INSTITUTE OF TEACHER EDUCATION SULTAN MIZAN CAMPUS 22200 BESUT, TERENGGANU.

BACHELOR OF SCIENCE EDUCATION PROGRAMME (PISMP)

COMPILATION OF ISL

NAME NO ID UNIT CODE SUPERVISOR

: NURUL SYAFIQAH BINTI BADRUDDIN : 900914-03-5722 : 5 PISMP SCIENCE : ELE 3103 : MR. YAHYA BIN YUSOF

DATE

: 21ST OCTOBER 2013

DECLARATION PAGE

I confess that all of this is my own work and there is no plagiarism

Signature Name No. ID Date

: : NURUL SYAFIQAH BINTI BADRUDDIN : 900914-03-5722 :

ACKNOWLEDGEMENT Alhamdulillah, praise to the God with His blessings and permissions, I am able to complete this coursework within the time given. While doing this coursework, i face many problems but with the help of others, I can manage and overcome all of them.

First of all, my heartiest appreciation and gratitude to my lecturer, Mr. Azman Bin Omar for his invaluable advice, guidance and support that have enabled me to complete this short course work within stipulated period. On top of that, thanks to my entire course mate for their cooperation and good work.

In addition, my classmates who helped me a lot in order to accomplish this task. Without the assistance and cooperation from them, my business was not as good as desired. Cooperation extended by those I dearly cherish. Apart from that, library provides variety of useful information regarding the coursework.

Finally, Only the God can repay all the debt that I owe from all of you. I once again wish to thank all those involved directly or indirectly, in helping me accomplish this task properly.

Thank you very much.

CONTENTS

PAGES

Declaration Page Acknowledgement Summary Activities in speaking Analysis of strength and weaknesses Reflection Bibliography

EXPERIMENT

1. Ekseperimen kaedah eksperimen adalah satu kaedah yang lazim dijalankan dalam pelajaran sains. Murid menguji hipotesis secara penyiasatan untuk menemuikonsep atau idea sains yang tertentu. kaedah saintifik digunakan semasa eksperimen.Menjalankan eksperimen menggunakan kemahiran berfikir, kemahiran proses dan kemahiran manipulatif.Secara kebiasaan, langkah yang diikuti semasa menjalankan

eksperimen adalah seperti berikut: 1. Mengenal pasti masalah 2. Membuat hipothesis 3. Merancang eksperimen: - mengawal pemboleh ubah. - menentukan peralatan dan bahan yang diperlukan - menentulkan langkah menjalanakan eksperimen - kaedah mengumpulkan data dan menganalisis data 4. Melakukan eksperimen 5. Mengumpul data 6. Menganalisis data 7. Mentafsirkan data 8. Membuat kesimpulan 9. Membuat laporan Dalam konsep pelancongan pelajar, adalah dicadangkan selain daripada

eksperimen yang dibimbing oleh guru murid diberi peluang mereka bentuk eksperimen, iaitu mereka sendiri yang merangka cara eksperimen yang berkenaan

boleh dijalankan, data yang boleh diukur dan bagaimana menganalisis data serta bagaimana membentangkan hasil eksperimen mereka. REFERENCE : http://www.tutor.com.my/tutor/lada/tourism/menu_2_4.htm
2. Purpose

The purpose of the Science Teaching Experiments is to stimulate an interest in science and technology among elementary school students through easy to perform experiments in basic scientific concepts. The purpose of the Edison Awards Program is to stimulate an interest in science by rewarding student participation in scientific projects (and secondarily to encourage the use and evaluation of the Science Teaching Experiments). REFERENCE : http://www.charlesedisonfund.org/experiments/experiments.html

INVESTIGATION

1.0

What is an Investigation?
An investigation is one of the types of practical activity involved in learning. Investigating in primary science means carrying out a fair test to explore some of the children's own ideas on how the natural or man made world works. An investigation is largely determined by the children with many possible routes and outcomes. The children have to make many decisions during the investigation. It is not totally predetermined by the teacher, although the teacher will manage the learning through the investigation. See Graeme High School Cluster Investigating is just one type of activity in science, albeit a very important one. The central feature of an investigation is that you always change something and measure the effect that it has on something else. The use of an investigative approach to the teaching of science will help with the achievement of the 5 - 14 Environmental Studies Attainment Targets for Science: Planning Collecting Evidence Recording and Presenting Interpreting and Evaluating Investigations involve a number of interrelated intellectual and manual processes

See Investigation steps

Developing investigations will also allow the children to develop skills in Predicting. Investigations will also allow the use of skills in Communication and Mathematical skills.

