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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article
12 (June, 2007) SITI HENDON Sheikh Abdullah & KHALIJAH Mohd Salleh Science teaching for enlightenment: A holistic approach in developing a teacher's guide for best practices to teach at secondary level |
Construction of the TGTL Based on Findings
Based on the analysis of the surveys, a teachers’ guide to the teaching-learning (TGTL) was then developed. The HOBP Model was used to develop the TGTL. This TGTL provides suggestions on suitable teaching practices that can assist teachers to integrate the knowledge content with the pedagogy for teaching. By using this guide, teachers will not only be prepared with content knowledge but are better equipped with tools that can help them improve their pedagogical content knowledge and skills to handle and manage their students’ learning.
It is to be noted that this model consists of empirically determined appropriate teaching practices. As such any physics teacher can adopt them in the course of their teaching activities. For this paper, the teaching practices are confined to the teaching of Light. This is because one of the authors had already conducted a study on Malaysian secondary students’ misconceptions of light (Siti Hendon, 2003). It is therefore appropriate that the next step be taken is to help teachers address these problems of misconception.
Preparation of TGTL for Classroom Implementation
The second stage of assessment of the TGTL was through classroom implementation. The TGTL was implemented in the classroom as one of the authors’ post-graduate research activities. The teacher was first briefed on the TGTL and was requested to prepare and conduct the lesson using the given guidelines. Based on the survey findings, a Light Activity Kit and a Student’s Manual were also developed to assist teachers and students in the TL of Geometrical Optics. Teaching practices selected were aimed at helping students avoid developing the common misconceptions, enhance their interest in learning, thus resulting in students becoming more enlightened.
This TL process was then assessed through classroom observation, interviews and written test, and surveys for the students at the end of the lesson. The objectives of the assessments were (1) to observe the teachers’ adaptation to the TGTL; (2) to determine the students’ responsiveness to lessons taught using the TGTL; (3) to determine the extent TGTL could lead to students becoming enlightened and having the correct conceptions after the lessons and; (4) to get input from both the teacher and students regarding their views on the use of the TGTL lesson. Findings of the assessment will be published in another paper.
Copyright (C) 2007 HKIEd APFSLT. Volume 8, Issue 1, Article 12 (June, 2007). All Rights Reserved.
