UPSI Digital Repository (UDRep)
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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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