Investigation steps
Planning What is it you are trying to find out? What could you change? The things which could change are called variables. Choosing what you will change, what you measure and what you keep the same. Deciding how you will carry out the investigation i.e. what will you do?

Making a Prediction/ Hypothesis Asking questions: Will changing this variable (independent variable) make a difference to the other (dependent) variable?

Collecting Evidence Carrying out the experiment. Noting, carefully, what happens.

Recording and Presenting Making up a table of the results. Drawing a bar chart or line graph of these results. Write about what you did.

Interpreting and Evaluating Are there any trends in the results? Do the results tell you anything? Was your prediction correct? What can you conclude from this investigation?

REFENCE : http://www.ise5-14.org.uk/prim3/new_guidelines/Investigations/What_is.htm

DEMONSTRATION

1.0 Demonstrating
Demonstrations are done to provide an opportunity to learn new exploration and visual learning tasks from a different perspective. A teacher may use experimentation to demonstrate ideas in a science class. A demonstration may be used in the circumstance of proving conclusively a fact, as by reasoning or showing evidence. The uses of storytelling and examples have long since become standard practice in the realm of textual explanation. But while a more narrative style of information presentation is clearly a preferred practice in writing, judging by its prolificacy, this practice sometimes becomes one of the more ignored aspects of lecture. Lectures, especially in a collegiate environment, often become a setting more geared towards factorial presentation than a setting for narrative and/or connective learning. The use of examples and storytelling likely allows for better understanding but also greater individual ability to relate to the information presented. Learning a list of facts provides a detached and impersonal experience while the same list, containing examples and stories, becomes, potentially, personally relatable. Furthermore, storytelling in information presentation may also reinforce memory retention because it provides connections between factorial presentation and real-world

examples/personable experience, thus, putting things into a clearer perspective and allowing for increased neural representation in the brain. Therefore, it is important to provide personable, supplementary, examples in all forms of information

presentation because this practice likely allows for greater interest in the subject matter and better information-retention rates. Often in lecture numbers or stats are used to explain a subject but often when many numbers are being used it is difficult to see the whole picture. Visuals that are bright in color, etc. offer a way for the students to put into perspective the numbers or stats that are being used. If the student can not only hear but see what is being taught, it is more likely they will believe and fully grasp what is being taught. It allows another way for the student to relate to the material.

REFERENCE : http://en.wikipedia.org/wiki/Teaching_method#Demonstrating

2.0 LECTURE CUM DEMONSTRATION METHOD

Points: Lecture Method; Demonstration; Lecture Cum Demonstration; Principle Based; Requirement For Good Demonstration; How To Conduct Good Demonstration. Lecture Method: It is oldest teaching method given by philosophy of idealism. As used in education, the lecture method refers to the teaching procedure involved in clarification or explanation of the students of some major idea. This method lays emphasis on the penetration of contents. Teacher is more active and students are passive but he also uses question answers to keep them attentive in the class. It is used to motivate, clarify,expand and review the information. By changing Ms Voice, by impersonating characters,by shifting his posing, byusing simple devices, a teacher can deliver lessons effectively, while delivering his lecture; a teacher can indicate by her facial expressions, gestures and tones the exact slode of meaning that he wishes to convey. Thus we can say that when teacher takes the help of a lengthy-short explanation in order to clarify his ideas or some fact that explanation is termed as lecture or lecture method and after briefing about lecture method. Lets see what is a demonstration. Demonstration method: The dictionary meaning of the word "demonstration" is the outward showing of a feeling etc.; a description and explanation by experiment; so also logically to prove the truth; or a practical display of a piece of equipment to snow its display of a piece of equipment to show its capabilities . In short it is a proof provided by logic, argument etc.To define "it is a physical display of the form, outline or a substance of object or events for the purpose of increasing knowledge of such objects or events. Demonstration involves "showing what or showing how".

