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<strong>Evidences</strong> for ClassroomInnovations,Learning Gains &Teaching-LearningMaterials1. Thermodynamics Innovations PeFaLecCourse code : CMT251 & CMT4082. PhilosophyCourse code : FSG5003. Basic Physics IICourse code : PHY4074. Scholarship of Teaching & Learning“The great aim of education is not knowledge, butaction”- Herbert Spencer -
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Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/Page 1 of 1113/05/2011Main Menu Article fci-cri-ijl2007.pdf My Curriculum Vitae + Xpertise lett + Me OBE: Outcome Based Education Material (old)My site is worthRM 536,630.70Your website value?SELAMAT DATANG (WELCOME) TO DR JJ'S HOMEGAPEMQA GGP AS website (for members only) UIAM-Matriculation OBA Lec, May 5th, 2011 ppt (pdf) A Brief Concept Map: "What is Assessment?"My Teaching Philosophy Students Testimonials Kakcik Outcomes-Based Teaching & Learning (OBTL) materials 2011Philosophy of Science <strong>Evidences</strong> Lec1 Lec2 Thermodynamics <strong>Evidences</strong> Lec1 Lec2 Basic Physics II <strong>Evidences</strong> Lec1 Lec2Webpage for My Phil. of Science FSG500 Class Webpage for My Thermodynamic ClassWebpage for my Physics I class & Physics II classInventoriesBlooms Levels of Thinking MQF-COPPA 2008 MQA WebsiteConceptMy Mobile (HandPhone #: +60193551621) Email <strong>UiTM</strong>: jjnita@salam.uitm.edu.my My other email: drjjlanita@hotmail.com, drjjlanita@yahoo.com**Materials for Kedah Campus Workshop**new-15052011DISCLAIMER: I am a strong believer of OPEN SOURCE and sharing of materials and information for learning purposes. You may download anyinformation I have on this site. Please email me how you intend to use the materials you download. If you use it in any public forum or any formof printed materials, please acknowledge by properly citing authors of the original work and its website or my name if it's my work. Thanks.Academic Award Recipients, <strong>UiTM</strong> 2010. Awards presented Feb 12th, 2011 by Dato' Sri Mohamed Khaled Nordin, Minister of Higher Education. I am the recipient for Teaching &LearningOUTCOMES-BASED TEACHING & LEARNING CURRICULUM DESIGN & CONSTRUCTIVE ALIGNMENT RESOURCESLOKI & Competency (KSA depth) Curriculum Mapping (EXCEL) template based on MOHE & MQA (COPPA) guidelines developed by DRJJ (FSG)-DR HAZLI n FUAD (FKE)-(please email me for the password)-13012011HELP sheet f for LOKI & Competency Curriculum Mapping Template Generic PEO-PO-FSG-101110 DRJJ-sample of curriculum mapping Download DRHADZLI-HELP-KI-BLOOM-070709Brief Guide to LOKILesson Outcomes-Chap18-PHY407(doc)Lesson Outcomes-PHY407 (pdf) SLT407 SLTprog DRJJ-Psychomotor MQF-Science Standards MQA WebsiteEAC2007 Criteria ABET 2011-2012 CriteriaArticle by Gardiner-"Why We MUSTChange"Article by Sadler-"HE Criterion-BasedAssessment"Confession of A Converted Lecturer-Harvard(pdf)Videos on the Teaching & Learning Transformation by Cornell, Harvard, Univ of Texas, Austin based on research from PhysicsEducationVideo of AssessmentOBTL Video-Teaching Teaching & My OBTL lectures at USIM, May-June,Triangulation- Prof of Pharmacy atUnderstand Understanding (flv) 1 2 3 2010 (MP4)UT AustinCarl Weiman (2001 Phys Nobel Recipient-Bose-Eric Mazur-Profeesor of Physics at Harvard-Einstein Condensation) talk at Cornell on SciConfession of A Converted Lecture (MP4)Educaton in the 21st Century (flv)lGENERALAsian Physics Education Network (ASPEN) - UNESCO WebsiteMOSTI-SKUM-UNESCO Malaysia ASPEN Intl Conf Phys Educ ICPE2009 Bangkok International Conf on Thinking (ICOT 2009)Activities ReportMOSTI-SKUM Wkshop GroupPictureMOSTI-SKUM-Wkshop Pic 1 MOSTI-SKUM Wkshp Pic2 MOSTI-SKUM WKshp Pic 3 MOSTI-SKUM-Wkshp Pic 4My Phil. of Science FSG500 Class My PPSMI article, Oct 2008 More PPSMI NST online My PPSMI Talk Oct 21, 2008(pdf) htmlBasic Physics I PHY406 Materials (Algebra-Based)Physics I PHY406 Webpage Physics I PHY406-Lab#1-Intro Physics I PHY406-Lab#3-1D Motion Physics I PHY406-Lab#4-1D Motion Physics I PHY406-Lab#5-Newton's Law's
Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/Page 2 of 1113/05/2011PHeT-moving-man The Physics Classroom Website Solved Problems from Cutnell-Johnson Guideline Lab Exam Lab Exam Rubrics (pdf)Download PHeT Full Install Chart for Free Fall on Earth (pdf) Peer assessment Template & Rubrics (xlsx) Azizah Lab skill & team score (xlsx)Basic Physics II PHY407 Materials (Algebra-Based)Physics II PHY407 Webpage Lesson Outcomes PHY407 PHY407-Syllabus-2011 Thermodynamics July 05 The Physics Classroom WebsiteDownload IHMC Concept map Download PHeT Full Install Magnetic Force Simulation Webpage Guideline Lab Exam (pdf) Rubrics (pdf) Peer assessment Template & Rubrics (xlsx)Inventories-Diagnostic Test Used in Pre-Post assessment to diagnose change in knowledge & understanding. Inventories arepassword protected. Please send me an email at jjnita@salam.uitm.edu.my or drjjlanita@hotmail.com for the password if you areinterested to use the inventories for educational purposes.CSEM Answersheet Lawson Test-Malay-<strong>DrJJ</strong> Lawson Science-English-<strong>DrJJ</strong> Lawson Original Test V2000 CCI Anssheet Stud infoCSEM-Studinfo Answersheet-M Staff-info Answersheet-E Studinfo-E ILS: Anssheet Stud-info Staff-info VASS Anssheet Stud infoLawson CTSRS articleFCI-Studinfo2010 FCI-Answersheet Force Concept Inventory (FCI) FCI-Malay (pdf)] Template1 Template2 Science Literacy test2-days invited lectures/workshop on Classroom Action Research with Matriculation Gopeng Lecturers Feb 5 th -6 th , 2010AR1 AR2 AR3 AR4 AR5 AR6 AR7 AR8 AR9 AR10 AR11 Power point presentation (pdf grayscale) Power point presentation (pdf color)AKEPT OBTL-CA Workshop for Master Trainers, Swiss Garden. Feb 23 rd -25 th , 2010. All materials provided by Prof. J. Biggs & Prof.C. TangPowerpoint Slides Lect 1 Powerpoint Slides Lect 2 Powerpoint Slides Lect 3 Powerpoint Slides Lect 4 Powerpoint Slides Lect 5Half-day invited lectures at ILQAM Kursus Asas Pengajaran on Outcomes-Based Curr Design & Outcomes-Based Assessment(OBA) - March 27 th , May 27 th , 2010What is Quality Teaching Guideline Credits SLT-JPT PPT KAP (pdf) ILQAM-PPT270510 Self extracting zip (PDF) Bloom's & Solo.. Workshop Evaluation (Malay)FSG-PPT-060610 (pdf) Generic PEO-PO-FSG-101010 Prof Dato' Radin's Talk Dec2008 (pdf) PHY407-Syllabus-FSG-DRJJ-170510 What is LO-QuizBrief Guide to LOKIDRJJ-TLA-OBA-SIDC-250610Lesson Outcome-Chap18-PHY407(doc)Lesson Outcomes-PHY407 (pdf) SLT407 SLTprog DRJJ-Psychomotor MQF-Science Standards7-days invited lectures/workshop on Outcomes-Based Curr Design & Constructive Alignment (OBTLA-OBA) at Universiti SainsIslam Malaysia (USIM)- May 24-26, June 1-3, Jun 29-30th, 2010What is Quality Teaching Guideline Credits SLT-JPT DRJJ-TLA-OBA-SIDC-250610 Self extracting zip (PDF) Bloom's & Solo.. Workshop Evaluation (Malay)Generic PEO-PO-FSG-101010 Prof Dato' Radin's Talk Dec2008 (pdf) PHY407-Syllabus-FSG-DRJJ-170510 What is LO-QuizBrief Guide to LOKILesson Outcome-Chap18-PHY407(doc)Lesson Outcomes-PHY407 (pdf) SLT407 SLTprog DRJJ-Psychomotor MQF-Science StandardsOne-day invited lecture/workshop on Constructive Alignment at ILQAM, March 27 th , May 27 th , June 7th-8th, (at FSG), July 1 st -2 nd ,2010DRJJ-FSG500-DebateRubric Workshop Agenda Powerpoint for OBTLA-OBA-OBG----->DRJJ-OBA-OBG-300610 part1 part2 appndix Biggs PPT-Develop Criteria4Grading ILOsDRJJ-AssessmentTools-290610DRJJ-BCC-Assessment Manual-1ppviewDRJJ-BCC-Assessment Manual-2ppview DRJJ-Assessment Manual TookitDRJJ-TLA-SCL-Best PracticesBiggs-Teaching4Quality-Chap9 Biggs-Teaching4Quality-Chap10Half-day Invited Lecture/Workshop on Outcomes-Based Teaching & Learning (OBTL) at Malaysian Qualification Agency (MQA) 2ndSept 2010 powerpoint and additional notesMQA-Print2.zip DRJJ-MQA Talk-020910.zip MQA-Print-supp1.pdfHalf-day invited lectures at ILQAM Kursus Asas Pengajaran on Outcomes-Based Curr Design & Outcomes-Based Assessment(OBA). Oct 7th, Nov 24th, 2010 powerpoint and additional notesDRJJ-KAP-PPT-color-Oct 7,2010(pdf)KAP-Generic PEO-PO-FSG-101110 DRJJ-KAP-PPT-color-Nov 24,2010 (pdf) DRJJ-KAP-PPT-add-071010 (pdf)DRJJ-KAP-21st century class-071010 (pdf)DRJJ-KAP-sample curr mapping(zip)Brief Guide to LOKI DRJJ-Constructive ALignment-241110 DRJJ-TLA-SCL-Best Practices2-days lecture/workshop at Universiti Malaysia Pahang, Nov 2nd-3rd, 2010. Powerpoint and additional notes.
Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/Page 3 of 1113/05/2011DRJJ-UMP-PPT-color-291010 (pdf)DRJJ-UMP-PPT-print-291010 (pdf) DRJJ-UMP-Vision-PEO-PLO Generic PEO-PO-FSG-101110 DRJJ-21st century class-071010 (pdf)Workshop Agenda Lesson Outcomes-PHY407 (pdf) Lesson Outcome-Chap18-PHY407 (doc) DRJJ-Psychomotor SLT407 SLTprog DRJJ-sample curr mapping (zip)Brief Guide to LOKI DRJJ-TLA-SCL-Best Practices DRJJ-Bloom-Solo-LO-NHEAP Workshop Evaluation (Malay) http://phet.colorado.edu/en/get-phet1-day (Malacca campus - Nov 13th, 2010) & 2-days (Batu Rakit Campus - Nov 26th-27th, 2010) invited lecture/workshop on OBTLcurriculum design at Malaysian Maritime Academy (ALAM) powerpoint and additional notesDRJJ-ALAM-PPT-color-291010(pdf)DRJJ-ALAM-PPT-print-101110 (pdf) DRJJ-ALAM-Vision-PEO-PLO Generic PEO-PO-FSG-101110 DRJJ-21st century class-071010 (pdf)Workshop Agenda DRJJ-sample curr mapping (zip) DRJJ-Bloom-Solo-LO-NHEAP DRJJ-Psychomotor SLT407 SLTprog Brief Guide to LOKIWorkshop Evaluation Form-ENG ALAM-Melaka-PEO-PLO DRJJ-ALAM-ppt-worksheet-261110 DRJJ-Constructive ALignment-241110AKEPT New Lecturer Program, ISTANA Hotel, Dec 9th, 2010 &Malaysian International Islamic Univ Invited Lecture, Gambang Resort City, Dec 11th, 2010DRJJ-AKEPT-EQ-PPT-color-09122010(pdf)DRJJ-IIUM-TAX-PPT-color-11122010 (pdf)2-days invited lecture/workshop on OBTL curriculum design at <strong>UiTM</strong> Johor Campus, Segamat; (Dec 27th-28th, 2010) powerpointand additional notesWorkshop AgendaDRJJ-Constructive ALignment-241110DRJJ-Segamat-PPT-color-271210 (pdf) Generic PEO-PO-FSG-101110 DRJJ-21st century class-071010 (pdf)Workshop Evaluation Form-ENG DRJJ-sample curr mapping (zip) DRJJ-Bloom-Solo-LO-NHEAP DRJJ-Psychomotor SLT407 SLTprog Brief Guide to LOKIFSG New Lecturer OBTL Workshop, FSG Room 510, Dec 29th, 2010DRJJ-Bloom-Solo-LO-NHEAPDRJJ-Constructive ALignment-241110DRJJ-FSG-PPT-color-29122010 (pdf) DRJJ-21st century class-071010 (pdf) Brief Guide to LOKI1-day OBTL Designing Backwards Curriculum Seminar & Workshop, ILQaM Seminar Room, Jan 13th, 2011DRJJ-ILQaM OBE-PPT-color-13012011(pdf)1-day OBTL Designing Backwards Curriculum Seminar & Workshop, Equatorial Bangi, Jan 14th, 2011LOKI-DRJJ-DIH--14012011 (xls)FSG New Lecturer OBTL Workshop, FSG Room 401, Feb 1st-2nd, 2011DRJJ-Bloom-Solo-LO-NHEAPDRJJ-Constructive ALignment-241110DRJJ-FSG-PPT-color-01022011 (pdf) Prepare Exam (pdf) OBE by Killen (pdf) Example of Course Info (pdf)2-days invited lecture/workshop on OBTL curriculum design at UniKL-MICET; (Mar 10th-11th, 2011) powerpoint and additionalnotesWorkshop Agenda MQF-COPPA DRJJ-UniKL-PPT-color-11032011 (pdf) MQA-Program Standards for Eng Technology Brief Guide to LOKIWorkshop Evaluation Form-ENG DRJJ-sample curr mapping (zip) DRJJ-Bloom-Solo-LO-NHEAP DRJJ-Psychomotor SLT407 SLTprog DRJJ-21st century class-071010 (pdf)Generic PEO-PO-FSG-101110 OBE by Killen (pdf) Bloom Levels DRJJ-Constructive ALignment-241110 Guide How to use EXCEL LOKI TemplatePre-KAP Lecture-Workshop at <strong>UiTM</strong> Perlis Campus, April 2nd, 2011OBE by Killen (pdf)DRJJ-Constructive ALignment-241110DRJJ-PreKAP--PPT-color-01042011 (pdf) DRJJ-21st century class-071010 (pdf)Blooms Levels of Thinking<strong>UiTM</strong> Kedah Campus Lecture-Workshop on Curriculum Design, April 17th-19th, 2011 & May 15th - 19th, 2011OBE by Killen (pdf) DRJJ-Constructive Alignment-241110DRJJ-Kedah--PPT-color-19042011 (pdf) DRJJ-21st century class-071010 (pdf) Blooms Levels of ThinkingBrief Guide to LOKIGuideline Credits SLTGeneric PEO-PO-FSG-101110DRJJ-sample of curriculum mapping MQA-Business Prog Standards-2005 DRJJ-Psychomotor SLT407 SLTprog MQA-Law & Syariah Prog StandardsDRJJ-LOKI EXCEL TemplateDRJJ-OKI Template GuideDRJJ-KedahFBM--PPT-color-15052011(pdf)CLOs n Syllabus PHY407 LLOs PHY407 MQA-Accountancy ProfgStandardsMiscellaneous
Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/Page 4 of 1113/05/2011Nurul Karachi pictures ACES Sports 2003 Pics DRJJ Course-PO-PEO-LOKI 290409 (xcel) Help for RiHanumUPSI killen UPSI phys Competency-Based Education NSTA Teacher STandards UPSI talkpdf-color UPSItalk-greyEM110 EM220 HS226-DRRJJ-LOKI-260510 Unit Converter Pro AS227-LOKI-DRJJ-12032010 Alias I-Learn-TLA Interview ProtocolFSG-Oct2010-Exam-Timetable USIM-JAMIE-LOKI-060610 Zuraida AS120-050710 part2 Zuraida PEO-PO Interview-Sabah Interview-Sarawak SONYEXCEL BLANK EMPLATE FOR CURRICULUM DESIGN BASED ON MOHE-LOKI-TAXONOMY DEVELOPED BY DRJJ (FSG)-DR HAZLI n FUAD (FKE)-(EXCEL-PASSWORD REQUIRED)-13012011Download The HELP sheetDownload DRHADZLI-HELP-KI-BLOOM-070709SELAMAT DATANG (WELCOME)APPLIED SCIENCES EDUCATION RESEARCH GROUP (ASERG)Faculty of Applied Sciences (FSG) , Universiti Teknologi MARA (<strong>UiTM</strong>)40450 Shah Alam, Selangor, MALAYSIA"Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting outanswers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make whatthey learn part of themselves"Source:"Implementing the Seven Principles: Technology as Lever" by Arthur W. Chickering and Stephen C. Ehrmann""Every generation needs a new revolution."— Thomas JeffersonMain Menu FSG500 PHY407 RiHanum Thermodynamics July 05 Karachi pics ACES Sports 2003 PicsBut just call meTertiary EducationAssociate Professor Dr. Jaafar Jantana.k.a. Dr. J.J. Born June 21 st , 1961 in Malacca, West Malaysia.High Schools: St. David's High School, Bukit Bahru ('74-'76) Sekolah Menengah Sains Melaka (Sek. MenengahMuzaffar Syah), Air Keroh ('77-'78) Sek. Dato' Abdul Razak, Seremban ('79) Kansas State University, Manhattan Kansas ('80-85;'91-94) Temenggong Ibrahim Teacher's College, JohorBahru ('86).Present & Past Position: Vice-Chairman, Asian Physics Education Network (ASPEN),UNESCO (2007 - present) Chairman, Asian Physics Education Network (ASPEN), Malaysia(SKUM-MOSTI) (2007 - present) Chair, Outcome-Based Education (OBE), FSG, <strong>UiTM</strong> (Jan 2007-Dec 2010) OBTL consultant and Facilitator (OBE curriclum design, OBTLA& constructive alignment) (2007 - present) Certified Coach (Heart of Coaching by AKEPT-MOHE-CraneConsultant) (June 2010 - present) Faculty Member, Physics Dept., Faculty of AppliedSciences,<strong>UiTM</strong>, Shah Alam, Selangor, MALAYSIA ('87 -present).Google SearchMain Menu FSG500 PHY407 RiHanum Thermodynamics July 05 Karachi pics ACES Sports 2003 PicsKeywords:<strong>UiTM</strong>, FSG, interactive engagement in learning thermodynamics, industrial chemistry, applied chemistry, teaching portfolio for Dr. J.J., Course Outline, Peer Facilitating Learning-Cycle Instruction,Collaborative Learning, Specific Operational Objectives, Facilitators NotesMain Menu
Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/Page 5 of 1113/05/2011Academic QualificationsTeaching Portfolio & My Curriculum VitaeResearch Interest Thermodynamics Philosophy of Sci. (July 05)Talks and Keynote Address at conferences (Karachi Picture Album)Contact InformationForce Concept Inventory (FCI) *[Malay (pdf)] *[English (pdf)]Mechanics Baseline Test (MBT) *[Malay (pdf)] *[English(pdf)]Learning Style Index Realtime Scoring *(Xcel)FCI Realtime Scoring *(XcelMalay) *XcelEngLSI Questionnares (pdf)LSI Traditional Scoring Sheet (pdf)Staff's Personal Info (pdf) (Goes with the scoring sheet)Student's Personal Info (pdf) (Goes with the scoring sheet)VASS scoring sheet (pdf)VASS stud info (pdf)Force Concept Inventory (FCI) *[Malay (pdf)]FCI Traditional Scoring Sheet (pdf)Staff's Personal Info (pdf) (Goes with scoringsheet)Student's Personal Info (pdf) (Goes with scoringsheet)Article Published: The Learning Curve Section of New Sunday Times (Malaysian NationalNewspaper)UPSI Lec 1Lec 2 Lec 3 Lec4Lec 5 Lec 6 Lec 7Concept Map Software (59 MBytes) Samples of Concept Maps Applied Chemistry - ACES Pictures 2003 Sports picture albumFSG's Change Forum : Lab Inventory (pdf) E-Learning(pdf) FSG's Electronic Lab Inventory (partial inventory)FSG's Homepage <strong>UiTM</strong> Homepage FSG's Academic Staff Homepage Top of Page* Enable the Macros when prompted. Opening the file requires a password which can be obtained by sending email to me at drjjlanita@hotmail.comGet Acrobat Reader??Main Menu FSG500 PHY407 RiHanum Thermodynamics July 05 Karachi pics ACES Sports 2003 PicsTo view pdf files, you will need Adobe Acrobat Reader 5.0 by clicking on the following link download free from Adobe (text only version)An alternate site can be found at University Teknologi MARA websitehttp://www.itm.edu.my/ciis/download/acrobat/.Adobe Acrobat Reader Free (graphics version). Acrobat Reader 5.0 for Win 95/98Once you are asked to save the file, save it to the desktop. When downloading is finished, you will see an rp500enu icon on the desktop. Double click on that icon and the Acrobat Reader will beinstalled on the computer. Just follow the on-screen instructions during the installation process. As soon as the installation is completed, you are ready to read all of my pdf files by clicking onthe files. Be sure to enter the password when prompted. If the document is not previewed on the screen, even after the downloading is done, click the Refresh button on the toolbar. You may needto do this once or twice. Don't ask me why, I think it may be related to how the cache of the computer is configured.Main Menu FSG500 PHY407 RiHanum Thermodynamics July 05 Karachi pics ACES Sports 2003 PicsPh.D., Physics EducationM.Sc., Condensed MatterPhysicsB.Sc., PhysicsSPLI, Teaching CertificateAcademic QualificationKelulusan AkademikKansas St University, Manhattan, Kansas, USA (supervised by Prof.Dean Zollman)Kansas St University, Manhattan, Kansas, USAThesis: "Magnetic Phase Transitions in Gadolinium-Rich MagneticGlasses"Kansas St University, Manhattan, Kansas, USATemenggong Ibrahim Teacher Training College, Johor Bahru Johor,West MalaysiaDec1994Dec1985May1983Dec1986
Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/Page 6 of 1113/05/2011Main Menu FSG500 PHY407 RiHanum Thermodynamics July 05 Karachi pics ACES Sports 2003 PicsFor further information, please contact:Untuk maklumat lanjut, sila hubungi:Phone: 6-03-5544-4593 (Direct); 6-019-355-1621 (H/P)Fax: 6-03-5544-4562E-mail: drjjlanita@hotmail.comor drjjlanita@yahoo.com or jjnita@salam.uitm.edu.my (for large attachments)Main Menu FSG500 PHY407 RiHanum Thermodynamics July 05 Karachi pics ACES Sports 2003 PicsCurrent ResearchDownload Adobe Acrobat Reader Free.Acrobat Reader 5.0 for Win 95/98. An alternate site can be found at University Teknologi MARA websiteOnce you are asked to save the file, save it to the desktop. When downloading is finished, you will see an ar50 icon on the desktop. Double click on that icon and the Acrobat Reader will beinstalled on the computer. Just follow the on-screen instructions during the installation process. As soon as the installation is completed, you are ready to read all of my pdf files by clicking onthe files. Be sure to enter the password when prompted.Probing the Mechanics Comprehension of First Year University Science Students at Selected Malaysian Universities. (<strong>UiTM</strong>, UKM, USM & UPM). Grab the Malay-language FCI & MBTinventories. The files can be downloaded as a .pdf files at this site to authorized educators. To view any of these files, you will need a password. Contact me at drjjlanita@hotmail.com for thepassword. (Grant given by Bureau of Research & Consultancy, <strong>UiTM</strong>; August 2000 - July 2001.)Caution: Those wanting to use either the English or Malay version of the inventories must obtain password from Dr. JJ or Larry at ASU.In order to protect the value of the inventories, please do not print and distribute without proper control.Using the Peer-Collaborative-Learning in Thermodynamics for Applied Chemists & Industrial Chemists at Universiti Teknologi MARA. (Partially funded by Faculty of Applied Science,<strong>UiTM</strong>; 1999 - 2001.) A workshop using this self-assessment along with examples using concept maps will be held at the AsPEN Seminar & Workshop May 27 - 29, 2002. The event will beheld at Yayasan Pelajaran MARA, Kuantan Pahang. This conference is a yearly AsPEN Malaysia event and this year is jointly organized by the Yayasan Pelajaran MARA, a junior college inKuantan. For more information check the host website: AsPEN Seminar and Workshop 2002Science Perceptions Among Applied Science Students at University Teknologi MARA. (Research Leader: Zarila Mohd Shariff. Grant given by Bureau of Research & Consultancy, <strong>UiTM</strong>;August 2001 - July 2002.)Index of Learning Style for both the staff and the students at the faculty are also being looked at using the index developed by Prof. Richard Felder from the Chemical Engineering Departmentand Dr. Barbara Solomon, First -Year College, North Carolina State University. The digital scoring was created by Dr. J.J. using MS Excel. Students and staff can enter their options directlyinto the computer and the scores and a brief explanation of their learning styles will be displayed. This project was recently tried out and the data will be collected during the end of May 2002.Zarila Mohd Shariff is assisting me with the data collection.Main Menu FSG500 PHY407 RiHanum Thermodynamics July 05 Karachi pics ACES Sports 2003 PicsSamples of Concept MapsConcept Map Plants Periodic Table Thermodynamics_1 Assessment Pure Substance
11/05/2011 Dr. JJ or Dr. Jaafar Jantan Homepage - h…Remember Meforgot codename/password?homegeneralSummaryWho's On?Traffic Predictionrecent visitorsBy DetailsBy ReferralsBy World MapBy LocationBy Out ClicksBy Entry PagesBy Exit PagesvisitsCurrent DayPrevious 7 DaysPrevious 30 DaysPrevious 12 Monthsvisits and page viewsCurrent DayPrevious 7 DaysPrevious 30 DaysPrevious 12 Monthspage rankingEntry PagesExit Pagessupport+serviceKnowledgeCenterSubmit Support RequestUpgrade AccountDr. JJ or Dr. Jaafar Jantan HomepageThis Year's Visits and Page Views by Monthwww.sitemeter.com/?a=stats&s=s10drjj… 1/2
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11/05/2011 www.Drjj.uitm.edu.mywww.ValueDrjj.uitm.edu.my www.drjj.uitm.edu.mywww.Drjj.uitm.edu.my is ranked #137 in Malaysia. It has pages of content like; "Assessing Student Learning", "GuidingTeachers In Conducting Action Research".Summary Visitors Server Details On the WebThe server is faster than 49% of measured websites, at 1455 milliseconds. Most users are from Malaysia, Iran, India,United States. There are 325 root domains linking to it. The content on the site include My Curriculum Vitae, XpertiseRM 176 Million, My Teaching Philosophy, Philosophy of Science <strong>Evidences</strong>, Lec1, Lec2, Thermodynamics <strong>Evidences</strong>Lec1. It is hosted in Universiti Teknologi Mara Selangor, Malaysia and is using Apache/2.0.63 (Unix) mod_ssl/2.0.63OpenSSL/0.9.8e-fips-rhel5 mod_auth_passthrough/2.1 mod_bwlimited/1.4 FrontPage/5.0.2.2635 PHP/5.3.3 webserveDMOZ categories are Asia/Malaysia . iso-8859-1 is the character set used for the site,There are an estimated 340,260 visitors each month. On average viewing 8.50 pageviews per visit. It is most popularKuala, where visitors totalling 39.50% view from. Drjj.uitm.edu.my's server IP number is 202.58.80.226. Using coordinis found 3.35, 101.25. View popular content on the site such as "Asian Physics Education Network (aspen) Unesco","Outcomeoutcomebased Teaching And Learning", "Samples Of Solutions To Conceptual Problems From Chapter 18""Persidangan Meja Bulat 4 Ppsmi (pengajaran Sains Dan Matematik", "Primary Trait Analysis".The site drjj is registered under the .my suffix. Potentially similar sounding websites are drkhir.com, drliew.net,drmehrdad.com, drngyenyen.com.Drjj.uitm.edu.my On the Web... Prepared by Assoc. Prof. Dr.JJ. 9/11/2009 http://drjj.uitm.edu.my ... [2]drjj.uitm.edu.my/DRJJ/Lecture/PHY407/Sample%20problems%20Chap%2020%20Cutnell.pdf. Samples of conceptuThe research on PPSMI cited by the authors in the report were also of ..... also disappointing as [4]Textbook: Yunus A. Cengel and Michael A. Boles; Thermodynamic, ... http://drjj.uitm.edu.my/DRJJ/Evaluate/resumeMarch 2010. 117. Level 3 Application ... http://drjj.uitm.edu.my/DRJJ/OBE FSG Dec07/OBEJan2010/DRJJ-TLA-OBMQA-250810-supp1.pdf [6]Verify that your answers are consistent with your answers to the Concept ... 118. Concept Questions [7]1. http://www.facebook.com/pages/PHY-406-DRJJ-<strong>UiTM</strong>-Shah-Alam/136680933033576?v=info2. http://www.docstoc.com/docs/49661937/Debate-Master-List3. http://www.pdftop.com/ebook/cutnell/4. http://www.pdfqueen.com/research-paper-on-ppsmi5. http://www.pdfqueen.com/thermodynamics-by-yunus-cengel-michael-boles6. http://www.ufgop.org/pdf/level-hotmail-com-2010/7. http://www.10bomb.com/doc/wileyplus-answers-physics-118/Website Value RM 536,630.7 *Daily Pageviews 94,406 *Daily Visitors 16,695 *Worldwide Rank 25,788Malaysia Rank 137bizinformation.com.my/www.drjj.uitm.e… 1/5
11/05/2011 www.Drjj.uitm.edu.myDMOZ CategoriesAsia/MalaysiaExternal Links 325*Estimated figures only, please read the disclaimerDisplay your website badgeMy site is worthRM 536,630.7
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testimonial from management&workshop participants
