Week 7: Sharing is caring !!!

This week around, we were introduced towards some platforms that can be used for teaching and learning. They are:

1) wikis

2) blog

3) social networking

4) media sharing

These are some platforms that allows knowledge to be shared. There are differences between the application offered by all the platforms. BUT, similarly, all the platforms allow communication to take place by having a chat box, feedback space such as comments.

I was amazed by wikis in the first place. One of the wikis that i've been using is googlesites.

Wikis has more flexibility, application and we can control navigation and add anything that we like. We may also chat by adding chatbox and it is more organised compared to blogs that are only represented by entries that are posted. Wikis allows us to change page template and post things like a blog in 'announcement' (one of the template for creating a page)

 

This is my google site for my PKEY 3101.

  

About Me...

  

See...It can also be integrated with 'PICASA WEB SLIDESHOW', videos from Youtube, Images, Calendar, Adsense, etc.

Week 6: Not just a Lab !!!

What I meant by 'Not Just a Lab' is 'It is a high-tech lab known as a Micro-computer based laboratory (MBL)'.

this week is the testing time. Last week week, we learn more on the theory, so this week is more on the application of MBL.

My group tried using the Magnetic Field Sensor and it seemed to be a bit complicated at first as in past physics classroom, we used Gaussmeter to measure the strength of magnetic field. 

Magnetic Field sensor 

Magnetic Field sensor is used to investigate the relationship between magnetic field intensity and the distance from the magnet. This experiment was conducted using some materials such as magnetic field sensor, USB link, permanent magnet and ruler.

The procedure of the experiment can be explained in these following steps:

1) Magnetic field sensor is plugged into the USB link that is connected to a computer

2) Data studio is configured with a graph of magnetic field intensity

3) The tip of the magnetic field sensor is placed, so that it is touching he permanent magnet. Click START in DataStudio to begin collecting data.

4) At the same time, magnetic field sensor is moved very slowly and steadily away from the permanent magnet.

5) The intensity of the magnetic field sensor in the DataStudio graph is observed.

6) The recording is stopped when the intensity reaches zero. 

The Data collected is in the form of a graph. The intensity of the magnetic field is measured in Gauss. The unit is still the same whether we used a gaussmeter or a magnetic field sensor in MBL.

The advantages of the device:

       The tool can be used effectively to collect, analyze and display data in the form of graphs and charts, showing relationships that change as the values of the variables change.

       Data can be stored in computer’s memory.

       Students’ ability to interpret graphs is improved.

It saves time if the lesson is aimed to finish in a very limited time.

It is suitable for independent learners that are very proficient in science.

The disadvantages of  the device:

       As data collected is transferred into graphs, the students might not be able to see the relationship between the diagram of the magnetic field and the graphs collected.

       It is not suitable for the primary school learners as they need to master the science process skills first.

       Even though, students of level 2 can grasp abstract concept, but in learning  science,their scientific and manipulative skills are still developing at this time.

       The discourse used by the device is considered to be complex. Primary school students have little vocabulary knowledge of the second language. So, some instructions can be considered to be too high

So, in my opinion,

1) Primary school students should be taught the basic hands-on activity, so that they know on how real science (without technology) works. A strong basis about a science concept must be formed before they use technology to simplify things.

2) Secondary school students can be taught by integrating technology as they have the basic concept and this will be their ‘prior knowledge’ to construct new knowledge when technology is integrated.

Week 5: Strategies in Designing Application Tools

Prof Rohaida proposes 7 strategies in designing application tools for Science teaching and learning (during the lecture).

Those are:

1) MBL- Micro-Computer Based Laboratory

2) Drill and practice

3) Tutorials

4) Simulation

5) Problem-solving

6) Info-retrieval

7) Educational games

From the activity, I found that most of application for science for primary school pupils give emphasis in three strategies which are: Drill and practice, simulation and educational games.

Drill and practice

Science involves learning of concepts and its consequences. Thus, drilling helps to emphasise the concept, so that pupils won't misinterpret it. Even though this sounds rigid, but, drilling is good strategy to reinforce the concepts learnt. Practice, on the other hand, work on testing the pupils whether they understood the concept or not. Besides that, drill and practice assist to form a strong basis of science concepts to primary school pupils. A strong basis of concept will help them later in learning science in secondary levels which give more emphasis on tutorials and problem-solving, which requires a more independent attitudes in learning.

Educational games

This strategy strikes the nature of children who are playful. Games are applied in most of application tools for science as they are appealing and they attract pupils to engage themselves in learning. They consist the element of question and answer.Questions are good stimuli to activate learners' mind and thinking skills. This is like an 'indirect learning' approach. By looking at the surface, some would say that pupils are playing games, but actually playing games are good to develop sense of alertness and their understanding. Thus, that's why games are used often in designing application tools for primary school pupils. 

All in all, designing application tools need a varied consideration from the psychology of the target group to the education level of the target group. A proper consideration of strategies will give a tremendous impact on the students development and interest towards learning science.