Demonstration is relatively uncomplicated process in that it does not require extensive verbal elaboration. Now it will be easy to define what is lecture cum demonstration method. To begin with, this method includes the merits of lecture method and demonstration method. The teacher performs the experiment in the class and goes on explaining what she does. It takes into account the active participation of the student and is thus not a lopsided process like the lecture

method. The students see the actual apparatus and operations and help the teacher in demonstrating experiments and thereby they feel interested in learning. So also this mehod follows maxims from concrete to abstract Wherein the students observe the demonstration critically and try to draw inferences. Thus with help of lecture cum demonstration method their power of observation and reasoning are also exercised. So the important principle on which this method works is "Truth is that works." Requirements of good Demonstration: Common Errors In Demonstration Lesson A summary of the common errors committed while delivering a demonstration lesson is given below: a) Apparatus may not be ready for use b) There may not be an apparent relation between the demonstration experiment

andthe topic under discussion. c) d) Black board summary not up to the mark Teacher may be in a hurry to arrive at a generalisation without allowing students

to arrive at a generalisation from facts. e) Teacher may take to talking too much which will mar the enthusiasm of the

students. f) g) Teacher may not have allowed sufficient time for recording of data. Teacher may fail to ask the right type of questions Merits of Lecture cum

Demonstration Method a) It is an economical method as compared to a purely student centered method

b) It is a psychological method and students take active interest in the teaching learning process c) d) It leads the students from concrete to abstract situations It is suitable method if the apparatus to be handled is costly and sensitive. Such

apparatus is likely to be handled and damaged by the students. e) f) This method is safe if the experiment is dangerous. In comparison to Heuristic, Project method it is time saving but purely Lecture

method is too lengthy g) It can be successfully used for all types of students

h) It improves the observational and reasoning sills of the students Limitations of Lecture cum Demonstration Method a) It provides no scope for "Learning by Doing" for the Students as students are

only observing the Teacher performing. b) Since Teacher performs the experiment at his/ her own pace many students may not be able to comprehend the concept being clarified. c) Since this method is not child centred it makes no provision for individual

differences, all types of students including slow learners and genius have to proceed with the same speed. d) e) It fails to develop laboratory skills in the students. It fails to impart training in scientific attitude. In this method students many a

times fail to observe many finer details of the apparatus used because they observe it from a distance. REFERENCE:
http://59.163.61.3:8080/GRATEST/SHOWTEXFILE.do?page_id=user_image&user_image_id=1026

DISCREPANT EVENT

1. Background Information: A Discrepant Event is something that surprises, startles, puzzles, or astonishes the observer. Often, a discrepant event is one that does not appear to follow basic rules of nature and the outcome of a discrepant event is unexpected or contrary to what one would have predicted. The event throws the child "off balance" intellectually which most likely will motivate them to further investigate the science concept. This strategy is often used in elementary science classes because most children feel the need to have questions answered, and there are many discrepant events that occur in the realm of scientific knowledge. This will promote problem-solving skills on part of the child. The child will be guided while finding a solution, but he or she will discover the reason for the discrepant event. Discrepant events can be used: to engage students in inquiry as a demonstration followed by discussion to introduce a new topic to engage students in science processes skills as a small group lab activity as a mind-on warm-up to stimulate critical thinking as a take home lab activity as a challenge for students to create investigative lab activites to find out more about the event http://www.tcnj.edu/~minogue/Course%20Materials/Discrepant%20Events_activity.p df

2. What Is a Discrepant Teaching Event? A discrepant teaching event is similar to a discrepant science event in that both vividly portray what is often an abstract construct or concept. They are similar in purpose as both are designed to confront students nave conceptions and tacit beliefs and to create cognitive disequilibrium (i.e., help students see the dysfunctionality of their current ideas), thereby motivating students to reexamine their thinking about previously held ideas and beliefs. The major difference between the two ideas is that a discrepant science event typically involves students observing a teachers demonstration of a science phenomenon with a known outcome at the beginning of a class or lab, whereas a discrepant teaching event can be used in any discipline at any time and need not be a teacher-centered

REFERENCE ; http://www.isetl.org/ijtlhe/pdf/IJTLHE732.pdf

3.