Bil. Penerima Anugerah UtamaKriteria Pemilihan5. Anugerah PengajaranProf Madya Dr Jaafar bin JantanFakulti Sains Gunaani. Penilaian cemerlang oleh pelajar-pelajarii. Testimonial cemerlang oleh para graduan yang diajariii. Penilaian cemerlang oleh peserta kursus iLQAMiv. Testimonial rakan sejawat dan masyarakat adalah positifv. Jemputan sebagai penceramah oleh AKEPT, UKM, USM, UPM, USIM, MRSM, iLQAM danfakulti-fakulti di <strong>UiTM</strong>vi. Selain kuliah dalam bidang kepakaran, kuliah luar dan ceramah meliputi bidang kepakarandan motivasivii. Bahan pengajaran dan penilaian: sample disertakanviii. Dilantik sebagai Naib Pengerusi Asian Physics Education Network (ASPEN) UNESCO –2007 hingga 2012.6. AnugerahSeni dan KreativitiEn Junaidi bin AwangFakulti Senilukis dan Senireka<strong>UiTM</strong> Machang, Kelantani. Karya adalah asli.ii. Karya pernah memenangi anugerah dalam tahun yang dinilai Juara Piala Seri Endon 2010 – Kategori Fesyen (5 Dis 2010) Juara Piala Seri Endon 2010 – Kategori Kemasan Lembut(Pertandingan diadili oleh pakar seni tekstil, seni fesyen dan seniiii.batik dari Malaysia, Indonesia, Singapura dan Eropah) Juara Piala Seri Iman 2010 – Kategori Batik Canting (2 Dis 2010)Impak kepada: Pembangunan ilmu dan kreativiti seni dan budaya Pelajar meyakini kredibiliti penama sebagai pensyarah dan pakar Penama dilantik perunding oleh beberapa syarikat Penama dilantik pereka tetap Galeri Batik Seri Endon, Damansara Penama tersenarai sebagai “Stars of Batik Piala Seri Endon”4
http://drjj.uitm.edu.myAAN-<strong>DrJJ</strong>-Jan2011-Testimonials from Colleagues & SocietyTestimonial for Associate Professor Dr Jaafar JantanFaculty of Applied Sciences, Universiti Teknologi MARA40450 Shah Alam SelangorNominee for National Academic Excellence Award (AnugerahAkademik Negara) 2010 (Teaching & Learning)Testimonial From Tan Sri Wan Zahid Noordin, Chairman, BOD, <strong>UiTM</strong>Name:Title:Current/PreviousPosition:Organisation:Wan Mohd Zahid Mohd NoordinTan Sri Dato’ Dr.Chairman, Board of Directors,Universiti Teknologi MARAUniversiti Teknologi MARAContact #-office: +603-5544 2020 /3013Contact # HP:Email:Website:wmzahid@pc.jaring.myhttp://www.uitm.edu.my/index.php/bm/kenali-uitm/canselor-procanselorlembaga-pengarah-a-naibcanselor/lembaga-pengarah?start=1My acquaintance with Dr Jaafar Jantan or better known as Dr JJ had only been for about ayear. The first encounter was at a meeting initiated by me to form a “Thinking GroupCommittee”. As an educationist I was concerned with the weakness of our students in theirability to think, to conceptualize their thoughts and to articulate them clearly andcoherently. I therefore requested Dr Zahrah, Registrar of <strong>UiTM</strong>) to suggest me a few nameswho in her opinion can contribute significantly toward overcoming the problem.Dr Zahrah suggested a few names and JJ was one of them.What impressed me immensely with Dr JJ was the spontaneity of his response to myconcern. Hardly had I finished what I wanted to say about the subject than Dr JJ politely cutin to offer his assessment and solution to the matter at hand. Dr JJ struck me as an academicwho was waiting for an occasion to speak on a subject closest to his heart and thus whenPage 1 of 8
http://drjj.uitm.edu.myAAN-<strong>DrJJ</strong>-Jan2011-Testimonials from Colleagues & Societythat occasion presented itself he did not hesitate to seize it otherwise lose the opportunitycompletely. I was pleasantly surprised by this unsolicited intrusion as engagement in publicinstitution is generally a pecking order thing in that one speaks only when one is invited todo so, and that again the order of speaking must be correct and proper. Besides, the contentmust also be proper because to say something “out of order” can invite the wrath of thepower that be upon yourself. So it was a welcoming change when Dr JJ interrupted memidway in my opening remarks to articulate his thoughts on the matter. As Dr JJ spoke Icould not help but notice the tremendous passion and fondness that JJ had for the subject. Iwould say he spoke and spoke as though if he stopped he would not get the opportunity tospeak again. This is great stuff. It augurs well for <strong>UiTM</strong>.I listened very carefully to his conceptualization of the problem at hand and the suggestionsthat he put forth with regard to how the problem should be addressed. Frankly I waspleasantly amazed with this excitable young man for a number of reasons. Firstly, this wasthe first time that I have met an academic who displayed such great interest in the problemrelating to the classroom process. Such a subject was not glamorous enough to attractattention or imagination. The classroom would not hog the headlines or catch the eye of thepatron of the land. This I know for a fact because my plea for the centrality of the classroomin the strategic thrust of institutes of higher education has yet to be appreciated in thefullest sense of the term. In Dr JJ I find a colleague who fully understands the real problembesetting institutes of higher education.I must state that I am not one who is easily swayed by first impressions. First impressionsmay not necessarily turn out to be what you expect it to be and Dr JJ might just be a case ofbeing more apparent than real. Indeed people can articulate great dreams and rhetoric butunfortunately they had no deeds to show. Dr JJ might just fall into that category.My tentativeness about Dr JJ was dispelled almost immediately when a few days after theencounter I received email messages from Dr JJ explicating the issue that was discussed atthe meeting. He not only gave his opinions but went on to send a few articles on the matter.Since then JJ was a frequent visitor on my email. I felt guilty for not responding adequatelyto his enthusiastic ideas and formulations. I could just manage a one-liner “ noted withthanks..”. Undaunted by my lack luster response Dr JJ kept sending me streams of ideas andarticles. I am now convinced that this man is a great asset to any institution of learning, atalent that should be recognized and rewarded appropriately.Ever since that encounter Dr JJ had been constantly in touch with me, mostly through theinternet. One day on April 13, 2010, Dr JJ invited me to adjudicate a debating program thatwas conducted in English. I was asked to be the Chief Adjudicator of a Premier Debate of thePhilosophy of Science students. I must state that I have never come across a Philosophy ofScience course where part of the learning and assessment require students to participate inPage 2 of 8
http://drjj.uitm.edu.myAAN-<strong>DrJJ</strong>-Jan2011-Testimonials from Colleagues & Societya debate! This is creativity. The students were required to propose, argue, and defend acertain predetermined science-based issue and they would be assessed on how theyperformed on such aspects.I believe that debating is a healthy and positive engagement method for future scientists.Indeed scientists, just like other non scientists, have to learn to speak persuasively andconvincingly when presenting their work before their own peers or before funding agenciesfrom whom they seek financial assistance to fund their projects. Debating nurtures thecritical and analytical nature of a graduate and when put in a position to defend theirpremises and claims by an opponent, the debater must respond with persuasive counterarguments. I must say JJ prepares his charges well for their future work experience.The debate that I witnessed that night left me hopeful that something was being done toimprove our students’ soft skills capability. The students demonstrated a remarkable graspof the language and conceptual and articulative skills. JJ is indeed doing a splendid job atpreparing his students to meet the challenges ahead when his charges enter the real worldof work. I also believe that JJ does not prepare his charges to get a job for its own sake. Ibelieve he is preparing them to secure higher order positions to become the best in classand to be first among equals. I strongly believe that JJ’s initiative should not only bereplicated by other faculties at <strong>UiTM</strong> but also by other institutions of higher learning. Lestwe forget, the quest for competitive advantage of nations is fought and won or lost in theclassroom and no where else.In addition to the effort of making debating as part of his course requirement, I am alsoimpressed by his skills for creating and maintaining a website which he used to providedocuments not only for his students but also for other intellectuals and academics alike.Browsing through his Philosophy of Science class webpage, I realized that he is veryconcerned with Plagiarism. For JJ there is no compromise on plagiarism. To combat suchdisposition JJ’s students must submit all of their written assignments to the Turnitin softwareso that the originality index of their products can be ascertained. This is indeed a verypraiseworthy and commendable initiative on the part of JJ to produce ethical andresponsible graduates. In addition to his concern on Plagiarism, his Physics courses, asevidenced from his Physics I and Physics II webpages, utilized a range of simulations inhelping his students visualize simple and abstract physics concepts. These simulations areavailable for free on the internet and Dr JJ provided links to these websites on his website.Dr JJ’s effort to include visualizations software, is an innovative way to promote deeplearning and discourage the memorization of concepts and equations. It is through thesesimulations that students can develop working models of physical phenomena and to aligntheir mental models to the scientific mental models. It provides them with an opportunity tolearn, unlearn and relearn.Page 3 of 8
http://drjj.uitm.edu.myAAN-<strong>DrJJ</strong>-Jan2011-Testimonials from Colleagues & SocietyDr JJ has through his painstaking effort build a treasure trove of valuable documents onteaching and learning. I have personally surfed his website and was amazed at his collectionof state of the art knowledge on teaching and learning, among other related matters. JJ isgenerous too. He makes available his website to academicians who may freely downloadinto their own sites without having to secure prior authorization from him.I must state that I find it amazing that JJ, despite the demands made on him as a teacher,could find the time and the space to create and maintain such a rich and resourcefulwebsite. Undoubtedly the two functions are equally demanding but JJ does not turn theminto a zero-sum situation: One does not negate the other. In economics idiom JJ not only hasthe cake but he can eat it as well. Such devotion to such demanding functions can only comeabout from a person with a heightened sense of passion and dedication for the things thathe loves doing. Dr JJ has those qualities. He is very passionate about his job as a scholar anda teacher and he executes them admirably.I am writing this testimonial to fully support Dr JJ’s nomination for the Country’s AcademicAward in Teaching and Learning. Dr JJ’s innovations in using ICT, his boldness in embeddingdebate as part of the learning and assessment task for the Philosophy of Science course, hisuse of simulations for his physics class so that students can visualize simple and abstractphysics concepts, his strong communication skills and his dedication and commitment tocreate and maintain are indeed the hallmark of a great scholar, researcher and teacher. Thisis one gem that should not be missed by anyone who believes in the classroom as the centralbattleground for winning the war of producing the human capital to attain competitiveadvantage for the country. Dr JJ truly deserves to be awarded MOHE’s Academic Award forTeaching & Learning.Wan Zahid Noordin, Ph.D ( Berkeley)Page 4 of 8
http://drjj.uitm.edu.myAAN-<strong>DrJJ</strong>-Jan2011-Testimonials from Colleagues & SocietyTestimonial From Prof Ri Hanum Yahaya Subahan, CurrentDean, Faculty of Applied Sciences, <strong>UiTM</strong>Name:Title:Current/PreviousPosition:Organisation:RI HANUM YAHAYA SUBBAN (Ph.D)PROFESSOR.DEANFACULTY OF APPLIED SCIENCESContact #-office: 03-55444560Contact # HP: +6012-3813672Email:rihanum43@salam.uitm.edu.myAlternate Email: rihanum43@gmail.comWebsite: -I have known Dr. Jaafar Jantan since 2004 upon my return to the Faculty of Applied Sciencesafter completing my Ph.D. studies. I took over the Physics code that he taught at that time,PHY 630 (Thermal Physics). His approach to the subject was initialized by a diagnostic testwhich ‘predicted’ students’ abilities to learn the subject. This was followed by a set ofquestions before the actual teaching took place. The pre-lecture questions made studentsaware of the important points to note in the lecture and propelled them to engage the topicthey learnt before the actual lecture was delivered. His actual classroom teaching wasinteractive in nature where students’ participation was a very integral part. Other than prelecturequestions, post-lecture questions formed part of the teaching and learning process.The questions were worded to assess their degree of understanding of the topic taught.These innovative teaching methods that he employed at that time, I believe is very relevantto outcome based education (OBE) talked about in all higher education institution nowadays.Apart from that I also had the opportunity to be involved in his classroom activities during adebate session for his Philosophy of Science course as an adjudicator. The debate sessionserved as part of the students’ learning time as well as part of their assessment towardstheir final grade. His effort to inculcate critical and analytical skills in his students throughthe debating activity was again student centered. The methods that Dr. Jaafar employed todeliver scientific facts, theories and findings reflect his passion for developing suchcurriculum.His passion for curriculum based on OBE is also reflected in the amount of workshopmaterial that he produced. He has been the OBE Trainer for the Faculty of Applied Sciences,Page 5 of 8
http://drjj.uitm.edu.myAAN-<strong>DrJJ</strong>-Jan2011-Testimonials from Colleagues & Society<strong>UiTM</strong> as well as for other faculties in <strong>UiTM</strong> via his appointment by ILQAM. His experience inOBE curriculum development is not only reflected in the workshops he handles andmaterials produced at <strong>UiTM</strong> but also by the number of invitations from people outside theorganisation.I have therefore no hesitation in supporting his nomination for the Country’s AcademicAward in Teaching and Learning.Testimonials From Outcomes-Based Curriculum DesignWorkshop Participants, <strong>UiTM</strong>One of the Vice Chancellor’s Special Projects (VCSP) is to design new futuristic programmesand faculties in line with Malaysia’s vision to achieve ‘high-income’ status in the next fewyears. Four groups representing seven proposed new programmes and one proposed newfaculty attended two sessions on Outcomes-Based curriculum design with AssociateProfessor Dr Jaafar Jantan (a.k.a. Dr JJ) in April and May 2011.The speaker is a master in curriculum design. He is able to deliver the specific hard facts andphilosophy of OBE in a clear and concise manner. The fundamental and technical aspects ofOBE are all at his fingertips. He is very capable of discussing all the relevant OBE componentsand synthesizes them in any program for any field of study and disciplines even though hisown field of study is Physics. Furthermore, he is highly prepared for both the workshops thathe conducted with our groups.Dr JJ is a fantastic speaker with excellent communication skills. He is versatile and took intoaccount the participants’ mood and level of concentration during his lectures and hands-onsessions to ensure the OBE conceptual and functional knowledge was constructed andapplied by the participants rather just described by him. His lectures were clear, concise,specific, easily understood, very informative and up-to-date. His notes, slides and othersuggested references were well-prepared to tailor to the needs of the participants. Hiswebsite is fully loaded with related documents, suggested reading and websites whichgreatly benefit the participants if one wishes to further understand the subject matter. Inaddition, participants were encouraged to actively engage in discussions, to critically reviewthe work of other groups and to assist one another to further comprehend the essence ofeach lecture.During the two 2-days workshop, Dr JJ had helped us complete 80 percent of our curriculumdesign. His EXCEL spreadsheet curriculum mapping template is extremely useful in guiding usto systematically develop the curriculum in line with all the MOHE and MQF guidelines andstandards. Certain matrices, for example, the ‘Course-PEO’ matrix are automaticallyPage 6 of 8
http://drjj.uitm.edu.myAAN-<strong>DrJJ</strong>-Jan2011-Testimonials from Colleagues & Societygenerated. This template also includes matrices for the PO-PEO, PO-LOKI, Course-LO,Course-KI and Course-Taxanomy Domains. There are many features which are automaticallygenerated that made the curriculum design process efficient, accurate and easilyunderstood. He had also included a HELP sheet which provides details on both the MOHEand MQA requirements and the specifics on how to use EXCEL features in the template.Many of us were so eager to try out the template that we ignored the HELP sheet but Dr JJkindly and patiently assisted us and reminded us to refer to the HELP sheet for futurereference.In conclusion, Dr JJ had indeed transformed our perceptions on OBE. At the end of theworkshop, we took away with us the conceptual and functional knowledge of OBEcurriculum design. We managed to develop PEOs and POs for our programs that areconsistent with the 9 generic MOHE outcomes and the vision and mission of <strong>UiTM</strong>. Inaddition, we also constructed the curriculum matrix and determined the competency levelfor each course for all the domains of learning (technical and professional competency) toensure the attainment of the PLOs, consistent with the guidelines provided by both MQF andMOHE. Furthermore, Dr JJ’s workshop gave us the competency and the confidence to informand justify to others the choices we made in designing our curriculum matrix.His lively and vibrant interaction manners throughout the whole workshop have madecurriculum design an exciting and constructive learning journey for all of us. We are veryeager and highly anticipate another great learning experience when we meet him in the nextworkshop session focusing on constructive alignment of the assessment of students and theteaching and learning approaches. Indeed, his knowledge, skills and talents have contributedsignificantly specifically to us and to all of <strong>UiTM</strong> academic programs.Dr Noor Zahirah Mohd Sidek and OBE team<strong>UiTM</strong> Cawangan Kedah17 th May 2011I have attended Dr. JJ’s OBE workshop for the fourth time. Nevertheless all the sessionsconducted by the Dr JJ never seem bored and I enjoyed every moment of it. Even though thesession started from 9 am in the morning and went on till past 11 pm at night, I do not haveany problems staying focused until the end. Why? Because the way Dr JJ conducted theworkshop was so interesting and lively. In my personal opinion, Dr. JJ’s knowledge on OBE issuperb. My knowledge on OBE has changed from novice to at least intermediate level.Keep up the good job Dr. JJ..... thumbs up!Hasni Abd RahimFinance |Lecturer<strong>UiTM</strong> Kedah CampusPage 7 of 8
http://drjj.uitm.edu.myAAN-<strong>DrJJ</strong>-Jan2011-Testimonials from Colleagues & SocietyI have been appointed as a core trainer for OBE for <strong>UiTM</strong> Kedah campus and I have attendedtwo training session as an OBE trainer but am still very vague on OBE itself. After attending 2of Dr JJ’s workshop on curriculum design, my understanding and knowledge on OBEimproved from novice to at least advanced beginner. This enhanced knowledge will help metraining other lecturers on the implementation of OBE.Dr JJ training session on curriculum design has given me a clear picture on how curriculumbased on OBE is being designed and this will assist me in my teaching and learning activities.Dr JJ..... thanks for your guidance. Your contribution towards <strong>UiTM</strong> and the lecturers is highlyappreciated.Norehan Mohd TahirSenior Lecturer/ OBE TrainerAccounting Department<strong>UiTM</strong> Kedah CampusI have attended Dr JJ’s OBE workshop for the second time. I am very impressed and satisfiedwith his presentation. Before attending his workshop, my knowledge on OBE is very limitedand I consider myself as a novice. However, that competency level has improved a lot.I really enjoyed the sessions and looking forward for his next workshop.Thanks DR. JJ.Assoc. Prof. Zuraidah YaacubEconomics Lecturer<strong>UiTM</strong> Kedah CampusIt is a great pleasure and experience for me to attend Dr. JJ’s workshop. My knowledge andperception on OBE has changed. After attending his workshop, it seems that learning underOBE approach would be more interesting compared to the traditional way. It will help me asan academician to educate the young generations.A million thanks Dr. JJ... for the knowledge.Muna Abdul JalilBusiness Lecturer<strong>UiTM</strong> Kedah CampusPage 8 of 8
workshop participantsrating
http://drjj.uitm.edu.my AAN-<strong>DrJJ</strong>-May 2011-ILQaM’s OBE Participants’ Feedback 2010-2011ILQaM’s OBE Participants’ Feedback2010-2011OBE Workshop Evaluation at ILQaM, <strong>UiTM</strong> Shah Alam. 13 th March 20104 point Likert scaleEVALUATION OF FACILITATORContent Delivery Knowledge Material OverallJAAFAR BIN JANTAN (DR) (PM) 3.69 3.71 3.84 3.08 3.53EVALUATION OF CONSULTANTContent Delivery Knowledge Material OverallEVALUATION OF PROGRAMMEAVERAGE1. The programme objectives are clear. 3.372. The programme objectives are archieved. 3.223. The modules covered are informative. 3.474. The knowledge is useful for professional practice. 3.635. Overall, how would you rate your satisfactory level ? 3.22EVALUATION OF LOGISTICS / ORGANISERAVERAGE1. Facilities. 3.122. Publicity of the programme 3.023. Online registration 2.944. Food and beverages 0.25. Venue of lecture / seminar 2.766. Accomodation (If applicable) 0.947. Transportation (If applicable) 0.65Page 1 of 9
http://drjj.uitm.edu.my AAN-<strong>DrJJ</strong>-May 2011-ILQaM’s OBE Participants’ Feedback 2010-2011COMMENTS ON PROGRAMME‣ Comments for Section A: Talk not direct to the point. Sometimes the talkbecome very flowery, dreggy and metophone.‣ Comments for Section B: Need to specify in the letters "OBE -> whatstage - intro, intermediate/advance - so that the faculty can sent theright people for the talk.‣ Comments for Section A: iLQAM seharus menyediakannya (materials).‣ Comments for Section A: iLQAM seharus menyediakannya (materials).‣ Comments for Section C: This course is more appropriate to be held inAuditorium 1.‣ Comments for Section C: The overall course is beneficial for preparinglesson outcomes, end: curr. design and teaching and learning activities.‣ Comments for Section A: iLQAM should give complete sets of materials.If papers are of concern, then provide a CD.‣ Comments for Section B: One day is too short.‣ Comments for Section C: Suggest do in Series - Series 1: Intro OBE - Series2: Curr. Design - Series 3: Evaluation‣ Comments for Section C: Organizer must identify the target participants(beginners/new to OBE or advanced OBE). Some participants are stillnew with OBE, some have involved in OBE documentation.‣ Comments for Section C: Masa tidak mencukupi, kalau boleh 2 hari.‣ Comments for Section B: Dr. J.J.'s website information could have beenincluded in the invitation letter so that participants can have animpression of this course.‣ Comments for Section C: Printout is too small.‣ Comments for Section C: TQ‣ Comments for Section A: Please allow participants to involve more indiscussion rather than having the speaker to talk almost all the way.‣ Comments for Section C: Tea break and lunch is quite close to eachother. Better to provide breakfast. Tea break, just simple drink.‣ Comments for Section A: Good‣ Comments for Section C: Good‣ Comments for Section C: The hall is quite big. Better if 2 screens beingused instead of 1. 1 informal audience at the back.‣ Comments for Section B: Good‣ Comments for Section C: Good‣ Comments for Section C: If the next session is to start at 2.30 pm, pleaseensure there's a security to provide us with access for 2.00 pm - 2.40 pmfor: *those who don't have the access key. *(the participants).‣ Comments for Section B: Try to stress out the scope or target of thecourse. It is useful for the lecturers that already have the knowledge andPage 2 of 9
http://drjj.uitm.edu.my AAN-<strong>DrJJ</strong>-May 2011-ILQaM’s OBE Participants’ Feedback 2010-2011experience on it.‣ Comments for Section A: Should be printed in 4 because the words aretoo small, I can't read any.‣ Comments for Section B: I hope it's more on hour to fill the forms neededespecially SLT and how to count the hours spent for students.‣ Comments for Section C: Facilitator is obviously knowledgeable;however he tried to put in too much info for a 1 day seminar.‣ Comments for Section C: Hope you could print out the relevant notes.And please print out handout so that it can be read clearly, at themoment it's so small. We would appreciate if we can have a properhandout that we can understand while the speaker speaks.Page 3 of 9
http://drjj.uitm.edu.my AAN-<strong>DrJJ</strong>-May 2011-ILQaM’s OBE Participants’ Feedback 2010-2011OBE Workshop Evaluation at ILQaM, <strong>UiTM</strong> Shah Alam. 27 th May 20104 point Likert scaleEVALUATION OF FACILITATORContent Delivery Knowledge Material OverallJAAFAR BIN JANTAN (DR) (PM) 3.44 3.79 3.72 3.38 3.67EVALUATION OF CONSULTANTContent Delivery Knowledge Material OverallEVALUATION OF PROGRAMMEAVERAGE1. The programme objectives are clear. 3.432. The programme objectives are archieved. 3.263. The modules covered are informative. 3.414. The knowledge is useful for professional practice. 3.645. Overall, how would you rate your satisfactory level ? 3.41EVALUATION OF LOGISTICS / ORGANISERAVERAGE1. Facilities. 3.482. Publicity of the programme 3.443. Online registration 3.524. Food and beverages 3.085. Venue of lecture / seminar 3.566. Accomodation (If applicable) 1.547. Transportation (If applicable) 1.21COMMENTS ON TRAINERS‣ Good. Thank you.‣ Good.‣ Would be better if, the presenter straight forwardly/cut short theintroduction and start with what is OBE and its content.‣ No further comments.Page 4 of 9
