COURSE OUTLINE

plan and implement teaching strategy in the teaching of Physics ... E.L (1976) A Review of Piagetian Studies Relevant to Science Instruction at Second...

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COURSE OUTLINE Department & Faculty: Department of Science and Mathematics Education, Faculty of Education Course Code: MPS1103: Teaching and Learning Models in Physics Total Lecture Hours: 42 hours

Page : 1 of 4 Semester: 1 Academic Session: 2008/2009

Lecturer

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Assoc. Prof. Dr. Seth bin Sulaiman

Room No. Telephone No. E-mail

:

C13 309

:

07-5534301

:

[email protected] or [email protected]

Synopsis

:

The course is designed to enhance understanding on teaching skills of physics teachers at secondary school. Among other things being discussed are implications of learning theories on physics education, which include models of teaching-learning and various strategies. Psychological factors involved such as attitude, motivation out of learning environment and individual differences in the teaching-learning of Physics.

LEARNING OUTCOMES By the end of the course, students should be able to: No.

1. 2. 3.

Course Learning Outcome

describe the meaning of Educational Psychology explain learning theories related to both Behavioural and Cognitive Models Construct Teaching Model(s) based on any learning theories..

Programme Learning Outcome(s) Addressed

Assessment Methods

P1

Q, F

P1

Q, F

P1, P2, P3 LO1,LO2,LO3

PR, Pr

4.

apply Teaching-Learning Model so developed for P1, P2, P5 effective Physics Teaching. LO1

5.

plan and implement teaching strategy in the teaching of P3, P5 Physics. LO1,LO2,LO3

MT, Pr, F

PR, F ( PR – Project ; Q – Quiz;; Pr – Presentation; F – Final Exam; MTMicro Teaching

COURSE OUTLINE Department & Faculty: Department of Science and Mathematics Education, Faculty of Education Course Code: MPS1103: Teaching and Learning Models in Physics Total Lecture Hours: 42 hours

Page : 2 of 4 Semester: 1 Academic Session: 2008/2009

STUDENT LEARNING TIME Teaching and Learning Activities

Student Learning Time (hours)

1. Lecture

42

2. Independent Study - self learning - information search - library search - reading

30

3. Project (4X) - information search - library search - development of application

34

4. Project Group Discussion

10

5. Quiz

1

6. Exam (1x)

3

Total

TEACHING METHODOLOGY Lecture, Group Discussion, Co-operative Learning, Independent Study, Students’ Presentations(individually or In group)

120

COURSE OUTLINE Department & Faculty: Department of Science and Mathematics Education, Faculty of Education Course Code: MPS1103: Teaching and Learning Models in Physics Total Lecture Hours: 42 hours

Page : 3 of 4 Semester: 1 Academic Session: 2008/2009

WEEKLY SCHEDULE Week 1

:

Week 2

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Introduction to Educational Psychology, Teaching Learning concepts Behavioural Model of Learning- classical conditioning. Learning Model based on Operant Conditioning .

Week 3

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Jean Piaget's Cognitive Developmental Theory and Levels of Cognitive Growth. Application of Levels of Piaget's cognitive growth in The Learning of Physics.

Week 4

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Piagetian Stages of Cognitive Development and associated learning behaviour(continued).

Week 5

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Jerome S. Brunner and Discovery Learning. David P.Ausubel and The Theory of Meaningful Verbal Learning. .Applications in the Teaching Learning of Physics.

Week 6

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QUIZ MID-TERM BREAK

Week 7

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David P.Ausubel and The Theory of Meaningful Verbal Learning(continued) Applications in Teaching Learning of Physics.

Week 8

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Robert Gagne and Classification of Educational Goals and learning outcome

Week 9

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Zoltan P.Dienes and Principles of Mathematical Learning. Applications in Physics Teaching.

Week 10

:

Week 11

:

:

Constructivism what is it? Is it a method of Teaching? What are the differences between teaching methods, approaches, strategies, and techniques? What is Contextual Teaching? Constructivism and its relation to Learning Theories. Motivational Theory. Maslow’s Hierarchy of Needs and its influence in the Learning of Physics.

SPECIAL HARI RAYA BREAK

COURSE OUTLINE Department & Faculty: Department of Science and Mathematics Education, Faculty of Education Course Code: MPS1103: Teaching and Learning Models in Physics Total Lecture Hours: 42 hours

Page : 4 of 4 Semester: 1 Academic Session: 2008/2009

Metacognition and Problem-solving in Physics

Week 12 Week 13

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Week 14

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Howard Gardner’s Multiple intelligence theories Revision

REFERENCES : Ausubel D.P (1968) Educational Psychology: A Cognitive View, New York Academic Press Brunner, J.S (1968) Toward Theory of Instruction, New York:W.W.Norton Brandwein, P (1979) A General Theory of Instruction, Science Education,63(3):291. Chiapetta, E.L (1976) A Review of Piagetian Studies Relevant to Science Instruction at Secondary and College Level. Journal of Research of Science Teaching, 23(2), 121-143 Driver, RGuesne, E.and Tiberghien eds (1985) Children's Ideas in Science. Philadelphia, P.A Open University Press. Habibah Elias & Ruhil Hj.Mahyuddin (1990) Psikologi Pembelajaran. Percetakan DBP. Lefrancois G.R (1988) Psychology for Teaching .Sixth Edition. Wadsworth .Publishing Company. Osborne RJ. and Freyberg P (1983) Concepts, Misconception and Alternative Conception: Changing Perspectives in Science Education. Studies in Science Education, 10, 61-98Science Education, 10, 61-98 Osborne RJ. and Freyberg P (1985) Learning in Science: The implications of Children's Science, Auckland, New Zealand: Heinemann. Posner, G.J., Strike, K.A. Hewson, P.W. and Gertzog, W.A (1982) Accomodation of Scientific Conception: Toward a Theory of Conceptual Change. Science Education, 66(2), 211-227. Seifert K.L (1988) Learning Psychology. Sixth Edition.Houghton Mifflin Company Boston. GRADING: (Provide details on the allocation of marks and the time schedule for all quizzes, tests, assignments, etc.) EVALUATION

PERCENTAGE (%)

quiz

20

Group Project Work: Development of Teaching and Learning Model

40

Final Exam

40

TOTAL

100