Comprehension Level Of Non-Technical Terms In Science: Are We Ready For Science In English

Most students find the learning of science not an easy task. These difficulties arise not only from the use of symbols to represent concepts, but also the language that must be mastered, in particular the technical and non-technical vocabulary. Students who learn science not in their first language face the problem of understanding both the scientific terminologies (technical terms) and regular explanation of the knowledge itself. Non-technical vocabulary refers to terms that have one or many meanings in everyday language but which have a precise and sometimes different meaning in a scientific context. Studies indicated that technical language of science posed a problem of familiarity, but students were seen to be able to cope reasonably well with this. Where a more acute problem lay, was in the use in science of normal, familiar language in a highly specific, often-changed and unfamiliar way. This paper will present the finding from a survey that aim at investigating form 4 students' comprehension of common nontechnical terms used in science. Sample consisted of 91 students (form 4 students of different streams – arts, science and engineering) who were requested to respond to 50-item questionnaire. Facilities index were calculated for each item. Analysis of the result showed that these students do encounter some difficulties in understanding the meanings of the non-technical terms

Student Teaching as an Opportunity for Learning to Teach

Latihan mengajar merupakan komponen panting dalam pendidikan guru dan antara tujuannya ialah untuk memberi peluang kepada guru-guru pelatih belajar untuk mengajar dan mempraktikkan teori-teori yang telah dipelajari dalam keadaan sebenar bilik darjah serta mengenali dengan lebih dekat lagi alam perguruan. Artikel ini membentangkan dapatan-dapatan dari kajian yang telah dijalankan di _ _ _ untuk memahami dan meneliti bagaimana guru-guru pelatih belajar untuk mengajar semasa latihan mengajar dan sejauh mana mereka berpeluang untuk menggunakan pengetahuan yang telah dipelajari. Beberapa faktor yang mempengaruhi pengajaran mereka juga dikenalpasti dan dibincangka

The Understanding And Implementation of Values Education: Perceptions of Student Teachers

Satu kajian telah dijalankan untuk menentukan kefahaman dan perlaksanaan penerapan nilai di kalangan guru-guru pelatih. Tujuh belas soalan dikemukakan kepada pelatih untuk mendapatkan maklumat tentang kefahaman mereka mengenai nilai-nilai murni. Selanjutnya sembilan soalan ditanyakan kepada pelatih untuk mengetahui amalan penerapan nilai dalam pengajaran yang mereka lakukan semasa latihan mengajar. Hasil kajian menunjukkan bahawa terdapat perbedaan pendapat tentang nilai-nilai mumi serta amalan penerapan nilai mumi di kalangan pelatih. Perbedaan tersebutjuga dikesan setelah dibuat perbandingan dari segi jantina, bangsa dan kepercayaan (agama

Mole: Furry Animals, In-House Spies Or Amount Of Substance? Vocabulary Problems In Teaching Science

Mata pelajaran Sains dan Matematik diajar dalam bahasa inggeris di tahun satu, tingkatan satu serta enam rendah di sekolah kebangsaan mulai tahun 2003 sebelum dilaksanakan sepenuhnya pada semua peringkat sekolah menjelang 2008