http://drjj.uitm.edu.my AAN-<strong>DrJJ</strong>-May 2011-ILQaM’s OBE Participants’ Feedback 2010-2011‣ Very clear. Very good presenter.‣ -He is very motivated and sincere when delivering his presentation orspeech. The way he speaks is very convincing.‣ -Excellent, active presentation.‣ - Excellent.‣ Very informative.‣ Motivating, fresh and informative.‣ Too long for intro!‣ - Takes too long for introduction on the course.‣ - Very good presentation.‣ - The performance of the speaker is highly anticipated.Page 5 of 9
http://drjj.uitm.edu.my AAN-<strong>DrJJ</strong>-May 2011-ILQaM’s OBE Participants’ Feedback 2010-2011OBE Workshop Evaluation at ILQaM, <strong>UiTM</strong> Shah Alam. 1 st -2 nd July 2010.4 point Likert scaleEVALUATION OF FACILITATORContent Delivery Knowledge Material OverallJAAFAR BIN JANTAN (DR) (PM) 3.5 3.2 3.4 3.1 3.3EVALUATION OF CONSULTANTContent Delivery Knowledge Material OverallEVALUATION OF PROGRAMMEAVERAGE1. The programme objectives are clear. 3.362. The programme objectives are archieved. 3.183. The modules covered are informative. 3.554. The knowledge is useful for professional practice. 3.555. Overall, how would you rate your satisfactory level ? 3.45EVALUATION OF LOGISTICS / ORGANISERAVERAGE1. Facilities. 3.452. Publicity of the programme 3.093. Online registration 3.454. Food and beverages 3.455. Venue of lecture / seminar 2.736. Accomodation (If applicable) 1.277. Transportation (If applicable) 1.64COMMENTS ON TRAINERS- The speaker is very knowledge able and a lot of info acquired on OBE- VERY ENERGETIC & DYNAMIC PRESENTATION & WORKSHOP- TO many reading materials to be referred toCOMMENTS ON PROGRAMMEPage 6 of 9
http://drjj.uitm.edu.my AAN-<strong>DrJJ</strong>-May 2011-ILQaM’s OBE Participants’ Feedback 2010-2011GoodPage 7 of 9
http://drjj.uitm.edu.my AAN-<strong>DrJJ</strong>-May 2011-ILQaM’s OBE Participants’ Feedback 2010-2011the laptop, hard for us to refer when use do our discussion‣ In the future, i'd prefer my materials to be in hard-copy, printed ratherthe soft copy versionCOMMENTS ON PROGRAMME‣ - Satisfactory‣ Please call/include me for the 2nd session (continuous from this course)‣ Thank youCOMMENTS ON LOGISTIC / ORGANIZER‣ It would be better if all modules are combined into a week programs to ensurecontinuity of knowledge and understanding.‣ Good programme informative.‣ Seems complicated at first, however, after extensive explanations andpractical (workshop in the afternoon)the understanding of the whole conceptshas achieved successfully.‣ This programme should be carried out to the some batch of contestants untilthey completed all modules before starts to the next new group.‣ Need to become a compulsory program for new lecturer.‣ Thank you‣ There are too many things to be covered with only limited time.Page 9 of 9
scholarly papers on teaching&learning
force concept inventory(FCI)
The InternationalJournalLEARNINGVolume 14The Relationship between UPSI Lecturers' Perceptions of theirTeaching Practices and Students' Conceptions of Force andMotionNurulhuda Abd Rahman, Jaafar Jantan, Shahrul Kadri Ayop,Mohd Mustamam Abd Karim, Noor Azman Razalee, RoszairiHaron, Abu Bakar Rejabwww.learning-journal.com
INTERNATIONAL JOURNAL OF LEARNINGhttp://www.Learning-Journal.comFirst published in 2007 in Melbourne, Australia by Common Ground Publishing Pty Ltdwww.CommonGroundPublishing.com.© 2007 (individual papers), the author(s)© 2007 (selection and editorial matter) Common GroundAuthors are responsible for the accuracy of citations, quotations, diagrams, tables and maps.All rights reserved. Apart from fair use for the purposes of study, research, criticism or review as permitted underthe Copyright Act (Australia), no part of this work may be reproduced without written permission from thepublisher. For permissions and other inquiries, please contact .ISSN: 1447-9494Publisher Site: http://www.Learning-Journal.comThe INTERNATIONAL JOURNAL OF LEARNING is a peer refereed journal. Full papers submitted forpublication are refereed by Associate Editors through anonymous referee processes.Typeset in Common Ground Markup Language using CGCreator multichannel typesetting systemhttp://www.CommonGroundSoftware.com.
The Relationship between UPSI Lecturers' Perceptions of theirTeaching Practices and Students' Conceptions of Force and MotionNurulhuda Abd Rahman, Universiti Pendidikan Sultan Idris, Perak, MalaysiaJaafar Jantan, Universiti Teknologi Mara, Shah Alam, MalaysiaShahrul Kadri Ayop, Universiti Pendidikan Sultan Idris, MalaysiaMohd Mustamam Abd Karim, Universiti Pendidikan Sultan Idris, MalaysiaNoor Azman Razalee, Universiti Pendidikan Sultan Idris, MalaysiaRoszairi Haron, Universiti Pendidikan Sultan Idris, MalaysiaAbu Bakar Rejab, Universiti Pendidikan Sultan Idris, MalaysiaAbstract: This research investigated the effect of instruction on student teachers' understanding of force and motion.Lecturers’ perceptions of their teaching practices during lecture session provided data on how lecture was conducted andthis was then compared to students’ understanding. Students’ understanding was also compared to their demographicvariables such as gender and academic performance. 347 students from diverse groups and 5 lecturers participated in thestudy. Results show that student teachers at UPSI hold strong Aristotelian beliefs about force and motion which are not inline with the currently accepted scientific beliefs. It also suggests that traditional instruction had little effect on changingthe students’ beliefs. In addition, lecturers perceived their teaching practices as traditional 'chalk-and-talk' where studentssit passively in lecture halls with minimal interactivity. The study also found that there is no significant relationship betweenstudents’ scientific beliefs and their gender or academic performance.Keywords: Student Learning Difficulties, Physics Instruction Teacher Education, Higher Education, Teacher PerceptionIntroductionONE OF THE knowledge bases and skillsthat a teacher must possess is a deepunderstanding of the subject matter. It isassumed that students will acquire sufficientcontent knowledge as they go through subjectspecific courses throughout their attendance at auniversity. However, numerous research (e.g.Clement, 1982; Watts, 1983; McDermott, 1984) haveshown that students and teachers alike have difficultyunderstanding the concept of force and motion asthey are plagued with preconceptions (commonlyknown as misconceptions or alternative conceptions)that are usually Aristotelian beliefs rather than theaccepted scientific conceptions. Teacher-centeredmethod of teaching that is so common in schools hasalso been blamed for the problem which remainsunresolved as the students enrolled at higher learninginstitutions. This study looks at the effect ofinstruction on students’ understanding of the forceand motion concept in Newtonian mechanics.Students are prospective teachers studying atUniversiti Pendidikan Sultan Idris (UPSI), which isa national education university in Malaysia. Theycome from diverse backgrounds whilst the coursesthey are taking are widely varied in terms of thecontent including the breadth and depth of themechanics topics taught. The study also includesstudents’ academic performance and gender as twoother factors that may influence students’understanding.Research ContextPhysics has always been taught quantitatively withtoo many facts, equations and numbers (Hobart,1966; Rigden, 1987). Furthermore, the introductoryphysics courses have been structured to include somuch content to be covered in a short period (French,1988). A traditional didactic style of teaching thenwould be the most logically appropriate style todeliver such a mile-wide content within a shortperiod of time. Using this fast-paced teachingstrategy, students usually resort to memorizing factsand equations. However over-dependence onmemorization is counterproductive (Whitaker, 1985)and may impede meaningful learning. Severalinvestigators have carefully documented collegephysics students understanding of a variety of topicsand have concluded that traditionally taught coursesdo little to improve students’ understanding of thecentral concepts of physics, even if the studentssuccessfully learn problem-solving algorithmsINTERNATIONAL JOURNAL OF LEARNING,VOLUME 14, 2007http://www.Learning-Journal.com, ISSN 1447-9494© Common Ground, Nurulhuda Abd Rahman, Jaafar Jantan, Shahrul Kadri Ayop, Mohd Mustamam Abd Karim, Noor Azman Razalee, Roszairi Haron, AbuBakar Rejab, All Rights Reserved, Permissions: cg-support@commongroundpublishing.com
INTERNATIONAL JOURNAL OF LEARNING, VOLUME 14(Halloun and Hestenes, 1985; McDermott, 1998). Inaddition, the problem of misconceptions oralternative framework further complicates thelearning of physics fundamentals. Misconceptionsare widely perceived as conceptions that are nottotally in line with the currently accepted scientificconceptions and have the characteristics of beingstrongly held, very hard to overcome, and impedefurther learning. Numerous studies (McDermott,1984; Finegold and Gorsky, 1991) have shown thatstudents come into a physics course not as blankslates but bring with them common sense beliefs andintuitions (i.e. misconceptions) about how the worldworks, which they derived from extensive personalexperiences. Traditional instruction does little toresolve these misconceptions and they may be themajor source of difficulty in understanding physicsfundamentals.Simultaneously, research have also establishedthat students develop complex reasoning skills mosteffectively when actively engaged with the materialthey are studying and have found that collaborativeactivities are an excellent way to engage studentseffectively (Johnson and Johnson, 1987; Johnson,Johnson and Smith, 1991). A major study by Hake(1998) involving more than six-thousand studentsacross the United States of America found thatphysics courses where students are actively involvedin discussion, discovery and/or analysis of materialare more effective in terms of promoting studentsconceptual understanding and problem-solving skillsthan traditionally taught courses.MethodologyThis research aims to identify lecturers’ perceptionsof their teaching practices during lecture session andstudents’ understanding of force and motion andinvestigate the relationship between the twovariables. It also aims to compare students’ beliefswith their demographic variables such as gender andacademic performance. It employs survey andcorrelational design using a questionnaire foridentifying the lecturers’ perception of their teachingpractices and pre and post-test for determiningstudents’ level of understanding of force and motion.The InstrumentsStudents’ understanding of force and motion wasassessed using the standardized revised ForceConcept Inventory (FCI) test developed by Hestenes,Wells and Swackhamer (1992). The revised version(Halloun, Hake, Mosca and Hestenes 1995) wastranslated into the Malay language by one of theauthors. The test can be downloaded fromhttp://modeling.asu.edu/R&E/Research.html oralternativelyfromhttp://www3.uitm.edu.my/staff/drjj/ but is passwordprotected to protect the integrity of the test. FCI is amultiple-choice test designed to assess students’conceptual understanding of the most basic conceptsin Newtonian physics and as such does not requiremathematical operations or calculations. The FCI isstructured to require a forced choice betweenNewtonian’s concepts and commonsense beliefs ormisconceptions (see for example Hestenes et al 1992,Mazur 1997, Hake 1998, Savinainen and Scott 2002).Hence the inventory data can provide a picture ofthe status of students’ conceptions and/ormisconceptions of fundamentals. The test contains30 questions related to specific concepts and lawsof classical mechanics. In order to further distinguishbetween a lack of knowledge and a misconception,a Certainty of Response Index (CRI) is utilized inconjunction with the answers as first introduced byHasan, Bagayoko and Kelley (1999).The CRI is based on a six-point scale (0-5) inwhich 0 implies no knowledge or a total guess forthe answer selected. The CRI works on theassumption that if the degree of certainty is low (CRIof 0-2) then it suggests that students are mostlyguessing and thus a wrong answer represents a stateof a lack of knowledge rather than a misconception.On the other hand, a high degree of certainty (CRIof 3-5) associated with a wrong answer suggests thatstudents hold a misconception or common sensebeliefs. For the purpose of this research, a CRI modevalue of 3 to 5 associated with an answer where 50%or more of the students answered incorrectlyindicates the presence of misconceptions. In addition,since FCI has also been claimed as the “best testcurrently available… to evaluate the effectivenessof instruction in introductory physics courses”(Huffman and Heller, 1995), hence, FCI results (fromcourses where mechanics was taught) also indicatethe effectiveness of instruction received by thestudents.Instructional strategies employed by lecturers inthis study was done by investigating lecturers’perceptions of their teaching practices during lecturesession by using the Teaching Practices AssessmentInventory (TPAI) adopted from Burry-Stock (1995a).It is one of five instruments (each addressingdifferent aspect of science classroom teaching) whichwas developed based on the Expert Science TeachingEducational Evaluation Model (ESTEEM). Its mainpurpose is to assess the awareness level of scienceteachers with respect to constructivist teachingperspective. In this instrument, the lecturers wereasked to give their perceptions of their own teachingpractices based on the Likert scale from 1 to 5 ofhow often they perceived they used each behaviourduring lecture sessions. There are a total of 30 items
ABD RAHMAN, JANTAN, AYOP, ABD KARIM, RAZALEE, HARON, REJABon the instrument and selected sample items are shown in Table 1.Table 1: Sample Items from the Teaching Practices Assessment Inventory (TPAI)Almost Never (1); Seldom (2); Sometimes (3); Often (4); Almost Always (5)Category 1:Facilitating the learning process• Your students are responsible for their own learning experience (you are the facilitator of the learningexperience)• Your students are actively engaged in asking questions throughout class-time.Category 2:Context-Specific Pedagogy• You and/or your students develop content materials.• As student misconceptions become apparent, you facilitate student efforts to resolve them.Category 3:Content Experiences• Your class experiences have an appropriate balance between depth and breadth.• You accurately present the information in your lessons.Category 4:Content-Specific Pedagogy• Your students have the opportunity to experience the relationship of concepts to their everyday lives.• You allow students to establish concepts from evidence gathered during a lesson.The instrument with a Cronbach alpha of 0.93 hasfour subscales or categories which are (1) facilitatingthe learning process, (2) context-specific pedagogy,(3), content experiences and (4) content-specificpedagogy. Reviews from researchers and educatorsin science education and field testers (Burry-Stock1995b) supported the validity of the instrument.The SampleOur sample included both students and lecturers.Student participants come from a diverse group ofstudents who are enrolled in the undergraduatescience education program for the July-Nov 2005semester at Universiti Pendidikan Sultan Idris,Malaysia, a university for producing graduate schoolteachers. There were 347 participants which consistsof 127 semester 1 students, (majoring in Physics andtaking Fundamental Physics I course), 80 semester5 and 6 students, (minor in Physics and takingIntroductory Physics I course), 35 semester 3students, (majoring in Physics and takingIntroductory Mechanics course) and 103 semester 7students, (majoring in Physics and taking PhysicsTeaching Methods course). Except for studentsenrolled in the Physics Teaching Methods course,the rest of the students studied the topic of NewtonianMechanics in courses they enrolled in. However, theformer group of students was directly involved withthe problems of misconceptions in physics (with afocus on several specific problems from theNewtonian mechanics topic) through in-classdiscussion and literature search. Since these studentsare in their final year at the university, they havetaken all of the required physics courses related tomechanics.In addition to the students, five lecturers were alsoinvolved in the study. Lecturers and one of theauthors were administered the TPAI at the end oftheir courses.Bar graphs in Figure 1 show the percentages oflecturers and students who participated in the study.
INTERNATIONAL JOURNAL OF LEARNING, VOLUME 14Figure 1: Percentage of Students According to Lecturers, Gender & Academic PerformanceStudents took the test during the first week of thesemester and were proctored by their respectivelecturers teaching the course. The time allotted forthe FCI test is 45 minutes. In addition to the test,students were given a profile sheet in gatheringinformation about their personal and academicbackground. The students were given 15 minutes tofill-in the necessary information before they begananswering the multiple-choice test. At the end of thesession, the students’ profile and answer sheets alongwith the tests were collected.Data AnalysisProfile sheets that contained answers for the FCI testwere numbered and each category on the profile werecoded by using the Arab numerals. The profile, thecodes for the categories and the answers that astudent chose for each item on the test and theirrespective CRI score were keyed-in into aspreadsheet template of Microsoft Excel forMicrosoft Office 97 . The template was programmedto score each item on the test and provide the totalscore and the percentage for the test. It alsocalculated the mean and standard deviation for eachitem and the mean and standard deviation for eachgroup of students according to their respectivelecturers. In addition a quantity called the normalizedgain, , defined as the fraction of the maximumpossible gain realized (Hake, 1998),was used to gauge the extent to which the classroominstructions were effective. Hake (2000) argued thatthe normalized gain is more suitable (than actualgain or average post test score) to measure courseeffectiveness over diverse groups of students asempirical evidence shows that the correlation of thenormalized gain, , with pre test scores is verylow. In contrast there is a moderately negativecorrelation between actual gain (% post test - % pretest scores) and pre test score and also a moderatepositive correlation between post test score and pretest score. Analysis on both the descriptive andinferential statistics were done by using Win SPSS ,a statistical package for Windows .For the TPAI, a profile for each lecturer is builtby computing the percentage for each category. Anoverall percentage is computed by summing all ofthe category totals and dividing by 150. The more“5s” or “Almost Always” used, the higher the degreeof constructivist approach was used during thelecture. Consequently the lecturer can considerhim/herself an expert or constructivist lecturer. For
ABD RAHMAN, JANTAN, AYOP, ABD KARIM, RAZALEE, HARON, REJABthe purpose of this research an overall percentage ofabove 60% (which indicates an average score of 3for each item) is taken as an indication that thelecturer has a constructivist tendency of teachingTable 2: Levels of CompetencePercentages (%)85-10070-8435-6915-3401-14Results and InterpretationStudent teachers score an average of 23.6% with astandard deviation of 9.26% and 29.6% with astandard deviation of 10.52% on their pre and postwhilst a percentage of below 60% indicates atraditional tendency. The authors of TPAI also usedthe following scale (Table 2) as an approximationfor estimating competency levels:Competency LevelsExpertProficientCompetentAdvanced BeginnerNovicetest respectively. Table 3 shows the distribution ofthe FCI scores and gain according to the respectivelecturers. It also shows each lecturer’s overall scoreon the TPAI.Table 3: Distribution of FCI and TPAI Scores and the Respective GainsLecturer & CourseN% ofsamplePre(%)Post(%)TPAIScoreAMean 27.25 31.20(Physics Teaching Methods, Sem 7 103 29.70.054students) sd 9.59 10.0479.3BMean 25.24 34.38(Introductory Mechanics, Sem 3 35 10.10.122students) sd 7.97 7.9554.0CMean 25.49 30.24(Fundamental Physics 1, Sem 1 82 23.60.064students) sd 9.29 11.5849.3D(Introductory Physics 1,Sem. 5 & 6 minor students)E(Introductory Physics 1,Sem. 5 & 6 minor students)Total* Excluding results from lecturer A.804734723.113.5100.0MeansdMeansdMeansdMean*sd*17.836.9820.927.4123.609.2622.068.6828.6210.5823.198.1629.6210.5228.9510.670.1310.0290.0790.08862.060.060.95.156.32.9According to Hestenes, Wells and Swackhammer(1992), a score of 60% on the FCI is the thresholdfor understanding Newtonian mechanics while ascore of 85% is considered as mastering Newtonianforce concepts. Students who score below 60% onthe FCI will find it difficult to do problem solvingeffectively (Hestenes and Halloun 1995). Hence, thepost test mean score of only 29.6% indicates a verystrong Aristotelian belief and minimal understandingregarding the Newtonian concept of force andmotion. The mean score is slightly higher to the meanscores found at three other universities in Malaysia(Zainal, Zaidan, Sidek and Jaafar 2006). They areUniversity Kebangsaan Malaysia, UKM (28.5%),Universiti Teknologi Mara, <strong>UiTM</strong> (22%), andUniversiti Putra Malaysia, UPM (23%). It iscomparable to high school students from 14participating schools across the United States ofAmerica (N=1113), who scored 28% on the test(Hake, 1998). Results from a similar study by Hake
INTERNATIONAL JOURNAL OF LEARNING, VOLUME 14show a better performance amongst college (N=597from 16 different colleges) and university students(N=4832, from 32 different universities) with FCIscores before instruction at 39% and 44%,respectively. However, these post-test scores are wellbelow the entry threshold of 60% and this indicatesthat the problem is widespread amongst studentsworldwide.The average normalized gains for the courses(excluding the Physics Teaching Methods course)are = 0.09 and = 0.079 (including thePhysics Teaching Methods Course). These gains arecomparable to UKM ( = 0.08), but slightly higherthan <strong>UiTM</strong> ( = 0.02) and UPM ( = 0.04).However, it is substantially lower than the averagegains from both traditionally taught courses ( =0.23) and more interactively taught courses ( =0.48) from Hake’s study. In fact, it is very lowcompared to any other studies that had been done(Savinainen and Scott 2002; Van Domelen and VanHeuvelen 2002; Crouch and Mazur 2001; Wells andSwackhamer 1995). The low pretest score is notsurprising but the low normalized gain for this studyand at other universities in Malaysia is just areflection of how ineffective university physicsinstruction is in changing students’ misconceptionson Newtonian physics. Students generally have avery strong Aristotelian belief and even after takingfew courses in mechanics, their misconceptionsremain unchanged.Hake (1998) defined interactive teaching as“methods which are designed at least, in part, topromote conceptual understanding throughinteractive engagement of students in heads-on andhands-on activities which yield immediate feedbackthrough discussion with peers and/or instructors”.On the other hand, traditional instructional methodis a “method where there is little or no use ofinteractive methods (teacher-student and studentcontent),relying primarily on passive-studentlectures, recipe labs and algorithmic-problemexams”. If we were to accept Huffman and Heller’s(1995) claim that the gain suggests the effectivenessof instruction received by the students, then theresults strongly suggest that the instructions haveimparted little conceptual understanding ofNewtonian mechanics.The TPAI mean score is taken as an indicator toshow if the courses were taught in a traditional wayor otherwise. The TPAI mean score for the lecturersteaching mechanics course in this study is 56.3%with a standard error of 2.9, with scores ranging from49.3% to 62%. The score suggests that the lecturersare teaching in a traditional way. This result is notsurprising as lecturers were asked to reflect only upontheir teaching practices during lecture sessions. Theaverage score for category 1 (facilitating the learningprocess) is the lowest which further suggests that thelecturers were acting more of a “sage on the stage”rather than “a guide on the side”. The result of TPAIis comparable to the result obtained from a studyinvolving a group of forty-six nominated ‘expert’teachers from schools throughout the United Stateswho participated during the development of the TPAIand its companion instruments (Science ClassroomObservation Rubric and Student OutcomeAssessment Rubric) instrument. They scored a meanof 63.7% on the companion instrument (ScienceClassroom Observation Rubric) which containssubscales that are closely related to TPAI. Burry-Stock and Oxford (1994) concluded that the teachers“are not well-informed constructivists and they werenot teaching at a particularly high conceptual level”.They further conclude that the nominators’ criteriaof ‘expertise’ must have been very different fromthe ones used by TPAI. They further concluded thatthe nominators’ criteria of ‘expertise’ must have beenvery different from the ones used by TPAI. In termsof the level of competency, the scores of TPAI forthe 4 lecturers involved in teaching physics putthemselves in the ‘competent’ category. Accordingto Burry-Stock, in general a competent teacher hasthe ability to adapt rules and goals contextually andat the same time feel a sense of responsibility for theoutcome. Figure 2 illustrates each lecturer’s profileof their teaching practices.
