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practicing lecturers. The report is well written and presented. Research questing were stated

clearly and all have been answered generally in quite a comprehensive, organized and well-

structured manner. The research methodology was also quite appropriately chosen for the

kind of study she had undertaken. She also took measures to control the reliability and

validity of instruments used in her study. The theoretical framework and model on which her

study is based is clearly explained and rationalized. The title of the study describes the workdone accurately

(Prof. Dr.Zaiton Sidin, Dekan Fakulti Pendidikan Universiti Teknologi Malaysia)

5.5 Participant Feedback

Second session is practical knowledge in machine for three months. In the session of

pedagogy, I learnt the methods and techniques how to teach the students effectively. I also

learnt to create a teaching portfolio given by Associate Professor Dr. Hanipah Hussin. From

this portfolio I learn how to develop lesson plan, I create my learning output and I can

differentiate the behaviourial and non behaviourial aspect among learners, I can plan my

lesson individually. My reflective writing getting better and I have my own philosophical

terminology that I believe could be drive me to be a great lecturer in engineering field.

For pedagogy and teaching skill, I want to use Problem Base Learning (PBL) and Project

Oriented Problem Base Learning (POPBL) in my classes. For my subject KMEM 4344

Internal Combustion Engine, the PBL and POPBL is very useful where many assignments

and projects will be given to the student. Also for each lecture, I will make a minimum

guideline and reiterate core examples so that many students can understand. Plain and

comprehensible terms will be used with simple examples to clarify key points. To stimulate

advanced students, challenging problem is issued in exams and quizzes. Each class begins

with a short review for last class and finalized with summary. I will check students reaction

very carefully, even the smallest detail, in order to improve my lecture.

I hope I can deliver the knowledge to my student clearly and make it to simply understand.

Also, after applying the techniques and methods learning, I hope my students can think

logically, critical thinking, communication skills, team work and self independently.

Reflection on Action (Azizul KKTM 07)

5.6 Students Rating on Diagnostic Questions in HoTSOver the years, I have worked hard to improve my teaching. For the first semester (Sem II

2003/2005), I used active learning in my DMV1042 class. I had been quite fortunate to receive

good overall ratings from students evaluation, Figure 1. I thought I will receive lower than that

since it was my first semester teaching that subject. Nevertheless, I have used my students

evaluation to my advantage, mainly to find feedbacks to improve my teaching effectiveness. I

have carefully studied my students comments and considered their suggestions. Many have been

quite generous to give me good comments. The majority of the students find that active learning

to be effective, fun and dynamic. Some of their comments and critics are listed below.

"Even though I found the course material very difficult and sometimes tedious, Sir Ihfan

enthusiasm made the course very enjoyable. I felt camaraderie in the class which made it fun and

interesting. Sir Ihfan was very helpful and always available outside of class and I think most

students took advantage of this.The information was clearly presented, Sir Ihfan was available

to discuss problems at least 1 hour every day, and I know that he did everything he could to

encourage my success. "The lecturer taught very well and clearly. Lots of homework and


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assignments but now that the term is going to end, I think I learned the material very well.""The

group discussion and assignments were helpful. It allowed me to understand problems better."

After finished pedagogy course at UTeM in Jun,2007, I realize engineering graduate like me

could become a great engineering lecturer. I come to a point that my schemata and my prior

engineering knowledge about any topic greatly influence what can be learned.And it isthrough reflective practice. Writing and identify the problem and try to solve it in a very

systematic way of doing. Researcher such as Asst. prof. Dr. Hanipah show me how

knowledge teaching base store and organized in my memory through knowledge structures

or what we call scemata

Reflection on Action (Muhammad Ihfan Suparman KKTM 07)

6.0 CONCLUSION

The researcher has discussed this study in two main parts that is:1. How the researcher does participatory action research and the process that is faced.2. Discussion on Knowing How and application on constructivism strategy in teaching.Some difficulty in every spiral had discussed analytically. Grounded Theory and inquiry

method had shown clearly. All data used by the researcher and participants to develop new

data in their new cycle of action research. The processes carried for two and the half-month.