Discrepant Events
Research Findings: There is little direct research evidence that using discrepant events promotes conceptual understanding. However, two of the practices included in this chapter (Learning Cycle Approach and Real-Life Situations) are thought to be effective because they frequently include discrepant events. Discrepant events are one form of anomalous data that help students focus on their prior conceptions, a step that is thought to be necessary if students are to alter their conceptions so that they become closer to the accepted scientific view. During the exploration phase of the learning cycle, students may confront anomalous data, or such data may be included in instruction based on real-world situations. In the Classroom: Many science teachers use discrepant events frequently in their teaching, and this practice has been advocated by authors of methods texts over the years. An example of a discrepant event from physics instruction would be to drop a Styrofoam and a steel ball of equal volumes from the same height at the same time and note that both hit the floor at the same time. Because most students think that the heavier ball will hit first, the event is discrepant. Although discrepant events frequently take the form of demonstrations, all demonstrations do not necessarily include discrepant events. Discrepant events can be built into hands-on activities that students actually perform and can be included in computer simulations and on video-products. Just because students view or experience something that is discrepant does not guarantee that they will learn from the situation. Students may ignore or reject it. In order to maximize its effectiveness, the anomalous data must be credible and unambiguous. A recommended strategy for effective instruction includes the following steps: 1) consider a physical scenario of unknown outcome; 2) predict the outcome; 3) construct one or more theoretical explanations; 4) observe the outcome; 5) modify the theoretical explanation;

6) evaluate competing explanations; and 7) repeat the previous steps with another discrepant event illustrating the same theory or concept. Steps one through five may be carried out in various ways. Research on the effective use of discrepant events suggests that teachers should neither confirm nor deny students' tentative explanations of the event but provide guidance and cues so that they can make explanations on their own. The social interaction from small-group and whole-group discussions, and from letting children interact with the materials, appears to facilitate conceptual understanding.
REFERENCE : http://www.agpa.uakron.edu/p16/btp.php?id=discrepant-events

COMPARISON OF INVESTIGATION, EXPERIMENT, DEMONSTRATION & DISCREAPANT EVENTS.

COMPARISON BETWEEN EXPERIMENT, INVESTIGATION, DEMONSTRATION AND DISCREPANT EVENT

Teaching and Learning strategies Experiment Investigation Demonstration Discrepant event

Characteristics

Definition

An integrated science Investigating process skill because primary

in -It is a physical display of A phenomenon which science the form, outline or a is inconsistent pupil it with

it requires basic skills means carrying out a substance of object or what such as

expects has a and

observing, fair test to explore events for the purpose of because making some of the childrens increasing knowledge of surprising on how the such objects or events. involves or

classifying,

inferences, predicting, ideas measuring,

paradoxical outcome.

natural or man made Demonstration "showing

communicating as well world works. as using the between

what

showing how".

relationship

space and time.

-Demonstration

is

relatively uncomplicated process in that it does not require extensive verbal elaboration. To test the hypothesis To explore some of -To motivate the children To confront students that are assumed in the children's own to further investigate the nave conceptions and science concept. tacit beliefs and to create -To provide an disequilibrium cognitive (i.e.,

the beginning of the ideas. Aim /Purpose experiment.

opportunity to learn new help students see exploration and visual the dysfunctionality of

learning tasks from a their current ideas), different perspective. -Motivating students to reexamine thinking their about

previously held ideas and beliefs. Variable Variables are needed Variables are needed Variables are not needed Variables needed are not

Observation

Planning

Planning

Students confronted

are with

Ask question/ problem arises prediction of Steps hypothesis

Making a Prediction/ Hypothesis

Implementation

questions or problems that gain attention, motivation, and

Consolidation

increase pose

question,

form hypothesis

Collecting Evidence

Reinforcement

reveal misconceptions.

record the result

Recording and Presenting Students engage in

conclusion Interpreting and Evaluating

purposeful activity in attempting to resolve the discrepancy.