ABD RAHMAN, JANTAN, AYOP, ABD KARIM, RAZALEE, HARON, REJABFigure 2: Lecturers’ Teaching ProfileTable 4: Distribution of FCI Scores According to Gender and Academic PerformanceN Pre (%) SD Post (%) SDNormalisedGainOverall347 23.60 9.26 29.62 10.50 0.079GenderMale7928.9511.135.3612.500.090Female26822.038.0127.929.230.076AcademicPerformance(CGPA)3.00 - 4.0020622.779.1829.8410.350.0912.50-2.9912124.669.2028.8410.100.0552.00-2.49822.084.3428.338.170.080Missing12Table 4 shows the distribution of FCI scores basedon gender and academic performance. The malestudents did slightly better than the female in termsof both the raw score (for pre and post tests) and thenormalized gain but the difference were found to bestatistically not significant at the 95% confidencelimit (p = 0.389). This result is consistent with aseries of studies investigating gender differences onFCI test by McCullough (2001, 2002, 2004). Thestudies consistently show that the male outperformedthe female and led her to hypothesized that the FCItest may not be gender-fair. She created a differentversion of the FCI with daily-life and female-orientedcontexts rather than school and male-orientedcontexts. Results show that on average, women’sgain on the new version was much greater than men’sgain. She concludes that the FCI may be genderbiased as the context of the test can make a differenceand that it is possible to create a test that decreasesthe gender gap.This study also found that the group with a higheracademic performance did slightly better in the posttest although the normalized gain does not show aparticular trend. Even though the differences between
INTERNATIONAL JOURNAL OF LEARNING, VOLUME 14groups are statistically significant (p = 0.048), itmakes no difference because the mean score is farbelow the threshold of 60%.Figure 3: % Actual Gain vs. % Pretest ScoreFigure 3 summarizes and illustrates students’understanding which is represented by thenormalized gain, , as compared to lecturers’perceived teaching styles (TPAI scores), gender andacademic performance (CGPA score). It clearlyshows the disappointingly low average normalizedgain (=0.079) obtained by students regardless oflecturers’ style of teaching practices (and also typesof courses), gender and academic performance.Analysis of data from the FCI test in conjunctionwith the use of CRI is shown in Table 5. Items listedin the table are items where 50% or more of thestudents answered incorrectly but their certaintyresponse index (CRI) is 3, 4 or 5 which indicates ahigh degree of confidence in their answers. In a way,it can be compared to false negatives where aNewtonian-thinker chose a non-Newtonian responseexcept in this case it is not because of carelessness.Misconceptions identified in this research parallelfindings from previously cited research (e.g.Clement, 1982; Watts, 1983; McDermott, 1984)
ABD RAHMAN, JANTAN, AYOP, ABD KARIM, RAZALEE, HARON, REJABTable 5: Items with a High % of Incorrect Answer and a High Value of CRIFCI item141510131730CommonWrongAnswerDACDBAEPretest (%)51815845595764PostTest (%)35696952476769Misconception IdentifiedMore massive objects always fall faster than lessmassive ones.When two objects are in contact, more massiveobjects exert a higher force on less massive objectsForce results in velocity rather than acceleration.An object has force that it carries with it after beinggiven an initial push and this force reduces as theobject moves against gravityGravity near the surface of Earth increases as theobject falls towards the EarthMotion implies a forceAn object has force that it carries with it after beinggiven an initial push.Challenges for Course ImprovementsThe low gain across courses should be an eye openerfor lecturers to initiate a redesign of how introductoryphysics courses needs to be taught. There is ampleevidence that physics education and cognitive scienceresearch can inform lecturers on how best to helpstudent gain optimal understanding of physicsfundamentals (Arons 1990, Mestre 1991, Hake1992). There is also a general consensus amongstphysics education researchers and educators thatactive-learning strategies are much more effectivein promoting conceptual understanding despite someimplementation problems (Hake 1998, Van Heuvelen1991, Wells, Hestenes, Swackhamer 1995). Manyresearch-based curriculum and instructional strategieshave been developed in order to promote conceptualunderstanding and thus enhance problem-solvingskills of the students.Redish, in his book Teaching Physics with thePhysics Suite (Redish 2002) suggested manydifferent strategies which employed interactivelearning to replace the present traditional lecturebeing used by the lecturers teaching mechanicscourses at UPSI and at most universities in Malaysia.Large classroom classes can benefit the use of PeerInstruction/ConceptTests (Mazur 1997; Crouch andMazur 2001) with a blend of Just-in-Time-Teaching(Novak 1999). There have been initial efforts by afew lecturers to try to implement Mazur’s PeerInstruction during lecture. Unfortunately, manystudents are unwilling to commit time to do theirpre-reading before class. They are so comfortable intheir ground state and any changes to the point ofrequiring them to prepare before class is consideredas taking up too much of their time. EmployingInteractive Lecture Demonstrations (ILDs) (Sokoloff2001) will require much financial commitment onthe department and most importantly more work onthe lecturer. But at present, it is encouraging to notethat the department is working to secure a granttowards setting up an “interactive-engagementlecture” supported lecture hall.The wonderful and academic Workshop Physics(Laws 1999) which enjoyed no-lecture for calculusbasedphysics is indeed functional at universities inAmerica but may not be readily accepted by facultymembers and the management at UPSI anduniversities in Malaysia as this requires a substantialchange in the curriculum and other facilities. In otherwords, this study shall be for academic purposes andhopefully will trigger few individuals in the physicscommunity to appreciate the worth of physicseducation research as means to understand thelearning problems that students are indeed facing.Solving the problem cannot be done on an individualor isolated individuals in the country, but rathercommitment from the management who are seriousabout the education reform in this country.Nonetheless, the results of this study clearly showthat students who will be future high school teachersare themselves the propagator of non-Newtonianteaching. In other words, without a deepunderstanding of subject matter, their teaching wouldbe jeopardized. Hence, it is recommended that thefew lecturers who are authoring this report workclosely with other physics education reformers intailoring the existing research-based instructionalstrategies and implement it for the introductoryphysics at UPSI. The good news is, at present,although the lecture is largely traditional, the use ofreal time microcomputer based laboratory (Thorntonand Sokoloff, 1990) has already been implementedfor students’ laboratory experience. As this progress
INTERNATIONAL JOURNAL OF LEARNING, VOLUME 14in the upcoming semesters, the FCI diagnostics mustcontinue to be used to monitor students’ learning(Savinainen and Scott 2000) and to provide formativeassessment to the students and eventually to produceNewtonian high school teachers.ConclusionResults suggest that regardless of lecturers’ style ofteaching (although most lecturers show atraditionalist tendency), academic performance (interms of CGPA) and gender, the gain is very smalland insignificant that it does not make a differenceon whether students go to class or not in order tounderstand meaningfully the concept of force andmotion. In other words, the current teaching practicesat UPSI do little in terms of promoting deepunderstanding and overcome misconceptions of forceand motion amongst students. This is totallyunacceptable since studies by Hake (1998), Wells(1995), Crouch and Mazur (2001) clearly indicate anormalized gain of more than 0.2 for the traditionalmethod and will increase to more than 0.48 ifstudents are actively engaged in the learning process.Hence it would be worthwhile for UPSI to beginusing a more interactive style of lecture to improveon the present situation.AcknowledgementWe would like to acknowledge the funding of thisresearch by the Universiti Pendidikan Sultan Idris,Malaysia (#04-16-50-05).ReferencesArons A 1990 A Guide to Introductory Physics Teaching (John Wiley & Sons)Burry-Stock J 1995a Expert Science Teaching Educational Evaluation Model (ESTEEM) manual (Kalamazoo: WesternMichigan University, Evaluation Center)Burry-Stock J 1995b Expert Science Teaching Educational Evaluation Model (ESTEEM): Theory, Development, andResearch (Kalamazoo: Western Michigan University, Evaluation Center)Burry-Stock J and Oxford R 1994 Expert Science Teaching Educational Evaluation Model (ESTEEM): Measuring excellencein science teaching for professional development Journal of Personnel Evaluation in Education, 8, 267-297.Clement J 1982 Students’ preconceptions in Introductory Mechanics. Am. J. Phys., 50, 66-71.Crouch C Mazur E 2001 Peer Instruction: Ten Years of Experience and Results. Am. J. Phys., 69(9), 970-977.Finegold M and Gorsky P 1991 Students’ Concepts of Force as Applied to Related Systems: A Search for Consistency.International Journal of Science Education, 13 (1), 97-113.French A 1988 Some thoughts on introductory physics courses. Am. J. Phys. 56, 110-113Hake R 1992 Socratic Pedagogy in the Introductory Physics Lab. The Phys. Teach. 30, Issue 9, 546-552.Hake R 1998 Interactive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Datafor Introductory Physics Courses. Am. J. Phys. 66(1), 64-77Hake R 2000 The Need For Improved Physics Education of Teachers: FCI Pretest Scores for Graduates of High-SchoolPhysics Courses - Is it Time To Implement Curriculum S? Physics Education Research Conference 2000: TeacherEducation, Univ. of Guelph, August 2-3, 2000. Available online at PERC2000-HSTeach-5.pdf, 8/10/00, 929KHalloun I and Hestenes D 1985 The initial knowledge state of college physics students American Journal of Physics, 53(11), 1043 – 1055.Halloun I, Hake R, Mosca E and Hestenes D 1995 Force Concept Inventory (revised 1995) in Mazur 1997 and passwordprotected at http://modeling.asu.edu/R&E/ResearchHasan S, Bagayoko D and Kelley E 1999 Phys. Educ. 34(5) 294-299.Hestenes D, Wells M and Swackhamer G 1992 Force Concept Inventory Phys. Teach. 30 (3), 141-158.Hobart E 1966 Is physics too tough? Physics Today, 19(4), 152.Huffman D and Heller P 1995 What does the Force Concept Inventory actually measure? The Physics Teacher, 33, 138-143.Jantan J 2000 A Malay (Malaysian) translation of the 1995 version of the Force Concept Inventory and password protectedat http://www3.uitm.edu.my/staff/drjj/Johnson D, Johnson R and Smith K 1991 Active Learning: Cooperation in the College Classroom. (Interaction BookCompany, Edina, MN)Johnson R and Johnson D1987 Cooperative Learning and the Achievement and Socialization Crises in Science andMathematics Classroom, from Students and Science Learning: Papers from the 1987 National Forum for SchoolScience (AAAS, Washington, DC)Laws P 1999 Workshop Physics: Activity Guide 3 vols. (John Wiley & Sons)Mazur E 1997 Peer Instruction: A User’s Manual, (Prentice Hall).McCullough L 2001 A Gender Context for the Force Concept Inventory Paper presented at the American Association ofPhysics Teachers Winter Meeting, in San Diego, California. Available online athttp://physics.uwstout.edu/staff/mccullough/physicsseduc.htmMcCullough L 2004 Gender, context and Physics assessment. Journal of International Women’s Studies, Special Issue:Women in Science, 5 (4). Available online at http://www.bridgew.edu/SoAS/jiws/May04_Special/Gender.pdf
ABD RAHMAN, JANTAN, AYOP, ABD KARIM, RAZALEE, HARON, REJABMcCullough L and Crouch C 2002 Gender, educational reform and instructional assessment, Part 1. Paper presented at thenational meeting of the American Association of Physics Teachers, Philadelphia, PA. Available online athttp://physics.uwstout.edu/staff/mccullough/physicsseduc.htmMcDermott L1984 Research on conceptual understanding in mechanics. Physics Today, 37 (7).Mestre J 1991 Learning and Instruction in Pre-college Physical Science. Physics Today, 44(9), 56-62.Novak G, Patterson E Gavrin A and Christian W 1999 Just-in-Time-Teaching: blending Active Learning With Web Technology(Prentice Hall).Redish E 2002 Teaching Physics with the Physics Suite (John Riley & Sons)Rigden J 1987 Problem-solving skill. What does it mean? American Journal of Physics, 55, 877-G.Savinainen A and Scott P 2002 Usng the Force Concept Inventory to Monitor Student Learning and to Plan Teaching Phys. Educ. 37(1) 53-58Sokoloff D and Thornton R 2001 Interactive Lecture Demonstrations (John Wiley & Sons)Thornton R K and Sokoloff D R 1990 Learning motion concepts using real-time microcomputer-based laboratory tools”,American Journal of Physics, 58 (1990) 858-867.Van Domelen D and Van Heuvelen A 2002 The effects of a concept-construction lab course on FCI performance Am. J.Phys. 70(7) 779-780Van Heuvelen A 1991 Overview, Case Study Physics Am. J. Phys. 59(10) 898-907Watts D1985 A study of school children’s alternative frameworks of the concept of force. European Journal of ScienceEducation, 5, 217-230.Wells M, Hestenes Swackhamer 1995 A Modeling Method for High School Physics Instruction Am. J. Phys., 63 (7) 606-619.Whitaker, M. A. B. 1985 The role of memorization in physics education. Am. J. Phys. 53, 111-113.Zainal Abidin Sulaiman, Zaidan Abd Wahab, Sidek Abd Aziz and Jaafar Jantan. (2006). Probing students’ understandingof forces. Paper presented at the National Physics Conference 2006 (PERFIK 2006), Selangor, Malaysia.About the AuthorsDr Nurulhuda Abd RahmanI've been with Universiti Pendidikan Sultan Idris (UPSI) for almost 10 years now. It is the national teachinguniversity where its core business is to educate prospective teachers for placement in public schools througoutthe country (Malaysia). I received my Ph.D from the University of Manchester, UK in the field of PhysicsEducation with a focus on the teaching and learning paticular concepts in physics that most students and teachersalike find problematic to grasp and understand fully. My research interest is investigating teachers' pedagogicalcontent knowledge specific to understanding misconceptions in physics learning and strategies that are mostlikely to be fruitful in overcoming them. Thus, my interest is also on reforming the way physics is taught at thetertiary level towards a more active-learning and student centered lecture session. I'm also interested in how theteacher education programme might be redesigned to encourage the development of competent and reflectiveprofessional teachers.Associate Prof Dr Jaafar JantanUniversiti Teknologi Mara, MalaysiaShahrul Kadri AyopUniversiti Pendidikan Sultan Idris, MalaysiaProfessor Dr Mohd Mustamam Abd KarimUniversiti Pendidikan Sultan Idris, MalaysiaNoor Azman RazaleeUniversiti Pendidikan Sultan Idris, MalaysiaRoszairi HaronUniversiti Pendidikan Sultan Idris, MalaysiaDr Abu Bakar RejabUniversiti Pendidikan Sultan Idris, Malaysia
SKAM 18SIMPOSIUM KIMIA ANALISIS MALAYSIAKELAPAN BELASSains Analisis Cemerlang Negara TerbilangE-PROSIDING12 – 14 September 2005Hotel Hyatt RegencyJohor Bahru, Johoranjuran bersamaJabatan Kimia, Fakulti Sains, Universiti Teknologi MalaysiadanPersatuan Sains Analisis Malaysia (ANALIS)dengan kerjasamaInstitut Kimia Malaysia (Cawangan Selatan)
Prosiding Simposium Kimia Analisis Malaysia Ke-18, Johor BahruSESIKERTAS KERJA LISANCHE ABD RAHIM MOHAMED (UKM)2A-6 PENGGUNAAN PENAPIS BIOLOGI TERAKTIF BAGI RAWATAN AIRSISARAZALI ISMAIL (UTM)2B Industri IPengerusi: Prof. Madya Dr. Wan aini Wan Ibrahim (UTM)Bilik: Sri Pontian2B-1 PENGHASILAN SERTA PENCIRIAN HITAM KARBON DAN KARBONTERAKTIF YANG DIHASILKAN DARIPADA PELBAGAI SISALIGNOSELULOSAAHMAD MD. NOOR (USM)2B-2 SYNTHESIS AND CHARACTERISATION OF MOLYBDENUM-VANADIUM BASED OXIDE PREPARED BY THE ANDERSON-TYPEHETEROPOLYMOLYBDATES ROUTETAN YEE WEAN (UPM)2B-3 AN ELECTROGENERATIVE PROCESS FOR THE RECOVERY OF GOLDFROM CYANIDE SOLUTIONSYAP CHIN YEAN (USM)2B-4 KESAN SUHU PUNARAN DALAM MENAMPAKKAN SEMPADANBUTIRAN ALOI ALUMINIUM AA5083 DENGAN MENGGUNAKAN ASIDNITRIKAZMAN JALAR (UKM)2B-5 INFLUENCE OF PRECIPITATING AGENT ON COPPER(II) OXIDESYNTHESISED VIA PRECIPITATION METHODLAU HOOI HONG (UPM)2B-6 LINKING STUDENTS’ LEARNING PREFERENCES WITH THEIRCONCEPTUAL UNDERSTANDING IN BASIC CHEMISTRYJAAFAR JANTAN (UITM)2C Elektroanalisis/Penderia IPengerusi: Prof. Madya Dr. Md. Sani Ibrahim (USM)Bilik: Sri Muar2C-1 PHASE BOUNDARY HETEROGENEOUS TIO 2/ZRO 2 CATALYST FOREPOXIDATIONHALIMATON HAMDAN (UTM)2C-2 TRIIODIDE RESPONSIVE MEMBRANE AND ITS APPLICATION FORTHE SEQUENTIAL FLOW INJECTION DETERMINATION OFCHLORINE SPECIESWAN TATT WAI (USM)2C-3 PENGGUNAAN 1-(2-HIDROKSIFENIL)ETHANON BENZOILHIDRAZON(HPEBH) SEBAGAI REAGEN UNTUK PENENTUAN KUANTITATIFAL(III) SECARA SPEKTROFOTOMETRI UL-NAMPAKNURIAH MOHAMAD (UKM)2C-4 BAHAN PENDERIA pH BERASASKAN REAGEN FENILFLUORONTERPEGUN DALAM MATRIK HIBRID SOL-GEL - KITOSANROSMAWANI MOHAMMAD (UKM)2C-5 VOLTAMMETRIC STUDIES OF CADMIUM ION AT THE MERCURYELECTRODE IN THE PRESENCE OF GLUTATHIONEM. ZIDAN (UPM)2C-6 ADSORPTION OF CHROMATE ANION FROM AQUEOUS SOLUTION BYiv
inventory of learning styles&chemical conceptual inventory
Linking Students’ Learning Preferences With Their Conceptual Understanding in BasicChemistryAssoc. Prof. Dr. Jaafar Jantan & Zarila Mohd ShariffApplied Science Education ResearchFaculty of Applied Sciences,Universiti Teknologi MARA, 40450 Shah Alam, SelangorEmail: zarila@salam.uitm.edu.my jjnita@salam.uitm.edu.myWebsite: http://www3.uitm.edu.my/staff/drjj/Voice: 6-019-355-1621 Fax: 035544-4562Abstract: Learning styles or learning preferences is defined by Dunn as “the way in which each learner begins toconcentrate on, process, and retain new and difficult information.". Learning preferences that was developed by Felder andSolomon (Inventory of Learning Styles (ILS)) was used to identify learning preferences of applied science students at <strong>UiTM</strong>Shah Alam and Arau campuses and Matriculation College at Arau campus. Conceptual understanding in basic chemistrywere determined using the Chemical Concept Inventory (CCI), a 22-item, multiple choice question, developed by Mulford(1996). The mean score is 31.2% with a standard deviation of 12.9%. This score is very low since the CCI probes only theconceptual understanding. The students’ learning preferences were studied along four dimensions namely informationprocessing (active or reflective), information perceived (sensing or intuitive), information input (visible or verbal) andinformation understanding (sequential or global). The mean CCI score for each dimensions are 32.33% reflective and30.43% active for information processing; 30.88% intuitive and 31.44% sensible for information perceived; 31.23% verbaland 31.21% visible for information input; and 31.66% global and 30.91% sequential for information understanding. Thus,we can infer that regardless of learning styles, the students’ understanding of basic chemical concepts through the use of thechemical concept inventory is just very far from the minimum required to qualify as chemical believers.*Keywords: Chemistry conceptual understanding, learning preferences, information handlingIntroduction“Learning styles research is of enormous significance with respect to establishing the learners'contexts of application and learning, so that these understandings can be brought into the designprocess” according to McLoughlin [1]. McLoughlin argued that instructional design must includedifferences in learning styles in order to achieve a more flexible, more diverse and more supportive ofthe wide range of learning styles.In the present traditional setting, most of the science instructional methods focused mostly ondirect teaching (mass or small class lecture), tutorials and laboratory sessions. Often, the lab sessionsare more of proving existing laws while the lectures are teacher-centered where students passivelylisten and trying to write or simply just dreaming away with their own thought, either out of boredomor simply just being frustrated for not being able to catch up with the lecturer. Felder [2], a chemicalengineering emeritus professor and researcher in engineering education at North Carolina StateUniversity sums it best by saying;“I never liked lectures as a student. Regardless of the subject or the lecturer, I could neverkeep my attention from wandering, and even when I thought I was learning something, Iusually discovered later that I really hadn't gotten it. I like lectures even less as a teacher; Iconsider myself a pretty good lecturer, but the inevitable sea of glazed eyes in class and thesubsequent questions in my office about things I taught explicitly, have convinced me that I'mnot accomplishing that much when I stand up and talk at students for fifty minutes.”Dunn defined learning styles as the way in which each learner begins to concentrate on,process, and retain new and difficult information [3]. Dunn, Beaudry & Klavas [4] defines learningstyles as a biologically and developmentally imposed set of personal characteristics that make thesame teaching method effective for some students and ineffective for others. As a consequence,learning styles research has given educators new directions for making changes in their classrooms
teaching. The need to incorporate learning styles before deciding on an instructional strategy hasgained growing attention from educators because it provides a stable-enough characterization to planpedagogical strategies. These strategies appear more responsive to students’ needs in meaningfullearning. It is also consistent with Howard Gardner’s theory of Multiple Intelligences [5].The past 15 years have seen many science instructional strategies being developed to increasestudents’ involvement in the learning process. For example, Physics Suite [6], developed by theActivity-Based Physics Group (ABP) led by E. Redish at the University of Maryland, is a strategythat integrates many of the research-based instructional strategies such as Peer Instruction [7],Workshop Physics [8] and Tutorial Physics [9], which takes into account students’ learningpreferences which can be determined by using inventories. Although there are many inventoriesdeveloped to determine learning preferences, such as Myers Briggs, [10], Kolb’s [11], and Honey &Mumford’s [12], Felder & Solomon’s inventory [13] was found to be the most appropriate for ourstudy. The inventory is coined Index of Learning Styles (ILS), and is suitable for the scientific andengineering community.But then again, what evidence is there that individual differences in learning styles can affectperformance in learning settings? Riding [14] and Ross [15] in their research argued that learningstyles can hinder or enhance academic performance in several respects. Shariff [16] and Jantan [17]studied students’ views about the nature of science and the learning of science on industrial chemistrystudents at Universiti Teknologi MARA, Malaysia using the Views of Science Survey (Chemistry)developed by Hestenes [18] and found a high correlation between student’s VASS profiles and theiracademic achievement. The study revealed that students whose views are aligned with the expertviews are high achievers and those whose views are opposite to experts’ views are the ones likely tofail in the science program. Riding [19] found that individuals learn best when information ispresented in ways that are congruent with their preferred styles.Achievement in chemistry is usually measured by getting good grades in chemistry coursesbut since the birth of the Force Concept Inventory [20, 21], educators begin to question the true valueof knowledge and understanding even for those who managed to get high grades in their chemistrycourses. The need to probe students’ true beliefs (common-sense) against the scientific beliefs hasbeen a very active research area in the past 20 years. In fact, a number of concept inventories had beendeveloped to identify student’s misconceptions (their true beliefs) that will hinder their learning ofnew concepts especially at the introductory level, such as the learning difficulties that learnersencounter in chemistry as found by Taber [22]. One such inventory is the Chemical ConceptInventory (CCI) developed by Mulford [23]. The instrument contains twenty two, non-mathematicalitems, which assessed students’ conceptual understanding in topics that form the foundation ofbeginning chemistry.The aim of this paper is to report on our study on the correlation of students’ learningpreferences with their conceptual understanding in basic chemistry. Specifically, we want to look athow the scores of CCI vary with the different learning preferences, in general, across gender andacross the different academic background.MethodologyI. Learning StylesThe learning styles of the students were identified using the Index Learning Style (ILS) developed byFelder et al. [13], an inventory which combined the psychological, physiological and cognitive stylesand are very well suited for scientific and engineering community. The psychological styles looked atthe students’ personality traits, the physiological styles observed students’ use of their senses whilethe cognitive styles measured ways that students perceive and process information. This inventory
was chosen because researchers (see for example Livesay, G., et al.) [24], found relatively high testretestreliability in repeated measurements over time, and concluded that the ILS was an appropriateand statistically acceptable tool for characterizing learning preferences.Felders’ Index of Learning Styles categorized information handling into 4 domains: process,perceive, input and understanding and each domain consists of two styles; active/reflective,sensing/intuitive, visual/verbal, and sequential/global. The instrument developed by Felder andSoloman of North Carolina State University [13] can be found on their website and you can identifyyour preferences where the score will be displayed in real time after you complete and submit the test.The ILS scales are dichotomous in nature. They are bipolar, with mutually exclusive answersto items, i.e. either (a) or (b). Because there are odd number of items on each scale, if items are scoredas +1 and –1, respectively, then the total score on each domain range from –11 to +11 which shows anemerging preference for the given domain. Thus, only scales for either (a) or (b) should be considered,each consisting of 11 items. The responses were scored for the Active, Sensing, Visual and Sequentialscales by assigning a value of 1 to (a) items, and 0 to (b) items. Scores for the respective oppositepolarities, Reflective, Intuitive, Verbal and Global, can be found as a complement of 11. These styleswill determine how students’ best construct new knowledge especially in chemistry where conceptsplay a big role in the learning of new knowledge.II.Conceptual Knowledge in Basic ChemistryStudents’ conceptual knowledge in basic chemistry was diagnosed by using Chemical ConceptsInventory (CCI) developed by Mulford, R. [23]. CCI is a multiple choice instrument that contains 22items. Questions on CCI are non-mathematical and are based on concepts from several topic areas offirst semester college chemistry covering phase changes; conservation of substance, weight and mass;chemical symbols, chemical equations and stoichiometry; macroscopic versus microscopic properties;solutions; and size of atoms. CCI was chosen in this study because the questions in CCI are based onconcepts which form the foundation of several topics of beginning chemistry.III.SamplingIn 2004 and early 2005, Chemical Concept Inventory and the Index of Learning Styles (ILS) wereadministered to 630 subjects in which 280 are of <strong>UiTM</strong> chemistry students from Shah Alam campusand 350 are Matriculation College students. The <strong>UiTM</strong> subjects are students who are doing theirdiploma and degree, ranging from Year 1 to Year 3 to represent the population of students doing theirdiploma and degree in chemistry at the university. The sample, a good representation of our intendedpopulation, were chosen based on convenience and the willingness of the lecturers who teach thestudents, to sacrifice time in facilitating the CCI and ILS session with the students. The studentsusually spent about an hour to complete the CCI and thirty minutes to complete the learning stylesquestionnaire.Table 1:Percentage of samplesAcademic Background (N = 630) PercentDegree (n = 208) 33.0Diploma (n = 72) 11.4Matriculation (n = 350) 55.6Subjects from the Matriculation College were science students from Arau campus and in theirfinal semester. One of the authors administered the CCI and ILS to the students in a big lecture hall.The time taken for these students to complete both CCI and ILS are one hour and half an hour,respectively.Subjects’ personal profile and their responses to both CCI and ILS were keyed-in intospreadsheet MS Excel. Statistical analysis was performed using both the SPSS (Statistical Program
