TAJUK 5

EDU 3046 PENYUSUNAN KANDUNGAN PELAJARAN MENGIKUT MODEL KONSTRUKTIVISME/INKUIRI

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Hasil Pembelajaran
1. Menghuraikankan

prinsip konstruktivisme

dan inkuiri 2. Menghuraikan rasional perlunya kepada kesinambungan, keturutan dan integrasi unit-unit pengajaran 3. Mengenal pasti prinsip pengajaran berasaskan projek 4. Mengenalpasti prinsip pengajaran berasaskan masalah 5. Mengenalpasti prinsip pengajaran berasaskan kajian kes

1.Menghuraikankan

prinsip konstruktivisme dan inkuiri

APAKAH KONSTRUKTIVISME?
An approach to teaching based on research

about how people learn. Each individual constructs knowledge rather than receiving it from others (Mc Brian & Brandt, 1997). They are constructing their own knowledge by testing ideas and approaches based on their prior knowledge and experience, applying these to a new situation and integrating the new knowledge gained with pre-existing intellectual constructs (Briner, 1999).

WHAT IS C0NSTRUCTIVISM? Constructivism refers to the teaching approach in which students construct their own knowledge and the meaning of scientific concepts through appropriate activities which are planned to achieve those goal

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WHAT IS CONSTRUCTIVISM?
Al Guenther (a well-known science
teacher) You cannot hand over a concept to a student and expect him to understand it. He has to build the concept slowly before he can understand
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How to relate the followings?

Prior knowledge/experience

Pre-existing knowledge
New knowledge

Constructs knowledge or understandings

Effective approach to learn science is to do science

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WHAT IS CONSTRUCTIVISM?
The primary job of teacher : enable children to find and make their own connections that result in valid internalized meaning unique to each child. How does the teacher do it ?
1.

Ask questions (to see how children may have previously construct information related to the topic
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WHAT IS CONSTRUCTIVISM?
2. Lead the children through exploratory activities that enable them to investigate on their own and come to their own conclusions as to what is happening 3. Interact to each child to see how she is constructing the new information

WHAT IS CONSTRUCTIVISM?
4.

Helps children formulate conclusion by aiding each child in re-constructing the information in ways that both valid and meaningful to that child.

5. The learning of science is a process of construction and reconstruction of personal theories previously held
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WHAT IS CONSTRUCTIVISM?
6. It is a process of continuing

refining existing knowledge and constructing concepts in intricate organized networks that are unique to each child and provide explanatory and predictive power

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The characteristic of constructivist learning activities

Active engagement Inquiry Problem solving Collaboration with others

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WHAT IS INQUIRY?
In general, inquiry is to find

something out, to seek the truth, to find information, or knowledge.

By asking the right question.
Centered around the desire to know

more
Human beings are always been

inquisitive for survival

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WHAT IS INQUIRY?
Inquiry is also a key tool in constructivism. Inquiry-based learning can be achieved by

ensuring

that they are incorporated early in your planning

guiding students toward questions

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WHAT IS INQUIRY?
Students are active in classroom Students must have skills and

attitudes to seek solutions the process of inquiry

Every individual have to carry out

During inquiry we used all our senses.

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WHAT IS INQUIRY?
Effective inquiry is a complex

process which involves individuals attempting to convert information and data into a useful knowledge.

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WHAT IS INQUIRY?
The way teachers ask questions during

inquiry revolve around :

Context (related to daily problem) Framework (within subjects content) Focus (open/close) Different levels of questions (Bloom taxonomy)
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Important facts regarding inquiry

Knowledge are always changing Information must be readily

available.
So students must understand

ways to get and to make senses of the data

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Important facts regarding inquiry

Learning is NOT about accumulating

data and information

BUT about the generation of useful

and applicable knowledge

About the construction of

understanding of the worlds

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Important facts regarding inquiry

Inquiry implies a "need or want to

know"
No one can learn everything, but

everyone can better develop

their inquiring skills

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Menghuraikan rasional perlunya kepada kesinambungan, keturutan dan integrasi unit-unit pengajaran

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Menghuraikan rasional perlunya kepada kesinambungan, keturutan dan integrasi unit-unit pengajaran 1) Kesinambungan (continuity)antara setiap satu

unit pengajaran dengan unit pengajaran yang seterusnya akan melancarkan proses pembelajaran. 2) Keturutan (sequence) antara satu unit pengajaran dengan unit yang lain akan memudahkan perkembangan sesuatu konsep/teori. 3) Integrasi antara unit-unit pengajaran akan memberi gambaran yang jelas tentang sesuatu pelajaran. 4) Kemampuan pelajar mengintegrasikan kesemua tajuk pelajaran menunjukkan kemampuan pelajar mensintesis ilmu yang 22 dipelajari.
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MEMBINA SIRI PENGAJARAN:

Guru mesti menguasai bidang

kandungan pelajarannya. Mengetahui yang mana konsep asas yang perlu dipelajari terlebih dahulu sebelum mempelajari konsep-konsep yang lain. Menunjukcara serta membimbing pelajar mensintesis sesuatu topik pengajaran.

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Mengenal pasti prinsip pengajaran berasaskan projek

Project

Individual or group Requires a period of time Outcome is a report and an artifact/other forms to be presented. Promotes the development of problem-solving skills, time management and independent learning.

