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Type :thesis
Subject :LB Theory and practice of education
Main Author :Deviki Muniandy
Title :The analysis of PT3 implementation on teachers understanding and current practices in teaching and learning science
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2020
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
This  study aims  to  analyse  the  PT3  implementation  on  teachers’ understanding  and current   practices  in  teaching  and  learning  Science. A  qualitative  approach  with  an exploratory  case study has been applied. This study uses purposive sampling method on   the   stakeholders    involved,   which   includes   four   policy  makers,   five   school administrators,  four   Science  teachers  and  seven  students  as  the  informants.  The instruments  used  are interview   protocol  sets,  observation  field  notes,  and  rubric  for document analysis. The interview  protocols, observation field notes and rubric were validated by experts with percentages agreements  of more than 80%. The reliability of the instruments were done through pilot test, member check,  peer review, discussion and  also  consultation  with  the  experts.  There  were  20  interviews,   seven  document analysis and seven observations were conducted. Interview data and field notes were  analysed using coding method while the document analysis were analysed using rubric. The findings  revealed four major elements emerged from the interviews; lack of ICT usage in teaching and  learning Science, the needs of own exploration, ambiguity in higher  order  thinking  skills,  and   negative  attitudes  towards  Science  practical  work. Several   major   elements   emerged   from    the   document   analysis   and   classroom observations; discrepancies between the understanding  of daily lesson plans and the actual implementation in the classroom, lack of interests in Science  among students, lack  of  communication  skills  among students,  less  appropriate  assessment,   and  less implementation of group work. Framework of teaching and learning has been derived from  the aforementioned result. In conclusion, all stakeholders understand the strength of  the  PT3   Science  implementation  that  will  produce  holistic  students  in  future. However there were  many weaknesses highlighted that requires them to be equipped with the right knowledge and skills.  The implications of this are that stakeholders could realise  the  framework  of  effective   teaching  and  learning  Science  through  teachers’ training programs and mastery of Science  concepts, as well as the emphasis on 21st century teaching and learning in order to produce students with quality thinking.  

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