SCIENCE TEACHING WITH SCIENCE TEACHING WITH
ENLIGHTENMENT:ENLIGHTENMENT: IN SEARCH OF BEST PRACTICES IN SEARCH OF BEST PRACTICES THROUGH T-S PERCEPTION ON THROUGH T-S PERCEPTION ON
T-L OF PHYSICST-L OF PHYSICS
KHALIJAH MOHD SALLEHKHALIJAH MOHD SALLEHSITI HENDON BINTI SHEIKH ABDULLAHSITI HENDON BINTI SHEIKH ABDULLAH
School of Applied Physics, Department of Science and School of Applied Physics, Department of Science and Technology, Technology,
Universiti Kebangsaan Malaysia,Universiti Kebangsaan Malaysia,43600 Bangi, Selangor, Malaysia43600 Bangi, Selangor, Malaysia
Study ProfileStudy Profile second stage study on best teaching second stage study on best teaching
practicespractices to determine characteristics of best to determine characteristics of best
practices in the teaching of science practices in the teaching of science particularly physics among particularly physics among Malaysian teachers and students. Malaysian teachers and students.
focus on best practices related tofocus on best practices related to• Problems of physics TLProblems of physics TL• Communication style and Communication style and • Teaching approaches Teaching approaches
Characterisation Method of best practicesCharacterisation Method of best practices
Literature surveyLiterature survey Instrument developmentInstrument development Survey for teachers and students Survey for teachers and students Data TS perception on Data TS perception on
• the problems of TL physicsthe problems of TL physics• best teaching practices best teaching practices
communication styles and communication styles and teaching approaches teaching approaches
Analysis of dataAnalysis of data
Best Practices take note of Best Practices take note of
MetacognitionMetacognition PreconceptionPreconception GroupdynamicsGroupdynamics Peergroup supportPeergroup support
HolisticApproach to
BestPractices in Teaching-Learning
1. S-problems2. T-pedagogical & content knowledge
Conceptual framework of holistic approach to best practices in teaching-learning
Teaching Learning (TL) Model of Light
RationalRational
Once the gap between best teaching Once the gap between best teaching practices and teachers’ and students’ practices and teachers’ and students’ preferences identifiedpreferences identified
To develop a teaching guide to To develop a teaching guide to assist teachers to address their assist teachers to address their physics teaching problemsphysics teaching problems
Hypotheses Hypotheses
H1:H1: Teachers and students have the same Teachers and students have the same perception of problems of teaching physics, perception of problems of teaching physics, communication style and teaching communication style and teaching approaches.approaches.
H2:H2: Years of teaching experiences are Years of teaching experiences are independent of teachers’ problems in physics independent of teachers’ problems in physics teaching, preferred communication style and teaching, preferred communication style and teaching approaches. teaching approaches.
H3:H3: Students’ academic achievement is Students’ academic achievement is independent of students’ problems of learning independent of students’ problems of learning physics, preferred communication style and physics, preferred communication style and teaching approachesteaching approaches
TL MODELTL MODELcontent
studentteacher
Resourcesmaterials
CommTA
FB
Cognitive: info managementPreconceptionsPsycho-emotion
Content knowledgePedagogical knowledge
PR
OB
LEM
S
Performance
PROBLEMS
Questions with 5 scale Likert answerQuestions with 5 scale Likert answer
The problems that I usually face when The problems that I usually face when teaching/learning physicsteaching/learning physics
The communication style that I usually The communication style that I usually use/like bestuse/like best
The best teaching approach for my The best teaching approach for my studentsstudents
Study designStudy design
VariablesVariables LevelsLevelsNumber of itemsNumber of items
TL TL ProbProb
Comm Comm stylestyle
T AppT App TotalTotal
T- T- Physics Physics teaching teaching experienceexperiencess
1-5 y1-5 y
77 77 1010 24246-10 y6-10 y
11-20 y11-20 y
> 20 y> 20 y
S- S- achievementachievement GG77 77 1010 2424MM
WW
Analysis of dataAnalysis of data
• Compare and contrast teachers’ and Compare and contrast teachers’ and students’ perception on problems, students’ perception on problems, communication styles & teaching communication styles & teaching approaches approaches
• Teaching practices vs teaching Teaching practices vs teaching experiencesexperiences
• Teaching practices vs students’ ability Teaching practices vs students’ ability to learn physics. to learn physics.
