Perbandingan pengkonsepan mengenai unsur kimia bagi pelajar Malaysia dan pelajar United Kingdom

Artikel melaporkan pengkonsepan pelajar sekolah menengah mengenai konsep unsur dan membandingkan dengan respon kajian yang dilaporkan oleh Briggs dan Holding (1986) yang dijalankan di United Kingdom. Sejumlah dua ratus orang pelajar tingkatan empat daripada enam bulah sekolah di daerah Johar Bahru lelah dipilih secara ramdom mudah untuk dibandingkan dengan respon pelajar gred 10 di United Kingdom. Instrumen kajian menggunakan soal selidik yang dibina oleh Briggs dan Holding. Dapatan menunjukkan bahawa ramai pelajar Malaysia dan United Kingdom mempunyai pengkonsepan alternatif terhadap konsep-konsep yang dikaji dan terdapat juga sedikit bukti yang menunjukkan perbezaan pengkonsepan antara pelajar Malaysia dan pelajar United Kindom dalam memahaminya. Diharap kajian ini akan membuka lembaran baru kepada penyelidik bagi mengkaji bagaimana pelajar memamahi konsep-konsep sains yang sukar daripada perspektif bahasa dan budaya

The need for problem-based learning in Nigerian secondary school chemistry lesson

Education is a vital instrument for human capital development. Chemistry is one of the basic sciences responsible for development of any nation. Chemistry students are expected to be equipped with 21 century competences and skills. The purpose of this article is to stress the need for implementation of PBL in Nigerian secondary school chemistry lessons. Teaching and learning in Nigeria does not produce students with the required skills and competencies, because of traditional instructions by teachers, bad learning environment and inadequate facilities.PBL is a process in which students develop problem solving skills and flexible knowledge through collaborative and self-directed learning under teachers guide. The process also facilitates the learning of three levels of chemical representations and the students’ alternative conceptions in chemistry. PBL was pioneered for medical students in the 60s, to relate the knowledge acquired in the university to students future professional practice. It was letter extended to other sciences. PBL has its theoretical bases from Cognitivists and Constructivists psychologists.In conclusion, the authors suggested for implementation of PBL in Nigerian secondary schools.Therefore they will investigate how the process of its implementation in chemistry lessons with the aim of developing a suitable PBL Model for Nigeria

COLLABORATIVE AND SELF-DIRECTED LEARNING PROCESSES: A CASE STUDY IN MALAYSIAN CHEMISTRY PBL LESSON

Problem-based learning (PBL) provides students with the opportunity to conduct self-directed learning in collaborative groups, which are essential skills to meet challenges in the 21st century. This study aims to investigate the occurrence and types of collaborative and self-directed processes during problem analysis phase utilizing the FILA-MMS chart in Malaysia secondary school. Two out of five groups of students taught by a teacher in one PBL chemistry lesson was observed, audio-recorded and the verbatim were analyzed. The findings show that collaborative process and self-directed process occur in both groups. Collaborative processes occur by 79.1% and 78.9% in group 1 and group 2 respectively. Major collaborative processes observed in both groups are „question and answer‟, „co-construction‟ and „sharing of ideas or information‟. Self-directed processes occur by 18.3% and 12.9%. The main self-directed processes observed are „monitoring‟ and „directing‟. This study shows that there is a lack of self- directed learning skills among students, such as planning, reflection, evaluation of understanding, and managing information and resources. To enhance these skills among students, future PBL teachers are suggested to emphasize and model planning, reflection and evaluation processes in their lessons

Chemistry teachers' understanding of models of teaching and learning in practical word

For most Malaysian chemistry teachers, practical work is part of teaching and learning chemistry. The chemistry curriculum has been designed since 2005 to produce active learners through hands-on activities and experimentations (Curriculum Development Centre, 2005). Nonetheless, the teaching and learning strategies in the curriculum emphasis thoughtful learning, which can occur through various models of teaching and learning such as inquiry, constructivism, contextual learning and mastery learning (Curriculum Development Centre, 2005). In fact, the government of Malaysia has allocated enormous amount of money during last few decades to ensure the highest quality of science education for Malaysian schools (Norfariza et. al, 2013). Besides preparing teachers for professional advancement as agents of change with the introduction of new programs, teachers who are not adequately trained will be sent for special in-service training, “The Cascade Training” (IBE, 2001). Instructional materials such as teachers’ guide book for the respective subjects and teaching-learning modules were disseminated to all schools

