Program Latihan Kemahiran

Berfikir Aras Tinggi (KBAT) bagi

Jurulatih Utama Sains
(Training Programme on Higher Order
Thinking Skills for Science Coaches)
Inquiry-based Science Education
(IBSE)
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It is grounded in the belief that it is
important to ensure that students truly
understand what they are learning, and
not simply memorize content and
information (Worth, Duque & Saltiel, 2009).
Inquiry Based Science Education
(IBSE)
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Why Inquiry? (Ferko & Ferko, 2005)
Students understandings and abilities are grounded in
inquiry. An understanding of student learning.
Inquiry helps students.
Understand scientific concepts and the nature of science.
Appreciate the process of gaining knowledge through science.
Develop skills necessary to become independent inquirers.
Inquiry is basic to science education.
All students can learn through inquiry.
Science is presented and conducted in ways that are within their
developmental capabilities.
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Why Inquiry?
(avas, Holbrook, Kask & Rannikmae, 2013)
Research has convincingly demonstrated the benefits of
inquiry teaching, which contribute to:
- students' cognitive development (Hofstein, Navon,
Kipnis & Mamlok-Naaman, 2005; Wallace, Tsoi,
Calkin & Darley, 2003),
- the development of flexible and adaptive thinkers,
and the encouragement of students' creative
thinking and handling risk-taking situations (Zion,
2007; Grses, Akyldz, Doar & Szbilir, 2007;
Trumbull, Bonney & Grudens-Schuck, 2005).
Furthermore, research has also pointed to the importance
of the students' affective domain - motivation and positive
attitudes towards undertaking science learning (Blumenfeld,
Kempler, Krajcik, 2006; Chin & Kayalvizhi, 2005).
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It is an Approach to teaching and
learning science that comes from
(Worth, Duque & Saltiel, 2009):
1. An understanding of student learning.
Students attempt to make sense of the world
around them to make it predictable by looking
for patterns and relationships in their experiences
and through interaction with others.
Students construct their understanding through
reflection on their experiences.
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It is an Approach to teaching and
learning science that comes from
(Worth, Duque & Saltiel, 2009):
2. The nature of science inquiry.
Explore: students become familiar with the
phenomenon they will study.
Investigate: Students plan and carry out
investigations.
Draw Final Conclusions: students synthesize what
they have learned and come to some final
conclusions.
Communicate: Students communicate their new
understanding to a wider audience.
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It is an Approach to teaching and
learning science that comes from
(Worth, Duque & Saltiel, 2009):
3. A focus on content.
An overview of important concepts often
appears in country frameworks and syllabus.
But the specifics depend heavily on the local
context and the interests of students and
teachers.
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INQUIRY LEARNING IN THE
MALAYSIANNATIONAL SCIENCE
CURRICULUM (1)
Inquiry learning has been in the curriculum since
1960s.
Inquiry is defined in the Malaysian science
curriculum as the process of finding out which
involves
o asking questions,
o examining or investigating a particular
phenomenon using our senses and
o cognition.
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It is the use of the science process skills,
scientific knowledge and scientific
attitude to engage in discovery, to learn a
particular concept, to reason and to solve problem.
INQUIRY LEARNING IN THE
MALAYSIANNATIONAL SCIENCE
CURRICULUM (2)
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Teaching and Learning Strategies
in the Science Curriculum (1)
(Strategi Pengajaran dan Pembelajaran dalamkurikulumsains)
Thoughtful Learning
(Pembelajaran berfikrah)
A process of acquisition and
mastery of skills and
knowledge that could
develop our childrens mind
to the optimal stage.
(Satu proses pemerolehan dan
penguasaan kemahiran dan ilmu
pengetahuan yang dapat
mengembangkan minda seseorang
murid ke tahap yang optimum.)
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Activities that are planned for thoughtful learning need
to be able to bring about critical & creative
thinking, and not routine.
(Aktiviti yang dirancangkan dalampembelajaran berfikrah mesti
yang dapat mencetuskan pemikiran kritis dan kreatif murid dan
bukan lazim).
Questions or problems posed to the students are of
high levels and students are to solve the problems
using their creative and critical capabilities.
(Soalan atau masalah yang beraras tinggi ditanyakan kepada
murid dan murid diminta menyelesaikan masalah
menggunakan daya kreatif dan kritis mereka).
Teaching and Learning Strategies in
the Science Curriculum (2)
(Strategi Pengajaran dan Pembelajaran dalamkurikulumsains)
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Students are actively involved in the T&L which
integrate
o the acquisition of knowledge
o the mastery of skills and
o the inculcation of moral values and
scientific attitudes.
(Murid dilibatkan secara aktif dalamPdP yang
mengintegrasikan pemerolehan pengetahuan,
penguasaan kemahiran dan penerapan nilai murni dan
sikap saintifik).
