Book

Processes and Products of Science Teaching

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The Schools Council Project for the Evaluation of Science Teaching Methods was inaugurated at the time when the first wave of Nuffield science curriculum development had begun the process of diffusion into secondary schools in England and Wales. This initial burst of curriculum renewal activity consisted of three separate courses in biology, chemistry and physics, as taught to the top 20% of the ability range, which were offered either as alternatives or supplements to the existing 0-level science courses. The 'Nuffield approach', as it soon came to be known, aimed at more than a mere revamping of course content. The various Teachers' Guides contained both implicit and explicit assumptions about the kind of teaching methods which should be employed if pupils were to achieve the specified behavioural outcomes at the end of the course. There was already clear evidence from the reports of the then Science Masters' Association', and from the work of the Science Subject panels of the CSE Examination Boards, that an increasing number of science teachers now accepted the need to make specific statements on the range of cognitive skills which pupils might achieve after exposure to different learning experiences. If much of this discussion seemed somewhat remote from the practical considerations of what to do with form 4B for two periods on Friday afternoons, with no laboratory available, it was mainly because there was little evidence about the nature and range of teaching methods used by science teachers, and none at all about the effectiveness of a particular method achieving given objectives. The research proposal was thus concerned to identify the processes of science teaching, that is, the combination of a particular set of learning experiences which might constitute a method of teaching, and then to in-vestigate possible relationships between such methods and the products of this teaching—that is, the attitudes and attainment levels of the pupils. Initially the research proposal suggested that teachers be asked to provide information about their preferred method of teaching by means of a questionnaire, and by requesting them to rate certain teaching objectives in order of importance

Proyek Dewan Sekolah untuk Evaluasi Metode Pengajaran Sains diresmikan pada saat gelombang pertama pengembangan kurikulum sains Nuffield telah memulai proses difusi ke sekolah menengah di Inggris dan Wales. Ledakan awal kegiatan pembaruan kurikulum ini terdiri dari tiga kursus terpisah dalam biologi, kimia, dan fisika, seperti yang diajarkan kepada 20% teratas dari rentang kemampuan, yang ditawarkan baik sebagai alternatif atau tambahan untuk kursus sains 0-tingkat yang ada. 'Pendekatan Nuffield', seperti yang kemudian dikenal, bertujuan lebih dari sekadar pembenahan konten kursus. Berbagai Panduan Guru mengandung asumsi implisit dan eksplisit tentang jenis metode pengajaran yang harus digunakan jika murid ingin mencapai hasil perilaku yang ditentukan pada akhir kursus. Sudah ada bukti yang jelas dari laporan Asosiasi Master Sains saat itu, dan dari karya panel Subjek Sains Dewan Ujian CSE, bahwa semakin banyak guru sains sekarang menerima kebutuhan untuk membuat pernyataan spesifik tentang rentang tersebut. keterampilan kognitif yang siswa mungkin mencapai setelah paparan pengalaman belajar yang berbeda. Jika banyak dari diskusi ini tampak agak jauh dari pertimbangan praktis tentang apa yang harus dilakukan dengan formulir 4B selama dua periode pada Jumat sore, tanpa laboratorium yang tersedia, itu terutama karena hanya ada sedikit bukti tentang sifat dan jangkauan metode pengajaran yang digunakan oleh sains. guru, dan tidak sama sekali tentang keefektifan metode tertentu dalam mencapai tujuan yang diberikan. Proposal penelitian demikian prihatin untuk mengidentifikasi proses pengajaran sains, yaitu, kombinasi dari serangkaian pengalaman belajar tertentu yang mungkin merupakan metode pengajaran, dan kemudian untuk menyelidiki kemungkinan hubungan antara metode tersebut dan produk ini. pengajaran—yakni, sikap dan tingkat pencapaian murid.

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Informasi Detail

Judul Seri

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No. Panggil

371.3

Penerbit

: Macmillan Education.,

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

371.3

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Mengajar
Pendidik

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

Lampiran Berkas

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