The analysis of PT3 implementation on teachers understanding and current practices in teaching and learning science
This study aims to analyse the PT3 implementation on teachers understanding and currentpractices in teaching and learning Science. A qualitative approach with an exploratorycase study has been applied. This study uses purposive sampling method on the stakeholders involved, which includes four policy...
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| 格式: | thesis |
| 語言: | eng |
| 出版: |
2020
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| 主題: | |
| 在線閱讀: | https://ir.upsi.edu.my/detailsg.php?det=5551 |
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| 總結: | This study aims to analyse the PT3 implementation on teachers understanding and currentpractices in teaching and learning Science. A qualitative approach with an exploratorycase study has been applied. This study uses purposive sampling method on the stakeholders involved, which includes four policy makers, five school administrators, fourScience teachers and seven students as the informants. The instruments used are interviewprotocol sets, observation field notes, and rubric for document analysis. The interviewprotocols, observation field notes and rubric were validated by experts with percentages agreementsof more than 80%. The reliability of the instruments were done through pilot test, member check,peer review, discussion and also consultation with the experts. There were 20 interviews,seven document analysis and seven observations were conducted. Interview data and field notes wereanalysed using coding method while the document analysis were analysed using rubric. The findingsrevealed four major elements emerged from the interviews; lack of ICT usage in teaching andlearning Science, the needs of own exploration, ambiguity in higher order thinking skills, andnegative attitudes towards Science practical work. Several major elements emerged from the document analysis and classroom observations; discrepancies between the understandingof daily lesson plans and the actual implementation in the classroom, lack of interests in Scienceamong students, lack of communication skills among students, less appropriate assessment,and less implementation of group work. Framework of teaching and learning has been derived fromthe aforementioned result. In conclusion, all stakeholders understand the strength of the PT3Science implementation that will produce holistic students in future. However there weremany weaknesses highlighted that requires them to be equipped with the right knowledge and skills.The implications of this are that stakeholders could realise the framework of effectiveteaching and learning Science through teachers training programs and mastery of Scienceconcepts, as well as the emphasis on 21stcentury teaching and learning in order to produce students with quality thinking. |
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