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Science Project
Science project are learning

activities that require many hours of student involvement They take place over many weeks and even months

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Science Project
Some science projects reflect true inquiry whereby students:

identify a topic to study propose questions to be answered designate procedures for carrying out a project gather information and data present result and form the conclusion
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Science Project

These projects entail a great deal of efforts on the part of students as well as guidance from the teacher and parents A science project can be undertaken:

Individually Pair of students Group of students or By entire class

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Science Project
A project:

stimulates enormous interest in science provides students with incentives to study the problem in depth and to communicate their findings

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Science Project
- Gives students an opportunity to pursue

investigation that they would not ordinarily be able to carry out during regular science class period because of limitations on equipment, space and time

- This event encourages all student to get

involved in inquiry and to design products

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Categories and points that often used to judge science project

Creativity Investigation procedure Understanding of the topic Quality of the display Oral presentation
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Science Project
Science teachers should help students

learn about the content of the investigation before they undertake setting up their experiment

Process without content can become

meaningless activity

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Mengenalpasti prinsip pengajaran berasaskan masalah

Essential features of Problem-based

Learning (PBL)
Students take responsibility and plan their

own learning
A problem is the starting point of learning new

knowledge Teachers role is to facilitate students thinking to achieve the learning outcomes
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Essential features of Problem-based Learning (PBL)

Students engage actively in collaborative

learning
Students engage in reflective thinking Students learn through a problem-solving

process

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PBL Process
Stage Stage Stage Stage Stage Stage Stage

1 Group/Climate Setting 2 Problem Identification 3 Idea generation 4 Learning Issues 5 Self-Directed learning 6 Synthesis and Application 7 Reflection and Feedback

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Stage 1 : Group setting

Members introduce themselves to each

other Set ground rules Work roles of students and facilitator

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Stage 2 Problem identification

Students encounter a problem

In group, identify and clarify the

problem Ask questions about the problem List out the facts of the problem

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Stage 3 Idea generation

Generate ideas to help them

understand the problem Organize ideas and prior knowledge related to the problem Define broad nature of the problem

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Stage 4 Learning Issues

Branch out ideas into learning issues

and actions plan Learning issues aspects of the problem that they are unable to understand Define what is known or unknown Divide work to find about the learning issues
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Stage 5 Self-directed learning

Seek and learning about the learning

issues (Gather information)

In group or individually after dividing

responsibilities
Summarize the relevant information

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Stage 6 Synthesis and Application

Explore all learning issues from

previous sessions Put together all findings Integrate new knowledge into context of the problem Summarize and make connections Refine and define new findings
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Stage 7
Reflect of self performance

Provide feedback on group on

Group functioning Problem solving process Knowledge learnt Facilitators contribution

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The FILA Chart

FACTS (Stage2) IDEAS (Stage3) LEARNING ISSUES (Stage 4) ACTION PLAN (Stage 5)

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Purpose of the FILA chart

A thinking tool as a scaffolding to

develop students thinking during PBL process Facilitate students during PBL Monitor the PBL process/activities

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Facts
Extracted from the problem scenario

Not to be confused with opinions,

assumptions, judgments or unclear information If unclear, must clarify in Action Plan column (ask client) Group facts according to theme involved
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Ideas
Possible causes, effects, ideas and solutions

on how to solve given problem

Suggested or topic to read up Based on facts identified and capture in the

FACTS column
Accept without judgement Can be modified, evolved or removed during

self-directed learning, research or action taken

Students prior knowledge
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Learning issues
Should be phrased as questions Answers should contribute to the construction

of knowledge that solve problem Anchored/spin off from idea/ideas Related to the syllabus (learning outcomes) Can be modified Additional learning issues can also be included later Decide which group member who will be responsible to the respective learning issues
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Action plan
Are actions to be carried out by students eg.

speak to client, get police report, visit accident, interview school; principal sites Browse internet, read books, visit library etc Use action VERB check, conduct, read, interview, investigate, refer Further questions that needs clarification for better understanding of the problem Research resources Must be anchored or be a spin off from idea/ideas
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Mengenalpasti prinsip pengajaran berasaskan kajian kes

Case Study A narrative of actual state of affairs

involving a decision, a concern, an opportunity, a problem or an issue faced by a person or persons in an organization

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Types of Case Studies

Exploratory

Critical Instance
Programme Implementation Case

Programme Effects
Cumulative Case

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Pedagogy of case studies

Motivation to learn theory

Application of theory
Use of evidence

Limitation of theory

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Motivation to learn theory

Students are challenged to solve the

problem Students are motivated to learn theory They need tools for solving the assigned problem

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Application of theory
The case method requires students to

identify the theory that best addresses the problem under investigation The case method focuses on application but lecture method focuses on theory

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Use of evidence
Students are often required to develop

an ability to use quantitative evidence Case studies require students to manipulate, represent and comment on quantitative evidence in order to solve the problem

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Limitation of theory
The case method provides an effective

and structured approach to the development of students cognitive skills from low skill levels to high skill levels The case method forces students to be challenged with the broader effect of social and political context on making decisions
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Case Studies Solutions

Different from normal homework design

Often more than one answer

depends on assumptions and problem definition Time is well spent confident in a decision-making position parallels to real-world situations
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THANK YOU

Dr. Nik Azmah binti Nik Yusuff FPPM UPSI

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