CONTOHKAJIAN TINDAKAN( PROPOSAL AWAL )

Tajuk : Meningkatkan kefahaman murid tentang konsep fotosintesis.

1. OBJEKTIF

a) Umum

Menimbulkan minat serta pandangan positif terhadap mata pelajaran Sains. Mengenalkan pembelajaran yang menyeronokkan dan berkesan kepada pelajar.

b) Khusus

i Membantu 14 pelajar Tahun 4 (gred B dan C) menguasai konsep fotosintesis . ii. Membantu pelajar menguasai kemahiran tafsir carta dengan bantuan gambarajah,carta dan peta konsep.

2. METADOLOGI

Metadologi yang digunakan : i . Pemerhatian ii. Ujian Diagnostik iii. Ujian Post iv. Soal Selidik untuk murid,guru dan ibu bapa.

3. PERLAKSANAAN KAJIAN

a) Tinjauan Masalah

i .Prestasi pencapaian subjek Sains dalam peperiksaan dalaman masih belum mencapai target dari segi kualiti gred. ii .Pelajar masih lemah dalam penguasaan kemahiran asas dalam konsep bagi topic Sains. iii.Pelajar kurang mahir dalam mengembangkan idea dengan menggunakan perkataan sendiri terutama dalam soalan Bahagian B. iv. Kecenderungan pelajar dalam subjek Sains bergantung kepada topic yang tertentu sahaja. v. Pelajar kurang mendapat motivasi dari ibu bapa dalam mempelajari Sains.

b) Perlaksanaan program

i .Membuat ujikaji berbentuk inkuiri- penemuan ii Membina kefahaman terhadap konsep iii Pembimbing rakan sebaya iv Membina carta,peta minda dan gambarajah v Ujian Post vi Kajian soal selidik

c) Tindakan yang dijalankan

i .Menjalankan Ujian Pra ii.Membuat ujikaji berbentuk inkuiri – penemuan iii Murid membina kefahaman melalui ujikaji iv Bimbingan rakan sebaya dari gred A semasa aktiviti berkumpulan v Membina carta proses fotosintesis dengan bimbingan rakan dan maklumat dari rujukan . vi Mempamerkan carta fotosintesis untuk penilaian. vii Ujian Post

4. DAPATAN KAJIAN

a) Analisis Data

i Analisis Ujian Pra ii. Analisis Pemerhatian iii Analisis soal selidik iv. Analisis perlakuan murid v. Analisis Ujian Post

b) Rumusan

i Pemahaman murid tentang konsep fotosintesis lebih kukuh ii Kaedah inkuiri –penemuan secara berperingkat dan dapatan yang diulang-ulang dapat membantu murid membina konsep dengan kukuh. iii.Aktiviti berkumpulan dengan bimbingan rakan sebaya membantu pelajar terlibat secara aktif dan bahan rujukan diguna dengan sepenuhnya apabila hasil dipertandingkan.

5. REFLEKSI KAJIAN

a.) Pencapaian murid

Murid dapat mengatasi masalah kekeliruan konsep pertukaran gas semasa fotosintesis.

b) Rumusan Pemerhatian

Pertandingan antara kumpulan dalam menghasilkan carta memberi galakkan yang baik pada setiap pelajar.

c) Proses Pengajaran dan pembelajaran

Kefahaman murid terhadap Konsep Fotosintesis dapat diperkukuhkan dengan teknik pengajaran yang pelbagai.

6. CADANGAN

Saya bercadang untuk meneruskan teknik pengajaran berkumpulan dan inkuiri penemuan dalam membina konsep fotosintesis.

( SAMPLE )

JURNAL 1

Title :

Childrens as Innovators in Action- A Study of Microcontrollers in Finnish Comprehensive School

Authors : Esa-Matti Jarvinen, Arto Karsikas & Jouni Hintikka

Vol. 18 No. 2, Spring 2007

Abstract

In authoritative teaching methods, whereby the teacher controls the social interaction and other classroom activities, the actions of many children are often in response to what they perceive to be the teacher's expectations and the requirements of traditional school evaluation practices, such as examinations and tests (Edwards & Mercer, 1987; Vygotsky, 1997, p. 126). In this kind of school setting, children do not necessarily feel the teaching and its content to be personally important or useful. For this reason, it is difficult for them to make meaningful connections between what they are taught and their everyday life. To make learning more authentic and meaningful to children, it is essential to give them a sense of ownership for their learning (Savery & Duffy, 1995). As epitomized by Biesta (1994, p. 315), it is important that the “contribution of the child is not a pseudo-contribution that is totally dependent upon the intentions and activities of the teacher.” In this regard also, von Glasersfeld (1995, p.14) wrote aptly problems are not solved by the retrieval of rote-learned ‘right’ answers. To solve a problem intelligently, one must first see it as one’s own problem.” Moreover, it is important that children be able to work in an atmosphere which is low in stress and allows concentration on the task at hand (Futschek, 1995).

