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.

School Visit - Teaching using Virtual Manipulative

Last two weeks, I went to Sekolah Rendah Pantai Berakas to teach a lesson on 'Capacity of Water'. I have conducted the lesson on two classes; Year 5 and Yr 4. The purpose of the lesson is to identify pupils with high ability that could grasp the idea and able to solve the activity. I have use the Virtual manipulative that can be accessed at the website http://nlvm.usu.edu/ed/nav/category_g_2_t_4.html.

I have prepared saperate lesson plan for Year 5 and Year 4 but both consisted the same content. I conducted the lesson for Year 5 pupils first then Year 4. The lessons were carried out at the computer lab so that teacher use the IWB (Interactive Whiteboard) for teaching and pupils' activity purposes and pupils can get easy access to the website. Here, I attached the lesson plan for reference.

In Class Assignment - Using MsExcel

http://www.scribd.com/doc/19248706/BuyingSelling-ActivityExcel

The use of ICT by Teachers in School

Last week, I went to my former school at Sekolah Rendah HMJM Kiulap. I had interviewed most of the teachers about the importance of ICT in School and how teachers use ICT in teaching.

Based on the interview, almost all teachers agreed about the importance of ICT as one teacher spoke out that "Today we are in the ICT era, technology is in our daily lives so pupils must be exposed to these technologies to be at par with others with no choice". I am impressed with the teacher's statement which implies positive attitudes towards changes in teaching and learning styles with out any hesitation, despite her 16 years of teaching experience.

Some of the teachers who has more than 20 years of teaching experience have difficulties in using ICT as an aid for teaching. They are more comfortable using the hand-made teaching aids and resources. But some of the teachers would seek help from their expert colleagues to get resources from websites or use ICT, well at least they had showed effort in adapting to the changes and be updated to the technologies.

Overall, I respect the teachers that they are strongly committed and taking the challenge positively as to use ICT in teaching and learning processes to the maximum. Most of them mentioned that "ICT must be included in teaching as being emphasise in the SPN 21". The new SPN 21 encourages teachers to use ICT in teaching and get pupils to practice and familiar with the technology (ICT) as early as Pre-School to Year 6. " As starting this year, Pre-School has given one period to go to Computer lab to familiarise with the technology" said the ICT teacher.

ICT has many benefits to teachers and the school itself. It helps teachers to get resources easily, helps teachers to do their job easily and more efficiently, save time in preparing lesson plan, worksheets for pupils as well as helps them in teaching effectively. ICT helps schools to achieve its goal to produce quality teachers and pupils.

ICT in Teaching and Learning

ICT is not only refer as using a computer or producing worksheets for pupils' activities. It has a very wide meaning especially in teaching and learning processes. ICT includes the ability of teachers and pupils to use the resources that can be retrieved from ICT for teaching and learning purposes. This includes the use of other forms of technologies such as IWB, OHP, Projector, Computer Software (e.g. excel, PowerPoint) and many more.

ICT enhances teaching and add colours in learning process. It helps teachers and pupils "explore Es of learning environment" (retrieved 15th August 09, from http://eduscapes.com/tap/tap100.html)

• Excite
• Enhance
• Engage
• Experiment
• Exchange
• Explore

"Today, ICT is an integral part of our everyday lives. Children especially have an intuitive grasp of how technology works. They love to use it to play and to learn.

It is no surprise, then, that ICT in the classroom has been linked with positive improvements in attainment and motivation". (retrieved 15th August, 09, from http://www.teachernet.gov.uk/)

The benefits and advantages of computers in the classroom are many and varied:

• ICT helps motivate and engage children
• ICT helps prepare children for the world of work
• ICT opens up new opportunities in teaching and learning
• ICT helps schools to maximise ALL their resources
• ICT is flexible

Mathematics & Technology

Technology in Mathematics usually referred as computers or calculators. But people just can not see the benefits of technology in the teaching and learning of Mathematics as it help learning process more enjoyable and build pupils' interest and confidence in Mathematics. There are topics which really makes the learning of mathematics more easy and meaningful with the use of Mathematics and ICT.

ICT also provide teachers with lots of resources such as teaching strategies, teaching methods and interactive activities for pupils. Teacher can benefit the ICT in teaching especially the Primary School pupils to build strong foundation in their conception of Mathematics learning to be used in future learning.

Learning Mathematics

Learning Mathematics is slightly different from learning other subjects. In Mathematics, teachers must make sure that pupils had understand each concept of the Mathematics elements before they generalise it. Understanding of Mathematics concepts are essential before pupils can really get the idea and able to visualise Mathematics concept without any misconceptions. To develop and build pupils' skills and understanding in teaching Mathematics, teachers must teach using manipulative, concrete materials, multiple methods to suit pupils' capability as well as Information Communication and Technology (ICT) in mathematics learning to add colours to pupils' learning. In SPN 21, teachers are expected and encouraged to make full use of ICT.

Inquiry & Technology

How can Technology help Teachers in Inquiry-Learning?
Inquiry and Technology

Science teachers must be well prepared and familiar with inquiry learning. Teachers should follow a set of principles or steps to conduct inquiry learning classroom. Pupils should also provided with the opportunities to learn and develop their capability through the use of ICT in inquiry as a value-added to learning of Science in Primary Schools.

Learning Science

Science as Inquiry - Inquiry is one of the methods that teachers must practice in teaching and learning Science. Inquiry is a problem-based learning as it allows pupils to discover things by themselves. Inquiry learning is pupils' centered and allow pupils to think critically.
"An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of inquiry-based learning. Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge". (retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/index.html)
Therefore to make pupils develop understanding and skills in Science pupils must be exposed to many forms of learning as well as technology where the Go Science book had provide websites for pupils to look up and try out the activities by themselves.

Introduction

Teaching Science and Mathematics in primary school is very exciting. I have been teaching Science and Mathematics in Year 4 -6 for about 5 years at Sekolah Rendah HMJM Kiulap. It has been a very wonderful experience which at the same time I have learnt new things from my pupils as well. Teaching Science and Mathematics is not all about facts, numbers, formula or rules which will make pupils demotivated to learn as it sounds complicated. Teacher must include variety of teaching ways to grasp pupils' interest and confidence towards the learning of Science and Mathematics. These include building pupils' skills in Information Communication and Technology (ICT) which is interrelated with the learning domain of the SPN 21 where pupils should be equipped with essential ICT skill in line with rapid technological advancements and globalisation.