Problems with physics teaching /learningL
eve
l o
f fr
eq
ue
ncy
4.5
4.0
3.5
3.0
2.5
2.0
Teacher
Student
Preferred communication style L
eve
l o
f e
ffe
ctive
ne
ss
5.0
4.5
4.0
3.5
3.0
2.5
2.0
Teacher
Student
Preferred teaching approaches
Use of ICT
Group w ork
Project Work
Demonstration
Lab classes
Lecture
Le
ve
l o
f e
ffe
ctive
ne
ss
4.5
4.0
3.5
3.0
2.5
2.0
Teacher
Student
Teachers problem in physics teachingL
eve
l o
f fr
eq
ue
ncy
4.5
4.0
3.5
3.0
2.5
2.0
Teaching experience
1-5 years
6-10 years
11-20 years
above 20 years
Teachers preferred communication stylesL
eve
l o
f e
ffe
ctive
ne
ss
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
Teaching Experience
1-5 years
6-10 years
11-20 years
above 20 years
Teacher preferred teaching approachesL
eve
l o
f e
ffe
ctive
ne
ss
4.5
4.0
3.5
3.0
2.5
2.0
Teaching Experience
1-5 years
6-10 years
11-20 years
above 20 years
Problems in learning physicsL
eve
l o
f fr
eq
ue
ncy
4.5
4.0
3.5
3.0
2.5
2.0
1.5
Academic achievement
good
average
w eak
Student' preferred communication style
use of media
story telling
relate to real life
group work
quest & answer
demonstration
lectures
Le
vel o
f e
ffe
ctiv
en
ess
4.5
4.0
3.5
3.0
2.5
2.0
Academic achievement
good
average
w eak
Students' preferred teaching approachesL
eve
l o
f e
ffe
ctive
ne
ss
4.2
4.0
3.8
3.6
3.4
3.2
3.0
2.8
Academic achievement
good
average
w eak
FindingsFindings Teachers’ responses indicate they Teachers’ responses indicate they
believed their practices to be their bestbelieved their practices to be their best Teachers’ and the students’ Teachers’ and the students’
perspectives of best practices differperspectives of best practices differ Successful learning is stimulation Successful learning is stimulation
dependent dependent Teaching experiences and learning Teaching experiences and learning
ability affect nature of TS interactionability affect nature of TS interaction Successful learning requires cognitive Successful learning requires cognitive
ability to manage information ability to manage information
DiscussionDiscussion
Results show thatResults show that• there are similarities and differences there are similarities and differences
between TS perspectives regarding between TS perspectives regarding problems,problems, communication style and teaching approaches.communication style and teaching approaches.
To ensure satisfying performance To ensure satisfying performance among studentsamong students• Teachers’ best practices should meet Teachers’ best practices should meet
students’ needs for optimum teaching students’ needs for optimum teaching and learning in a physics classroom. and learning in a physics classroom.
• communication style and teaching communication style and teaching approach need to match students’ abilityapproach need to match students’ ability
Experiences and ability mattersExperiences and ability matters Most experienced teachers have Most experienced teachers have
secured a certain practice from years secured a certain practice from years of teaching of teaching
Some might contribute to search for Some might contribute to search for best practicesbest practices
Most new teachers have problems Most new teachers have problems identifying the best practicesidentifying the best practices
New teachers are willing to accept New teachers are willing to accept group workgroup work or or project work project work as as effective teaching approach, practices effective teaching approach, practices preferred by the weaker students. preferred by the weaker students.
Good vs weak studentsGood vs weak students
Different learning problems and Different learning problems and preferences for teaching practices, preferences for teaching practices,
Teaching practices cannot be the same Teaching practices cannot be the same for all good or weak students. for all good or weak students.
Best practices to include ability & Best practices to include ability & flexibility to adapt teaching practices to flexibility to adapt teaching practices to meet the needs of subject matter and meet the needs of subject matter and students.students.
Issue: same weightage for Issue: same weightage for teachers’ vs students’ opinions ?teachers’ vs students’ opinions ?
NoNo T - not just the delivery of contentT - not just the delivery of content TL involves information transmission, TL involves information transmission,
acceptance and structuringacceptance and structuring TL involves teacher-student interaction TL involves teacher-student interaction T – S interaction dynamics is subjected to T – S interaction dynamics is subjected to
principles of human relations & principles of human relations & interactionsinteractions
TL communication styles & approaches TL communication styles & approaches influence learning influence learning
TL practices cannot be the same for all TL practices cannot be the same for all studentsstudents
For optimum TLFor optimum TL
Educators recognize that Educators recognize that • Effective TL does not depend only on Effective TL does not depend only on
teachers’ mastery and ability to teachers’ mastery and ability to deliver the contentdeliver the content
• Effective TL depends on Effective TL depends on communication style and teaching communication style and teaching approachesapproaches
ConclusionConclusionThe result of the study shows The result of the study shows For different T experiences and L abilitiesFor different T experiences and L abilities There exist different There exist different
• problems problems • preferences for communication stylepreferences for communication style• teaching approaches teaching approaches
‘‘best practices’ differ for different needs and best practices’ differ for different needs and abilities abilities
Develop guidelines of practices for teachersDevelop guidelines of practices for teachers To teach To teach allall students of different abilities students of different abilities
acknowledegementacknowledegement
FASAS and Akademi Sains Malaysia FASAS and Akademi Sains Malaysia • financial assistancefinancial assistance• study and trip to Singapore study and trip to Singapore