1.0 INTRODUCTION
In this science and technology era, science education is very important in every country. Science can be thought by using various ways. There are many strategies, method and approaches that can be used in teaching science. The science knowledge and application are very important to our generation in order to explore the technology and implementing the knowledge to discover the new invention in science.
By knowing the important of this subject to our country, teachers must always be prepared to teach the subject. Teachers also need to choose the best method, strategies, and approaches depend on the topics. When teaching science, it's important to use hands-on activities to make connections between science and everyday life. Teach science by making connections to a student's environment with help from a science teacher as a facilitator is important to make a meaningful teaching and learning session. One of the approaches that we will discuss in this paper is cognitivist approach.
2.0 COGNITIVIST APPROACH
Constructivism approaches is one of the approach that can be used in teaching science. In this approach, students are not easily got the content of the topics by teacher’s explanations or notes. It is a learning session that students will gain their knowledge by constructed learners own understanding about the topics through an active and mental process of development. In this approach learners are the builders and creators of their own meaning and knowledge.
Constructivism draws on the developmental work of Piaget (1977) and Kelly (1991). Twomey Fosnot (1989) defines constructivism by reference to four principles as follows:
i. learning, in an important way, depends on what we already know
ii. new ideas occur as we adapt and change our old ideas
iii. learning involves inventing ideas rather than mechanically accumulating facts
iv. meaningful learning occurs through rethinking old ideas and coming to new conclusions about new ideas which conflict with our old ideas.
By conducting this teaching approach teacher will conduct a productive learning session by using a constructivist classroom, consists of learner-centered and active instruction. In such a classroom, the teacher provides students with experiences that allow them to make their own hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and invent. The teacher's role is to facilitate this process.
Audrey Gray (2002) in her writing about Constructivist Teaching and Learning
state that :
i. Piaget (1977) asserts that learning occurs by an active construction of meaning, rather than by passive recipience. This means learners will encounter an experience a situation or conflicts with their own current way of thinking, state of disequilibrium or imbalance is created. We must then alter our thinking to restore equilibrium or balance. To do this, we make sense of the new information by associating it with what we already know, that is, by attempting to assimilate it into our existing knowledge. When we are unable to do this, we accommodate the new information to our old way of thinking by restructuring our present knowledge to a higher level of thinking.
ii. Similar to this is Kelly's theory of personal constructs (Kelly, 1991). Kelly proposes that we look at the world through mental constructs or patterns which we create. We develop ways of construing or understanding the world based on our experiences. When we encounter a new experience, we attempt to fit these patterns over the new experience. For example, we know from experience that when we see a red traffic light, we are supposed to stop. The point is that we create our own ways of seeing the world in which we live; the world does not create them for us.
3.0 LESSON PLAN
This lesson plan is for the topic measuring volume a cuboid. The lesson plan used 5E model as follows:
i. Engagement
ii. Exploration
iii. Explanation
iv. Elaboration (predicting, forming hypotheses, communicating)
v. Evaluation
| Steps | Explanation |
| Engagement | Object, event or question used to engage students. Connections facilitated between what students know and can do. |
| Exploration | Objects and phenomena are explored. Hands-on activities, with guidance. |
| Explanation | Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought. |
| Elaboration | Activities allow students to apply concepts in contexts, and build on or extend understanding and skill. |
| Evaluation | Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness. |
Adapted from Bybee, R.W. et al. (1989)
3.1 1 Hour Lesson Plan For Measuring A Volume Of A Cuboid Topic
| Subject | : | Science Year 4 | ||||
| Time | : | 10. 45 – 11. 45am (1 hour) | ||||
| Class | : | 4 Excellent | ||||
| Number of pupils | : | 40 | ||||