STUDENTS’ QUESTIONS IN INQUIRY-BASED CHEMISTRY CLASSROOMS

Questioning plays an important part in the teaching and learning science. Previous research has extensively focused on teachers’ questions compared to students’ questions. Research of students’ questions is vital as it shows how students think and their understanding of a content studied. Hence, this research focuses on students’ questions, types of questions asked and the sequence(s) after students’ question. Twenty three chemistry teachers and their students of national secondary schools were involved in this study. Ninety two chemistry lessons were observed, audio and video recorded. Transcript of the lessons showed that students’ questions were mainly related to content or science process skills as emphasised in inquiry teaching and learning. However, most questions asked by students were low order closed questions. The sequence after students’ questions with the highest percentage (83.33%) was IR (Initiation from student, followed by teachers’ response). This sequence showed that chemistry teachers in this study did not display inquiry-based questioning characteristics because in inquiry teaching, teachers should avoid responding to students’ questions. Instead, they should provide opportunities for students to respond to their friends’ questions. Hence, teachers should move towards student initiated inquiry, where students ask higher order thinking questions and increasing the interaction among the students

Pembinaan prototaip perisian model konstruktivisme Needham - Kecerdasan pelbagai untuk mengatasi kerangka alternatif pelajar dalam konsep perubahan keadaan jirim

Kerangka alternatif merupakan perkara yang menghambat proses pengajaran dan pembelajaran. Ia sukar diubah dengan menggunakan kaedah dan strategi pengajaran biasa. Oleh itu, Needham telah memperkenalkan Model Konstruktivisme 5 Fasa untuk membantu para pendidik menstrukturkan semula idea sedia ada pelajar. Strategi pengajaran dan pembelajaran berfasa ini membolehkan pelajar terlibat secara aktif dalam membina pengetahuan sendiri dengan cara membandingkan maklumat baru dengan pemahaman yang sedia ada. Di samping itu, Howard Gardner menyatakan bahawa setiap pelajar mempunyai kemampuan yang lebih besar dalam proses pembelajaran jika pembelajaran baru adalah berdasarkan kecerdasan mereka. Dengan itu, kajian yang dilakukan ialah untuk membina satu prototaip Model Konstruktivisme Needham-Kecerdasan Pelbagai (KN-KP) yang bertujuan untuk mengatasi kerangka alternatif yang wujud di kalangan pelajar di samping mengoptimumkan proses pengajaran dan pembelajaran dengan mengambil kira persekitaran pembelajaran yang berdasarkan kepada Teori Kecerdasan Pelbagai. Sebagai contoh, konsep perubahan fasa jirim telah dipilih. Dalam kajian ini sembilan modul telah dibina. Modul pertama untuk menentukan jenis kecerdasan pelajar diikuti dengan lapan modul pembelajaran lagi yang bersesuaian dengan pelajar dari jenis kecerdasan bahasa dan verbal, logik-matematik, ruang dan visual, naturalis, muzik, kinestetik, interpersonal, dan intrapersonal. Namun dalam kertas kerja ini aspek pembinaan prototaip akan dibincangkan

Virtual learning environment to enhance contextual learning in Malaysian secondary schools: opportunity and challenges

One of the important features in developing science curriculum in Malaysia now, is the emphasis on the education system that allows students to master higher order thinking skills (HOTS). The success of HOTS depends upon an individual’s ability to apply, reorganize, and elaborate knowledge in the context of the thinking skills. Hence, the contextual learning is suitable approach to develop HOTS, which enables students to build their knowledge in the context of their minds, then later makes use of linkages and applies it to their real life. However, it was found that teachers in Malaysia are lack of interest to apply contextual learning approach in their classroom. As technology evolves, computersupported has the potential to be used as an effective tool to develop HOTS. Virtual Learning Environment (VLE) has been developed as a potent tool to support the process of teaching and learning

