Editorial Board (Issue 7 - 2012)
Devadason Robert Peter, PhD(Chief Editor)
Ng Khar Thoe, PhD
Julito C. Aligaen
Kanageswary Suppiah, PhD
Corrienna Hj Abdul Talib
Cheah Ui Hock, PhD
Hazura Ab Bakar, PhD
Contents
Annamalai Chockalingam, Ng Khar Thoe, Devadason Robert Peter, Marmon A. Pagunsan, & Dominador D. Mangao
This paper reports on the authors’ experiences in conducting an in-service training course on ICT tools for secondary science educators in the SEAMEO region. It focuses on some of the ICT tools that could be used effectively to promote learning in secondary science classroom. Pre/post-tests using Likert scales were administered to evaluate the participants’ perceived levels of knowledge and skills before and after the course activities. The perceived attitude of teachers towards the use of ICT tools in the science classroom was also evaluated. Analysis of data was anchored on a learning efficiency framework. The findings showed that learning efficiency through ICT tools could be improved on the five-dimensional constructs of content, feedback, user interface, ease of use and satisfaction. The research activities and findings will serve as guidelines for the future planning of in-service teacher education towards improving teaching and learning of science using ICT tools among educators in the SEAMEO region.
Siti Ezainora Kasiran, Johari Surif, Nor Hasniza Ibrahim, & Mahani Mokhtar
Effective teaching module is needed in the teaching and learning of science process to enhance students' construction of concepts. This study develops a teaching module, 'Modul Celik Mol' to help overcome an alternative framework problem and enhance math skills for the topic of mole concept among students. This module is built based on analogy methods of teaching. In addition, various additional elements such as consolidation and evaluation activities were applied. To assess the appropriateness and effectiveness of this module, twelve chemistry teachers in the district of Johor Bahru were chosen as respondents. Data were collected using a set of questionnaire and analyzed by using descriptive statistics involving frequency and percentage. The findings showed that all respondents gave positive opinions on the suitability of the module to be applied in the process of science teaching in schools and it also can enrich the references material for students in chemistry subject. This study certainly opens a new chapter in the world of effective teaching of science education.
3. Investigating Herbal Medicine in the Community: WebQuest Activity (pp. 22-31)
Joy R. Magsayo
The researcher designed a WebQuest Activity in teaching Herbal Medicine. Students investigated the practices of local herbalists by gathering Indigenous Technical Knowledge (ITK) about herbal plants. Working in groups, students conducted interviews, analyzed data and laid out relevant outcomes. Scaffolding materials were provided to students as they brainstorm ideas, collect data, process information and create products. The students developed information drive materials to educate the community about herbal plants and their pharmacological properties. During the conduct of the said activity, the teacher and the students used rubrics to reflect on their output. A significant increase was found in the pretest and posttest scores of the students. Students expressed that in the process of creating the product, they developed 21st-century skills such as collaboration, self-direction, technology literacy and creativity.
The researcher then recommends that teachers should design lessons that will connect course content and community issues. In doing so, students will become responsible for their learning.
4. Starlab as an Astronomy Teaching Tools in Schools: An Engaging Curriculum (pp. 32-38)
Lau Chen Chen & Jong Tze Kian
How planetariums educate young people effectively about the wonders of the universe? The traditional way has led teachers and students to present themselves at the planetariums that provide astronomy related exhibitions, full dome star fields and astronomical shows, as well as special informal educational programs. Their experiences at planetariums are expected to be delivered back to the classroom upon returning school. Starlab is a portable version of mini planetarium that allows astronomy experiences to be taken to the distant or rural areas especially to those underserved teachers and students who could not afford to tolerate the travel expenses to visit planetariums. The Starlab plays a significant role in astronomy and space science education. It serves as an introduction to a systematic study of the sky and thus to study science as a whole. For this reason, Planetarium Negara is planning to rent out the existing Starlab for expanding its usage at schools level and to enrich current school lessons at least in astronomical content. This paper describes the use of the Starlab as an astronomy teaching tool in schools.
5. Visualising Fractions (pp. 39-44)
Benny Kong Tze Loong
Learning Mathematics is something difficult for many students, as they cannot visualise the abstract concepts. Fraction is one of them. Student cannot visualise the process of operations on fractions. The algorithms of those processes are too complicated for them. By modelling the fractions (fullness) and its operations with Geometer Sketchpad (GSP) and medic box (container), the same operations on fractions can be made easier and provide a better understanding to students. The main idea of this paper is try to show the transformation of abstract fractions into countable natural numbers so that can be used in operations.
6. Application of Mathematics Proficiency Model in Test Development (pp. 45-53)
Zarina Yunus, Nordin Abdul Razak, & Ahmad Zamri Khairani
Mathematics is widely regarded as one of the most important subjects in the school curriculum. Indeed, it is likely that more lessons of mathematics are taught in schools throughout the world than any other subject. When concern is expressed about the performance of pupils, mathematics is usually singled out as being a particularly worrying problem. It seems that the whole world regards it as important that children should be able to demonstrate a high level of proficiency in the subject. The purpose of this conceptual paper is to explain the mathematics proficiency model as proposed by Kilpatrick, Swafford, and Findell (2001) that consists of five strands, namely conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Furthermore, this article discusses how these strands and their respective characteristics can be used as a foundation to develop the Form Two mathematics test which is closely aligned with the Malaysian mathematics curriculum specification. Examples of the test item representing each strand and combination of strands are also presented.