Students will resolve the event themselves or with teacher

assistance. -Will remember the -Realistic Review -Focus on one particular -To motivate pupils to aspect of what the s It is - further investigate the

material better, feel a

Advantages

sense

of -Actual

methods

of -An economical method science and as compared to a purely minds-on.

concept

accomplishment when working the task is completed, procedures and be able to transfer observed that experience easier to other can

be student centered method - To promote problem- It is a psychological solving and and critical

learning -Data is collected in method

students thinking skills on part

situations.

real time and tends to take active interest in of the students. They be more accurate the teaching learning are typically guided

-It allows for precise control of variables

process

into finding a solution by the teacher, as they

-It leads the students discover the reason for - Experiments can be replicated. from concrete to abstract the discrepant event. situations

- It is also worth noting that an experiment

-It is suitable method if the apparatus to be

yields quantitative data (numerical amounts of something) which can be analysed using

handled is costly and sensitive. Such

apparatus is likely to be handled and damaged by the students.

inferential

statistical

tests.

-This method is safe if the experiment is

dangerous.

-In

comparison

to

Heuristic, Project method it is time saving but purely Lecture method is too lengthy

- It can be successfully used for all types of students

It

improves

the and

observational reasoning students sills of

the

- The experiment is -Time consuming and -Better used when the The results are usually Disadvantages not typical of real life expensive situations. Most procedure is complicated unexpected or dangerous or the

experiments conducted laboratories.

are -Some problems that materials are expensive in occur frequently may Links concepts to real not take place at the phenomena time of observation - It provides no scope for "Learning by Doing" for the Students as students -Questions flexible are are only observing the Teacher performing.

- A major difficulty with the method experimental -Direct contact is demand

characteristics.

-It has already been noted that a strength of the experimental - Since Teacher performs the experiment at his/ her own pace many

method is the amount of control which have

students may not be able to

experimenters over variables.

comprehend the concept being clarified.

Required

enough -Since this method is not child centred it makes no provision for individual

time to get the result.

differences, all types of students including slow learners and genius have to proceed with the same speed.

It fails to develop

laboratory skills in the students.

- It fails to impart training in scientific attitude. In this method students

many a times fail to observe many finer

details of the apparatus used observe distance. because it from they a

Approaches

student-centered

student-centered

teacher-centered

student-centered

BIBILIOGRAFI Sulaiman Ngah Razali (1998), Pengajaran Sains Kbsm, Dewan Bahasa Dan Pustaka. Selangor. Lee Shok Mee (1994), Asas Pengajaran Sains Sekolah Rendah, Kumpulan Budiman Sdn. Bhd. Selangor Poh Swee Hiang (2005), Pedagogy of Science Volume 1 for Post Graduate Diploma in Teaching (KPLI), Kumpulan Budiman Sdn. Bhd. Selangor http://www.tutor.com.my/tutor/lada/tourism/menu_2_4.htm
http://www.charlesedisonfund.org/experiments/experiments.html http://www.ise5-14.org.uk/prim3/new_guidelines/Investigations/What_is.htm http://en.wikipedia.org/wiki/Teaching_method#Demonstrating http://59.163.61.3:8080/GRATEST/SHOWTEXFILE.do?page_id=user_image&user_image_id=1026

http://www.isetl.org/ijtlhe/pdf/IJTLHE732.pdf
http://www.agpa.uakron.edu/p16/btp.php?id=discrepant-events

http://wiki.answers.com/Q/What_is_demonstration http://en.wikipedia.org/wiki/Demonstration_(teaching)