for Social Science) version 12 and MS Excel for Windows. Some of the responses were coded foranalysis along the scientific and cognitive dimensions.Results and DiscussionI. Learning StyleThe students’ learning styles or sometimes referred to as “learning preferences” are divided along fourdimensions which are information processing, information perceived, information input andinformation understanding. There are two styles for each of the dimensions as shown in Table 2below:Table 2: Dimensions of information handling and its learning stylesInformation Handling DimensionsStylesProcessingActive or reflectivePerceptionSensing or intuitiveInputVisual or verbalUnderstandingSequential or globalTable 3: Percentage of students with different learning stylesInformation Domain Styles χ 2 pProcessing 41.1% Reflective 58.9% Active 19.9 0.000Perception 40.8% Intuitive 59.2% Sensible 21.4 0.000Input 11.0% Verbal 89.0% Visible 384.2 0.000Understanding 40.8% Global 59.2% Sequential 21.4 0.000Out of the six hundred and thirty college students in our sample, almost 90% of them preferinformation to be presented in a visual form. The percentage was analyzed using chi-square and wefound that the difference is indeed significant. Most of the time visual information is interpreted aspictures, diagrams, graphs and concepts that are converted into a visual format such as a hierarchicalconcept map [25]. In satisfying this learning preference towards increasing meaningful learning, it isbest that both lecturers or instructors and students alike increase the use of or transform verbal (bothauditory and plain textual writing) information into visual such as highlighting information usingdifferent color, or building concept maps. Since only 10% of the sample prefers the verbal style,lecturers’ who spends most of class time talking to the students, will not encourage nor promotelearning in a classroom setting.The fact that 60% of the subjects are active learners informs us that students must be giventime and chance to do something with new concepts in order for them to process the new andespecially difficult new concepts. Perhaps, employing what Mazur [7] did where he only lectures for10 minutes before asking a conceptual question and making the students talk about the possiblesolution before answering, would be an effective approach for the active learners. Laws [8] wentfurther in her Workshop Physics by employing no-lecture calculus-based physics class. Instead oflistening to her, students inquire about a phenomenon through the use of computers to collect data,plot graphs, make inferences and eventually confirming or rejecting their hypothesis regarding thephysical phenomenon they observed. Today, there are many instructional strategies based on activelearning [6] which are adopted by high schools, colleges and universities around the world.Even though there are a dominant percentage of active learners in our sample, the reflectivelearners must not be neglected because 40% of our subjects process new concepts reflectively. Thesestudents need time to think, think and think about the new concepts, which again infer they need timewhile in the classroom. Traditional classroom style leaves minimal time for the reflector to think,reflect and relate new concepts to their existing mental model.New ideas must eventually be understood in order to become part of the larger knowledgestructure of a student. Understanding can be either through a step-by step manner or by globalmanner. Global understanding means, being able to look at the “big picture” without worrying about
Observing the percentages for the styles across each domain for the diploma, degree andmatriculation students, we found that there is no significant difference. For example, even though thepercentages between the matriculation and diploma for the input domain are 93% and 75%respectively, a chi-square analysis reveals no significant difference. Hence, the characteristics oflearning in terms of how information is best presented, perceived, processed and understood is thesame regardless of students’ education level.II.Conceptual Understanding of ChemistryConceptual understanding in basic chemistry was determined by using the Chemical ConceptInventory (CCI). Our studies on a total of 630 of <strong>UiTM</strong> and Perlis Science Matriculation studentsshow a mean score of 31.2% with a standard deviation of 12.9%. A similar study was done byMulford, D.R. [23] on first semester college general chemistry students enrolled in science andengineering programs at Purdue University and his studies showed an average CCI score of 45% forthe fall semester and 50% for the spring semester students. Our results show a very low score ascompared to those of Purdue subjects. Our students’ very low score indicate that they are not fluentwith a significant portion of the basic chemistry concepts. It shows the students do have difficultywith fundamental concepts concerning the properties and behavior of atoms and molecules.Table 5: Mean Scores for CCI across academic backgroundAcademic Background Mean (%)Matriculation 32.3Diploma 30.6Degree 29.5Across the academic background, the CCI score, as shown in table 5, are about the same sincethe small differences observed between the three mean scores are not statistically significant. Hence,we infer that the knowledge on basic chemical concepts is simply weak regardless of the number ofyears (or the number of courses) that the students have been at a college or university. Knowledgemust be constructed and initial beliefs must first be probed, confronted if it is found to be wrong thenunlearned and relearned. (see for example, Piaget’s [26] work on intellectual development stages orBruner’s [27, 28] work on constructivism). The fact that the CCI mean score is low for the diplomaand degree programs indicate that the misconceptions or wrong initial beliefs regarding basicchemical concepts were never confronted and hence never removed. As a result, even after takingmany other chemistry courses, the wrong conceptual understanding still persists and is reflected bythe low CCI mean score even though the questions on CCI are non-mathematical and covered onlytopics that form the foundation of chemistry.Table 6. Mean Scores for CCI by genderGender N Mean (%) t value pMale 185 34.13.598 0.000Female 445 30.0Since the mean score is just a little higher than the score for random guessing (25%), asshown in table 6, it makes no difference whether we are talking about male or female students. Eventhough the male students scored higher than the female students but since the score can be consideredfar below the cutoff score of 60%, the findings only mean that the male students understood chemicalconcepts a little better than the female students. Scores below 60% indicate students’ knowledge arestill governed by common-sense rather than guided by science (chemistry) reasoning.II.Students’ Conceptual Chemistry Understanding and Learning Styles.The CCI mean scores for each of the styles in each of the information handling domain discussed inFelder’s ILS model is shown in table 7. The scores are the same regardless of the types of learningstyles. This result is not surprising since the mean score is far below the crossover score of 60%. Wehypothesize that the mean scores between reflective learners and actives learners would show
significant difference if the scores are higher than the crossover or cutoff score but we could not testthis hypothesis since the CCI score for our sample is very low. Unfortunately, the traditionalinstructional strategy does not provide opportunities for any type of learning preferences to identifywrong, initial conceptual understanding and confront and unlearn it, before relearning the concept.Due to the lack of understanding, most students resort to memorization to make the grades. This isreflected in the low CCI mean score for every type of learning preferences.Table 7: Mean Scores for CCI for various learning styles.Information Domain Styles t valueProcessing 32.33% Reflective 30.43% ActivePerception 30.88% Intuitive 31.44% SensibleNot significantInput 31.23% Verbal 31.21% VisibleUnderstanding 31.66% Global 30.91% SequentialThe students’ scores for CCI were categorized into A (>15), B (11-14), C (8-10) and D (68%) 1.6B (marks > 50%) 7.6C (marks >36%) 27.8D (marks
of instructional strategies in chemistry classes. Instructors or lecturers who failed to realize theimplication of self and peer dialogue on producing meaningful learning will suffer from frustrationsas in the case of low CCI score.Information ProcessUnderstandingPercentFigure 4.706050403020100A B C DCCI ScoreReflectiveActive(a)(b)Histograms of students learning styles in (a) information processing and (b) information understandingin accordance with students’ VASS Chemistry profilesPercent706050403020100A B C DCCI ScoreGlobalSequentialKnowledge in a subject means eventually understanding new knowledge and make it as partof the existing mental model. Sixty percent (χ 2 = 4.0) of our subjects in the A category understandinformation globally compared to only 39% (χ 2 = 4.84) for those in the D category. The A studentstend to learn in large jumps, and “get it” by looking at the big picture and not worrying so much aboutthe details of how the puzzle is put together. On the contrary, 61% of the D students don’t see the bigpicture and must be shown or follow a certain well-defined path or sequence in order for them tounderstand new concepts. Since the CCI are not about logical sequence and does not test on numericalor formulas, the sequential learners do not perform well. Hence, the low CCI score for the sequentiallearners.ConclusionConfucius once said, “I hear and I forget, I see and I remember, I do and I understand”. Our findingsare in support of this proverb since it involves all the domains of information handling. We found that90% of our subjects are visual learners regardless of whether they are the A category or the Dcategory. We also found that for the weak or the category D students, they are the active learners andthey need to actively engage in dialogues with themselves but also with their peers in order for themto process or internalize new concepts in chemistry. A research done by an oil company [29]concluded that after three days, about 90% of information can still be remembered if a person talksabout the information as they do something with that information compared to only 20% if they wereto hear about the information.We aimed to find a correlation between learning preferences and basic understanding ofchemical concepts through the use of the ILS and the CCI. It is sad that the mean score for the sampleis only 31.2% which reflects poor understanding by our subjects comprising of pre-university, and amix of both diploma and degree level students in chemistry-related courses. Since the mean score iscloser to random guessing of answers and very far from the crossover or cutoff score of 60%, we canconclude that the students’ common-sense beliefs about chemical concepts are strongly-rooted anddid not change over a few years of college or university chemistry. The poor performance can belinked to instructional strategies employed by instructors which focus, to a larger extent, on verbal,intuitive, reflective and global learners and depriving the visual, active and sensible learners fromexperiencing meaningful learning. This is in agreement with Felder’s [30] findings.We suggest that chemistry instructors redesign their instructional strategies to adopt researchresults in chemical education regarding learning difficulties in chemistry using standardizedmeasuring instruments and to include the diverse learning preferences that students exhibit which
instructors must initiate to identify. As for our research, we would like to invite other researchers fromboth local and international universities to share resources with us in extending our database.AcknowledgementWe wish to thank all the lecturers at the Faculty of Applied Sciences in Shah Alam and Arau Campusand the lecturers at Matriculation College, Arau Campus for their time and patience in assisting us indoing this project. This work is supported, in part, by the Faculty of Applied Sciences, <strong>UiTM</strong>, ShahAlam.References1. McLoughlin, Catherine (1999). The implications of the research literature on learning styles for the design ofinstructional material. Australian Journal of Educational Technology, 15(3), 222-241.2. Felder, R.M (1991). It Goes Without Saying. Chem. Engr. Education, 25(3), 132-133.3. Dunn, R. (1984). Learning Styles: State of the Science. Theory into Practice, Vol. 23, no. 1, pp 10-19. Dunn , R. &Dunn, K. (1999). The Complete Guide to the Learning Styles, Inservice System Boston MA: Allyn and Bacon.4. Dunn, R., Beaudry, J. S. & Klavas, A. (1989). Survey of Research on Learning Styles. Educational Leadership, 46(6), pp50-58.5. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences, Basic Books, New York.6. Redish, E.F (2003). Teaching Physics With The Physics Suite, Wiley.7. Mazur, E. Peer Instruction: A User’s Manual (Prentice Hall, New Jersey, 1997).8. Laws, P.W. Workshop Physics Activity Guide (Wiley, New York NY, 1997).9. McDermott, L.C. and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, NewYork NY, 1997).10. Briggs, M. (1980). Gifts Differing. Consulting Psychologists Press.11. Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development, EnglewoodCliffs, N.J. Prentice Hall.12. Honey., P., & Mumford, A. (1992). The Manual of Learning Styles, 3 rd . Edition.13. Felder, R.M. & Soloman, B.A. (2001). Index of Learning Styles Questionnaire. North Carolina State University.Available on the internet at: http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ILS-a.htm Felder,R.M. & Silverman, L.K., Learning and Teaching Styles in Engineering Education. Journal of EngineeringEducation, Vol. 78, No. 7, pp. 674-681, (1988).14. Riding, R. J. (1991). Cognitive styles analysis. Birmingham: Learning and Training Technology.15. Ross, J. (1999). Can computer-aided instruction accommodate all learners equally? British Journal of EducationalTechnology, 30(1), 5-24.16. Shariff, Z. & Jantan, J.(2003). Paper presented at Simposium Kimia Analisis Malaysia XVI, Sarawak, Malaysia.17. Tobias, S. & Jantan, J. (2004). Research in Creativity for Science and Mathematics Education. Keynote Addressfor Intl. Sec. & Primary Sci. & Math Educ. Conference, The Legend Hotel, Kuala Lumpur. June 16-18, 2004. (tobe published)18. Halloun, I.,& Hestenes, D. (1998). Interpreting VASS Dimensions and Profiles. Science & Education. 7(6), 553-577. Halloun, I., (1994) “Assessing student views about physics. How adequate are available instruments?” Paperpresented at the AAPT Summer Meeting, Notre Dame, IN..19. Riding, R., & Grimley, M. (1999). Cognitive style and learning from multimedia materials in 11-year children.British Journal of Educational Technology, 30(1), 43-59.20. Hestenes, D., Wells, M. & Swackhamer, G. (1992) “Force Concept Inventory,” Phys.Teach. 30 (3), 141-153.21. R.R. Hake, “Interactive-engagement vs. traditional methods: A six thousand student study of mechanics test datafor introductory physics courses,” Am. J. Phys. 66 (1), 64-74 (1998).22. Taber, K.S. (2001). Building the Structural Concepts of Chemistry: Some Considerations from EducationalResearch. Chemistry Education: Research & Practice in Europe, 2(2), pp123-158.23. Mulford, D.R., and Robinson, W.R. (2002) “An Inventory for Misconceptions in First Semester GeneralChemistry”, Journal of Chemical Education, pg739 ff.24. Livesay, G., Dee, K., Felder, R., Hites, L., Nauman, E. & O'Neal, E., Statistical Evaluation of the Index ofLearning Styles, Session 2430, 2002 ASEE Annual Conference and Exposition, Montreal, Quebec, Canada,(2002)25. Novak, J. D. and Gowin, D. B (1984). Learning How To Learn. Cambridge, UK, Cambridge University Press.26. Ginsburg, H. P., & Opper, S. (1988). Piaget's theory of intellectual development: An introduction . Third Edition.Englewood Cliffs, N.J.: Prentice-Hall.27. Bruner, J. (1977). The Process of Education. Harvard University Press.28. Bruner, J. (2004). Towards a Theory of Instruction. Belknap Press, Poland.29. http://www.adr.gov/workplace/pdf/wp-reten.pdf.30. Felder, R. (1993), "Reaching the Second Tier: Learning and Teaching Styles in College Science Education." J.College Science Teaching, 23(5), 286-290.
Prosiding Simposium Kimia Analisis Malaysia Ke-18, Johor BahruSESIKERTAS KERJA LISANNURZIANA NGAH (UKM)3D-5 PHOTODEGRADATION OF MDEA, PARAQUAT AND PHENOL USINGTiO 2 AND ZnO BASED PHOTOCATALYSTS: COMPARISON STUDYNORAIDURA AMIN (UTM)4A Alam Sekitar IVPengerusi: Prof. Madya Dr. Mohd. Rozali Othman (UKM)Bilik: Sri Mersing4A-1 ASSESSMENT OF WATER QUALITY IN SEMENYIH WATER RESOURCEAREA AND HULU LANGAT DOMESTIC WATER SUPPLYZAINI HAMZAH (<strong>UiTM</strong>)4A-2 HEAVY METALS DISTRIBUTION IN URBAN SOIL OF SEBERANGPERAI TENGAH, PULAU PINANGPOH SENG CHEE (KUSTEM)4A-3 ASSESSMENT OF ELEMENTAL POLLUTION IN THE STRAIT OFMELAKAAWAD A. ALZAHRANY (UPM)4A-4 ANALYSIS OF NATURAL OCCURRING RADIOACTIVE MATERIALS ATAND AROUND KOTA TINGGI WATERFALL IN JOHORREDZUWAN YAHAYA (UKM)4B Industri IIIPengerusi: Prof. Madya Dr. Musa Ahmad (UKM)Bilik: Sri Pontian4B-1 CHARACTERIZATION OF TWO DIFFERENT LIQUID SCINTILLATIONCOUNTERS: EFFECTS ON AGE DETERMINATION IN RADIOCARBONDATING SYSTEMENORAISHAH OTHMAN (MINT)4B-2 DECOLOURISATION AND DEGRADATION OF REACTIVE ORANGE 16DYE IN AQUEOUS SOLUTIONS BY THE CUO/H 2 O 2 PROCESSWONG WAN YUAN (UPM)4B-3 ANALYSIS OF POLYNUCLEAR AROMATIC HYDROCARBON (PAHs) INEDIBLE OILSSITI NURDIANA JAAFAR (USM)4B-4 PREPARATION AND MODIFICATION ACTIVATED CARBON WITHNITRIC ACID (HNO 3 )LOO LI YIN (UPM)4C Analisis AmPengerusi: Prof. Madya Dr. Norhayati Mohd. Tahir (KUSTEM)Bilik: Sri Muar4C-1 MICROSCALE CHEMISTRY: AN ALTERNATIVE WAY FOR DOINGCHEMISTRY EXPERIMENTS?MASHITA ABDULLAH (USM)4C-2 CLASSIFICATION OF CHILLI SAUCES : MULTIVARIATE PATTERNRECOGNITION USING SELECTED GCMS RETENTION TIME PEAKS OFCHILLI SAUCE SAMPLESLOW KAH HIN (UM)4C-3 CORRELATING STUDENTS’ VIEWS ABOUT CHEMISTRY AND THEIRCONCEPTUAL KNOWLEDGE IN FIRST YEAR CHEMISTRYZARILA MOHD SHARIFF (<strong>UiTM</strong>)vii
Views about science survey(vass)
Correlating Students’ Views About Chemistry and Their Conceptual Knowledge in First YearChemistryZarila Mohd Shariff & Assoc. Prof. Dr. Jaafar JantanApplied Science Education ResearchFaculty of Applied Sciences,Universiti Teknologi MARA, 40450 Shah Alam, SelangorEmail: zarila@salam.uitm.edu.my; jjnita@salam.uitm.edu.myPhone: 03-5544-4606; 03-5544-4593. Fax: 03-5544-4562Website: http://www3.uitm.edu.my/staff/drjj/Abstract: Research have shown that learning and academic achievement for students in chemistry has been associated withnot only their perceptions on science but most importantly their existing knowledge, particularly in Chemistry. Samples forthis study are the applied science students doing their degrees and diplomas at <strong>UiTM</strong> Shah Alam and Arau campuses and thescience students at Matriculation College, Arau Campus. The students’ views about chemistry were determined using theViews about Science Survey (VASS) in Chemistry (translated into Bahasa Melayu by J. Jantan with permission from theauthor) which was developed by Hestenes et. al., at the University of Arizona. The views were categorized into profiles ofeither experts (EP), high transitional (HTP), low transitional (LTP) or folk profiles (FP). We found that only 8.5% out of 483are the EP (matches that of chemistry lecturers), 31.7% the HTP, 41.6% the LTP and 18.2% the folk profile. Conceptualunderstanding in basic chemistry were determined using the Chemical Concept Inventory (CCI), a 22-item, multiple choicequestion, developed by Mulford (1996). The mean score on the CCI is 30.38% with a standard deviation of 12.7%. Thisscore is very low considering that CCI probes only the conceptual understanding. The mean CCI score for each of the VASSprofiles are 31.71% for the EP, 33.07% for the HTP, 29.95% for the LTP and 27.94% for the FP. The mean scores betweenthe HTP and the LTP, and the HTP and the FP are shown to be statistically significant. Thus, we can infer that students,whose views about chemistry match those of the experts, do have a better understanding about basic chemistry.Keywords: FCI, Chemical Concept Inventory, VASS, constructivist, chemistry, learning.IntroductionMany students leave high school chemistry or college chemistry with profound misunderstandingsabout the nature of matter, chemical processes, and chemical systems. Due to that there is a largegrowing body of research on misconceptions (or “alternate conceptions”) had accumulated. To helpfaculty identify the concepts that their students do not understand or misconceptions that they have, anumber of instruments called concept inventories or CI’s had been developed. An oft-cited instrumentis the Force Concept Inventory (Hestenes, Wells, and Swackhamer, 1992 [1]; Hake 1998 [2]) whichwas then revised by Hestenes et. al in 1995. The revised version of FCI has 30 qualitative items, withsubscales, dealing only with the Newtonian concept of force and motion. It is extremely effective ineliciting the “commonsense” notions of students about motion as opposed to the scientific beliefs. It isan instrument designed to assess students understanding of the most basic concepts in Newtonianphysics. The questions were designed to be meaningful to students without formal training inmechanics. This FCI looks at six dimensions namely kinematics, Newton's First, Second, and ThirdLaws, the superposition principle, and types of forces (such as gravitation, friction). Each questionoffers only one correct Newtonian solution, with common-sense distractors (incorrect possibleanswers) that are based upon students’ misconceptions about that topic, gained from interviews. TheFCI is now available in nine languages: Chinese, English, Finnish, French, German, Bahasa Melayu,Spanish, Swedish, and Turkish.Another widely accepted instrument is the mechanical baseline test (MBT) developed byHestenes, D. and Wells, M. [3]. MBT is an advance companion of the FCI. It contains questions thatare designed to probe concepts and principles that cannot be grasped without formal knowledge aboutmechanics, and require both qualitative and quantitative approach to answer them, which is moreinvolved than just plugging in numbers into formulas. The two tests together assess students’conceptual understanding of basic Newtonian mechanics that are generally covered in an introductoryphysics course. The MBT covers concepts in kinematics (linear and curvilinear motion), basicprinciples (Newtons' First, Second, and Third Laws, superposition principle, energy conservation,
impulse-momentum, and work) and special forces (gravity and friction). The MBT is available in fourlanguages: English, German, Spanish, and Bahasa Melayu. These CI have been tested for theirvalidity and reliability. Prompted by the success of FCI, many CI’s, have been and continues to bedeveloped especially to evaluate identify students’ initial beliefs and students’ understanding in thebasics of chemistry such as Chemistry Concept Inventory (ChCI) developed by Pavelich, Michael[4,5], Chemical Concepts Inventory (CCI) developed by Mulford, Douglas R. [6] and CaliforniaChemistry Diagnostic Test (CCDT) developed by Russell, A.A. [7].Achievement in chemistry classes cannot progress very much to most learners as long as theiralternative conceptions are not confronted and new knowledge is not constructed in due time. In fact,some of these alternative conceptions were found to be the result of instructions [8]. Much of theareas of chemistry and the learning difficulties that learners encounter in chemistry were reviewed byTaber [9]. On the other hand, research into the knowing and learning of chemistry were done byHalloun et.al., [8] through the use of the Views About Science Survey (VASS), an instrumentdeveloped and validated by the same group.The Chemistry VASS (Views About Science Survey) is a paper-and pencil instrumentconsisting of 30 items and intended to probe the personal beliefs about the nature of science and aboutthe learning of science. Beliefs about science were probed within three scientific dimensionspertaining to the structure, methodology and validity of science. Beliefs about the learning of sciencewere probed within three cognitive dimensions pertaining to learnability, reflective thinking andpersonal relevance of science [8].The aim of this study is to determine the correlation between the students’ views aboutchemistry and their conceptual knowledge in first year chemistry among applied science studentspursuing their degrees and diplomas at <strong>UiTM</strong> Shah Alam and Arau campuses and the science studentsat Matriculation College, Arau Campus. We intend to find out if academic background and gendercontribute to students’ beliefs about chemistry and chemical concepts.MethodologyPerception about chemistry.Students’ perception about chemistry, were probed by using VASS. VASS profiles provide acomprehensive index of students’ views about knowing and learning chemistry. VASS contains 30items, 13 pertaining to the scientific dimensions and 17 to the cognitive dimensions. The items areformulated in a novel Contrasting Alternatives Design (CAD). Each CAD item requires respondentsto balance primary view against a contrary view on the eight-point scale [7]. This is shown in Figure1. Contrasting Alternatives Design is used in the construction of VASS in order to overcome majorvalidity and reliability problems encountered in traditional assessment formats. [8].Penyelesaian masalah kimia memerlukan saya:(a) pernah melihat penyelesaian kepada masalah yang sama sebelum ini.(b) boleh menggunakan teknik umum penyelesaian masalah.1 2 3 4 5 6 7 8Kearah “Hanya (a)”Samarata(a) & (b)Kearah “Hanya (b)”Bukan(a) atau (b)Figure 1. A contrasting Alternative Design in one of the VASS items.
