Study Profile

1. SCIENCE TEACHING WITH ENLIGHTENMENT:IN SEARCH OF BEST PRACTICES THROUGH T-S PERCEPTION ON T-L OF PHYSICS KHALIJAH MOHD SALLEHSITI HENDON BINTI SHEIKH ABDULLAHSchool of Applied Physics, Department of Science and Technology, Universiti Kebangsaan Malaysia,43600 Bangi, Selangor, Malaysia

2. Study Profile • second stage study on best teaching practices • to determine characteristics of best practices in the teaching of science particularly physics among Malaysian teachers and students. • focus on best practices related to • Problems of physics TL • Communication style and • Teaching approaches

3. Characterisation Method of best practices • Literature survey • Instrument development • Survey for teachers and students • Data TS perception on • the problems of TL physics • best teaching practices • communication styles and • teaching approaches • Analysis of data

4. Best Practices take note of • Metacognition • Preconception • Groupdynamics • Peergroup support

5. Teaching-learning Process: Communication / Information management Holistic Approach to Best Practices in Teaching- Learning Content Resource materials Conceptual framework of holistic approach to best practices in teaching-learning 1. S-problems 2. T-pedagogical & content knowledge Teaching Learning (TL) Model of Light

6. Rational • Once the gap between best teaching practices and teachers’ and students’ preferences identified • To develop a teaching guide to assist teachers to address their physics teaching problems

7. Hypotheses • H1: Teachers and students have the same perception of problems of teaching physics, communication style and teaching approaches. • H2: Years of teaching experiences are independent of teachers’ problems in physics teaching, preferred communication style and teaching approaches. • H3: Students’ academic achievement is independent of students’ problems of learning physics, preferred communication style and teaching approaches

8. TL MODEL content Performance Cognitive: info management Preconceptions Psycho-emotion Content knowledge Pedagogical knowledge FB Comm teacher PROBLEMS PROBLEMS TA student Resources materials

9. Questions with 5 scale Likert answer • The problems that I usually face when teaching/learning physics • The communication style that I usually use/like best • The best teaching approach for my students

10. Study design

11. Analysis of data • Compare and contrast teachers’ and students’ perception on problems, communication styles & teaching approaches • Teaching practices vs teaching experiences • Teaching practices vs students’ ability to learn physics.

21. Findings • Teachers’ responses indicate they believed their practices to be their best • Teachers’ and the students’ perspectives of best practices differ • Successful learning is stimulation dependent • Teaching experiences and learning ability affect nature of TS interaction • Successful learning requires cognitive ability to manage information

22. Discussion • Results show that • there are similarities and differences between TS perspectives regarding • problems, • communication style and teaching approaches. • To ensure satisfying performance among students • Teachers’ best practices should meet students’ needs for optimum teaching and learning in a physics classroom. • communication style and teaching approach need to match students’ ability

23. Experiences and ability matters • Most experienced teachers have secured a certain practice from years of teaching • Some might contribute to search for best practices • Most new teachers have problems identifying the best practices • New teachers are willing to accept group work or project work as effective teaching approach, practices preferred by the weaker students.

24. Good vs weak students • Different learning problems and preferences for teaching practices, • Teaching practices cannot be the same for all good or weak students. • Best practices to include ability & flexibility to adapt teaching practices to meet the needs of subject matter and students.

25. Issue: same weightage for teachers’ vs students’ opinions ? • No • T - not just the delivery of content • TL involves information transmission, acceptance and structuring • TL involves teacher-student interaction • T – S interaction dynamics is subjected to principles of human relations & interactions • TL communication styles & approaches influence learning • TL practices cannot be the same for all students

26. For optimum TL • Educators recognize that • Effective TL does not depend only on teachers’ mastery and ability to deliver the content • Effective TL depends on communication style and teaching approaches

27. Conclusion The result of the study shows • For different T experiences and L abilities • There exist different • problems • preferences for communication style • teaching approaches • ‘best practices’ differ for different needs and abilities • Develop guidelines of practices for teachers • To teach all students of different abilities

28. acknowledegement FASAS and Akademi Sains Malaysia • financial assistance • study and trip to Singapore

29. Thank you