Since technology can be seen as a response to “satisfy human needs and wants” (Black & Harrison, 1985; Dugger & Yung, 1995; Savage & Sterry, 1990) and as human innovation in action (see ITEA, 2000), teaching methods in technology lessons should be adjusted accordingly. Problem solving is also considered essential in a technological process (e.g., McCormick, Murphy, Hennessy, and Davidson, 1996).

In technology lessons the problems to be solved should relate to children’s

real life environment, allowing them to make appropriate and meaningful connections (Schwarz, 1996). Children should be given opportunities to explore and pursue their own needs and interests. They should be encouraged to identify problems and deficiencies in their everyday environment and be given opportunities to apply the technological knowledge and skills they have acquired in technology lessons and through previous problem-solving experiences (Adams, 1991).

Sample

12 comprehensive (primary&secondary) school classes of grades 5-8 (aged 11-14 years).

number of children involved is 230.

Setting

Jarvikyla School in Nivala Oksara & Martinmaki Schools in Haapajarvi Vattukyla, Hyttikallio & Karhukangas Schools in Haapavesi Ruukki School in Ruukki Kestila Central School in Kestila Matkaniva & Petajaskoski School in Oulainen Lintulampi School in Oulu & Karsamaki Central School in Karsamaki Study was carried out during school years 2003-2005

Procedure

the microcontroller system used in the study is based on the Picaxe-08 system developed in England by Revolution Education Ltd.

the Picaxe-08 was introduced to the teachers by arranging 2 days in service training course.

Picaxe software and hardware, including components for student's application, were sent to the participating school.

the children constructed a project board using instructions and diagrams provided.

Data Collection

the concept of triangulation was applied based on the qualitative data collection methods, multiple data sources and strategies that were employed.

data were collected through:

a. pictures taken of the children working while making the Picaxe applications. b. teacher's written reports. c. researcher's notes of the process and applications. d. children's written and drawn sketches of their applications e. photographs and video clips of the children's final outcomes. f. interviews of children documented on video recordings.

interviews were conducted in authentic situation where children explain their applications.

Data Analysis

researchers were continually open to re exploring the relationship between the data and emergent findings and make revisions correspondingly

the data exampes presented were considered individually and collaborative discussion.

once the researchers reach the saturation point with the data, efforts were redirected to presentation of the results and related analysis.

Finding

the categories indicate that the system designed by the children with the Picaxe were varied.

the children tend to be independent in pursing their own idea

JURNAL 2

Title : Engineering a Poem : An Action Research study

Authors : Janice Koch & Brooke Feingold

Vol. 18 No. 1, Fall 2006

Abstract

This study explores the use of design technology to teach a unit on poetry in a fifth grade class. The main goals of the poetry unit were to develop students’ abilities to use their own creative voices to express themselves and to write descriptive poetry that creates detailed images for the reader. To reinforce the latter concept, the teacher used a design challenge that asked these fifth grade students to make a three dimensional representation of the imagery created by another student’s poetry. The students’ experiences of being immersed in design and construction revealed engagement and attention to detail. Their abilities to meet the design specifications and constraints of this challenge were observed and researched by the classroom teacher. The students’ understanding of imagery, appreciation of poetry, and their ability to write poetry improved as the unit progressed. Design technology became a vehicle for creative expression that is not usually associated with the teaching and learning of poetry.

Sample

22 students of fifth graders.

Setting the study was implemented in a fifth grade class in an affluent suburb of a

major northeastern city in the United States.

Procedure the students were asked to complete 2 design poem portfolios (guide

students in planning and writing poem) before they began constructing their projects.

the students need to brainstorm and reflect upon the specifications of the project before writing their poem.

students were given a design portfolio to help the students in planning in construction of the design.

students were allowed to bring their disposal materials from home.

before they start to construct their image, they were asked to obtain the approval from the teacher as indicated by a signature on their design portfolios.

they were also required to sketch 2 different examples of the images they were going to create.

they were required to present their poetic imagery in graphical forms developed through an interactive and engineering design process.