Jurnal Pendidik dan Pendidikan

Abstract: Most students find the learning of science not an easy task. These difficulties arise not only from the use of symbols to represent concepts, but also the language that must be mastered, in particular the technical and non-technical vocabulary. Students who learn science not in their first language face the problem of understanding both the scientific terminologies (technical terms) and regular explanation of the knowledge itself. Non-technical vocabulary refers to terms that have one or many meanings in everyday language but which have a precise and sometimes different meaning in a scientific context. Studies indicated that technical language of science posed a problem of familiarity, but students were seen to be able to cope reasonably well with this. Where a more acute problem lay, was in the use in science of normal, familiar language in a highly specific, often-changed and unfamiliar way. This paper will present the finding from a survey that aim at investigating form 4 students' comprehension of common nontechnical terms used in science. Sample consisted of 91 students (form 4 students of different streams -arts, science and engineering) who were requested to respond to 50-item questionnaire. Facilities index were calculated for each item. Analysis of the result showed that these students do encounter some difficulties in understanding the meanings of the non-technical terms. Abstrak: Kebanyakan pelajar mendapati bahawa mempelajari sains bukannya suatu tugas yang mudah. Kerumitan ini timbul bukan hanya dalam penggunaan simbol bagi mewakili konsep malahan bahasa yang perlu dikuasai terutamanya perbendaharaan kata berbentuk teknikal dan perbendaharaan kata bukan teknikal. Pelajar yang menggunakan bahasa bukan bahasa ibundanya untuk mempelajari ilmu sains menghadapi masalah memahami kedua-dua terminologi saintifik dan penjelasan biasa ilmu tersebut. Perbendaharaan kata bukan teknikal merujuk kepada terminologi yang bukan sahaja mempunyai satu atau beberapa maksud dalam bahasa harian tetapi juga satu maksud tepat dan kadangkala maksud yang berlainan dalam konteks saintifik. Kajian menunjukkan bahawa bahasa teknikal sains menimbulkan masalah yang lazim tetapi pelajar didapati dapat menanganinya dengan baik. Masalah yang lebih runcing adalah dalam penggunaan bahasa saintifik biasa yang amat spesifik, selalu bertukar dan gaya yang tidak lazim bagi pelajar. Kertas kerja ini akan membincangkan dapatan daripada soal selidik yang bertujuan menyiasat kefahaman pelajar-pelajar tingkatan 4 tentang terminologiterminologi bukan teknikal biasa yang diguna dalam sains. Sampel terdiri daripada 91 pelajar (pelajar tingkatan 4 daripada aliran berlainan -sastera, sains dan kejuruteraan) yang dikehendaki menjawab soal selidik yang mengandungi 50 item. Indeks kesukaran dihitung bagi setiap item. Analisis terhadap keputusan respons menunjukkan bahawa 73 Maznah Ali and Zurida Ismail pelajar-pelajar ini menghadapi masalah untuk memahami maksud sesetengah terminologi bukan teknikal

Peranan Guru Pembimbing Dalam Penyeliaan Latihan Mengajar

The involvement of schools in teacher education programs have been going on for years because the schools are seen as the most appropriate place to educate teachers. The school community has the teaching experience, background knowledge of the school, and understands the school atmosphere

Pre-Service Teachers' Understanding And Awareness Of Sustainable Development Concepts And Traditional Environmental Concepts

This paper discusses the findings from a survey conducted to investigate the level of awareness and understanding of traditional environmental concepts and sustainable development concepts among pre-service teachers. The survey involved 110 pre-service teachers enrolled in the chemistry teaching methods course. The student teachers were requested to complete a set of 20-item questionnaire on environmental knowledge. Awareness and understanding of concepts central to sustainable development is particularly significant for the pre-service teachers who are required to educate and promote education for sustainable development. Results of the study showed that the preservice teachers have a low level of awareness and understanding of concepts central to sustainable development compare to traditional environmental concepts. Recognising the importance of sustainability knowledge in leading sustainable lifestyle, the findings of this paper emphasise the need impart sustainable development knowledge through teaching and learning proces

The influence of students’ concept of mole, problem representation ability and mathematical ability on stoichiometry problem solving

Students’ success in stoichiometry problem solving depends mainly on their understanding of the concept of mole and conceptual understanding of the problems. The challenge of enhancing students’ performance in solving stoichiometry problems remain a daunting task as many resort to just teaching how solve stoichiometry problems algorithmically. Two purposes of this study are: first, identifying the major factors influencing students’ performance in stoichiometry problem solving and second, investigating problems faced by students and teachers in stoichiometry learning and teaching in the classroom. A mixed method research design was employed in this study which involved a test and interview protocols. To conclude, students’ understanding of the concept of mole and their problem representation ability are significant predictors, however mathematical ability is not a significant factor in determining students’ success in solving the problems. Students have difficulties in ‘making sense’ of the chemical reaction itself. This implies teachers should not practice the ‘short cut’ approach in the entirety. Students ought to be exposed and guided to understand the underlying conceptual foundation of stoichiometry before introducing the algorithmic way of solving the problems. Keywords: stoichiometry problem solving; mole concept; problem representation ability; mathematical abilit