Today is the third times I attend the class of PMEY3104 Integration of Technology in Primary Science Teaching. Before Professor Dr.Rohaida Mohd. Saat starts the lesson, she asks us about the articles that we have found. I manage to ask her about my article regarding this research topic:
Analysing the Effectiveness of Learning Objects for Secondary School Science Classrooms
Robin H Kay, Liesel Knaack. Journal of Educational Multimedia and Hypermedia. Norfolk:2009. Vol. 18, Iss. 1, p. 113-135 (23 pp.)
Abstract (Summary)
The current study offers a comprehensive, systematic analysis of learning objects used in secondary school science classrooms. Five reliable and valid measures were used to examine the effectiveness of learning objects for 503 students and 15 teachers in 27 science classrooms. The results suggest that teachers typically spend 1-2 hours finding learning objects and preparing lessons that often focus on the review of previous material. Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students. Student performance increased significantly, almost 40%, when learning objects were used in conjunction with a variety of teaching strategies including brief introductions, letting students work on their own, and providing guiding handouts. It is reasonable to conclude that science-based learning objects are effective teaching tools in the secondary school environment.
I manage to get approval from Professor Dr.Rohaida Mohd. Saat about this article. She also briefly explains to me about what is learning objects. I realize that it is actually ‘web-tools” that enhance learning. I think it is practical and it is successfully been implemented in overseas. This somehow gives me some ideas on how to do the assignment. I plan to do my first draft by this week and show to her by next week.
Professor Dr.Rohaida Mohd. Saat introduce to us the topic entitled “Learning Theories”. The learning theories that we have discussed today are specifically about:
Behaviorist
Constructivist / cognitivist
During the presentation session, I gather some realizations and these learning theories really help me as an eye-opener about the practicality of these learning theories that help me as a future science teacher to think and plan for teaching technique or methods.
In the following is the summarize or short notes that I gather from the discussion.
BEHAVIORIST
So, what is behaviorist theory of learning? In simple sentence, it is view learning as a sequence of stimulus and response and as a product. I remember I learnt this particular learning theory in Semester 1 last year. The features of this theory are: Step-by-step manner (chaining), structured and has directed instruction.
IMPLICATIONS
As I Google in internet, I manage to get some information on the implications of behaviorist learning theory:
Repetition
Small, concrete, progressively sequenced tasks
Positive and negative reinforcement
Consistency in the use of reinforcers during the teaching-learning process
Habits and other undesirable responses can be broken by removing the positive reinforcers connected with them.
Immediate, consistent, and positive reinforcement increases the speed of learning.
Once an item is learned, intermittent reinforcement will promote retention.
Useful Link regarding this theory that enhances my understanding:
http://www.sil.org/lingualinks/literacy/implementaliteracyprogram/behavioristtheoriesoflearning.htm
Click and Explore more friends!
In short, I realize that teacher should apply and modify this learning theory as it is affective in certain extend and scope for science lesson.
CONTRUCTIVIST/COGNITIVIST
So what is Constructivist/cognitivist or in other word, it also known as Information-Processing Theories? Basically, it is a Piaget's theory of cognitive development proposes that humans cannot be "given" information which they immediately understand and use. Instead, humans must "construct" their own knowledge. They build their knowledge through experience. Experiences enable them to create schemas - mental models in their heads. These schemas are changed, enlarged, and made more sophisticated through two complimentary processes: assimilation and accommodation.
CHARACTERISTICS OF CONTRUCTIVIST APPROACHES
Problem-oriented Activities
Visual Formats and Mental Models
“Rich” environments
Cooperative or Collaborative (group) learning
Learning through Exploration
Authentic Assessment Methods
IMPLICATIONS
Learning is an active process: Direct experience, making errors, and looking for solutions are vital for the assimilation and accommodation of information. How information is presented is important. When information is introduced as an aid to problem solving, it functions as a tool rather than an isolated arbitrary fact.
Learning should be whole, authentic, and "real": Piaget helps us to understand that meaning is constructed as children interact in meaningful ways with the world around them. Thus, means less emphasis on isolated "skill" exercises that try to teach something like long division or end of sentence punctuation. Students still learn these things in Piagetian classrooms, but they are more likely to learn them if they are engaged in meaningful activities (such as operating a class "store" or "bank" or writing and editing a class newspaper). Whole activities, as opposed to isolated skill exercises, authentic activities which are inherently interesting and meaningful to the student, and real activities that result in something other than a grade on a test or a "Great, you did well" from the computer lesson software, are emphasized in Piagetian classrooms.
Useful Link regarding this theory that enhances my understanding:
http://viking.coe.uh.edu/~ichen/ebook/et-it/cognitiv.htm
In short, I do agree with this theory as it is practical as teachers may consider integrating these elements in eliciting science concepts in the classroom.
DISCUSSION SESSION
Professor Dr.Rohaida Mohd. Saat also demonstrate about constructivist theory learning by asking a question:
Which one of this food is suitable for astronaut to eat in space?
Chocolate bar
Cookies
Ferraro Roche
Chips
From this discussion, I realize that we are choosing an item and the reason is basically from our own interpretations NOT from knowing the facts about gravity in space. Professor also shows to us that this discussion is the example of constructivist approach that make me think, is it possible to apply this approach in classroom if children not knowing a thing about the subject matter?
Professor Dr.Rohaida Mohd. Saat also suggests to us that it is our role as teacher to impart some knowledge that will help them to think appropriately before they can construct science concepts/knowledge regarding the subject matter.
TUTORIAL
Today we have to do some tutorial task in our respective group by asking us to Google
some webpage and also must identify the features and then determine whether the features based from Behaviorist or constructive theory of learning.
In conclusion, today’s lesson is interesting as I gather new information and details about the learning theories. This information has successful made some realizations that help me in developing not only in term of my personal but also professional growth as future science teacher!
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