TEACHING AND LEARNING APPROACHESEN NAZARIA

1. Constructivism2. Inquiry-discovery3. Science Technology and society4. Laboratory work5. Project based learning

INQUIRY [INKUIRI]

Definisi: Means to find information To questionand to investigate a phenomenon that occurs in the environment Process of defining and investigating problems, formulating hypothesis, designing

experiments, gathering data and drawing conclusions about problems.

Aktiviti: Pondering and posing questions Menggunakan pelbagai kaedah untuk membuat dan mengklasifikasikan pemerhatian. Mengesahkan sumber maklumat Menyiasat, menganalisa, memberi jawapan dan penerangan Meyampaikan kesimpulan dan kesan

DISCOVERY [PENEMUAN]

Definisi: Process mental untuk menggabungkan konsep dan prinsip Include

o Memerhatio Mengelaso Mengukuro Meramalo Menghuraikano Membuat inferens

Kaedah pengajaran inkuiri Guided inkuiry (inkuiri terpimpin)

o Students does not have experience Inkuiri bebas

o For students have experienced and sufficient knowledge and skills about guided inquiry teaching.

o Guna peta konsep

Science Learning Cycle Modelo Evaluationo Elaborationo Explanationo Explorationo Engagement

Discrepent event – perkara luar biasa-digunakan untuk permulaan pelajar menyiasat

Steps What you could do?Set up a descripent event (situasi bercanggah) o Demonstrate a discrepent event and ask

question.o Students are confrontes with questions or

problems that they will want to know teh answer

Students investigate to resolve the discrepancy o Students will be engage in meaningful inquiry.

o They will be using the appropriate science process skills in order to solve problem

o Students are engaged in active and meaningful learning

Resolve the discrepancy o Students get the answer after doing activities.

o Even if they are not successful in finding all the answer, they will benefit by listening to explanation given by teachers.

Guided discoveryo Combination of teacher centred and student centred techniques.o Not restricted to finding something entirely newo A matter of internally rearranging data so children can go beyond the data to form concepts

new to them.o Involves finding the meaning, organization and structure of ideas.

EN NAZARIA23 Feb., 11Constructivism

Is a learning theory based on observation and scientific study. Implication : teacher must consider what is in the students mind and begin teaching from

what they already know. Some researchers refer to students’ prior knowledge as alternative concepts. Students prior knowledge may contains errors or misconception.

Characteristic of students prior knowledge Prior students bring to the science classroom cut across age, ability, gender and cultural

boundaries. In other words, even the brightest students can hold incorrect view of basic science concept.

Prior knowledge are tenacious and resistant to change by conventional teaching. Teching science is not simply adding or replacing existing information. Students might hold on to prior knowledge despite being taught the correct concepts.

PK can originate from personal experiences, family background, teachers’ explanation and text book

Teachers may also have similar prior knowledge as their students.

Ways to identify misconception Interview Concept mapping MCQ tests Predict observe explanation (POE)

Some common misconception (salah konsep) Air has no mass Heating a body always means raising its temp Metals attract cold better than wood A moving object has force acting on it Pressure is the same as force A faster moving object has bigger force Electricity is used up in electric circuit. (tenaga elektrik digunakan dalam litar elektrik)

o Sepatutnya, tenaga elektrik diubah kepada tenaga lain dlm litar elektrik. Heavy objects fall faster than lighter objects

Teaching strategies for conceptual change Constructivism is concern with students obtaining the correct concepts Conventional teaching strategies like lecturing or presenting the correct information do not

overcome student misconception1. Strategy based on cognitive conflict

a. In this approach students prior idea is challenged with another situation so that the students will experience cognitive conflict

b. Cognitive(pemikiran) conflict can be created by creating discrepant event.2. Strategy that develops and extend the preconceived idea through analogy and metaphor

into a new domain (Bridging strategy has 4 steps)a. Students misconceptions are made explicitb. The teacher that introduce another situation. This analogy is known as

anchoring analogyc. The teacher then ask students to compare the anchoring analogy(analogy

utama) example to the real situation

d. If the students do not understand try a series of Bridging analogy3. Needham Constructivism teaching model.

a. Needham's Five-phaseSteps/phase/time contents Teaching and

learning activityRemarks.

Orientation More suitable for inquiry-discovery teaching Covers all the other modelsEliciting ideas

Restructuring of ideasApplications of ideasreflection

Homework: download from youtube, discrepant events on science

Teachers role in conceptual change teaching As motivator : science teacher need to motivate students to follow the process of teaching

and learning As diagnostician: Diagnostician is a role specifically for conceptual teaching. Science teachers

need to be sensitive to the students’ prior ideas since it has a huge impact on learning. As a guide: science teachers need to show to the students that they might make wrong

assumption and they need to rethink their assumption. As an innovator: the role of the teacher is to help students see that the scientific ideas in

general are better or more valid than their own ideas.

Teaching and learning strategies.1. Human Factors:

a. Teachers –knowledge, teaching experience, personalityb. Students- intellectual level, educational background, age and experience, social and

cultural background.2. Resource factor

a. Infrastructureb. Teaching-learning activitiesc. Time

3. Subject matter/contenta. Theoreticalb. Investigativec. Explorationd. Reflective

Teaching and learning methods.a. Teaching and learning approaches can be implemented through varios methods such as

a. Experimentsb. Discussionsc. Simulation

d. Projectse. Visit and use of external resourcesf. use of technology

Conctructivist based teaching models1. Needham’s five phase

Steps/phase/time contents Teaching and learning activity

Remarks.

Orientation More suitable for inquiry-discovery teaching Covers all the other modelsEliciting ideas

Restructuring of ideasApplications of ideasreflection

2. generative teaching model

Steps/phase/time content Teaching and learning activities/scientific skills

remarks

Preparation -useful to develop further topics which students already know- the challenge phase is when scientist view is introduce-this model purposely introduces a challenge to the scientist’s concept which is different from the students’ original ideas so that students can adapt the new information to what they already knew.

FocusChallangeapplication

3. interactive teaching modelSteps/phase/time content Teaching and learning

activities/scientific skills

remarks

Preparation Useful for development of topics on which students have asked questions

Students ask and examine their own question The knowledge objective is divergent and personal Students give their views openly and then ask and examine their

own question Collaboration and mutual confidence are the essence of this model

-before view-exploratory activities Student’s question InvestigationAfter viewreflection

4. Cooperative learningcontent Teaching and learning

activities/scientific skills

remarks

5. Concept mapping6. science, technology and society7. learning cycle (5Es)8. Infusion of thinking skills and thinking strategies