UPSI Digital Repository (UDRep)
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Abstract : Perpustakaan Tuanku Bainun |
This study aimed to explore the management, implementation, teaching materials, and
evaluation process of digital inquiry-based science learning in rural primary school. An
action research approach using qualitative methods was employed, based on the circle
of action and reflection framework. The participants for this study were 8 Year 4 pupils
(10-11 years old) from a rural primary school in Melaka selected using purposive
sampling. The study comprised three phases: (a) clarifying the initial understanding of
primary pupils regarding plant growth and photosynthesis, (b) conducting two action
research cycles of digital inquiry-based science learning using the BSCS 5E
Instructional model, and (c) analysing the data to address the research questions. Data
were collected through interviews, reflection logs, teaching verbatim, pupils’ work and
document analysis. The findings of the study revealed several key points. Firstly, in
managing digital inquiry-based science learning in rural primary school, the activities
must be suitable for the cognitive abilities and skills of the target pupils. Secondly,
implementing digital inquiry-based science learning in rural primary school
necessitates classroom activities that foster active learning and the practice of science
process skills. Thirdly, it is crucial for teachers to utilise both digital and non-digital
resources when selecting teaching materials for digital inquiry-based science learning
in rural primary schools. Lastly, evaluating pupils’ progress in digital inquiry-based
science learning requires them to apply new concepts and skills. The implications of
the study were digital inquiry-based science learning was suitable to be used in the
teaching and learning process for the topic of photosynthesis according in the
Standards-Based Curriculum for Malaysian Primary Schools Science Year 4. Thus, it
is beneficial for primary science teachers to implement digital inquiry-based learning,
thus improving their pedagogical practice and pupils’ conceptual understanding. |
References |
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