In this study the Bahasa Melayu version of VASS was used. VASS was translated by one ofthe authors in the year 2001 with the permission from Hestenes et.al. The instrument was piloted by<strong>UiTM</strong> chemistry and chemical engineering lecturers to eliminate ambiguities, confusion orweaknesses in the translation and sentence structure. Following suggestions by the experts, changeswere made to improve the clarity of the questions.Conceptual Knowledge in Basic ChemistryStudents’ conceptual knowledge in basic chemistry was diagnosed by using Chemical ConceptsInventory (CCI) developed by Mulford, R. CCI is a multiple choice instrument that contains 22 items.Questions on CCI are non-mathematical and are based on concepts from several topic areas of firstsemester college chemistry covering phase changes; conservation of substance, weight and mass;chemical symbols, chemical equations and stoichiometry; macroscopic versus microscopic properties;solutions; and size of atoms. CCI was chosen in this study because the questions in CCI are based onconcepts which form the foundation of several topics of beginning chemistry.The subjectsIn 2004 and early 2005, Chemical Concept Inventory and the Bahasa Melayu Chemistry VASS wereadministered to 324 <strong>UiTM</strong> chemistry students at the Faculty of Applied Sciences from the Shah Alamcampus and from the Arau campus and also to 159 Matriculation College students. The <strong>UiTM</strong>subjects are students who are doing their diploma in industrial chemistry and doing degrees inchemistry and applied chemistry, ranging from Year 1 to Year 3. Our intended population ischemistry-based students at colleges and universities but for this work, the sample were chosen basedon convenience and the willingness of the lecturers in contact with the students to administer both theCCI and the Chemistry VASS. The students usually spent about an hour to complete the CCI andthirty minutes to complete the survey. Those who could not finish on time were allowed to take theVASS papers home and were requested to send the completed survey to us in due time.Subjects from the Matriculation College were science students from Arau campus and in theirfinal semester. One of the authors administered the CCI to the students while Chemistry VASS wasadministered by their lecturers.Subjects’ personal profile and their responses to both CCI and VASS were keyed-in intospreadsheet MS Excel. Statistical analysis was performed using both the SPSS (Statistical Programfor Social Science) version 12 and MS Excel for Windows. Some of the responses were coded foranalysis along the scientific and cognitive dimensions.Results and DiscussionThis section offers a broad characterization of college students’ views about knowing and learningchemistry and their relation of these views to students’ conceptual knowledge of basic chemistry. Thefirst part of this section describes the students’ perception of chemistry and how they are classified.I. Items Response ClassificationStudents’ views on individual items were classified into three types, namely the expert, mixed andfolk views. An expert answer refers to an answer chosen by teachers or professors in chemistry. Theiranswers are polarized toward one end of the scale (scale of 1 through 8). Therefore, on some items,these experts overwhelmingly chose the extreme option of 1 or 7. On others, a large majorityconcentrated on two or all three options 1 through 3, or 5 through 7. A student is classified to beholding an expert view on a given item if his or her answer falls within the ranges chosen by theexpert. On the contrary, a student is classified as holding a folk view on a given item if he or shechose a polar opposite to the experts’ options. A student is classified as holding a mixed view on a
given item if he or she shares the middle position with those of the experts who did not express anexpert view. Example of this is shown in figure 2 below.Item 17 Responses17. Setelah guru menyelesaikan sesuatu masalah yangmana penyelesaian saya adalah salah:Student Percentage30.025.020.015.010.05.00.01 2 3 4 5 6 7 8Series1(a) saya buang penyelesaian saya dan saya belajarpenyelesaian yang ditunjukkan oleh guru(b) saya cuba menentukan perbezaaan penyelesaiansaya dan penyelesaian guru.folkmixedexpertFigure 2: Students’ responses on VASS item 17 showing classification of expert, mixed and folk viewsFigure 2 shows that 67% of the students responded with the expert view which are options 5 through7; 17% of the students responded with the mixed view which is option 4 and the 14% responded withthe folk view which is option 1 through 3. For this particular item, a significantly high number ofstudents share the views of experts but it is not the intention of this paper to comment or analyzeresponses to each and every one of the items. Instead, the focus is to classify students’ profile withrespect to VASS encompassing all 30 items.II.Profile Classification and DescriptionFurther classification was made to the students’ choice of answers to establish the overall industrialchemistry students profile distribution on the perception of chemistry. Hence, students responses hadbeen grouped to four types of profiles namely, expert (EP), high transitional (HTP), low transitional(LTP), and folk (FP). Cutoffs for the profiles are shown in Table 1.Table 1: General Profile Characteristics.Profile Code Abbreviation Number of Items out of 30Expert 1 EP 19 items or more with expert viewsHigh Transitional 2 HTP 15 to 18 expert viewsLow Transitional 3 LTP 11 to 14 items with expert views and at most the same number ofitems with folk viewsFolk 4 FP 10 items or less with expert viewsHence, students scoring more than 19 items corresponding to the expert views, arecategorized as experts and those scoring more than 15 items corresponding to the expert views areconsidered as strong potential to become experts while the others are quite far from sharing views ofthe experts.As shown in figure 3, out of 483 matriculation, diploma and degree students, only 8.5%evinced an Expert Profile (EP), 31.7% in the High Transitional Profile (HTP), 41.6% in the LowTransitional Profile (LTP) and 18.2% in the Folk Profile (FP). More than 59% of the subjects in oursample made up the LTP and FP. It is understandable that only a small portion of our sample exhibitsthe expert view in knowing and learning of chemistry but the large percentage, 42%, of the samplebelonging to LTP is quite upsetting. Our finding agrees with the study done by Shariff [10] onIndustrial Chemistry students views on the knowing and learning of chemistry.
Students Overall Profile DistributionPercent50.040.030.020.010.00.0EP HTP LTP FPVASS ProfileFigure 3: Overall profile distributions of students.a. Academic BackgroundIn order to better understand the trend, an analysis of the profile according to academic background isdone. Table 2 and figure 4 shows the profile distribution of students by academic background. Thepercentage of Diploma students sharing the experts’ views is the highest at 10.5% compared to only6.3% for the Matriculation students and 8.9% for the Degree students. Even so, a chi-square analysisrevealed that the differences are not significant at the 95% confidence interval.Matriculation(N=159)Table 2: Profile distribution of students based on academic background.Students Count Students Count Students Count# %Diploma # % Degree(N=133)(N=191)# %EP 10 6.3 EP 14 10.5 EP 17 8.9HTP 40 25.2 HTP 45 33.8 HTP 68 35.6LTP 67 42.1 LTP 53 39.8 LTP 81 42.4FP 42 26.4FP 21 15.8FP 25 13.1The result shows that more matriculation students belong to the Low Transitional Profile andthe Folk Profile (68.5%) compared to students who are doing their diploma (55.6%) and degree(55.5%) programs. We believe that students’ knowing and learning of chemistry gets better as theytake more chemistry courses. Since the matriculation students only had a maximum of 4 chemistryclasses as compared to at least 10 courses for the diploma and degree students, hence more of thematriculation students are in the low transition and folk profiles. Again, a chi-square analysis revealedthat the differences are not significant; hence we infer that whether we are dealing with matriculation,diploma or degree students, the trend of the profile is equal.
Students Profile Distribution50.0Percentage40.030.020.010.0MatriculationDiplomaDegree0.0EP HTP LTP FPVASS ProfilesFigure 4: Profile distribution of students according to academic background.b. GenderWe also looked at how the male and female differ in ways that they view chemistry. For this purposewe only looked at the general trend and not analyzing the gender issue for each of the academicgroup. Generally, the trend is quite similar for both the gender. Both, have about the same percentagein the transitional profile (72% - 75%). The difference is the percentage of female (10.5%) sharing theexperts profile is higher than that of the male (4.0%), and the female students also have lowerpercentage belonging to the folk profile (17.2%) compared to the male (20.5%). A further analysisusing the chi square method show that the difference is not statistically significant at the 95%confidence limit. In other words, gender is not a factor in the distribution of the profile.Table 3: Profile distribution of students according to gender.Students CountStudents CountMaleFemale(N=151)# % (N=332)# %EP 6 4.0 EP 35 10.5HTP 50 33.1 HTP 103 31.0LTP 64 42.4 LTP 137 41.3FP 31 20.5FP 57 17.2Students Profile Distribution50.040.0Percent30.020.010.00.0MaleFemaleEPHTPLTPFPVASS ProfileFigure 5: Profile distribution of students according to gender
III.Conceptual Knowledge of ChemistryThe overall mean score of CCI in our study is 30.38% with a standard deviation of 12.7%. The meanscore of chemical concept inventory for various academic backgrounds is shown in Table 4. Ourresults show no matter at what level a student is regarding their academic level; their understanding offundamental chemical concepts is, on the average, equal. The results show that our science orchemistry students’ beliefs and reasoning are not scientific in many of the basic chemistry topics. Inother words, these students have not been able to construct and connect the most basic andfundamental chemical concepts even though they have taken and passed or aced the chemistry coursesthey had taken. If we had placed a cutoff score of 60 as the crossover score [1], then it is obvious thatall our subjects failed to qualify as chemical believers. In fact, the mean score is just a bit highercompared to a score of 25 which a student would obtain by random guessing.Table 4: Means of CCI by academic backgroundAcademic N Mean (%)Degree 191 29.8Diploma 133 30.5Matriculation 159 30.9A t-test comparing the mean score for the male students and female students found thedifference to be significantly different at the 99% confidence limit (t = 5.998, p = 0.000) but the scoreis still far below the cut-off score. It is as if the students don’t know the answer to each item and arejust randomly guessing or in fact responding as what they believe the answer should be, withoutstrong conviction and scientific reasoning to justify their answer. Failing to justify their belief indicatepoor knowledge about the topic being assessed.Table 5: Means of CCI by genderGender N Mean (%)Male 151 35.3Female 332 28.1IV.Student Views and Academic AchievementEducational researchers speculated that students’ views about knowing and learning science affecttheir understanding of what they are taught in science courses [9, 10]. In testing this conjecture, weassessed the relation between VASS profiles and their conceptual knowledge in basic chemistryCCI Mean (%) versus VASS ProfilePercent34.033.032.031.030.029.028.027.026.025.0EP HTP LTP FPVASS ProfileFigure 6: CCI mean score for various VASS profiles
The mean scores for those belonging to the experts and high transitional profiles aresignificantly higher than those whose views about chemistry belong to the low transitional and folkprofile. Since the Chemistry VASS measure along both the scientific and cognitive dimensions weexpect a strong correlation between scores on CCI and the students’ profile on VASS. In fact, thespearman’s-ρ statistical analysis showed a positive correlation at the 99% level. Upon performingANOVA and t-tests for independent samples, we found that the difference in the CCI scores betweenthe HTP and LTP (t = 2.903, p = 0.004) and the difference between the HTP and FP (t = 2.881, p =0.004) are statistically significant. The HTP mean score is 33.1%, the mean score for the LTP is30.0% and the mean score for the FP is 27.9%. It’s quite surprising that the EP group mean score tobe the same as the HTP group. Nonetheless, we could infer that the knowledge and understanding ofthe EP and HTP group are at par but are a bit higher than the LTP and FP group. Still, due to the lowscores, the differences we observed do not contribute very much to the advancement of chemicallearning. However, being able to categorize the students into the respective profile will help usidentify those who will have good grasps of chemistry concepts and hence might lead us to predictthose who will excel in chemistry-related courses and career.ConclusionWe feel that the mean score for CCI is embarrassingly low for students who are taking or have takenmany chemistry or chemistry-related courses. If we can adopt interpretation from the FCI, theworryingly low score reflects shallow understanding which is then related closely to failure ofinstruction. Instructors failed to identify common-sense beliefs that are at odds with the scientificbeliefs that students possess and continue to hold-on to, even after completing few chemistry courses.It seems that those whose science beliefs are matching or on the verge of matching the experts beliefs,their CCI score will be much higher, but not high enough to crossover into the chemical beliefs.Again, instructional strategies play a major role in assuring that students do have the knowledge ofbasic concepts in chemistry in order for them to generate new scientific knowledge. More researchand researchers are required to identify, problems in students learning of chemistry and how to bestteach the subject of chemistry. Advancement in the world of chemistry can be achieved in a muchshorter period if all who graduates in chemistry do actually understand the chemical concepts andprocesses in chemistry and are able to contribute immediately in the accumulation of new knowledge.AcknowledgementWe wish to thank all the lecturers at the Faculty of Applied Sciences in Shah Alam and Arau Campusand the lecturers at Matriculation College, Arau Campus for their time and patience in assisting us indoing this project. This work is supported, in part, by the Institute of Research, Development andConsultancy and by the Faculty of Applied Sciences, <strong>UiTM</strong>, Shah Alam.References1. Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force Concept Inventory. The Physics Teacher, 30,141-158.2. Hake, Richard R. (1998). Interactive engagement versus traditional methods: A six-thousand-student surveyof mechanics test data for introductory physics courses. American Journal of Physics, 66 (1), 64-74.3. Hestenes, D. & Wells, M. (1992). A Mechanics Baseline Test. The Physics Teacher, 30, 159-165.4. M. Pavelich, B. Jenkins, J. Birk, R. Bauer, and S. Krause, "Development of a Chemistry Concept Inventoryfor Use in Chemistry, Materials, and other Engineering Courses," Proceedings, ASEE Annual Conference,Salt Lake City, UT, June 20-23, 2004.5. Krause, S., Birk, J.P., Bauer, R.C., Jenkins, B., and Pavelich, M.J. (2004). "Development, Testing, andApplication of a Chemistry Concept Inventory," Proceedings, Frontiers in Education Conference,Savannah, GA, USA6. Mulford, D.R., and Robinson, W.R. (2002) “An Inventory for Misconceptions in First Semester GeneralChemistry”, Journal of Chemical Education, pg739 ff.
7. Russell, A.A. (1994). A rationally designed general chemistry diagnostic test. Journal of ChemicalEducation, 71 (4): 314-317.8. Halloun, I.,& Hestenes, D. (1998). Interpreting VASS Dimensions and Profiles. Science & Education, 7(6),553-577.9. Taber, K.S. (2001). Building the Structural Concepts of Chemistry: Some Considerations from EducationalResearch, 2(2), pp. 123-158.10. Shariff, Z. & Jantan, J. (2003). Paper presented at Simposium Kimia Analisis Malaysia XVI, Sarawak,Malaysia.
Teaching and learning ofscience andmathematics in english
PERSIDANGAN MEJA BULAT 4 PPSMI(Pengajaran Sains dan Matematik dalam Bahasa Inggeris)Anjuran: KEMENTERIAN PELAJARAN MALAYSIA:Jemaah Nazir dan Jaminan KualitiDr. Jaafar Jantan a.k.a. Dr.JJAssoc. Prof of PhysicsVice Chair, Asian Physics Education Network (ASPEN), UNESCOFaculty of Applied Sciences,Univ. Teknologi MARA40450 Shah Alam, Selangor.http://www2.uitm.edu.my/drjj/email: drjjlanita@hotmail.com; jjnita@salam.uitm.edu.myHP: 60193551621Fax: 03-5544456221 Oktober 2008Putrajaya<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 1 of 13
The ScenarioThe Teaching and Learning of Science and Mathematics in English or PPSMI is nowbeing seriously debated by academicians, representatives of the non-governmentalorganizations (NGOs), policy makers and the public at large. Central to the discussion is theuse of English as a medium of instruction in the teaching of science and math at both theprimary schools and secondary schools in Malaysia. The issue is whether PPSMI, which wasimplemented in January 2003, has improved not only the English proficiency among pupilsbut most importantly the learning and the achievement level of science and math. At stakenow is whether PPSMI should be allowed to continue in its present format, terminated orchanged to a different more receptive and acceptable format.The PPSMI debate began when the findings of an impact assessment report on the useof English for the Teaching and Learning of Math and Science at primary schools were madepublic by researchers at Universiti Perguruan Sultan Idris (UPSI). Primarily, the researcherspublished a volume of statistical information on the survey and tests that the researchers didon 68 primary schools from February 2007 to January 2008. One thousand five hundred andsixty four Year 5 pupils participated in Feb 2007, 636 Year 5 pupils in July 2007 and 1,703Year 5 pupils in Jan 2008. The findings and the conclusion had prompted many quarters tovoice their views on the PPSMI. I take this opportunity to comment on the conclusion of thestudy and to offer an alternative view from the perspective of a public university educator.Even though the results from the study did not scientifically show that the use ofEnglish as a medium of instruction in Science and Math led to low achievement of scienceand math for the Year 5 pupils, the authors of the study led by Prof. Ishak Haron, an emeritusprofessor, claimed that PPSMI has failed to achieve its purpose and hence a reversal of thepolicy must be made. The call for a reversal in the PPSMI policy as was reported by localmedia is strongly supported by a few politicians, prominent academicians and NGOs. As apracticing science educator who has indulged in science and physics education research andwho is actively involved in the training of using active learning strategies to science andphysics educators locally and internationally for the past 16 years, I strongly disagree withboth the conclusion of the findings and the call for a reversal of the PPSMI policy.I argue that the arguments given in the study are invalid because the research design isflawed and that the authors of the study were making plenty of conjectures (unfoundedclaims) in arriving at their call for a reversal of the PPSMI policy.Flaws of the Research DesignThe research employed by the study is a descriptive research which means that thestudy did not offer any kind of hypothesis that can be tested or falsified. The second part ofthe study tried to establish a correlation between mean scores of science and math test withthe frequencies (percentage) obtained from surveys on PPSMI practices. For the benefit ofthe reader, descriptive research employs the use of surveys and questionnaires tosystematically observe and record data without manipulation of the observed phenomenon.On the other hand, correlational research is done to identify apparent relationships betweentwo variables or factors. Although the authors did not mention the two types of researchmethods they are employing in their methodology section but readers are reminded of the twotypes of research method which is typical in social sciences. Using questionnaires, theresearchers at UPSI were observing the percentages of teachers using English in teaching<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 2 of 13
science and math, the percentages of students who are able to “follow” the teaching and thepercentages of students who “understand” teachers who teach science and math in English.Unfortunately, knowing the percentage of teachers using English only or using amixture of English and Bahasa Malaysia (BM) in their teaching, will not, in any way, becorrelated to either achievement of pupils in science and math or the increase in Englishproficiency among pupils after 4 years of PPSMI. However, it does give the reader aquantitative picture of the comfort level of teachers or the lack of and the concern of teacherson students’ “uneasiness” during the classroom learning activities.My concern with the authors’ choice on the concept of “easy to learn”, “hard tolearn” and “understand” is that none of the concepts are behaviorally measurable and theauthors never operationally define the concepts in their methodology. Since “easy” and“hard” are relative and the reference point is not defined, the term “easy” for one pupil couldsometimes be hard to another. Hence, the use of “easy to learn” or “hard to learn” cannotbe considered a significantly meaningful variable and the percentages of the frequency forthose two variables cannot be conceived to be meaningful in associating the use of English toteach science and math to the pupils’ actual learning of the subject matter. Therefore, usingthis variable to argue for the reversal of PPSMI is invalid and not logical.The term “understand” suffers the same fate since understand is an abstract word.Could it be referring to comprehending and knowing what was said or could it refer toexperiencing meaningful learning of the subject matter? In addition, one pupil’s“understand” could as well be “always understand” for another pupil. Since “understand”was not operationally defined and the reference point was never described in themethodology section, the frequency percentages for this variable cannot be conceived to bemeaningful in associating the use of English to teach science and math to the pupils’ actuallearning of the subject matter. Hence, using this variable to argue for the reversal of PPSMI isinvalid and not logical. It would have been more meaningful to replace the term“understand” with a few measurable verbs such as distinguish, describe and write, classify,organize, argue, reason, suggest, state and draw.The math and science tests used for determining the achievement of science and mathin the study are not standard instruments. The tests were never piloted (no mention was madein the methodology) and the authors failed to describe how the instruments were constructedand tested for validity and reliability except to say that the items were created by the authors.Since the blueprint of the test construction was never described and the validity and reliabilitywere never ascertained, the worthiness of the instruments in determining achievement inscience and math is questionable. Hence using the mean scores from these tests to claim thatPPSMI is a failure is illogical and invalid. Note that any scientific research must berepeatable by any interested parties in order to be accepted as a scientific research.ConjecturesThe research on PPSMI cited by the authors in the report were also of descriptiveresearch and most did not discuss on the validity and reliability of their instruments and nonereally did any kind of experiment with well-defined variables on understanding or meaningfullearning. Hence, the conclusion that they arrived at are not justified. Prof. Ishak Haron’s teammade a lot of conjectures (claim without supportive evidence) in their report. They claimed,on page 38 of their report, that one of the reasons why Malay pupils are weak in science and<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 3 of 13
math is because the pupils are not proficient in English and that they were unable to“understand” the teaching of their teachers in English. The researchers arrived at thisconclusion from results of the research’s survey that teachers use a mixture of English andBahasa Malaysia and a significantly large percentage of the students claimed that they do not“understand” science and math taught in English. Was there really any hard evidence fromthe survey to indicate that language proficiency, especially English, caused pupils of PPSMIto be weak in science and math? The observations made were; teachers used English or a mixture of English and BM in the teaching of science andmath and students claimed that they “do not understand” or only “sometimes understand” theteaching of science and math in English.Based on these observations (obtained from the survey), the authors’ conclusion remainsonly as a conjecture and the argument given is invalid since the conclusion has noassociation with any of the 2 premises or observations made. In other words, their theory thatEnglish language proficiency (or lack of) caused pupils to be weak in science and math basedonly on the two premises is inductively invalid.In addition to the invalid argument made about language proficiency and being weak inscience and math, there are a number of other glaringly invalid arguments made on page 48of the report: Pupils cannot understand and think about math and science concepts in English due tothe lack of proficiency in English Malay pupils can easily understand and think about math and science’s technicalconcepts in BM because they are proficient in BM. Teaching in BM is easier to understand. Pupils easily read and understand references for science and math in BahasaMalaysia. 70% of Malay students will not master concepts and knowledge in math and sciencein the long run (upper secondary and tertiary level).For all the claims above, the authors did not make any form of quantitative or qualitativemeasurement to support the claims. They are just mere speculations. In fact, the authors werebold enough to make a prediction that 70% of Malay students will not master concepts andknowledge in the long run, a prediction based on conjectures and invalid arguments.Chapter 4 and 5 of the report discussed the scores of math and science tests and themean score for each item were correlated to percentages of students who found it “hard tofollow” and “understand” science and math in English. While the low mean scores for thetests informed the readers on the low achievement of the pupils, the cause of that was notascertained. In other words, the claim that there is a positive correlation for “hard to follow”and “understand” teaching in English and the mean score of the tests is unfounded and mustbe rejected. Furthermore, the instrument itself has not been shown to be valid and reliable bythe authors (none was discussed in the methodology). Science relies heavily on the validityand reliability of the instruments used to make measurements and hence make science biasfree.The hypothesis or claim that the low mean scores is due to “hard to follow” or“understand” science and math taught in English could probably have been tested by anumber of interventions in the form of learning activities. In addition, the tests should includequestions both in English and BM that address the same assessment outcomes. Since this wasnot done, hence the hypothesis that low mean score on the science and math tests is caused by<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 4 of 13
students finding it “hard to follow” and “understand” the science and math in English mustbe rejected.My ArgumentsMy arguments above focused on the flawed research design by the authors and hencetheir conclusion and suggestion that PPSMI is a failure must be rejected. The authors, beingin the cognitive science, may find it instructive to refer to the volumes of research publishedregarding difficulties in the learning of science and math. I suggest reading some articleswritten by researchers in science education, physics education, engineering education,chemical education, biology education and math education in helping them design a valid andreliable survey and inventory instruments. The standardized aptitude tests (psychometric)which measure arithmetic, science reasoning skills, verbal and comprehension would be agood start for the authors to consider using in any follow up studies. Tests that measuremotivation could also be used to determine if teaching in English motivates students to learnscience, mathematics and English. In addition, I suggest that the authors take extra measuresto distinguish between a valid and an invalid argument using science as a tool to confirm orrefute the truth of an argument.Even though there are some flaws to the research design and the conclusion, thereport serves as an eye opener to me and to the public about the current state of affairs ofPPSMI, five years down the road. Fortunately, all is not lost. Since the purpose of PPSMI isto strengthen the foundation in order to obtain information, facts and knowledge in scienceand math by improving students’ proficiency in English, then PPSMI may just need to bereviewed in ways that it is being implemented.As suggested by NUTP in an article published by the New Straits Times in September08, English needs to be strengthened during the first four years of a child’s education(kindergarten till Year 3) before formally introducing science and math in English. Instead ofteaching science and math in English at this level, the science and math activities can beembedded in the English subject. This means that the contact hours for English may need tobe increased. Prof DiRaja Ungku Aziz and NUTP suggested introducing and strengtheningthe English grammar and word pronunciations. In addition, I suggest that pupils at this levelbe given the experience to develop their writing and oral skills. The playful and inquisitivenature of the pupils at this level demands that classroom learning activities be focused moreon active participation and involvement by the pupils.Success in increasing or improving English proficiency at this level is best donethrough active learning such as drama, acting out and role playing in the classroom (which Ipresume without any proof, has and is being done by many concerned teachers). There areplenty of research-based best practices that can be used in the classroom learning that will putthe students at the center of learning. In fact, let us not forget that Piaget categorized pupil’sintellectual skills at this stage, as preoperational (lacking logical operations) and earlyconcrete operational level (beginning to think logically but based on concrete objects). Ibelieve that Prof Ishak has more expertise to dwell on intellectual growth theories of Piaget,Brunner and Vygotsky and I believe that he can significantly contribute in the curriculumdesign (defining the learning outcomes and learning activities) appropriate for this level.PPSMI must be allowed to continue. Billions of taxpayer’s money had been spent notonly to train teachers to be proficient in English but also in supplying teaching and learning<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 5 of 13
