TEACHING AND LEARNING APPROACHES

EN NAZARIA
1. Constructivism
2. Inquiry-discovery
3. Science Technology and society
4. Laboratory work
5. 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 Memerhati
o Mengelas
o Mengukur
o Meramal
o Menghuraikan
o 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 Model
o Evaluation
o Elaboration
o Explanation
o Exploration
o Engagement

Discrepent event – perkara luar biasa

-digunakan untuk permulaan pelajar menyiasat
Steps What you could do?
Set up a descripent event (situasi o Demonstrate a discrepent event
bercanggah) and ask question.
o Students are confrontes with
questions or problems that they will
want to know teh answer
Students investigate to resolve the o Students will be engage in
discrepancy 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 discovery
o Combination of teacher centred and student centred techniques.
o Not restricted to finding something entirely new
o 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 NAZARIA
23 Feb., 11
Constructivism
 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 misconception
1. 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 explicit
b. The teacher that introduce another situation. This analogy is
known as anchoring analogy
c. 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
analogy
3. Needham Constructivism teaching model.
a. Needham's Five-phase
Steps/phase/tim contents Teaching and Remarks.
e learning
activity
Orientation • More suitable for inquiry-discovery
Eliciting ideas teaching
Restructuring of • Covers all the other models
ideas
Applications of
ideas
reflection

 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, personality
b. Students- intellectual level, educational background, age and
experience, social and cultural background.
2. Resource factor
a. Infrastructure
b. Teaching-learning activities
c. Time
3. Subject matter/content
a. Theoretical
 b. Investigative
c. Exploration
d. Reflective

Teaching and learning methods.

a. Teaching and learning approaches can be implemented through varios
methods such as
a. Experiments
b. Discussions
c. Simulation
d. Projects
e. Visit and use of external resources
f. use of technology

Conctructivist based teaching models

1. Needham’s five phase
Steps/phase/tim contents Teaching and Remarks.
e learning
activity
Orientation • More suitable for inquiry-discovery
Eliciting ideas teaching
Restructuring of • Covers all the other models
ideas
Applications of
ideas
reflection

2. generative teaching model

Steps/phase/time content Teaching and remarks

learning
activities/scientific
skills
Preparation -useful to develop further topics which students already
Focus know
Challange - the challenge phase is when scientist view is introduce
application -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.

3. interactive teaching model

Steps/phase/time content Teaching and remarks
learning
activities/scientific
skills
Preparation
-before view • Useful for development of topics on which students
-exploratory have asked questions
activities • Students ask and examine their own question
• Student’s • The knowledge objective is divergent and personal
question • Students give their views openly and then ask and
• Investigation examine their own question
After view
• Collaboration and mutual confidence are the essence
reflection
of this model

4. Cooperative learning
content Teaching and remarks
learning
activities/scientific
skills

5. Concept mapping
6. science, technology and society
7. learning cycle (5Es)
8. Infusion of thinking skills and thinking strategies