ICT as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools

ICT as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools

The purpose of this study was to investigate ICT as inquiry-oriented approach to enhance thinking skills, attitude towards teaching and learning science at rural schools. Level of ICT usage, level of knowledge in ICT, teachers and students attitude and impact of ICT usage in understanding the concep...

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Main Author: Subramanian, Manimala
Format: Thesis
Language:eng
eng
Published: 2009
Subjects:
LB1025-1050.75 Teaching (Principles and practice)
Online Access:https://etd.uum.edu.my/4795/1/s89414.pdf
https://etd.uum.edu.my/4795/7/s89414_abstract.pdf
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id my-uum-etd.4795
record_format uketd_dc
institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Mohd Yusoff, Nurahimah
topic LB1025-1050.75 Teaching (Principles and practice)
spellingShingle LB1025-1050.75 Teaching (Principles and practice)
Subramanian, Manimala
ICT as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools
description The purpose of this study was to investigate ICT as inquiry-oriented approach to enhance thinking skills, attitude towards teaching and learning science at rural schools. Level of ICT usage, level of knowledge in ICT, teachers and students attitude and impact of ICT usage in understanding the concepts in science lesson have also been investigated. The study also investigates teachers and students attitude and motivation towards the use of computer in science classroom. The respondents in this study were thirty Science teachers and seventy pupils from year 3 to year 5. Seven rural schools of Zone 7, Semanggol were involved in this study. The schools are located in Kerian district. The data collection methods used in this study were sets of questionnaires and interviews to find the obstacles in ICT usage and observation of pupils work and presentation. The data in this study was analyzed by using SPSS 14.0 software (Statistical Packages for Social Science) and presented in the form of frequency and percentage, mean and standard deviation. The findings of this study were illustrated that most of the teachers and students have positive attitude towards the use of ICT in science classroom. Also, this study was proved that students have high motivation when computers were used in Science learning classroom. Through this study, it could be concluded that the use of ICT as inquiry-oriented approach in science classroom should be encouraged because it helps to motivate students and generate a positive attitude towards Science learning
format Thesis
qualification_name masters
qualification_level Master's degree
author Subramanian, Manimala
author_facet Subramanian, Manimala
author_sort Subramanian, Manimala
title ICT as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools
title_short ICT as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools
title_full ICT as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools
title_fullStr ICT as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools
title_full_unstemmed ICT as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools
title_sort ict as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools
granting_institution Universiti Utara Malaysia
granting_department College of Arts and Sciences (CAS)
publishDate 2009
url https://etd.uum.edu.my/4795/1/s89414.pdf
https://etd.uum.edu.my/4795/7/s89414_abstract.pdf
_version_ 1747827803023212544
spelling my-uum-etd.47952015-07-28T08:30:16Z ICT as inquiry-oriented approach to enhance teaching, learning, attitude and thinking skills towards science at rural schools 2009 Subramanian, Manimala Mohd Yusoff, Nurahimah College of Arts and Sciences (CAS) Awang Had Salleh Graduate School of Arts and Sciences LB1025-1050.75 Teaching (Principles and practice) The purpose of this study was to investigate ICT as inquiry-oriented approach to enhance thinking skills, attitude towards teaching and learning science at rural schools. Level of ICT usage, level of knowledge in ICT, teachers and students attitude and impact of ICT usage in understanding the concepts in science lesson have also been investigated. The study also investigates teachers and students attitude and motivation towards the use of computer in science classroom. The respondents in this study were thirty Science teachers and seventy pupils from year 3 to year 5. Seven rural schools of Zone 7, Semanggol were involved in this study. The schools are located in Kerian district. The data collection methods used in this study were sets of questionnaires and interviews to find the obstacles in ICT usage and observation of pupils work and presentation. The data in this study was analyzed by using SPSS 14.0 software (Statistical Packages for Social Science) and presented in the form of frequency and percentage, mean and standard deviation. The findings of this study were illustrated that most of the teachers and students have positive attitude towards the use of ICT in science classroom. Also, this study was proved that students have high motivation when computers were used in Science learning classroom. Through this study, it could be concluded that the use of ICT as inquiry-oriented approach in science classroom should be encouraged because it helps to motivate students and generate a positive attitude towards Science learning 2009 Thesis https://etd.uum.edu.my/4795/ https://etd.uum.edu.my/4795/1/s89414.pdf text eng validuser https://etd.uum.edu.my/4795/7/s89414_abstract.pdf text eng public http://lintas.uum.edu.my:8080/elmu/index.jsp?module=webopac-l&action=fullDisplayRetriever.jsp&szMaterialNo=0000803979 masters masters Universiti Utara Malaysia Albrini, A. (2006). Teachers' attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers & Education, 47, 373-398. Chiappetta, E.L., & Russell, J.M. (1982). The relationship among logical thinking, problem solving instruction, and knowledge and application of earth science subject matter. Science Education, 66(1), 85-93. Cox, M., Preston, C., & Cox, K. (1999). 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Creating spaces in the primary curriculum: ICT in creative subjects. The Curriculum Journal, 14, 5-21. Ma, W. W., Andersoon, R. & Streith, K. O. (2005). Examining user acceptance of computer technology: an empirical study of student teachers. Journal of Computer Assisted Learning, Vol. 21, pp. 387-395. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press. Retrieved July 16, 2007, from http://www.nap.edu/readingroom/books/nses/html/ l.html. National Research Council. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Novak, J.D. & Gowin, D.R. (1984). Learning How to Learn. Cambridge: Cambridge University Press. Novak, D.I. And Knowles, J.G. (1991). Beginning elementary teachers' use of computers in classroom instruction. Action in Teacher Education, (13) 2, 43-51. Pelgrum, W. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37, 163-178. Rogers, E. M. (1995). Diffusion of innovations (4th Ed.), New York: The Free Press. Russell, G. & Bradley, G. (1997). Teachers' computer anxiety: Implications for professional development. Education and Information Technologies, 2, 17-30. Russell, M., Bebell, D., O'Dwyer, L. & O'Connor, K. (2003). Examining teacher technology use. Implications for preservice and inservice teacher preparation, Journal of Teacher Education, Vol. 54, No. 4, pp. 297-310. Reynolds, D. Treharne, D., & Tripp, H. (2003). ICT-the hopes and the reality. British Journal of Educational Technology, 34(2), 151-167. Ruthven, K., Hennessy, S. & Brindley, S. (2004). Teacher representations of the successful use of computer-based tools and resources in secondary-school English, mathematics and science. Teaching and Teacher Education, Vol. 20, pp. 259-275. Shuldman, M. (2004). Superintendent conceptions of institutional conditions that impact teacher technology integration Journal of Research on Technology in Education, 36(4), 319-343. Tinnesand, M., & Chan, A. (1987). Step 1: Throw out the instructions. Science Teacher, 54(6), 43-45. Unesco (2002). Information and Communication Technologies in Teacher Education. Paris: Unesco. Vaughn, Lewis(2005). The Power of Critical Thinking' Effective Reasoning about Ordinary and Teachers College Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104 (3), 482-515. Zhao, Y. & Cziko, G. A. (2001). Teacher adoption of technology: a perceptual control theory perspective. Journal of Technology and Teacher Education, 9(1), 5-30.

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