hardware and multimedia courseware to assist teachers in the classroom activities. It isunfortunate that many teachers are still not proficient in English but then again, proficiency inany language requires continuous practice and requires a long time to master. Short courseshere and there will not guarantee proficiency and mastery. It has to be the teacher’s individualeffort, the school’s buddy system and support from the community complementing each otherand a long time that will help teachers be more proficient in English. Proficiency breedsconfidence and with confidence teachers will be more at ease to teach in English. Five yearsis too short to show that both teachers and students are at ease listening to and begin tocommunicate and comprehend the English language and the science and math taught inEnglish.Unfortunately, English proficiency is not a ticket to ensure understanding in scienceand math. Researches in cognitive psychology had revealed how our brain works in obtainingand retaining information and how this information eventually becomes knowledge. Sinceeducation is the change in cognitive, psychomotor and affective behaviour, research-basedbest teaching practices must be incorporated into the PPSMI classrooms. In other words,there must be alignment between learning outcomes, be it cognitive or psychomotor and theteaching and learning activities (instructional strategies) derived from research-basedteaching and learning best practices using English as the medium of instruction. Sinceunderstanding of science and math depends so much on knowing the concepts and the abilityto comprehend and apply the concepts, it is very important for teachers to employ effectiveteaching and learning methods.It is imperative that all teachers must aim to be not only content experts but alsopedagogical-content experts who are proficient in English and able to use technology andmultimedia as tools for effective learning. As the constructivists would argue, effectivelearning depends on present knowledge and new knowledge can only be generated orintegrated via cognitive conflicts which must be done by teachers through differentinstructional activities. Piaget conceptualizes this process as adapting the present mentalstructures or schemata via assimilation, accommodation and equilibration. If PPSMI is to besuccessful in serving its objectives, then its implementation requires that teachers use theresearch-based teaching and learning best practices. Oppositions to PPSMI must realize thatEnglish proficiency is only the tip of the iceberg in promoting meaningful learning andimproving the achievement of science and math at all levels of education.University Students’ English ProficiencyPresently, the written and verbal abilities in English of my baccalaureate students whoare from the non PPSMI cohorts, is very depressing. Presented below are samples of a tenminutecomposition, from my philosophy of science students when they were asked to write(they do compositions every end of class to confirm their class attendance) about their beliefsin their area of study. The spelling, grammatical errors and the articulation or reasoningabilities shown by each student have been preserved and underlined for you to observe. Notethat the samples are representatives of the cohort.Student A is majoring in Physics and is now in semester 5:My belief is solar energy can be a vital part as a sources of energy in the future. Thisis because there are always sun until the end of the days. With increasing of cost inour daily life, nowadays people are trying to cut off their expenses in order to ensure<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 6 of 13
their future life are safe. Sources such as oil will be finish at once day. So, it nolonger will help us supply the energy such as in automotif field. So, we need somesources that remains till the ends of the days that is the sun. The energy of the sun canbe converted to electrical energy and so on. Therefore, I belief that solar energyplayed a vital sourced to the future.Student B is also majoring in Physics and is now in semester 5:I belief that the gravitational force was exist. For the argument, when the somethingsuch as apple was falling from the tree to the ground, there was gravitational forceexist. Besides that, because of the gravitational force, people can walking, running,sitting and so on. Compare to the situation at the moon, there no gravitational force,so that people that visit the moon, was floating.Student C is also majoring in Physics and is now in semester 5:I beliefs that Neil Armstrong do not arive in the moon in 1964. It because this year(2008) after 44 years after that, there has no people can reach the moon, withadvance technology and machine compare in year of 1964.Student D is majoring in Food Technology and is now in semester 3:I believe that anything or things that we don’t assume can’t be consumed through outthe innovation of food technology. The waste of food from the preparation before cookmay contain the same nutrient as the food we cook and consume. That means, we canbudget our day life expences through thin innovation and reduce waste.For an example, the innovation in pineapple skin can be converted to the nata decoco. The product also have the pharmacuetical/properties. Thus from this believe,may be one day I also can make the grass edible to be as human food. Hence, I canchange the human perception about thing that we assumed as a waste but it is becameour main food.For the same course and during the debate sessions held in March 2008 (a total of 480students were involved), most students were observed to be reading emotionlessly from aprepared text and were unable to articulate and provide valid arguments to confirm or refute aclaim. A small percentage of the students were quite proficient but they were fumbling intheir reasoning and were not coherent in their arguments. These are just samples of the lackof English proficiency and the inability to reason among science and applied sciencesstudents even though most of them have been students at the university for more than 2 years.In fact, even the understanding of the scientific method and their basic scientific skills werealso disappointing as indicated in their midterm and final term papers. For the record, thesestudents learn every subject (except English) in BM while at primary and secondary schools.Besides the English proficiency, I would also like to highlight the shallow conceptualunderstanding of the students who came from the school system where BM was the mediumof instruction for science and math. Using the oft-cited Force Concept Inventory (FCI), thestudents’ conceptual knowledge on physics of motion (kinematics and dynamics) isidentified. This inventory consists of 30 forced-multiple-choice questions (only 1 scientificanswer) which tests the most basic conceptual understanding on causes of motion anddescribing how physical objects move. The strong feature of FCI is that all the distracters<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 7 of 13
were constructed based on options derived from interviews with students. It was piloted,validated and tested for its reliability by the authors and eventually published in 1995 as themost widely used instrument which is both valid and reliable in determining students’ initialbeliefs about motion. It was designed for those who never took any physics classes at thehigh school level and it aims to identify students’ belief system about motion (Aristotelianbeliefs versus Newton’s or scientific beliefs).Students who score more than 18 out of 30 (60%) are considered as beginning tocrossover (become competent) from the Aristotelian (named after Aristotle, the great Greekphilosopher) belief to Newton’s or scientific belief and those getting more than 24 out of 30(80%) are considered as having strong scientific knowledge (mastery) on the science ofmotion. The inventory was translated to BM by me with some contextual changes made tocater for the Malaysian culture. The BM FCI was piloted by 8 physics experts at UniversitiTeknologi MARA (<strong>UiTM</strong>) in 1997 to check for language ambiguities before being piloted bystudents at <strong>UiTM</strong>. (The file is password-protected and can be downloaded from websites inthe USA such as http://modeling.asu.edu/R&E/research.html or my websitehttp://www2.uitm.edu.my/drjj/. You may obtain the password by sending email tojjnita@salam.uitm.edu.my or drjjlanita@hotmail.com.).Since the inventory is very basic and involves only conceptual knowing of physicsterms and laws of motion, physics lecturers usually expect their students to do well in the test.Unfortunately, in all traditional classes (lecture-laboratory-tutorial type instructionalstrategies) around the world including prestigious universities such as Harvard (see forexample, Hake 1998), the performance was very disappointing. The BM version of FCI wasadministered to students at various public universities (<strong>UiTM</strong>, UKM, UPM, USM and UPSI)in Malaysia between the year 1998 and 2007. Since the inventory is in BM, the test intends tomeasure students’ scientific knowing of physics concepts and laws about objects’ motionrather than testing their language proficiency. Students who took the test range from semesterone Diploma programs to the higher semesters in physics, engineering, science andtechnology, applied science programs and science education programs.The FCI mean scores across the world range from as low as 9 out of 30 (27%) and notmore than 22 out of 30 (73%) for the Harvard students. If Prof. Ishak’s study claims thatMalay students learn best when science is taught in BM were to be accepted, then, at theminimum, one would find our Malay students be performing well above the crossover orcompetent score of 20 out of 30 (60%). Unfortunately, the overall mean score for the Malay(“bumiputera”- I shall use the term “bumi”) students is only 21.3% (± 9%) compared to27.4% (± 13%) for the “non-bumi”. In fact the mean score of 21% is a typical score whenstudents are just guessing the answer. I had, through another study using the CertaintyResponse Index (CRI) and by monitoring the time taken to complete the FCI tests, confirmedthat the students were actually thinking through the problems rather than random guessing.Note that out of 2,100 students in the sample, the “bumi” or the Malay and indigenousstudents make up 85% of the total number of students. If Prof Ishak’s conclusion were true,then the “bumi” students ought to be doing far better than the “non-bumi” students since the“bumi” are very proficient in BM.Unfortunately, by comparing just the mean score, the results do not seem to support thisclaim. Further study could be done to confirm if this claim is really true by looking at classperformances and by looking at mean scores of standardized tests in other areas of science.Note that the “non-bumi” students are from UPM, UKM, USM and UPSI. Note also that the<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 8 of 13
<strong>UiTM</strong> students are engineering and applied science students, those from USM and UPM arescience students and those from UKM and UPSI are pre-service teachers.Surprisingly, only 19 students out of 2100 students (1%) in the study managed to showcompetency as determined by the FCI. Three “bumi” students from the <strong>UiTM</strong>’s AmericanDegree Program (ADP) scored 76%, 1 student from UKM (“non-bumi”) scored 73%, 3students from USM (“non-bumi”) scored 70%, 3 “non-bumi” students from USM scored67% and 4 students each from <strong>UiTM</strong>’s ADP program (“bumi”) and from USM scored 60%.Table 1 shows the pretest mean scores obtained from studies done oversea and at universitiesin Malaysia.Table 1: FCI pretest (before a formal mechanics course) mean scores around the worldScores from overseas+ Scores from Malaysian Public UniversitiesUnited States of America:27% - 73%Overall for ALL bumi: 21.3%(N=1792). Overall for nonbumi:27.4% (N=308).UKM (N=177) overall: 22.3%Bumi: 20%; Non-bumi: 30%UPSI (N=414) overall: 20.1% (Ttestat the 95% confidence showsno significant difference in scoresbetween bumi & non-bumi)United Kingdom:USM: 36.6%<strong>UiTM</strong> (N=1343) overall:21.4%28% - 33%Bumi: 25%; Non-bumi: 40%<strong>UiTM</strong>’s American DegreeFinland: 45.7 %Foundation Program (N=47)Russia: 46.5 % UPM: 21%, * 23%overall: 38%+:Studies done by author of this article. * Study done by Zainal and Zaidan (2006) at UPMAn example of the question in FCI is shown below:Dua biji bola A dan B mempunyai saiz yang sama tetapi bola A beratnya dua kaliganda berat B. Bola-bola tersebut dijatuhkan serentak daripada bumbung sebuahbangunan dua tingkat. Masa yang diambil untuk bola-bola tersebut sampai ke tanahialah:(A) bola A mengambil masa separuh sahaja masa yang diambil oleh bola B.(B) bola B mengambil masa separuh sahaja masa yang diambil oleh bola A.(C) lebih kurang sama.(D) bola A lebih cepat sampai tetapi tak semestinya separuh masa yang diambiloleh bola B.(E) bola B lebih cepat sampai tetapi tak semestinya separuh masa yang diambiloleh bola A.Many students (46% of the students) consistently chose option D before and after aformal mechanics course as shown in Figure 1. This is not because of the lack of proficiencyin BM to learn the concept well (Prof Ishak’s study claim that students learn concepts well ifthey are taught in BM) but instead driven by their observation (experience) or their firmAristotelian belief. The Newtonian or scientific option is option C (only about 19% of thestudents chose this option after a formal mechanics course) and their unchanged belief evenafter one semester of formal mechanics (the post-FCI mean score of between 22% - 34% forN = 1123) class may be attributed to the absence of cognitive conflict and maybe due to theuse of traditional instructional method in the classroom (an informal interview with therespective lecturers show a lecture-lab-recitation type instructional method). Of course, more<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 9 of 13
studies with larger samples and done over a period of a few years must be done to furtherconfirm this finding.Comparing Pre & Posttest FCI change in scores for question 1.Answer is C.Percentage60%50%40%30%20%10%Pre APost APre BPost BPre CPost CPre DPost DPre EPost E0%Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post EAnswer Options for Pre & Post TestFigure 1Another example that exemplifies the lack of meaningful learning that led students touse their observation or use their Aristotelian beliefs in choosing their answer can be found inthe following item:RUJUK KEPADA KETERANGAN DAN RAJAH DI BAWAH UNTUKMENJAWAB SOALAN SOALAN 15 DAN 16.Sebuah lori mengalami kerosakan dan menerima tolakan dari belakang oleh sebuahkereta kecil untuk menghantarnya ke bandar seperti yang digambarkan di bawah.Sewaktu kereta kecil tersebut menolak lori dan memecut untuk mencapai kelajuanseragam;(A) daya tolakan yang dikenakan oleh kereta terhadap lori adalah sama dengandaya lori menolak kereta.(B) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih kecilberbanding dengan daya lori menolak kereta.(C) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih besarberbanding dengan daya lori menolak kereta.(D) oleh kerana enjin kereta hidup, maka ia mengenakan tolakan terhadap loritetapi lori tidak mengenakan tolakan terhadap kereta kerana enjin lori tidakdihidupkan. Lori tersebut ditolak hanyalah kerana ia mengganggu laluankereta.(E) tidak ada daya dikenakan oleh kereta dan oleh lori. Lori tersebut ditolakhanyalah kerana ia mengganggu laluan kereta.<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 10 of 13
The popular wrong answer chosen by students as shown in Figure 2 is option C (morethan 56% of the students chose this answer before and after a formal mechanics course).Again, it reflects their firm Aristotelian belief (non-science belief) about motion rather thanthe language proficiency. The Newtonian option is option A and only 12% of the studentschose this option even after a formal mechanics course. (Readers are welcome to read thearticle confirming the students’ strong belief on their wrong choice by downloading it frommy website; http://www2.uitm.edu.my/drjj/fci-cri-ijl2007.pdf. The article used the CertaintyResponse Index, CRI, in determining students’ firm Aristotelian belief.)Comparing Pre & Posttest FCI change in scores for question15 . Answer is A.Percentage70%60%50%40%30%20%Pre APost APre BPost BPre CPost CPre DPost DPre EPost E10%0%Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post EAnswer Options for Pre & Post TestFigure 2There are volumes of research that show how instructional strategies play a major rolein determining success of meaningful learning and students’ achievement in learning scienceand math. What I showed in this article pertained only to the mean scores of FCI (many otherconceptual inventories have been and continue to be developed in other disciplines ofphysics, chemistry, biology, astronomy, mathematics and engineering fields) which is only aglimpse of those reported evidences. The purpose is to convince you that languageproficiency alone does not guarantee learning and understanding of concepts especially in thesciences and math.Rather than conjecturing, I am advocating that teachers, academician, curriculumdesigners, policy-makers and assessors to seriously consider the flaws and lack of the properuse of instructional strategies (contextual) in classroom activities in the learning of scienceand math. While the learning outcomes have been written well for all the lessons, theinstructional strategies that teachers employ in the classroom and the assessmentimplemented, need to be aligned with those learning outcomes at all levels of formaleducation. At present, there are evidence that teachers and students alike are so intotraditional teaching (hence the “hard to follow” and “understand” perspective proposed bythe UPSI report) where students are passive learners, listening to teachers and taking the roleof stenographers, while teachers are expected to “talk” to the students proficiently in English.My own research on learning preferences or learning styles (readers can refer to thework of Kolb, Dunn & Dunn and Felder) of university students and university educators inMalaysia showed that 87% students and university lecturers in Malaysia are visual learners<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 11 of 13
(learn best when information is presented to them in the form of pictures, charts, diagrams,videos, animation or color schemes) compared to only 13% verbal (audio or spoken andtextual information) learners. In addition, 60% of the students process information best whenthey are actively doing something physical with the information (hence the name activelearning which involves a lot of self dialogue, asking questions and peer dialogue) ascompared to only 40% who prefers to do the information processing in their headsreflectively. All this is saying is that “talking to the students” rather than “with the students”is the least effective way to produce meaningful learning. I submit to you that scientificresearch into cognition and the human dimension has shown that it is the inability of teachersand students to realize how they best convert information to knowledge (especiallydeclarative knowledge) and act on the necessary changes, as being a setback to learning andhence to academic achievement.Final WordsBased on my evidence and discussion in the previous section, I am very doubtful thatit is the use of English as the medium of instruction in science and math alone that caused thelow science and math achievement among Malay and Malaysian students in general. I am infavor for a continuation of PPSMI but with SOME CHANGES made to its structure, contentand especially the classroom implementation (changing the curriculum by aligning thelearning outcomes with the learning activities and assessment methods) of teaching andlearning.I strongly support that PPSMI be continued but not in its present format. Instead,some changes especially in the implementation MUST be made. Ungku Aziz and NUTPsuggested learning grammar beginning from kindergarten up until Year 3. I totally agree withthem. In fact, the learning of science and math MUST be done in BM in the first 4 years(kindergarten through Year 3) of a pupils’ primary education. There are ample scientificeducation research and cognitive research to support the theory that pupils at the early stage,can learn numeracy and science skills well if it is done using their first language (see forexample, Dan Hilman’s PhD dissertation on http://www.quahog.org/thesis/. and UNESCO.2003: Education in a Multilingual World. Paris, UNESCO. Quoted in Advocacy Kit forPromoting Multilingual Education; Including the Excluded Policy Makers Booklet)A transition year from BM to English could be introduced in Year 4 of the pupils’education and then maybe more English can be used beyond that level for teaching andlearning science and math without loosing the BM especially during the active engagementclassroom activities or during any form of Socratic Dialogue probing of declarative andprocedural knowledge.In addition, as suggested by Prof. Ishak (I agree with him), the learning activities inEnglish classrooms must be varied according to teaching and learning best practices andtaking heed from research in cognitive psychology. This variation can be done by embeddingscience and math activities, perhaps through games and songs, into the English subject asearly as the kindergarten level. Of course, this will require an increase in contact hours for theEnglish class. As for the teachers, they must be given plenty of motivation, a lot of practiceand encouragement to use English in and out of a classroom, numerous and continual contentand pedagogical-content knowledge training through regular in-service workshops, reliableand continuous instructional strategies support system, continuous moral support and strong<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 12 of 13
and continual training and support in the use of technology and multimedia for implementingactive learning activities in the classroom.I believe that a modified PPSMI can change the English proficiency shortcomingsfaced by universities and the workforce but most importantly, the revised PPSMI can raisethe standards of knowledge level of Malaysian citizens if the instructional strategies arecarefully aligned with the learning outcomes. It is a promising policy to turn Malaysians intoknowledge generators and knowledge exporters rather than just end-users of knowledge. Ibelieve by involving experts in all areas of human dimensions, by employing research-basedteaching and learning best practices in the classroom, by recruiting and encouraging teacherswho will internalize and commit to be life-long learners, by helping and training teachers toalign their vision with that of the country’s vision, by guiding teachers to use technologywisely and if given sufficient time, PPSMI can and will achieve its purpose.<strong>DrJJ</strong>, FSG, <strong>UiTM</strong> S. Alam: HP:0193551621 http://www2.uitm,edu.my/drjj/ Page 13 of 13
international conference onphysics education (icpe)in bangkok
30 June 2009Professor Jaafar JantanFaculty of Applied SciencesUniversiti Teknologi MARA40450 Shah Alam,Selangor, MALAYSIADear Sir,First of all, I would like to express a deepest gratitude for your prior acceptance as anInternational Advisory Board member of the International conference in Physics Education(ICPE 2009) to be held in Bangkok, Thailand during October 18-24, 2009. Recently, Ihave also delightfully learn that there is a possibility that you would be able to visitThailand and join the conference.Therefore, I would like to take this great opportunity, in my capacity as the secretary of theorganizing committee, to ask for your kind consideration on accepting our invitation togive an invited talk at the ICPE-2009.The contribution you have continuously made to the world of physics is invaluable. Theorganizing committee has a firm believe that the experience that you will share throughyour talk at the ICPE-2009 will be beneficial to the physics community at large.We are looking forward to seeing you in Bangkok.Yours sincerely,Dr. Boonchoat PaosawatyanyongICPE 2009 SecretaryDepartment of PhysicsFaculty of Science, Chulalongkorn UniversityBangkok 10330, THAILANDFax(+662) 253 1150Email: paosawat@sc.chula.ac.th, boonchoat@asia.com30
Outcome Based EducationMe with theDirector Generalof UNESCOInternational Conference on Physics Education, SofitelCentara Grand Bangkok; Oct 18 th - 23 rd , 2009Me with HowardGardnerJaafar Jantan a.k.a. DR. JJ (Assoc. Prof., Dr.)Fac. of App. Sciences, <strong>UiTM</strong>, Shah Alam, Malaysia“Teachers are powerful people and keepers of the future.Help your students dream big!” Leslie Owen Wilsonemail: jjnita@salam.uitm.edu.my, drjjlanita@hotmail.com; fsgobe@gmail.comWebsite: http://drjj.uitm.edu.my; http://www2.uitm.edu.my/drjj/Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 1“Malaysia, a developing country, ranks high in most of the industrialdevelopment indicators. It has maintained one of the highest shares ofhigh-tech exports in the world for the last 10 years, largely surpassing thelevel of Korea, Thailand and OECD countries.However, Malaysia’s s sustained competitive edge is not guaranteed.Malaysia needs an economy where science, technology, andengineering are integrated into the production process and wherecreativity, imagination, knowledge, and design capability areembodied in well-educated educated skilled workers who are the main sourceof national prosperity and wealth. Making this transition will requireimproving the overall effectiveness of the university and national innovationsystems”Source: Malaysia and the Knowledge Economy: Building a World-Class Higher Education SystemHuman Development Sector Reports. East Asia and the Pacific Region, World Bank, March 2007Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 2Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 1
Outcome Based EducationSteering the Future of Higher Education“The attainment of world class status by Malaysian universities hinges, inpart, on keeping a fine balance between two competing objectives:expanding the system and improving quality. The achievement of bothobjectives calls for careful development of a strategic plan that supportsconcrete policy reforms in the areas of governance, financing,curriculum, and pedagogy needed to facilitate the transformation of theuniversity system.”Source: Malaysia and the Knowledge Economy: Building a World-Class Higher Education SystemHuman Development Sector Reports. East Asia and the Pacific Region, World Bank, March 2007Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 3Sternberg suggests Curriculum must develop the other 3 R’s.• Reasoning• which include analytical, critical thinking, and problem solving skills• Resilience• which encompasses life skills such as flexibility, adaptability, andself-reliance• Responsibility• wisdom, which he defines as “the application of intelligence,creativity, and knowledge for a common good.”Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other ThreeRs: Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 4Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 2
Outcome Based EducationCan explain: provide thorough, supported, and justifiable accountsof phenomena, facts, and data.Can interpret: tell meaningful stories; offer apt translations; providea revealing historical or personal dimension to ideas and events;make it personal or accessible through images, anecdotes,analogies, and models.Can apply: effectively use and adapt what we know in diversecontexts.Have perspective: see and hear points of view through critical eyesand ears; see the big picture.Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 5Can empathize: find value in what others might find odd, alien, orimplausible; perceive sensitively on the basis of prior directexperience.Have self-knowledgeknowledge: perceive the personal style, prejudices,projections, and habits of mind that both shape and impede our ownunderstanding; we are aware of what we do not understand and whyunderstanding is so hardGrant Wiggins and Jay McTighe. Understanding by Design; Chap 4.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 6Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 3
Outcome Based EducationOne of the most important goals of a university is to developindividuals who have advanced literacy skills intheir discipline: people who can participate effectively bycritiquing information and ideas and by contributing with rigourand creativity to new insights and knowledge, who areself-aware as learners, and who are rhetorically versatile,confident communicators able to adapt and contributeto the demands of employment and life in a changingsociety and wider world.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 7“We must produce confident students with a sense of balanceand proportion. While an individual may specialise in a certainarea, his or her perspective should be enriched by otherexperiences as well.”“The MOHE will thus introduce a holistic programme that willcut across all disciplines and focus on communication andentrepreneurial skills. The programme, which is intended to builda balanced perspective in all students, will expose them tosubjects beyond their area of specialisation. For example, studentsreading for degrees in the sciences such as medicine, engineeringand chemistry will be exposed to courses covering literature andphilosophy. Likewise, students in the humanities will be exposed tothe rudiments of science and technology, and certainly, ICT.”Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 8Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 4
Outcome Based EducationMOHE’s Attributes of Human Capital with First-Class Mentality*.Knowledge Attributes:• Mastery of core subjects andability to apply that knowledge• Mastery of Bahasa Malaysia andEnglish, and at least one otherglobal language.• A continuing passion forknowledge through lifelonglearning.• Excellent general knowledge andinterest in current events.• Appreciation of the arts, cultureand sports.• Sound analytical and problemsolvingskills.• Awareness of business andmanagement principles, andtechnology.Personal Attributes:• Goal-oriented: proactive,self-starting, selfdisciplined,confident,resilient, motivated, andfiercely competitive.• Intellectually engaging:creative, innovative, andpossessing criticalthinking skills.• Quick learner, adaptable,and flexible.• Entrepreneurial.• Ethically and morally upright.• Spiritually grounded.• Compassionate and caring(through volunteerism andsocial services).InterpersonalAttributes:• Ablecommunicatorand effectivepresenter.• Able to relate andbe comfortable withpeople at all levels.• Able to develop andleverage onpersonal andprofessionalnetworks to achievegoals.• Natural leader.• Team player.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 9CognitiveKnowing, the HeadThe KNOWLEDGEProducing Change:The 3 Domains of Educational GoalsPsychomotorDoing, The Hand, BodyThe SKILLSThe Hand3HAffectiveFeeling, The HeartThe CARECopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 10Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 5
Outcome Based Education1. Knowledge (K)2. Practical Skills (P)3. Thinking and scientific skills4. Communication skills5. Social skills, teamwork andresponsibility6. Values, ethics, moral andprofessionalism (A)7. Information management andlifelong learning skills(P/A)8. Managerial andentrepreneurial skills (K/P/A)9. Leadership skillsCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 111. Critical thinking and problem solving skills (P)-LO32. Communication skills (P)-LO43. Group working skills (A)-LO54. Ethics and professionalism (A)-LO65. Lifelong learning and information management (A)-LO76. Entrepreneurship skills (P)-LO87. Leadership skills (A)-LO9Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 12Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 6
Outcome Based EducationAligning Outcome-Based CurriculumInstruction (SCL); Assessment (Authentic)Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 13If you were to fall in a holethrough the center of theearth, how long before youland in a bowl of authenticdim sum in Beijing?Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 14Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 7
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 15• All the planned learning experiences of a school or educational institution• A series of experiences that will result in them learning what you intendthem to learn.• It includes consideration of aims, intended learning outcomes,syllabus, learning and teaching methods, and assessment.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 16Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 8
