Learning Primary Science in a Web-Based Learning Environment

Learning primary science includes the acquisition of science process skills. Studies have shown that integrated science process skills should be taught through some form of specific training. This study adopts the use of Web-based learning environment in learning science process skills. The purpose of this study was to unravel the learning processes that occurred in the learning of science, particularly the skill of controlling variables, in a Web-based learning environment. The study employed an exploratory qualitative case study which involved nineteen Grade Five children. The participants were selected using the purposive sampling technique. During the study, children explored the specially designed Web-based instructional material known as 'Science Process Skills in Scientific Exploration', in short SPicE. The primary data collection techniques used in this study were interviews, children's conversations, observations, children's diary entries and entries from the on-line discussions. Data from interviews, conversations and observations were transcribed while relevant entries from children's diaries and on-line discussions were extracted. Data were analyzed using the constant comparative method of analysis. The findings of the study suggest that there were three dimensions of learning, the cognitive, interpersonal and intrapersonal dimensions. These learning dimensions were intertwined among each other and were influenced by the design features of SPicE. Besides the acquisition of the intended skills, the findings also indicate that the children acquired other science process skills, manipulative skills as well as computer skills. There were four main factors that influence the acquisition of these skills; the programme, physical setting, the teacher and children's readiness. Three major conclusions were drawn from this study. First, Web-based learning facilitates science learning. Second, besides the intended learning outcome, learners acquired other related skills such as manipulative skills and computer skills, in the Web-based learning environment. Lastly, skill acquisition in the Web-based learning environment is influenced by various external and internal factors

Progression or regression? Children's understanding of the heat concept from primary to secondary school

AbstractThe study explores the progression of children's understanding of ‘heat’ concept from primary to secondary school. The study derived from a longitudinal study and qualitative research methodology was employed. Data mainly gathered from interviews and class observations. A total of 20 children were involved in this study. The children were interviewed when they were in Year 6 (Grade 6) in primary school and after 10 months, they were again being interviewed when they were in Form 1 (Grade 7) in secondary school. Teachings on ‘heat’ concept were observed in primary school as well as when the topic is being taught in Form 1. Findings showed that there were little progression in the children's understanding of the concept and they portrayed their understanding based on observable phenomena. Explaining at molecular level by Form 1 children revealed that it was based on perception rather than conceptual. © 2010 Published by Elsevier Ltd

Technology-Based Science Classroom: What Factors Facilitate Learning?

Mempelajari sains rendah termasuklah memperoleh kemahiran proses sains. Kajian ini meneroka penggunaan bahan pengajaran berasaskan web yang dibangunkan untuk mengajar kemahiran proses sains, khasnya kemahiran mengawal pemboleh ubah. Kajian kes kualitatif ini cuba mencari faktor-faktor yang mempengaruhi pembelajaran dalam persekitaran berasaskan web. Analisis data lisan dan bukan lisan mendedahkan bahawa terdapat beberapa faktor yang mempengaruhi perolehan kemahiran proses sains. Empat faktor timbul daripada kajian ini: (1) bahan pengajaran berasaskan web, (2) susunan fizikal, (3) peranan guru, dan (4) kesediaan pelajar. Artikel ini membincangkan dapatan-dapatan ini dan implikasinya kepada pengajaran dan pembelajaran sains rendah dalam persekitaran pembelajaran berasaskan web

DUAL LANGUAGE PROGRAMME: TEACHERS’ BELIEFS AND PRACTICES IN TEACHING SCIENCE THROUGH ENGLISH

Background and Purpose: The recently implemented Dual Language Program (DLP) policy in Malaysian schools may require teachers involved in the initiative to make necessary changes in their teaching practices in appropriate directions. It may also challenge the beliefs that these teachers hold with regard to teaching subject matter in English as a medium of instruction. Thus, this study seeks to investigate the beliefs of primary Science teachers with regards to the teaching of Science through the English medium, and the extent to which the beliefs of teachers are consistent with their classroom practices.   Methodology: The study employed a quantitative data collection and analysis approach. Science teachers’ beliefs and stated practices were obtained via a questionnaire using the Likert-scale. The respondents of the study include 44 primary Science teachers in Kuala Lumpur and Selangor, Malaysia. A Pearson correlation analysis was computed to examine the association between teachers’ beliefs scale and the ratings of classroom practices.   Findings:  The results from the statistical analysis suggest that in teaching Science using the English language, the beliefs of the primary school teachers were not always aligned with their stated practices with regard to DLP. This discrepancy between the beliefs of science teachers and their stated instructional practices could be due to the lack of professional development sessions and contextual constraints.   Contributions: This study extends work on content-based classrooms in the Malaysian context. Its findings contribute to the ongoing work on improving instructional practices in the DLP classrooms.   Keywords: Classroom practices, dual language program, teachers’ beliefs.   Cite as: Othman, J., Mohd Saat, R., Senom, F., & Hasan Adli, D. S. (2020). Dual language programme: Teachers’ beliefs and practices in teaching Science through English.  Journal of Nusantara Studies, 5(1), 255-269. http://dx.doi.org/10.24200/jonus.vol5iss1pp255-26

