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