| Theme | : | Investigating Force and Energy | ||||
| Learning Area | : | Measurement. (Volume of Solid) | ||||
| Learning Objectives | : | 2.1.3 | Understanding how to measure the volume of solid. | |||
| Specific Learning Objectives | : | At the end of the lesson pupils are able to: i. Identify the length, width and height of an object in labelling the height, width and length of an object activity. ii. State that volume = length x width x height in teacher explanation session. iii.Calculate the volume of 3 cuboids correctly in grouping activity. iv. State the standard matric units for volume in teacher explanation session. | ||||
| Learning Outcomes | : | 1.3.5 | Pupils calculate the volumes of a cuboid based on measurements taken in the metric system. | |||
| Science Attitudes | : | Being systematic | ||||
| Noble value | : | Being confident and independent | ||||
| Science Process Skills | : | Measuring and using numbers, Using space-time relationship, defining operationally, communicating | ||||
| Science Manipulative Skills | : | Use and handle science apparatus and substances | ||||
| Teaching aids | : | Boxes of different sizes with a cuboid shape , measuring tape, ruler | ||||
| Previous knowledge | : | i. Pupils know the shape of cuboids. ii. Pupils know how to multiplying the numbers | ||||
| | | | ||||
| Time / Steps | Content | Teaching And Learning Activities | Notes | |||
| Engagement (5 minutes) | 1. Introduction to the topic. Topic : Volume of a cuboid | 1. Teacher shows a box in front of the class and asks a few questions. Questions i. What is this? What is the shape of this object? A box / Cuboid ii. What is the content of this box? Drink iii. How many box of Drink above can be place in this box? Pupils answer / teacher shows the number of drink can be fill in the cuboid box. 2. Relate the pupils answer to introduce the topic for today lesson. Topic: Volume of a cuboid. | Teaching aids: A box and Drink SPS / SMS: Communicating, Predicting, Observation Method: Question and answer session. | |||
| Step 1 Exploration (15 minutes) | 1. Identify the length, height and width of an object. | 1. Pupils need to sit in their groups which content 5 group members. 2. Each group need to identify and label the length, height and width of 5 boxes with the stickers given. 3. Pupils view the slide show to check their answer. 4. Teacher explains to the pupils about the concept of length, height and width with power point slides. | Teaching aids: Power point slides, 5 cuboid boxes, sticker SPS / SMS: Communicating, Predicting, Using space-time relationship Method: Using space-time relationship. | |||
| Step 2 Explanation (10 minutes) | 1. Explanations about volume of a cuboid. 2. Matric unit uses in volume. 3. Calculation of volume of a cuboid. | 1. Each groups are given a CD that contains the explanation about : i. Volume of a cuboid. ii. Matric unit uses in volume iii. How to calculate the volume of a cuboid. 2. Pupils need to discuss among themselves about the topics and help each other to understand the concept of volume of a cuboid based on the CD given. | Teaching aids: Power point slides SPS / SMS: Communicating, Predicting, Measuring and using numbers, Using space-time relationship, defining operationally, Method: Cognitivist, Tutorial, | |||
| Step 3 Extension (20 minutes) | 1. Counting the volume of 5 cuboids. | 1. Each group are given 5 boxes. 2. Pupils need to calculate the volume of each box. 3. Pupils complete the worksheet given. 4. Pupils exchange the worksheet with other group. 5. Pupils view the slide show to check their friend’s answers. | Teaching aids: Power point slides, 5 boxes, worksheet SPS / SMS: Communicating, Predicting, Measuring and using numbers Using space-time relationship, defining operationally. Method: Cognitivist, Cooperative | |||
| Evaluation (10 minutes) | 1. Problem solving. Conclusion 1. We can calculate the volume of a cuboid by multiplying the length by width by height of a cuboid. 2. Standard unit for volume. i. Cubic millimeters (mm³) ii. Cubic centimeters (cm³) iii. Cubic meters (m³) | 1. Each group are given an envelope. 2. Pupils need to solve the problem given in the envelope as a conclusion for today lesson. 3. Pupils present their answers in front of the class. 4. Teacher guide pupils to make a conclusion. | Teaching aids: An envelope of problems card, power point slide. SPS / SMS: Communicating, Predicting, Measuring and using numbers Using space-time relationship, defining operationally. Method: Cognitivist, Cooperative | |||
WORKSHEET
DATE | : | ___________________ | ||||||||||||||||||||||||||||||
| GROUP MEMBERS | : | 1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________ | ||||||||||||||||||||||||||||||
| FILL IN THE TABLE BELOW.