PENDEKATAN PENEGUHAN BAGI AKTIVITI HAFALAN AL-QURAN DALAM KALANGAN PELAJAR DI PERINGKAT MENENGAH RENDAH

ABSTRACTMemorization is one of the mental functions generated by neuronal activities of the human central nervous system. Memorization activity involves the learning process after receiving external stimulation, such as information about something new, followed by the formation of memory, and its retention in the brain. This memory can then be accessed to be used, such as to recite al-Quran verses without visual or auditory aid. Through observation of performance or behavior of concerned individuals, it is found that external factors, like reinforcements in the form of reward (either positive reward or negative reward) and/or punishment are expected to have effects on efficiency of memory. This article discussed the changes to a specific behavior after being reinforced through targhib, tsawab, tarhib and ‘uqubah approaches, as stated in the Islamic perspective and also practiced in the sample school, which is a religious secondary school in Terengganu. Discussed results from the study are the implementation of the common reinforcement practice involving reward (either positive reward or negative reward) and/or punishment in al-Quran memorization process in the school. The qualitative research method employed involved structured interviews as the main data source. A total of six (6) teachers and ten (10) students in lower secondary level were interviewed. It was discovered that activities that were commonly practiced as reinforcement to improve al-Quran memorization performance by students in the school included all positive reward, negative reward and punishment provision. Good practices and effective approaches based on reinforcement concept and/or punishment in the learning process as identified in this study are shared with education practioners for general improvement of the education system in Malaysia.Keyword: Reinforcement; Memorization; Punishment; Positive Reward; Negative Rewar

Enhancing science achievement utilising an integrated stem approach

Purpose - The integrated science, technology, engineering and mathematics (STEM) education has been reported to improve students' science achievement. Nevertheless, few studies have focused on how this approach affected different ability groups. Lack of equity or the presence of achievement gap can be detrimental because they can reduce medium and low-ability students' interest in science, which in turn can affect national development. Thus, the purpose of this study is to determine the main and the interaction effects of integrated science, technology, engineering and mathematics (ISTEMA) on students' science achievement and how this approach affects students with different academic abilities. Methodology - The research adopted a 2×3 factorial design. The sample size consisted of 100 Nigerian science students from Year 11. A total of 51 students with different academic abilities (low, medium and high) were assigned randomly to an experimental group. The experimental group was taught genetics using a five-phased iterative ISTEMA process. Pre-test and post-test data were collected using 40 multiple-choice questions adopted from a national high-stakes examination. Analysis of covariance, paired sample t-test and one-way analysis of variance were utilised in the data analysis. Findings - Findings for research question one revealed a main significant difference in science achievement between year 11 students who learned using ISTEMA and those using traditional methods. No significant interaction effect was observed between the instructional approach and students' academic abilities, that is, students' academic abilities and the instructional approach did not interact to enhance students' achievement. The findings for research question two indicated that high, medium and low academic-ability students benefitted; however, students with low academic abilities had the highest mean gain. Significance - Findings in this study have revealed empirically that the ISTEMA, as an instructional approach, has the potential to close the academic achievement gap. The findings may also serve as a guide for policymakers to promote STEM education in schools. © 2013, Universiti Utara Malaysia Press

Enhancing science achievement utilising an integrated STEM approach

Purpose -The integrated science, technology, engineering and mathematics (STEM) education has been reported to improve students' science achievement. Nevertheless, few studies have focused on how this approach affected different ability groups. Lack of equity or the presence of achievement gap can be detrimental because they can reduce medium and low ability students' interest in science, which in turn can affect national development. Thus, the purpose of this study is to determine the main and the interaction effects of integrated science, technology, engineering and mathematics (ISTEMA) on students science achievement and how this approach affects students with different academic abilities. Methodology - The research adopted a 2x3 factorial design. The sample size consisted of 100 Nigerian science students from Year 11. A total of 51 students with different academic abilities (low, medium and high) were assigned randomly to an experimental group. The experimental group was taught genetics using a five phased iterative ISTEMA process. Pre-test and post-test data were collected using 40 multiple-choice questions adopted from a national high-stakes examination. Analysis of covariance, paired sample t-test and one-way analysis of variance were utilised in the data analysis. Findings - Findings for research question one revealed a main significant difference in science achievement between year 11 students who learned using ISTEMA and those using traditional methods. No significant interaction effect was observed between the instructional approach and students' academic abilities, that is, students' academic abilities and the instructional approach did not interact to enhance students' achievement. The findings for research question two indicated that high, medium and low academic-ability students benefitted; however, students with low academic abilities had the highest mean gain. Significance - Findings in this study have revealed empirically that the ISTEMA, as an instructional approach, has the potential to close the academic achievement gap. The findings may also serve as a guide for policymakers to promote STEM education in schools

The Concept of Qailulah (Midday Napping) from Neuroscientific and Islamic Perspectives

Napping/siesta during the day is a phenomenon, which is widely practised in the world. However, the timing, frequency, and duration may vary. The basis of napping is also diverse, but it is mainly done for improvement in alertness and general well-being. Neuroscience reveals that midday napping improves memory, enhances alertness, boosts wakefulness and performance, and recovers certain qualities of lost night sleep. Interestingly, Islam, the religion of the Muslims, advocates midday napping primarily because it was a practice preferred by Prophet Muhammad (pbuh). The objectives of this review were to investigate and compare identical key points on focused topic from both neuroscientific and Islamic perspectives and make recommendations for future researches

The Concept of Qailulah (Midday Napping) from Neuroscientific and Islamic Perspectives

Napping/siesta during the day is a phenomenon, which is widely practised in the world. However, the timing, frequency, and duration may vary. The basis of napping is also diverse, but it is mainly done for improvement in alertness and general well-being. Neuroscience reveals that midday napping improves memory, enhances alertness, boosts wakefulness and performance, and recovers certain qualities of lost night sleep. Interestingly, Islam, the religion of the Muslims, advocates midday napping primarily because it was a practice preferred by Prophet Muhammad (pbuh). The objectives of this review were to investigate and compare identical key points on focused topic from both neuroscientific and Islamic perspectives and make recommendations for future researches