Chemistry teacher's questions at multiple representation levels in inquiry-based chemistry lessons

Inquiry teaching provides teachers with ample opportunities to question at multiple levels of representation as such teachers should be encouraged to apply it in chemistry teaching. This article explores teacher's question in inquiry-based chemistry lessons. Twenty three chemistry secondary school teachers had participated in this study. An observation instrument, Observation Instrument in Inquiry Teaching through Verbal Interaction (OIITVI) used in this study was developed based on previous classroom observation instruments. Semi-structured interviews were carried out further understand teacher's questioning practices. Data were analysed quantitatively and qualitatively in order to explain teachers' questions at multiple representation levels of chemistry (macroscopic, submicroscopic and symbolic). Findings showed that most teachers' questions were at macroscopic level (50.66%). These questions were mainly closed-ended which requires cognitive-memory or convergent thinking. The most common sequence after teacher's questions were followed by another question by the teacher again, 6.57%. In conclusion, teaching chemistry should involve three levels of chemistry representation (macroscopic, submicroscopic and symbolic) since the nature of chemistry consists of abstract concepts. Hence, chemistry teachers should ask more open-ended questions, emphasize these three levels of representations equally, integrate the three levels of representation in their questioning session and practice wait-time in teaching chemistry

Pembelajaran terarah kendiri melalui pendekatan pembelajaran berasaskan masalah: pola kajian berkenaan beberapa artikel terpilih

Pembelajaran terarah kendiri merupakan antara elemen penting dalam implementasi pendekatan pembelajaran berasaskan masalah. Sehubungan itu, sebanyak tujuh artikel dipilih berdasarkan beberapa kriteria tertentu melalui pengkalan data ISI Web Of Science. Artikel-artikel tersebut dianalisis dalam menjawab tiga persoalan kajian iaitu (i) Apakah pemilihan sampel bagi kesemua kajian? (ii) Apakah pemilihan reka bentuk kajian yang digunakan dalam kesemua kajian?(iii) Apakah persamaan dan perbezaan intipati dan dapatan bagi kesemua kajian?Melalui analisis yang dijalankan didapati sebahagian besar kajian menggunakan reka bentuk kajian kes dan reka bentuk kajian eksperimen. Selain itu, pemilihan sampel bagi kebanyakan kajian tertumpu kepada pelajar jurusan perubatan serta fokus atau isu yang diketengahkan adalah dalam melihat faktor dan kesan implementasi pendekatan pembelajaran berasaskan masalah terhadap pembelajaran terarah kendiri

Implimentasi pendidikan pembangunan lestari melalui kimia hijau secara informal - cabaran dan peluang

Kimia hijau merupakan pendekatan ke arah pendidikan berteraskan pembangunan lestari, PPL yang mampu mendidik para pelajar ke arah penekanan konsep menuju kepada kehidupan yang lestari. Kimia hijau menyediakan satu platform pendidikan kepada pelajar ke arah penyelesaian secara saintifik, bagi menangani punca-punca utama pencemaran alam sekitar bertujuan untuk menghasilkan para pelajar yang berpengetahuan, berkemahiran , mempunyai sikap dan nilai yang dapat membentuk masyarakat yang bersifat prihatin terhadap kelestarian alam sekitar. Kebanyakan pelaksanaan pendidikan kimia hijau dilaksanakan ke atas pelajar di institusi pendidikan tinggi dan guru pelatih. Ia dilaksanakan secara pendidikan formal yang menyebabkan pelajar tidak dapat menghubungkaitkan kepentingan kimia hijau dengan kehidupan sebenar. Pendidikan kimia hijau secara informal merupakan satu bentuk penglibatan pelajar di luar bilik darjah dan di luar skop pembelajaran secara rasmi yang dapat menarik minat pelajar untuk mempelajari kimia dan membolehkan pelajar membuat perkaitan isi kandungan pelajaran dengan konteks kehidupan sebenar. Kertas konsep ini akan menghuraikan peluang dan cabaran yang ada dalam mengimplimentasi pendidikan pembangunan kelestarian, PPL melalui kimia hijau secara informal ke atas para pelajar di Malaysia