| ||||||||||||||||||||||||||||||||
| Theme | : | Investigating Force and Energy | ||||||
| Tittle | : | Measure the Volume Of A Cuboid | ||||||
| Activity Code | : | 4 /2/2.1.3/1 | ||||||
| Learning Area | : | Measurement ( Volume) | ||||||
| Learning objective | : | Understanding how to measure the volume of solid | ||||||
| Learning outcomes | : | State that volume= length x width x height | ||||||
| What Do I Want? | : | To study how to measure the volume of a box. | ||||||
| What Do I Need? | : | 5 box of cuboids shape, ruler | ||||||
| Instruction | : | You are given 20 minutes to carry out this activity. What do I Do? 1. Identify the length, width and height of box. 2. Measure the length, width and height of a box. 3. Record your reading. 4. Calculate the volume of a box and complete the table below. 5. Answer the questions given. | ||||||
| What Do I Do? | | 1. ___________________________________________________________ 2. ___________________________________________________________ 3. ___________________________________________________________ 4. ___________________________________________________________ 5. ___________________________________________________________ | ||||||
| What Do I Find? | : | A. Complete the table below | ||||||
| | | | Box | Length | Width | Height | Volume (cm³) | |
| Match box | | | | | ||||
| Luna colour pencil box | | | | | ||||
| Tissue box | | | | | ||||
| Shoes box | | | | | ||||
| Milo drink box | | | | | ||||
| | | | | | | | | |
| | | B. Answer the questions below. 1. We can measure the volume of the object by_______________ the ______________by the ___________ and _____________ of the object. 2. Draw a box and label the length, width and height of the box. 3. What is the standard unit that can be used to measure the volume of cuboids? i. ___________________________________ ii. ___________________________________ iii. ___________________________________ | ||||||
| What Can I Conclude? | : | 1. The volume of the object by can be measured by ________________ the ______________________ by the _______________and ____________ of the object. | ||||||
STUDENT FEEDBACK CONCLUSION
Based on the students feedback about the lesson, teacher find out that 100% students like the cognitivist approach uses in the lesson. 100% of the students also said that this type of lesson is interested to them. Students give a good respond during the lesson and all of them are able to follow the flow of the lesson. Students also interested with the teaching and learning session. As they said, the cognitivist approach involved them actively and makes them to understand the topic by themselves. Students also agreed by learning themselves they can easily memories the content of the lesson. Teaching aids and discussion session uses also help them to make their own meaningful lesson.
Most of the students are interested with fun learning session compared to the traditional ways of teaching. They also comfortable to learn with their friends. All the students said that the clear instruction given in the activities conduct is important to them to carry out the activities.
Based on the interview, only one of the students cannot remember the formula to calculate the volume of a cuboid. This shows that this approach can be used in teaching science. Thus, teacher must be creative in designing the activities based on this approach.
2.0 CONCLUSION
After doing some research and implementing cognitivist approach in the classroom teacher found that the cognitivist approach is the best way to teach science. Pupils are involved directly to the learning process and they learned themselves in understanding the science content. By this way students are able to remember the concept and formula by the activities conduct. The traditional ways of teaching is no longer can be cooperate with the students now days. Students in this era are advance and they are always having great ideas to be discovered by guidance from teacher. Thus, the process of learning should be up grated to ensure that students enjoy the lesson as well as gain a meaningful learning in every class they involved. Below are some of the previous information and retrieval from the researcher and writer about the cognitivist approach:
In a process approach, Langer and Applebee (1987) explain, a context is created within which students are able to explore new ideas and experiences. Within this context, a teacher's role in providing information decreases and is replaced by a "strengthened role in eliciting and supporting students' own thinking" (p. 77) and meaning-making abilities. In a process approach to learning,
Ideas are allowed to develop in the learner's own mind through a series of related, supportive activities; where taking risks and generating hypotheses are encouraged by postponing evaluation; and where new skills are learned in supportive instructional contexts. (Langer and Applebee, 1987, p. 69)
Applebee and Langer argue that in such contexts "students have the best chance to focus on the ideas they are writing about and to develop more complex thinking and reasoning skills as they defend their ideas for themselves" (p. 69).
Constructivist activities in any subject area can range from very simple to sophisticated and complex depending on the teacher's learning objectives. If a teacher were to devise a construcivist activity, the first thing that she or he would have to do is establish an educational objective. The teacher would then need to think of a meaningful activity which would, at the same time, help students to reach the objective and to explore and construct knowledge based on what they're reading and what they already bring to the activity. The teacher would also need to re-examine the mechanics of how to run a class and would have to entrust a lot to the students. Audrey Gray (2002).
Constructivist teaching is an exceptionally interesting and exciting way to teach because students are involved in learning activities they appear to enjoy, and much more student-teacher contact is possible. It extends one's impact as a teacher. Audrey Gray (2002).
Based on all the finding in the reading we can say that constructivism is more than individuals building their own understanding. It requires more than active and hands-on learning. It demands teachers and students to take various roles and truly invest in their learning. It requires reflection, interaction, investigation, more reflection and analysys.
BIBLIOGRAPHY
Audrey Gray. (2002). Contructivist Teaching and Learning: SSTA Research Centre Report #97-07:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Kelly, G.A. (1991). The psychology of personal constructs: Volume one - A theory of personality. London: Routledge.
Langer, J. & Applebee, A. N. (1987). How writing shapes thinking: A study of teaching and learning. National Council of Teachers of English.
Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. (A. Rosin, Trans). New York: The Viking Press.
Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press.
http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/mkuindex.html
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