Teaching and Learning Strategies in
the Science Curriculum (2)
(Strategi Pengajaran dan Pembelajaran dalamkurikulumsains)
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Teaching Approaches in Science
(Pendekatan PdP Sains)
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Inquiry Discovery(1)
(Penemuan Inkuiri)
Focus on learning
through experience.
Generally, inquiry
refers to looking for
information, questioning
and investigating
phenomena that are
happening around us.
mementingkan
pembelajaran melalui
pengalaman.
Secara amnya, inkuiri
bermaksud mencari
maklumat, menyoal
dan menyiasat
sesuatu fenomena
yang berlaku di
sekeliling.
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Discovery is the main
characteristic of inquiry.
Learning through
discovery happens when
the concepts and
principles are
investigated and
discovered by
students themselves.
Penemuan berupakan
sifat utama inkuiri.
Pembelajaran secara
penemuan berlaku
apabila konsep dan
prinsip utama dikaji
dan ditemui oleh
murid sendiri.
Inquiry Discovery(2)
(Penemuan Inkuiri)
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Through activities such as
experiments, students
investigate a certain
phenomenon and reach
their own conclusion.
Teachers then guide the
students to understand the
scientific concepts through
the outcomes of the inquiry
process.
Murid melalui aktiviti
seperti eksperimen
akan menyiasat
sesuatu fenomena
dan mencapai
kesimpulan sendiri.
Guru kemudian
membimbing murid
untuk memahami
konsep sains melalui
hasil inkuiri tersebut.
Inquiry Discovery(3)
(Penemuan Inkuiri)
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During the inquiry process,
thinking skills and
scientific skills are
developed.
Note: The discovery inquiry
approach may not be suitable
for all T&L situations. Certain
concepts and principles could
be more suitable to be
exposed directly or to use
guided inquiry.
Kemahiran berfikir dan
kemahiran saintifik
dikembangkan semasa
proses inkuiri ini.
Namun demikian,
pendekatan inkuiri
tidak sesuai digunakan
dalamsemua situasi
PdP. Beberapa konsep
dan prinsip lebih sesuai
didedahkan secara
langsung oleh guru atau
melalui inkuiri
terbimbing.
Inquiry Discovery(4)
(Penemuan Inkuiri)
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Science Teacher
Inquiry Rubric
(STIR)
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The Process Circus
Introduction (10 Minutes)
Performing the Activities (50 Minutes)
Reflection in Partner-Pairs (15 Minutes)
Reflection in Groups of Four (30 Minutes)
Class Discussion (45 Minutes)
Essential for Science Inquiry:
Science Process Skills
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It focuses on how much information
(e.g., guiding question, procedure, and
expected result) is provided to the
students and how much guidance you
will provide as the teacher
(Bell, Smetana, and Binns 2005; Herron
1971; Schwab 1962).
The Inquiry Continuum
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Open Inquiry:
Sinking and Floating
Has the purest opportunities to act like scientists, deriving
questions, designing and carrying out investigations and
communicating results.
Requires the most scientific reasoning and greatest cognitive
demand from students.
It is suggested that it is only appropriate to have students
conducting open inquiries when they have demonstrated that
they can successfully design and carry out investigations when
provided with the question. This includes being able to record
and analyze data, as well as draw conclusions from the evidence
they have collected.
(Banchi and Bell, 2008)
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Guided Inquiry:
Soda Can Float
The teacher provides students with only the research question,
and students design the procedure (method) to test their
question and the resulting explanations.
It is most successful when students have had numerous
opportunities to learn and practice different ways to plan
experiments and record data.
The students need guidance from the teacher as to whether
their investigation plans make sense.
(Banchi and Bell, 2008)
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Structured Inquiry:
Dancing Raisin
The question and procedure are still provided by the
teacher; however, students generate an explanation
supported by the evidence they have collected.
While confirmation inquiry are considered lower-level
inquiry, they are important because they enable students
to gradually develop their abilities to conduct more open
ended inquiry.
(Banchi and Bell, 2008)
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Confirmation Inquiry:
Water and Oil
Students are provided with the question and procedure
(method), and the results are known in advance.
It is useful when a teachers goal is to reinforce a previously
introduced idea; to introduce students to the experience of
conducting investigations; or to have students practice a specific
inquiry skill, such as collecting and recording data.
They follow the directions for doing the experiment, record their
data, and analyze their results.
While confirmation inquiry are considered lower-level inquiry,
they are important because they enable students to gradually
develop their abilities to conduct more open ended inquiry.
(Banchi and Bell, 2008)
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(Banchi and Bell, 2008)
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(Worth, Duque and Saltiel, 2009)
Framework of Guided & Open
Inquiries
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Be Creative to Inspire!
He believed that best creativity comes from a
desire to contribute to the lives of others, either
by introducing something new that improves
the quality of their lives or by showing people
that something thought to be impossible is in
fact possible.
Dan Pallotta
Harvard Business Review
September 9, 2013
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Thank you very much for your
active engagement!
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