Science teacher education in Malaysia: challenges and way forward

Mahmud, Siti Nur Diyana; Nasri, Nurfaradilla Mohamad; Samsudin, Mohd Ali; Halim, Lilia

doi:10.1186/s41029-018-0026-3

Cited by 34 publications

(35 citation statements)

References 14 publications

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“…Argumentation is one of the crucial processes of scientific inquiry (Demircioglu & Ucar, 2015;Sampson et al, 2011a). However, when it comes to designing lessons that could nurture and cultivate habits of inquiry and constructing arguments that would guide students towards both understanding of the scientific concepts and the practices of science, many science teachers are unsure of how to go about achieving such tasks (Sampson & Gleim, 2009;Mahmud et al, 2018).…”

Section: Research Contextmentioning

confidence: 99%

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Ping

Halim

Osman

2020

JBSE

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Science educational standards are increasingly emphasising on argumentation skills. However, students' argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students' science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts' understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding.

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Section: Research Contextmentioning

confidence: 99%

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Ping

Halim

Osman

2020

JBSE

Self Cite

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“…In designing the science teaching processes as well as science inquiry, efforts have continued to cultivate students' habits of constructing and communicating argumentation. However, many science teachers are unsure of how to design lessons that would engage students in inquiry in a way that would improve students' understanding of important concepts and practices in science including in biology (Sampson & Gleim, 2009;Nur et al, 2018). It is not enough for teachers to teach science as a process of inquiry without giving their students the opportunity to engage in argumentation (Clark & Sampson, 2007;Driver et al, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Explicit Instruction of Scientific Argumentation in Practical Work: A Feasibility Study

Ping¹,

Halim²,

Osman³

2019

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Mastery regarding argumentation in science among high school biology students remains elusive. This study argues that argumentation can be explicitly taught and acquired through an explicit instruction revolving around argumentation. A teaching and learning module named as the LAB-MADI Module was developed to provide secondary biology students an environment to practice and acquire argumentation skills from reasoning based on evidence through practical work. An initial draft of the LAB-MADI Module for laboratory investigation was pilot studied in one of the schools with a group of twenty-two (n = 22) Grade 10 students (aged 16 years) from a pure science class taking biology as an examination subject. The results of the pilot study showed that the activities are able to improve students' argumentation skills.

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“…Latihan dalam perkhidmatan (LADAP) adalah alat atau medium bagi melatih guru-guru dalam perkhidmatan melaksanakan inovasi yang diperkenalkan dalam sistem pendidikan (Mahmud et al 2018). Hal ini telah ditegaskan oleh Darling Hammond et al 2017dan DuFour et al (2005) bahawa pembangunan profesional yang berkesan dapat meningkatkan pembelajaran (pengetahuan, kemahiran dan sikap) guru bagi mengubah amalan mereka di dalam bilik darjah dan pembelajaran murid.…”

Section: Pengenalanunclassified

“…Selain itu, LADAP juga bertujuan memberi motivasi kepada guru terhadap sebarang perubahan kurikulum sains yang telah dilaksanakan (Mahmud et al 2018). Motivasi penting supaya guru teruja untuk mengaplikasikan inovasi yang dipelajari daripada latihan di dalam bilik darjah.…”

Section: Pengenalanunclassified

Latihan Dalam Perkhidmatan Sebagai Medium untuk Meningkatkan Tahap Tingkah Laku Kemahiran Berfikir Aras Tinggi dalam Kalangan Guru Sains (In-House Training as a Medium to Enhance Science Teachers’ Behaviour of the Higher Order Thinking Skills)

Mohamad¹,

Ahmad²,

Osman³

2019

JPEN

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Tinggi (KBAT) merupakan medium yang memberi impak signifikan kepada pembangunan profesional guru. Kajian tinjauan rentas silang ini bertujuan menentukan tahap tingkah laku guru dari aspek KBAT, pentaksiran KBAT (pembinaan item KBAT dan teknik penyoalan) dan pedagogi KBAT (pendekatan inkuiri, isu sosiosaintifik dan peta pemikiran i-THINK) setelah menghadiri LADAP KBAT. Soal selidik telah diedarkan kepada 748 guru sains dari Semenanjung Malaysia dan data yang diperolehi dianalisis menggunakan statistik deskriptif. Dapatan menunjukkan bahawa tahap tingkah laku untuk menerapkan KBAT dalam mata pelajaran Sains dan penggunaan teknik penyoalan berada pada tahap tinggi. Walau bagaimanapun, tingkah laku guru dalam pembinaan item KBAT, penggunaan peta pemikiran i-THINK, pendekatan inkuiri dan isu sosiosaintifik berada pada tahap yang sederhana. Secara keseluruhannya, LADAP KBAT dapat meningkatkan tahap tingkah laku guru pada tahap sederhana sahaja. Melalui dapatan ini, latihan yang berterusan dan aktiviti latihan dalam bentuk hands-on adalah penting untuk meningkatkan pengetahuan dan kemahiran guru tentang pembinaan item KBAT, penggunaan peta pemikiran i-THINK, dan pendekatan inkuiri dan isu sosio-saintifik yang akan membantu guru menggunakan pendekatan tersebut dalam pengajaran dan pembelajaran sains dengan lebih kerap. Penambahbaikan juga perlu dilakukan ke atas LADAP KBAT, antaranya adalah dengan menambah baik model Cascade untuk melatih guru-guru Sains tentang KBAT.

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Science teacher education in Malaysia: challenges and way forward

Cited by 34 publications

References 14 publications

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Explicit Instruction of Scientific Argumentation in Practical Work: A Feasibility Study

Latihan Dalam Perkhidmatan Sebagai Medium untuk Meningkatkan Tahap Tingkah Laku Kemahiran Berfikir Aras Tinggi dalam Kalangan Guru Sains (In-House Training as a Medium to Enhance Science Teachers’ Behaviour of the Higher Order Thinking Skills)

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