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8/10/2019 2.1 Perspektif Terhadap Pembelajaran Sains_english
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Theoretical, Contextual, and Pedagogical Foundations for the
Elementary Science methods Course
Oleh:
Susilawati, M.Pd
September 2014
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Types of knowledge needed for teaching science
teachers:
Subject Matter Knowledge
built this knowledge through theirexperiences as science learners and
teachers Pedagogical Knowledge
information should be part of a
syllabus, how to deal withproblematic classroom situations,and how to assign grades
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Knowledge of Context
Because preparing future teachers is a
collaborative effort among scientists,
educators, school personnel, and policy
makers, methods course instructors need to
understand the context of teacher
education in their country, state, anduniversity.
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Orientation to Teaching Teachers
PCK for Learners
PCK for Curriculum
PCK for Instructional Strategies
PCK for Assessment
The elementary science methods instructor needs:
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Perspectives on Science Teacher Learning
Views about Learning and Teaching
A key goal of your methods course is to helpyour methods students develop suffcient PCK
for teaching science to enable them tocommence teaching sciencewhat might becalled a starter pack. So, to design and
implement a science methods course, youneed to have a clear idea about thedevelopment of PCK for teaching elementaryscience and your PCK for teaching teachers.
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Schema Theory
This process of making links between experiences andideas can be considered as analogous to neurons in thebrain forming links to other neuronsthough perhapsin very different parts of the brain. As the brain
receives new information the schemata are modifedand extended. This process continues as the childgrows. There is evidence to suggest that neurongrowth (or at least replacement) continues through-outlife, and that there are a couple of periods of rapid
neuron growth inchildren. Schema theory also provides a perspective onwhat happens when we remember something.
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Constructivist Theories
Personal Constructivism
Social Constructivism
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Asmar and Peter, from the science department.
They are all seeking relief from marking
assignments and exams. Peter complains, Iget so frustrated with these students! They
get the simplest things wrong.Asmar nods in
agreement, Doesntmatter how many timesyou tell them, they still mess it up. Peter
continues, Imean, Ivetold them three times,
and itsin their text book. Why cantthey just
learn it?They are both looking at Noeline as
if she can explain the mystery. What could she
say
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Diskusi
In the above scenario, Asmar and Peter haverevealed aspects of their views about learning
What views about learning do Peter and Asmarseem to have? How would you answer if you
were Noeline? Could you make any
suggestions as to how Peter and Asmar mightchange the way they do things?
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Diskusi:
You probably have some ideas about learning
that you have picked up from various places.
On a notepad jot down some dot points that
you think might be important ideas in
explaining how learning occurs.
What aspects of behavioral theory align with
your thinking? Is this an area that you would
like to fnd out more about?
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Diskusi
What is there about Social Cognitive Theory thatstrikes a chord with you?
Were any of these points on your list?
How could you apply this to your science methods
class?
Given that constructivism has been around for over 20years, you have probably come across it before.
Were some aspects of your list about learningrelated to constructivism?
Perhaps this introduction has triggered a few more
ideas. Add them to your list.
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Diskusi
How many of the ideas from these theories matchedwith those on your list?
Which of the theories would you like to learn moreabout?
Which do you see as being relevant to your ownteaching situation?
Which do you think are important for your methods
students to know about?Which of these ideas about learning do you think
would help explain Asmar and Peters problem?
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Diskusi
Do any aspects of this view of learning strike a
chord with you?
Using the above outline as a basis, prepare an
explanation that Noeline could use to explain
to Asmar and Peter why their students have
diffculty during examinations.
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Earlier in the chapter, we asked you to write a list of
ideas about learning that you could think of. Review
your list, and add to it new ideas that you havepicked up from reading the further ideas discussed.
Have any of your ideas changed? In what way?
Regarding Noeline being asked to present her ideas
about learning at an informal presentation to the
science faculty:
If you were Noeline, what would you say?
Prepare a presentation that you would use to helpcolleagues understand your views. Try to organize
an opportunity to present it to some colleagues.
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