Data Collection analyzing the response to pre and post unit assessment instrument using

the Likert type scale for the first seven items.

* 1= totally disagree * 2= slightly disagree * 3= undecided * 4= slightly agree * 5= totally agree

# for items no 8-14, students were asked to write short answers. # item no 15 require students to write a poem. # finally, they were asked to read 5 sentences and indicated whether they included metaphor or a simile

maintaining a teacher journal. using frequent minute paper, in which the students were asked a question

about the unit and given a minute to respond in writing.

analysis of student understanding of poetry.

analysis of student design portfolios and products.

student self and peer evaluation.

Data Analysis analysis of teacher journal

* identified 3 emergent themes:

1. students became more comfortable with sharing their poem orally and participating in class discussion about them. 2. the poetry unit gained life and excitement as the design project was introduced. 3. students gained expertise in manipulating the materials they needed to make the model from their drawings in their design portfolios.

analysis of minute papers

* a quick and informal way for the students to provide insight into what they were thinking, feeling and learning about poetry without pressure of censure.

analysis of peer evaluations

* pointed out those projects that did not accurately reflect the designer's effort or accuracy of poetic interpretation.

Finding the unit on poetry improved students achievement. all students were able to create a concrete 3 dimensional structure from an

abstract idea.

students with learning difficulties excelled in planning and constructing their design.

students who were not easily inclined to write and did not like the poetry unit became more invested in the unit through the design project.

JURNAL 3

Title : Multimedia Application With Animated Cartoons for Teaching in Elementary

Education

Authors : K. Dalacosta, M. Kamariotaki-Paparrigopoulou, J. A. Palyvos, N. Spyrellis

Abstract

This study reports research findings on the use of animated cartoons in a multimedia application meant to evaluate their effectiveness in supporting teaching and learning in science. The researchers have developed a cartoon-style multimedia application whereas animated cartoons where designed from scratch using appropriate programs. The study was carried out in various elementary schools of Athens, Greece, and 179 pupils aged 10–11 years participated in it. The research results provide evidence that the use of animated cartoons significantly increases the young students’ knowledge and understanding of specific science concepts, which are normally difficult to comprehend and often cause misconceptions to them.

Sample

<!--[if !supportLists]-->· <!--[endif]-->179 students fifth graders involved (mean age of 11 years).

<!--[if !supportLists]-->· <!--[endif]-->102 individuals in the first group and 79 individuals in the second group.

<!--[if !supportLists]-->· <!--[endif]-->Students of different intellectual abilities, gender and economic status.

Setting

<!--[if !supportLists]-->· <!--[endif]-->18 different school were randomly selected from Athens area.

<!--[if !supportLists]-->· <!--[endif]-->The process was conducted in the presence of the current school teacher in every class.

Procedure

<!--[if !supportLists]-->· <!--[endif]-->2 groups of students were used in the study.

<!--[if !supportLists]-->· <!--[endif]-->Different instructional methods were used in each group but in both groups the same concepts (mass, density and volume) were presented according to the current school book of Science.

<!--[if !supportLists]-->· <!--[endif]-->The first group followed the classic instructional methods.

<!--[if !supportLists]-->· <!--[endif]-->The second group followed the animated cartoon multimedia, which included the introductory story and a questionnaire.

Data Collection

<!--[if !supportLists]-->· <!--[endif]-->For the first group, the data were collected through collection of questionnaire papers answered by the students.

<!--[if !supportLists]-->· <!--[endif]-->The data from second group were collected from the answers that were stored in text form on the hard disk of the respective computer.

Data Analysis

<!--[if !supportLists]-->· <!--[endif]-->The answers from each student were checked for their validity and reliability.

<!--[if !supportLists]-->· <!--[endif]-->The indicator Cronbach’s Alpha and the Pearson between all questions were calculated.

<!--[if !supportLists]-->· <!--[endif]-->The Kolmogorov-Smirnov and Shapiro-Wilk test were conducted.

Findings

<!--[if !supportLists]-->· <!--[endif]-->Students’ knowledge and understanding was upgraded through the differentiation of the concepts of mass, volume and density with the used of animated cartoons.

<!--[if !supportLists]-->· <!--[endif]-->It is evident in fifth grade students that animated cartoons help the recall prior knowledge more effectively.