Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia

This qualitative research aimed to investigate the implementation of reflective practice among Chemistry student-teachers of Universiti Teknologi Malaysia. This study identified chemistry student-teachers’ reflection through three main aspects, namely issues being reflected, the processes of and col...

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Main Author:	Ibrahim, Nor Hasniza
Format:	Thesis
Language:	English
Published:	2012
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/32279/1/NorHasnizaIbrahimPFP2012.pdf
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id	my-utm-ep.32279
record_format	uketd_dc
spelling	my-utm-ep.322792020-11-12T07:54:24Z Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia 2012 Ibrahim, Nor Hasniza L Education (General) This qualitative research aimed to investigate the implementation of reflective practice among Chemistry student-teachers of Universiti Teknologi Malaysia. This study identified chemistry student-teachers’ reflection through three main aspects, namely issues being reflected, the processes of and collaboration in reflections which were carried out in two cycles during teaching practicum. During Cycle I (week 1 to 5 of teaching practicum) the respondents were asked to do reflections on their teaching and learning processes based on their understanding of their reflective practice. While during Cycle II (week 6 to 12 of teaching practicum), respondents were required to do reflections through the guidance of supervising lecturers and guiding teachers. A total of 15 chemistry student-teachers, seven supervising lecturers and 14 guiding teachers were purposely selected as respondents for this study. Collection of research data was done by using a few instruments namely self-reflection notes in student-teacher record books, reflection journal, interview questions, supervision report of supervising lecturers and guiding teachers, teachers’ record books, discussion transcripts and recordings of the chemistry student teachers’ teaching sessions. The data were triangulated and analyzed using content analysis and narrative techniques in order to increase validity and reliability of the research. The study showed an increase from 21 percent during Cycle I to 58 percent during Cycle II in the number of issues reflected by chemistry student-teachers’ that focusing on Pedagogical Content Knowledge of science. During Cycle II the chemistry student-teachers showed a structured process of reflection practices which consisted components such as identifying problems, construction of knowledge and implementation of continuous action, whereas during Cycle I, the process were not structured and were not continuously monitored by them. The findings also indicated an increase in the percentage of the implementation of collaborative reflective practice of chemistry student teachers with supervising lecturers and guiding teachers in response to the application of pedagogical knowledge of science, that is to 52.3 percent during Cycle II as compared to only 18.2 percent in Cycle I. Overall, it was found that the clinical supervision provided by supervising lecturers and guiding teachers based on pedagogical content knowledge of science was a major contributor to the increase in the effectiveness of the chemistry student teachers’ reflective practice. The findings obtained from studies during Cycle I and Cycle II were used to build a Reflective Teaching Model focusing on Pedagogical Content Knowledge of Science which comprises three main components; 1) identifying problems, 2) construction of knowledge and 3) implementation of continuous action which can assist teachers to improve the effectiveness of implementation of reflective practice in the process of teaching and learning science. The implementation of the Model can contribute towards the development of students scientific thinking. 2012 Thesis http://eprints.utm.my/id/eprint/32279/ http://eprints.utm.my/id/eprint/32279/1/NorHasnizaIbrahimPFP2012.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository?query=Model+pengajaran+refleksi+berfokuskan+pengetahuan+pedagogi+kandungan+sains+dalam+bidang+kimia&queryType=vitalDismax&public=true phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Ibrahim, Nor Hasniza Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia
description	This qualitative research aimed to investigate the implementation of reflective practice among Chemistry student-teachers of Universiti Teknologi Malaysia. This study identified chemistry student-teachers’ reflection through three main aspects, namely issues being reflected, the processes of and collaboration in reflections which were carried out in two cycles during teaching practicum. During Cycle I (week 1 to 5 of teaching practicum) the respondents were asked to do reflections on their teaching and learning processes based on their understanding of their reflective practice. While during Cycle II (week 6 to 12 of teaching practicum), respondents were required to do reflections through the guidance of supervising lecturers and guiding teachers. A total of 15 chemistry student-teachers, seven supervising lecturers and 14 guiding teachers were purposely selected as respondents for this study. Collection of research data was done by using a few instruments namely self-reflection notes in student-teacher record books, reflection journal, interview questions, supervision report of supervising lecturers and guiding teachers, teachers’ record books, discussion transcripts and recordings of the chemistry student teachers’ teaching sessions. The data were triangulated and analyzed using content analysis and narrative techniques in order to increase validity and reliability of the research. The study showed an increase from 21 percent during Cycle I to 58 percent during Cycle II in the number of issues reflected by chemistry student-teachers’ that focusing on Pedagogical Content Knowledge of science. During Cycle II the chemistry student-teachers showed a structured process of reflection practices which consisted components such as identifying problems, construction of knowledge and implementation of continuous action, whereas during Cycle I, the process were not structured and were not continuously monitored by them. The findings also indicated an increase in the percentage of the implementation of collaborative reflective practice of chemistry student teachers with supervising lecturers and guiding teachers in response to the application of pedagogical knowledge of science, that is to 52.3 percent during Cycle II as compared to only 18.2 percent in Cycle I. Overall, it was found that the clinical supervision provided by supervising lecturers and guiding teachers based on pedagogical content knowledge of science was a major contributor to the increase in the effectiveness of the chemistry student teachers’ reflective practice. The findings obtained from studies during Cycle I and Cycle II were used to build a Reflective Teaching Model focusing on Pedagogical Content Knowledge of Science which comprises three main components; 1) identifying problems, 2) construction of knowledge and 3) implementation of continuous action which can assist teachers to improve the effectiveness of implementation of reflective practice in the process of teaching and learning science. The implementation of the Model can contribute towards the development of students scientific thinking.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Ibrahim, Nor Hasniza
author_facet	Ibrahim, Nor Hasniza
author_sort	Ibrahim, Nor Hasniza
title	Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia
title_short	Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia
title_full	Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia
title_fullStr	Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia
title_full_unstemmed	Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia
title_sort	model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2012
url	http://eprints.utm.my/id/eprint/32279/1/NorHasnizaIbrahimPFP2012.pdf
_version_	1747815964501606400

Model pengajaran refleksi berfokuskan pengetahuan pedagogi kandungan sains dalam bidang kimia

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