UNIVERSITI TEKNOLOGI MALAYSIA,

KAMPUS JALAN SEMARAK,

54100 KUALA LUMPUR.

KURIKULUM MATEMATIK DAN SAINS

SPN 1012

TAJUK :
MODELS FOR EFFECTIVE SCIENCE TEACHING

DISEDIAKAN OLEH :

1. MOHD HALMI BIN SARYAN

SX081279PTJ04
2. MUHAMMAD RAZMAN BIN YAHAYA
SX081282PTJ04
3. MOHD FAZLY BIN GHAZALI
SX081278PTJ04
4. MOHD IZAR SHAZERY BIN SAHBUDIN
SX081132PTJ04

UNTUK PERHATIAN :
EN. MOHD ALI BIN IBRAHIM
MODELS FOR EFFECTIVE SCIENCE TEACHING

Introduction

- The effective instruction is much more than the presentation of a concept, process
or skill.
- In simplest term, one must think carefully about the objectives; beginning, middle
and the end of the lesson and very importantly the use of materials to engage the
learners and develop scientific concepts, processes and skills.

Designing Instructional Sequence

1. Using Textbooks Effectively

- Science teachers use textbooks in several ways

i. Helps teachers make decisions about the curriculum. Questions about topics,
activities of coverage, depth, sequence and emphasis are answered by
reference to the textbook.
ii. Help teachers select teaching strategies.
iii. Provide scientific explanations. Descriptions of key concepts and
information are usually straightforward and succinct in textbooks.

- Direct students attention to important concepts.

- Challenge student thinking and misconceptions.
- Ask students to construct explanations of everyday phenomena.
- Probe student responses.
- Provide accurate feedback to students.
- Construct alternative representations of textbook explanations.
- Make explicit the connections between textbook explanations and the student
misconceptions.
- Select activities that create conceptual conflict and encourage conceptual
understanding.
2. The Learning Cycle

- The learning cycle originated with the work of Robert Karplus and his
colleagues during the development of the Science Curriculum Improvement
Study ( SCIS ).
- There are three phases to the learning cycle.

i. Concept Exploration
a. Identify interesting objects, events or situations that students can
observe. This experience can occur in the classroom, laboratory or
field. Just about any instructional method can be used to explore a
concept.
b. Allow the students time in which they explore the objects, events or
situations. During this experience the students may establish
relationships, observe patterns, identify variables and question events
as a result of their exploreration. In this phase the unexpected can be
used to your advantage. Students may have questions or experiences
that motivate them to understand what they have observed.
c. The primary aim of the explorations is to mentally establish a concept
that will later be introduced.

ii. Concept Introduction

a. In this phase the teacher directs student attention to specific aspects of
the exploration experience. Concepts are introduced in a direct and
former manner. Initially, the lesson should be clearly based on student
explorations. In this phase the key is to present the concepts in a
simple, clear and direct manner,
b. The word explanation is being used in the general sense of an act or
process in which concepts are made plain, comprehensible and clear.
The process of explanation provides a common use of terms relative to
the concept.
 iii. Concept Application
a. Identify different activities in which students extend the concepts in
new and different situations. Several different activities will facilitate
generalization of the concept by the students. Encourage the students
to identify patterns, discover relationships among variables and reason
through new problems.

3. Cooperative Learning

- There are four basic elements in cooperative learning models.

i. Positive Interdependence
a. Established when students perceive that they are in positive and
interdependent relatioships with other members of their group.

ii. Face to face Interaction

a. Among students is a central aspect of cooperative learning.
Cooperative work and verbal exchanges among students form the
learning experience.

iii. Individual Accountability

a. Though they work in groups, students must still be individually
accountable for learning the assigned materials.

iv. Interpersonal and Small Group Skills

a.Students are not naturally skilled at cooperative learning. They must
be taught the social skills of collaboration, they must given time and
experience in collaboration and analyze the group process to see if
effective working relationships have been maintained.
- There are four levels of cooperative skills.

i. Forming Skills
Move into groups without making noise and unnecessary
interaction with other students.
Students should stay in their group.
Students should speak softly.
Students should encourage each other to participate.
Use names and look at each other during discussions.
Avoid sarcastic remarks or put downs of each other.

ii. Group Functioning Skills.

Students should understand the purpose, time allotment and most
effective procedures to complete their work.
Support for each others ideas and work should be expressed.
Students should feel free to ask for help, information or
clarification from other group members or the science teacher.
Students might learn how to paraphrase and summarize another
students ideas.
Students should learn how to express their feelings about the
assignment and group process.

iii. Formulating Understanding Skills.

Each student should summarize aloud the important ideas
contained in the material assigned.
The students should correct and clarify summaries.
Students should elaborate on each others summary.
Students can give hints about ways to remember ideas.
Ask all group members to participate in the discussion.
 iv. Fermenting Skills.
Criticize ideas, not other students.
Clarify disagreements within the group.
Synthesize different ideas into a single statement.
Ask other students to justify their conclusions.
Ask probing, clarifying questions.
Generate several answers or conclusions and select the best for the
given situation.

4. The Madeline Hunter Model

- This model is based on psychological theory, primarily behaviorism, and

educational research.
- A simple and complete way to intergrate many essential aspects of
instruction into a teachable plan.

A. Pre Lesson Evaluation

i. Determine the continuing strand or theme of science concepts and
processes.
ii. Identify a major objective in the strand or theme of science concepts
processes. Then locate the students understanding relative to the major
objective.
iii. Select specific objectives for daily lessons based on the evaluation.

B. Lesson Planning and Lesson Sequencing

i. Anticipatory Set Include an activity that will elicit the students attention
to the days content and process.
ii. Objective and Purpose This step is one of communicating to the students
the days objectives.
 iii. Instructional Input Here the teacher actually does something to achieve
the objectives.
iv. Modelling Seeing examples of instructional outcomes is an important
aspect of learning. Where appropriate, should try to provide examples of
the science content and processes included in the objectives.
v. Monitoring Student Understanding Monitoring is evaluation that occurs
while the lesson is in progress. Should check for students understanding of
essential information and concepts during the lesson.
vi. Practice Lessons should include opportunities for students to practice the
content and processes they have learned. Initial attempts should be teacher
guided, later practice can be done on an individual basis.

C. Post Lesson Evaluation

i. After the lesson, evaluate students understanding of the concepts and
processes. The evaluation is based on the major objectives identified in the
pre lesson evaluation and the specific objectives of the lessons.

5. The 4MAT System

- The system is based on the remise that individuals perceive and process
experiences and information in different way.
- There are four identifiable learning styles and each is an equally valid way
of learning.

i. Type one learners are primarily interested in personal meaning.

ii. Type two learners are primarily interested in facts that lead to
conceptual understanding.
iii. Type three learners are primarily interested in how things work.
iv. Type four learners are primarily interested in self discovery.
- There are four styles or step of the 4 MAT System learning cycle.

i. First Phase.
a. Express the value of the learning experience.
b. The lesson should have personal meaning for the student.
c. Create a learning environment where learners can explore ideas
without being evaluated.

ii. Second Phase.

a. Provide information to the students.
b. Present concepts in an organized way.
c. Encourage students to analyze data and form concepts.

iii. Third Phase.

a. Provide activities for students.
b. Coach the students as they progress in the activities.

iv. Fourth / Final Phase.

a. Allow students to discover meaning and concepts by doing.
b. Challenge students to review what has happened.
c. Analyze experiences for relevence and orginality.

- In closing, the 4MAT System is a synthesis of several lines of research. The

system is workable and effective, but it is complex especially for the new
teacher.