Teaching Science using Virtual Experiment (part deux)

On the 7th of November, 2009, we went back to Pantai Berakas Primary School. We used the same sample and give similar activity to the pupils. The activity that we prepared was the same like the previous one ( free labeling activity) but this time we add labels on top of the activity sheet for pupils to select. This activity ( selecting labels) show improvement where the number of correct responses increased.

From our previous finding ( free labeling activity), the mean score of correct responses is 4.7. From our latest finding ( selecting labels activity ), the mean score of correct responses is 7.2. The effect size from the mean is 2.5. This shows a positive significant differences. Therefore activity that gives answer for the pupils to select should be consider. This is another alternative that teacher can use in teaching where it can help teacher to scaffold and strengthen pupils knowledge.

School Visit - Teaching Science using Virtual Experiment

On the 18th of September,2009, Suzie and me went to Pantai Berakas Primary School to do our asignment on "Teaching Science with Virtual Experiment". We were using site from BBC.Pupils learned about the topic on the previous week. We started the lesson by asking question about the topic. We brought a real flower to the class and asked pupils to name parts of the flower.Using the IWB, teachers and pupils discussed the function of each part of the flower. Pupils were able to identify all parts of the flower except receptacle and nectaries. Pupils have difficulties in explaining the function of the flower using English. They used bilingual in explaining and answering the question.

Pupils were excited and interested to do the virtual experiment tasks. The environment of the class was a bit noisy but manageable. Teachers had a limited time but managed to execute 3 tasks; 2 virtual tasks (random pupils were selected to do the tasks) and 1 individual written task (prepared by teachers earlier)From the individual task, pupils faced difficulties in remembering the spelling of the words. By providing the words (parts of the flower) on the board gave benefits and helped pupils a lot.

About 76% of the pupils were able to answer at least half of the questions correctly, while 24% of the pupils answered less than half of the questions correctly for the individual task. None of the pupils got 8,1 and 0 mark out of 8. The mean marks for the pupils is 4.714 (average).

Lesson Plan for Virtual sci

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Parts of Flower

Using Euclidean Reality in Teaching and Learning Mathematics

Euclidean Reality is a software that can be used by Mathematics teachers to enhance teaching and learning process in some topic in Maths espeacially in teaching topics on Angles, Measurement, Area and Perimeter. There are many activities can be explored by pupils using this program.

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Activity using PC Logo for Year 1 & Year 2

Last Friday, I tried out an activity using PC Logo program on Year 1 and Year 2 pupils. The Year 1 pupil from SR PPSDSB Gadong was Salwanadina Binti Johar. She used the program to make shapes. The pupil was not familiar with the program and she told that she never use PC Logo program before. Next is a Year 2 pupil from the same school named Aidil Syakireen Bin Awg Rosman. He was also not familiar with PC Logo. So I started the activity by explaining the usage of the program and gave examples of instructions on how to draw a square.

The Year 1 pupil was be able to follow the exact instruction given on how to draw a square. Then I asked her to draw another bigger square, but she was not able to create her own instruction. She was only able to follow the instruction given but was not able to create a new instruction. So I stopped there and proceed with the next pupil.

The Year 2 pupil was able to follow the exact instruction given which was to draw the same square. Then I asked him to create an instruction to draw a bigger square and he was able to create the instruction. He just doubled the number from fd 50 to fd 100. Then I asked him if he can draw another shape again. He created an instruction to draw a rectangle but he need a little guide. Finally he was able to produce a rectangle using his own instruction. But he was not yet ready and not able to create other instruction to draw other shapes such as triangle or circle.

Report on Teaching using Virtual Manipulative for Year5 and Year 4

At the end of both lessons I was able to identify and acknowledge pupils with high ability in Year 5 and Year 4. In Year 5 class, there are only two pupils that I can categorised as high ability pupils. These pupils grasp a pattern how to solve the activity and able to visualise the idea and used algorithm to find the answers. I noticed that the rest of the class just got the answer by chance that they only click on by adding and pouring the water continuously but when asked how they got the answer, the pupils can not explain and just try the activity over again.

In Year 4 class, there are five pupils that I can categorised as high ability pupils. These pupils took less time than the Year 5 pupils to be able to grasp a pattern how to solve the activity but did not visualise using algorithm. The high ability pupils grab the pattern from the beginning of the lesson and when asked to work in group they were able to solve more than ten activities without help. When I asked how they got the answer, they could easily explained. I found the same problem with the rest of the class as the Year 5 pupils.

Report on Teaching using Virtual Manipulative for Year 5 and Year 4

After explaning I asked pupils to go to the front to try out the activity individually and get helped from the rest of the friends, if they got stuck with the problem. I only help them when needed. Later when pupils have shown that they were able to handle the activity , I asked them to work in pairs to try out the activity. The Year 5 pupils took a longer time to acquire the skills to solve the problems compared to Year 4 pupils.

Report on Teaching using Virtual Manipulative for Year 5 and Year 4

The lesson started at 8am - 9am for Year 5 and 10am - 10.50am for Year 4, duration of 50 - 60 minutes and consists of 17 pupils; 10 boys and 7 girls for Year 5 and 21 pupils; 13 girls and 8 boys for Year 4. I began the lesson by demonstrated how to find capacity of a bottle by pouring water in big bottle using small bottle. I asked pupils to count how many times we have to fill in the water inside the big bottle using the small bottle. This is just set induction to help pupils make sense about capacity of water.

Next I used IWB to explain the activity that the pupils going to try and link to the website http://nvlm.usu.edu/en/nav/category_g_2_t_4.html. I explained the activity slowly then ask pupils to try to solve the activity together.