A Comparison of Malaysian and German Science Teachers’ Conceptions in Teaching Science in Secondary Schools (Perbandingan Konsepsi Guru Sains Malaysia dan Jerman dalam Pengajaran Sains di Sekolah Menengah)

Authors

  • AI JING TAY UNIVERSITI SAINS MALAYSIA
  • SALMIZA SALEH UNIVERSITI SAINS MALAYSIA

DOI:

https://doi.org/10.17576/JPEN-2020-45.02-04

Abstract

In this advanced world, our younger generation has been exposed to science and technology since they were born.  Hence, there is an obvious need to prepare our younger generation for a better future. Malaysian and German classroom have similar physical appearance and students in both nations perceive science as a difficult and boring subject. Nonetheless, Germany scored higher than Malaysia in Programme for International Student Assessment (PISA) for science in 2012. Since Malaysia is looking forward to improving our science education, sharing and exchanging views between Malaysia and Germany are great ideas for a better science education. This case study is aimed to compare Malaysian and German secondary school science teachers’ conceptions in teaching science. Data were collected through semi-structured interviews with four Malaysian science teachers and four German science teachers in their respective secondary schools. As the result of this study, there showed some improvements in Malaysia science teachers’ conceptions of teaching science where they prefer to practise student-centred conceptions of teaching during the practical session and apply teacher-centred conceptions of teaching during theory lesson. On the other hand, most of the German science teachers prefer student-centred conceptions of teaching. This has added a useful and different perspective of Malaysian science teachers’ conceptions in teaching science.Keywords: Teachers’ conceptions, Science education, Secondary school level, Malaysia, Germany Dalam dunia maju ini, generasi muda kita telah didedahkan kepada sains dan teknologi sejak kecil. Oleh itu, pendidikan sains telah menjadi suatu kewajipan untuk mempersiapkan generasi muda kita terhadap masa depan yang lebih baik. Kelas-kelas di Malaysia dan Jerman mempunyai penampilan fizikal yang sama dan pelajar di kedua-dua negara menyatakan sains merupakan subjek yang sukar dan bosan. Walau bagaimanapun, Jerman mendapat skor yang lebih tinggi daripada Malaysia dalam Program Penilaian Siswazah Antarabangsa (PISA) untuk sains pada tahun 2012. Perkongsian dan pertukaran idea antara Malaysia dan Jerman adalah idea yang bagus untuk menghasilkan pendidikan sains yang lebih baik. Kajian ini bertujuan untuk membandingkan konsepi guru-guru sains terhadap pengajaran sains antara sekolah menengah Malaysia dengan sekolah menengah Jerman. Data ini dikumpulkan melalui temubual dengan empat orang guru sains di Malaysia dan empat orang guru sains di Jerman. Hasil daripada kajian ini menunjukkan bahawa terdapat beberapa peningkatan dalam konsep sains pengajaran sains Malaysia di mana mereka lebih suka mengamalkan konsep pengajaran yang berpusatkan pelajar semasa menjalankan sesi praktikal dan menggunakan konsep pengajaran yang berpusatkan guru semasa pengajaran teori. Sebaliknya, kebanyakan guru sains Jerman memilih konsep pengajaran yang berpusatkan pelajar. Ini telah menambah perspektif yang berbeza dari konsep-konsep guru sains Malaysia dalam pengajaran sains.Kata kunci: Konsep guru, pendidikan Sains, peringkat sekolah menengah, Malaysia, Jerman

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Published

2020-11-30

Issue

JPM, Vol. 45, No. 2 (Nov 2020)

Section

Articles

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