A few obstacles has been identified like getting the co-operation from 20 participants to write

reflectively in time.

Nevertheless the main matter that was discussing in the thinking pattern is the self-

knowledge of being a reflective lecturer where by new lecturers does have more of this. They

are also reported to emphasize values and self-trust, aims and commitment in the subject

matter. The researcher has made description about the thinking pattern. The second matter

that was discussed by the lecturers is their knowledge about their students. The research has

made detail comparison of each sub category. Thus, the terms reflective thinking,

reflection and reflective practice are used interchangeably throughout this study to refer to

the process lecturers employed as they reviewed, reconstructed, and critically analyzed issues

of concern that arose from their field experience. The process is defined as active and critical.

Careful consideration is given to knowledge, beliefs, values, feelings and interesting events

in light of the grounds, which support them, and in light of their consequences. In summary,

the problems that prompted this study include the background of contemporary issues in the

professional development of lecturers in Malaysia and the need to explore of how reflection

can be facilitated in early profession.


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7.0 BIBLIOGRAFI

[1] Elliott, J. (1991).Action Research For Education Change. Buckingham: Open

University Press.

[2] Foshay,A. (1998). Action Research In The Nineties.Journal ofThe Education Forum,

62,108-112.

[3] Hanipah Hussin. (1998). Action research on learning to be reflective.Paper presented in

Second International Practitioner Research Conference. 9-11July. Sydney. Australia.

[4] Hanipah Hussin. (1999). Daya berfikir dan struktur pemikiran refleksi kritikal:

Bagaimana amalannya dalam pengajaran dan pembelajaran.Jurnal Teknologi.

No.31,Disember, 31-41. Universiti Teknologi Malaysia.

[5] Hanipah Hussin. (1999). Teori dan format penulisan: Refleksi Kritikal

dalam proses pengajaran dan pembelajaran guru bestari.Jurnal Akademik.Jilid 10, Desember, 1-9, Maktab Perguruan Temenggong Ibrahim.

[6] Hanipah Hussin. (1999). Ulasan thesis: Learning to be reflective: The content and Nature

on student teachers Thinking during field experience in Malaysia.Jurnal Akademik.

Jilid 10, Desember, 61-68, Maktab Perguruan Temenggong Ibrahim.

[7] Hanipah Hussin. (2004).Learning to be Reflective: From Theory to Practices

Malaysia Experiences. Penerbit Universiti Pendidikan Sultan Idris. Tanjong Malim.

[8] Hanipah Hussin. (2004). Teknik Mengajar Dewasa: Panduan Untuk Jurulatih. Penerbit

IPTS.Pahang.

[9] Kemmis, S, and Mc Taggart, R. (1981). The Action Research Planner. Victoria: Deakin

University Press.

[10] Shulman, L.(1987). Knowledge And Teaching: Foundations Of The New Reform.

Harvard Educational Review, 57(1), 1-22.

[11] Strauss,A and Corbin, J. (1990).Basic Of Qualitative Research: Grounded

Theory.Procedures And Techniques. California: Sage Publication.

[12] Zuber-Skerritt, Ortun. (1996). New directions in action research. London: The FalmerPress.

8.0 BIOGRAPHIES

Asst. Prof. Dr. Hanipah Hussin is a senior lecturer and head researcher in education and

training at the Universiti Teknikal Malaysia Melaka. She has over 23 years teaching

experience in a range of schools, Teachers Training College and Universities. She is

currently a Dean of Center for Language and Human Development. She is one of the key


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personal and Associate Fellow at the Centre for Teaching and Learning, supporting various

Teaching Knowledge Base courses among new lecturers in engineering field.

Documents

Constructivist Way of Teaching in Engineering Field