Outcome Based EducationMust includeviews ofstakeholdersCurriculumVision& MissionProgramEducational ObjectivesProgram OutcomesPO-LOKICourse Structure (select courses to address POs)Course Outcomes (COs)Course syllabus (selection of content) + delivery methodsAssessment (Measuring the achievement of COs & POs)Evaluation (Continuous Quality Improvement-CQI)stakeholders-students,faculty,alumni,employers ofprogramgraduates,and fundingsourcesCurriculumCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 17Three to five years upon completing the program, graduates will be:1. competent physicists who synthesize and apply the knowledge,understanding and laboratory experiences to provide quality products andservices to the government agencies and science-related industries.2. physicists who lead and engage in teams in problem solving tasks acrossdisciplines through effective communicative abilities3. physicists who continue to advance their knowledge and abilities byutilizing ICT to explore business opportunities in the science-relatedindustry4. physicists who practice ethical and professional values in providingservices to the recipients and provider of the science-related industryCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 18Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 9
Outcome Based EducationAt the end of the programme graduates will be:1. Able to analyze problems by applying fundamental knowledge andunderstanding of laws, theories and principles of physics, science andmathematics.2. Able to safely prepare sample, operate and use laboratory equipments.3. Able to identify problems, design an experiment, process, interpret andanalyze experimental data.4. Able to apply the scientific reasoning in solving authentic problems.5. Able to verbally express and articulate scientific ideas effectively.6. Able to express and articulate scientific ideas in written form.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 19At the end of the programme graduates will be able to:7. Able to effectively work in a multidisciplinary team.8. Able to apply values, ethics, morality and professionalism in their scientificpursuit.9. Able to manage information and engage in life-long learning.10.Able to apply managerial and entrepreneurial skills.11.Able to demonstrate leadership skills.DesignPEOPO PO-PEO PO-LOKI Course-LO Course-SS Course-TAXCourse-LO-G Course-TAX-C Course-TAX-P Course-TAX-ALOKI GUIDECopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 20Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 10
Outcome Based EducationCOURSE: PHY407Course Outcomes: Upon completion of this course, students will be able to:1. Verify, assess & employ the concepts, laws and theories in electrostatics,electricity, magnetism, light, introductory atomic physics and modernphysics to solve qualitative & quantitative problems visually, algebraicallyand occasionally, numerically. (C3-Application) (LO1,CT3)2. Observe, formulate, plan, predict and conduct scientific investigations inareas of electrostatics and electricity. (LO2, 3)Activity LOsCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 21COURSE: PHY407Course Outcomes: Upon completion of this course, students will be able to:3. Report on the scientific investigation and verbally justify to peerspandthe facilitator, their rationale for the choice of methods and measuringdevices, the way the data is represented and transformed and theconclusion they make in areas of electrostatics and electricity. (LO4,CS3)4. Collaborate with team members in performing scientific investigations inareas of electrostatics and electricity. (LO5,TS3)Activity LOsCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 22Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 11
Outcome Based EducationLOKI GUIDECopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 23Course outcomesDOMAINSCognitive Affective Psychomotor / skillsHigher orderlower orderEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeExhibit,display,demonstrateorganisationValuingRespondingReceivingNaturalisationArticulationPrecisionManipulationImitationCopyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 24Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 12
Outcome Based EducationINVOLVES KNOWLEDGE ANDTHE DEVELOPMENT OFINTELLECTUAL SKILLSlower orderHigher orderCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 25PSYCHOMOTOR DOMAIN INCLUDES PHYSICALMOVEMENT, COORDINATION & USE OF THEMOTOR SKILL AREASlower orderHigher orderCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 26Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 13
Outcome Based EducationAFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITHTHINGS EMOTIONALLY (e.g. FEELINGS, INTERESTS,ATTITUDES, APPRECIATION, ENTHUSIASMS,MOTIVATIONS) - THAT MIGHT RESULT FROMINSTRUCTION)Higher orderlower orderCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 27LOKI GUIDECopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 28Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 14
Outcome Based EducationAt the end of this activity students will be able to:1. Draw the electric force exerted by one point charge ontoanother and describe the motion of charges in thepresence of other point charges.2. Describe the cause of motion between point charges.3. Describe and produce a model of the force in terms of thestrength and direction that are acting on and by a pointcharge and on and by many point charges.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 29At the end of this activity students will be able to:4. Describe and draw the electric field patterns created bypoint charges surrounding a point charge.5. Describe and draw the electric field patterns surroundingtwo like point charges and two unlike point charges.6. Measure the strength of an electric field produced by apoint charge at various localities and produce amathematical model of the strength.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, Oct 2009 30Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 15
Outcome Based EducationAt the end of this activity students will be able to:Draw the electric force exerted by one point chargeonto another and describe the motion of charges inthe presence of other point charges.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 31Using the the Electric Field Hockey PHET simulation and choose the hockeyputt to be the negatively charged particle feeling the force, move a negativecharge near it to “see” the force exerted on the putt. Then draw a forcediagram based on your observation. Using a ruler, measure the length of eachforce line. Now compare the force diagram you observed for each of theelectrons to your predicted diagram. How different are they? Explain thesimilarity and differences you observed in terms of the direction and length ofthe force line.4312Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 32Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 16
Outcome Based EducationLast words-Reflection“The goal of intellectual education is not how to repeat or retainready-made truths… . It is in learning to master the truth byoneself at the risk of losing a lot of time and going thru all thetroundabout ways that are inherent in real activity.”(Jean Piaget, Swiss cognitive psychologist, 1896-1980)“The one real goal of education is to leave a person asking questionsions.”Max Beerbohm“….or is it getting confused?” – Prof. Eric Mazur, ICPE09Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 33INVOLVES KNOWLEDGE ANDTHE DEVELOPMENT OFINTELLECTUAL SKILLSlower orderHigher orderCopyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 34Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 17
Outcome Based EducationBloom’s s TaxonomyCategories in the Cognitive Domain(Taxonomy of Educational Objectives, Bloom, 1956)Level 1 – KnowledgeThe remembering of previously learned material. This mayinvolve the recall of a wide range of material, from specificfacts to complete theories, but all that is required is thebringing to mind of the appropriate information. Knowledgerepresents the lowest level of learning outcomes in thecognitive domain.Defines, describes, identifies, labels, lists, matches, names,outlines, reproduces, selects, states.Eg.List the six levels in the cognitive domain of Bloom’staxonomy.Define… State the main principles of Theory X.Level 2 – ComprehensionThe ability to grasp the meaning of material. This may beshown by translating material from one form to another, byinterpreting material (explaining or summarising), and byestimating future trends (predicting consequences oreffects). These learning outcomes go one step beyond thesimple remembering of material, and represent the lowestlevel of understanding.Converts, defends, distinguishes, estimates, explains, extends,generalises, gives examples, infers, paraphrases, predicts,rewrites, summarises.Eg.Describe three main features of …Explain the 3 main components of a learning outcome.Summarise the main causes of the American war in Iraq.Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 35Bloom’s s TaxonomyLevel 3 – ApplicationThe ability to use learned material in new and concretesituations. This may include the application of such things asrules, methods, concepts, principles, laws and theories.Learning outcomes in this area require a higher level ofunderstanding than those under ‘Comprehension’.Changes, computes, demonstrates, discovers, manipulates,modifies, operates, predicts, prepares, produces, relates,shows, solves, uses.E.g.:Construct measurable learning outcomes that includelower and higher order cognitive skills for a one-semestercourse.Level 4 – AnalysisThe ability to break down material into its component parts sothat its organisational structure may be understood. This mayinclude the identification of the parts, analysis of therelationships between parts, and recognition of theorganisational principles involved. Learning outcomes hererepresent a higher intellectual level than ‘Comprehension’ and‘Application’ because they require an understanding of boththe content and the structural form of the material.Breaks down, differentiates, discriminates, distinguishes,identifies, illustrates, infers, outlines, points out, relates,selects, separates, subdividese.g.:Analyse authentic data from various sources andprepare…Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 36Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 18
Outcome Based EducationBloom’s s TaxonomyLevel 5 – SynthesisThe ability to put parts together to form a new whole. This mayinvolve the production of a unique communication (theme orspeech), a plan of operations (research proposal), or a set ofabstract relations (scheme for classifyinginformation). Learning outcomes in this area stress creativebehaviours, with major emphasis on the formulation of newpatterns or structures.Categorises, combines, compiles, composes, creates,devises, designs, explains, generates, modifies, organises,plans, rearranges, revises, rewrites, summarises, tells,writes.e.g.:Analyse authentic data from various sources and preparea recommendation report for a specified audience.Level 6 – EvaluationThe ability to judge the value of material. The judgements areto be based on definite criteria. These may be internal criteria(organisational) or external criteria (relevance to the purpose)and the student may determine the criteria or be given them.Learning outcomes in this area are highest in the cognitivehierarchy because they contain elements of all the othercategories, plus conscious value judgements based on clearlydefined criteria.Appraises, compares, concludes, contrasts, criticises,describes, discriminates, explains, justifies, interprets,relates, summarises, supports.e.gEvaluate the strengths and weaknesses of the cognitivedomain of Bloom’s taxonomy in relation to the NationalEducational Philosophy.Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 37PSYCHOMOTOR DOMAIN INCLUDES PHYSICALMOVEMENT, COORDINATION & USE OF THEMOTOR SKILL AREASlower orderHigher orderCopyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 38Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 19
Outcome Based EducationAFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITHTHINGS EMOTIONALLY (e.g. FEELINGS, INTERESTS,ATTITUDES, APPRECIATION, ENTHUSIASMS,MOTIVATIONS) - THAT MIGHT RESULT FROMINSTRUCTION)Higher orderlower orderCopyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 39Education, we see, is not merely gaining knowledge or skills helpful toward productivework, though certainly that is a part of it. Rather it is a replenishment enishment and an expansion ofthe natural thirst of the mind and soul. Learning is a gradual process pof growth, each stepbuilding upon the other. It is a process whereby the learner organizes and integrates notonly facts but attitudes and values. The Lord has told us that we must open our minds andour hearts to learn. There is a Chinese proverb: Wisdom is as the e moon rises, perceptiblenot in progress but in result. As our knowledge is converted to wisdom, the door toopportunity is unlocked.Barbara W. WinderThe great aim of education is not knowledge, but action.Herbert SpencerCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, April 200840Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 20
international conference onthinking (ICOT)in kuala lumpur coventionalcentre
Outcome Based EducationFeatured Talk for the International Conference onThinking; KLCC Convention Center, June 25th, 2009Jaafar Jantan a.k.a. DR. JJ (Assoc. Prof. Dr.)Faculty of Applied Sciences, <strong>UiTM</strong>, Shah Alam“The principle goal of education is to create men who are capable ofdoing new things, not simply of repeating what other generations havedone -- men who are creative, inventive and discoverers. “ Jean Piaget“The only person who is educated is the one who has learned how to tlearn and change.” Carl Rogers“Teachers are powerful people and keepers of the future. Help yourstudents dream big!” Leslie Owen Wilsonemail: jjnita@salam.uitm.edu.my, drjjlanita@hotmail.com; fsgobe@gmail.comWebsite: http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 1Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 2Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 1
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 3Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 4Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 2
Outcome Based EducationOne of the most important goals of a university is to developindividuals who have advanced literacy skills intheir discipline: people who can participate effectively bycritiquing information and ideas and by contributing with rigourand creativity to new insights and knowledge, who areself-aware as learners, and who are rhetorically versatile,confident communicators able to adapt and contributeto the demands of employment and life in a changingsociety and wider world.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 5Sternberg suggests Curriculum must develop the other 3 R’s.• Reasoning• which include analytical, critical thinking, and problem solving skills• Resilience• which encompasses life skills such as flexibility, adaptability, andself-reliance• Responsibility• wisdom, which he defines as “the application of intelligence,creativity, and knowledge for a common good.”Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs:Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 6Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 3
Outcome Based EducationWagner et. al suggests Curriculum must develop the other 3 R’s.• Rigor• What students are able to do as a result of their learning.• Relevance• helping students understand how their learning connects to theirfurther studies and future work settings.• Responsibility• Promoting respectful relationships between and among teachersand students that foster academic• and social competence.Wagner, T., Kegan, R. , Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell, A.,Rasmussen, H. (2006). Change Leadership: A Practical Guide to Transforming OurSchools. San Francisco: Jossey Bass.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 7Marc Tucker and Judy Codding urges adoption ofthinking curriculumthat provides a deep understanding of the subject andthe ability to apply that understanding to thecomplex, real-world problems that the student willface as an adultTucker, M.S. & Codding, J.B. (2002/1998).Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 8Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 4
Outcome Based EducationCan explain: provide thorough, supported, and justifiable accountsof phenomena, facts, and data.Can interpret: tell meaningful stories; offer apt translations; providea revealing historical or personal dimension to ideas and events;make it personal or accessible through images, anecdotes,analogies, and models.Can apply: effectively use and adapt what we know in diversecontexts.Have perspective: see and hear points of view through critical eyesand ears; see the big picture.Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 9Can empathize: find value in what others might find odd, alien, orimplausible; perceive sensitively on the basis of prior directexperience.Have self-knowledgeknowledge: perceive the personal style, prejudices,projections, and habits of mind that both shape and impede our ownunderstanding; we are aware of what we do not understand and whyunderstanding is so hardGrant Wiggins and Jay McTighe. Understanding by Design; Chap 4.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 10Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 5
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 11The 3 Domains of Educational GoalsCognitiveKnowing, the HeadAffectiveFeeling, The HeartPsychomotorDoing, The Hand, Body3HCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 12Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 6
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 13Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 14Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 7
Outcome Based EducationTEACHING IS• An art of delivering info & processing of shared info• A process of transferring knowledge from teacher to students• Conveying knowledge in systematic way• Process of educating (an individual) another personn motivate to learn• Delivery of knowledge• "teaching is undertaking certain ethical tasks oractivities the intention of which is to inducelearning"Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 15TEACHER IS• Mirror showing self n path of choices• Person or equipment that conduct the teaching. Person or equipmenthaving knowledge• Person who is knowledgeable, good listener and a motivator to ensureknowledge is fully received by students n to develop positive attitudesto students• Mentor, educator, expert, actor, performer, role-model,friends, evaluator• Tool that delivers knowledge thru effective communicationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 16Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 8
Outcome Based Education•Linguistic intelligence•Logical-mathematical intelligence•Musical intelligence•Bodily-kinesthetic intelligence•Spatial intelligence•Interpersonal intelligence•Intrapersonal intelligence•Naturalists•….. Existential…..studentsthink and learn in many different ways.“... the theory validates educators' everyday experience: studentsCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 17Skills:AnalyseLinesLanguageListLogicNumbersWordsCoding Devices:COLORSHAPEMAPSIMAGINATIONDAYDREAMRYTHMCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 18Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 9
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 19KeyMemorySystems& HowtheyInteractBufferingRAMStorage MediaCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 20Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 10
Outcome Based EducationKeyMemorySystems& HowtheyInteractShort term or Working Memory1-30 secs DurationLimited to 7+2 independent chunksLong Term MemoryMinutes to Lifetime RecallRote & Meaningful Learning ContinuumACTIVITY: READ & REMEMBER THE NUMBER21066119571963Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 21At the end of this activity students will be able to:Draw the electric force exerted by one point chargeonto another and describe the motion of charges inthe presence of other point charges.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 22Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 11
Outcome Based EducationAt the end of this activity students will be able to:Describe and draw the electric field patternscreated by point charges surrounding a pointcharge.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 23Using the the Electric Field Hockey PHET simulation and choose the hockey putt bethe negatively charged particle feeling the force, move a negative charge near it to“see” the force exerted on the putt. Then draw the force diagram based on yourobservation. Using a ruler, measure the length of each force line. Now compare theforce diagram for each of the electrons to your predicted diagram. How different arethey? Explain the similarity and differences you observed in terms of the direction andlength of the force line.4312LABCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 24Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 12
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 25Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 26Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 13
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 27Reflection“The goal of intellectual education is not how to repeat orretain ready-made truths… . It is in learning to masterthe truth by oneself at the risk of losing a lot of time andgoing thru all the roundabout ways that are inherent inreal activity.”(Jean Piaget, Swiss cognitive psychologist, 1896-1980)Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 28Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 14
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 29Instrument: CSEM – Q7CRI=2,3Bef:61%, Aft:37%Bef:9%, Aft:10%Bef:15%, Aft:23%Bef:9%, Aft:13%Bef:6%, Aft:17%Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 30Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 15
Outcome Based EducationInstrument: CSEM – Q8(a) 9%, After:7%(b) 18%, After:17%(c) 21%, After:17%CRI=1,3(d) 41%, After:37%(e) 12%, After:23%Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 31The percent mean score for CSEM for Algebra based Physics atFSG, <strong>UiTM</strong>.% m ean3530252015105020.7N=3332.817.5N=162007 200928.1PrePostYearCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 32Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 16
Outcome Based EducationThe percent mean score on CSEM for Philosophy of Science courseat <strong>UiTM</strong> Shah Alam.% m ean252015105022.9N=7919.617.2Polymer Material Tech Industrial PhysicsProgrammesCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 33Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 34Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 17
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 35What is a Concept Map??Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 18
Outcome Based EducationWhat is a Concept Map??What is a Concept Map??• A concept map is a special form of a web diagram forexploring knowledge and gathering and sharinginformation. Concept mapping is the strategyemployed to develop a concept map. A concept mapconsists of nodes or cells that contain a concept, itemor question and links. The links are labeled and denotedirection with an arrow head. The labeled links explainthe relationship between the nodes. The arrowdescribes the direction of the relationship andreads like a normal sentence.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 38Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 19
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 39Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 40Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 20
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 41Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 42Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 21
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 43CMAPA Wave isWaveConceptsWaveCMAPPartyWaterRipples,BoatsSoundInterferenceamplitude,FrequencyCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 44Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 22
Outcome Based Education What is a force??CMAPConcept Maps ExamplesFORCE Touch, at-a-distance Push, pull, frictional Gravitational, magnetic, electrical field Charge, mass, radius, length, time interval Newton’s Laws, motion Acceleration, linear, angular Velocity, position, position change, clock reading Inertia, moment of inertia, torque Newton, meter, seconds, radiansCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 45CMAPHow To Do Concept MapsA Wave isWaveConceptsWaveCMAP Approximately, rank order the concepts frommost general most inclusive to most specificleast general concept Construct a preliminary concept map. Bestdone by writing concepts on sticker notes forease of moving it around during building thehierarchy. Revise the map - more than 3XCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 46Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 23
Outcome Based EducationCMAPWhy do Concept Mapsto organize material to assess understanding or diagnose misunderstanding to communicate complex ideas to generate ideas (brain storming, etc.); to design a complex structure (long texts, hypermedia,large web sites, etc.);Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 47CMAPWhy do Concept Maps to integrate large body of materials to insert new concepts within existing knowledgestructure to fix learned materials into long-term memory to revise effectively for examinationsCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 48Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 24
Outcome Based EducationCMAPHow To Do Concept Maps Begin with domain of knowledge that isfamiliar Identify segment of text or lab activity or aparticular problem or question that you aretrying to understand. Identify key concepts in this domain bylisting them.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 49CMAPHow To Do Concept Maps Find the cross-links (concepts linked acrossdomains) Add domains and more cross-links every timenew knowledge is learned.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, June 2009 50Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 25
Outcome Based EducationTraditional LearningLecture-LabLab-Tutorial“Learning is not a spectator sport.You do not learn much just sitting in classes listeningto teachers, memorizing prepackaged assignments,and spitting out answers. You must talk about whatyou are learning, write reflectively about it, relate it topast experiences, and apply it to your daily lives. Youmust make what you learn part of yourselves.”-Source:"Implementing the Seven Principles:Technology as Lever" by Arthur W. Chickeringand Stephen C. EhrmannCopyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 51Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 26
invited talk for the satriascience week 2009 atuniversiti putra malaysia
Outcome Based EducationInvited Talk for the SATRIA Week,University Putra Malaysia; April 9th, 2009Jaafar Jantan a.k.a. DR. JJ (Assoc. Prof. Dr.)Faculty of Applied Sciences, <strong>UiTM</strong>, Shah Alam“The principle goal of education is to create men who are capableof doing new things, not simply of repeating what othergenerations have done -- men who are creative, inventive anddiscoverers. “ Jean Piaget“The only person who is educated is the one who has learned howto learn and change.” Carl Rogersemail: jjnita@salam.uitm.edu.my, drjjlanita@hotmail.com; fsgobe@gmail.comWebsite: http://drjj.uitm.edu.my/Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 1Me with the Director General of UNESCO Born & Raised in the state of Hang Jebat… Early education at St. David’s, Science Malacca & SDAR (Seremban) B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) - KSU Teaching Certificate (1986) – MPTI Served ITM – Jan 1987 PhD Physics Education (1991-1994) Physics & Education expert• practiced OBE on his own since 1997.• Vice-Chair Asian Physics Education Network (ASPEN), UNESCO• Chair for ASPEN, Malaysia)Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 2Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 1
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 3Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 4Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 2
Outcome Based EducationThe 3 Domains of Educational GoalsCognitiveThe HeadAffectiveThe HeartPsychomotorThe Hand3HCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 5“We must produce confident students with a sense of balanceand proportion. While an individual may specialise in a certainarea, his or her perspective should be enriched by otherexperiences as well.”“The MOHE will thus introduce a holistic programme that willcut across all disciplines and focus on communication andentrepreneurial skills. The programme, which is intended to builda balanced perspective in all students, will expose them tosubjects beyond their area of specialisation. For example, studentsreading for degrees in the sciences such as medicine, engineeringand chemistry will be exposed to courses covering literature andphilosophy. Likewise, students in the humanities will be exposed tothe rudiments of science and technology, and certainly, ICT.”Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 3
Outcome Based EducationMOHE’s Attributes of Human Capital with First-Class Mentality*.Knowledge Attributes:• Mastery of core subjects andability to apply that knowledge• Mastery of Bahasa Malaysia andEnglish, and at least one otherglobal language.• A continuing passion forknowledge through lifelonglearning.• Excellent general knowledge andinterest in current events.• Appreciation of the arts, cultureand sports.• Sound analytical and problemsolvingskills.• Awareness of business andmanagement principles, andtechnology.Personal Attributes:• Goal-oriented: proactive,self-starting, selfdisciplined,confident,resilient, motivated, andfiercely competitive.• Intellectually engaging:creative, innovative, andpossessing criticalthinking skills.• Quick learner, adaptable,and flexible.• Entrepreneurial.• Ethically and morally upright.• Spiritually grounded.• Compassionate and caring(through volunteerism andsocial services).InterpersonalAttributes:• Ablecommunicatorand effectivepresenter.• Able to relate andbe comfortable withpeople at all levels.• Able to develop andleverage onpersonal andprofessionalnetworks to achievegoals.• Natural leader.• Team player.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 7Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 8Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 4
Outcome Based EducationStrategi #1 P&P: Menyemak kurikulum berteraskanattributes graduan berkualiti & berdaya saingPelan Tindakan1.1.1 Menyebarluaskan kefahaman LO &KI di semua IPT1.1.2 Menyemak semua kurikulumberteraskan LO & KIPetunjuk Prestasi (KPI)100% TNC A&A & HEPA menguasairekabentuk kurikulum berteraskan LO &KI.1 Prog/IPTAsehingga Dis 2008100% kurikulum disemak berteraskanLO & KI menjelang 20101.1.3 Menjalankan keperluan pasaranberteraskan kajian halatuju prog &kebolehpasaran graduan100% program kritikal mempunyaikajian halatuju & model unjuran pasarankerja menjelang Julai 20091.1.4 Mendokumentasikan semuakurikulum100% kurikulum IPT dikelaskan sebagaidokumen kawalan di JPT menjelang2010Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 9Keperluan JKPT• Memenuhi/mencapai PSPTN Teras Kedua – Menambahbaik KualitiPengajaran & Pembelajaran• Di akhir pengajian di IPTA, pelajar perlu memenuhi attributes/kriteriatertentu.. Yang telah dijanjikan kepada pelajar dalam HasilPembelajaran samada Program atau Kursus.• Kurikulum pengajian perlu diasaskan kepada kelebaran dankedalaman yang sesuai i.e. breadth and depthCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 10Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 5
Outcome Based EducationWAS1. Knowledge (K)2. Practical Skills (P)3. Social skills and responsibility(A)4. Values, attitudes andprofessionalism (A)5. Communication, leadership andteam skills (P/A)6. Problem solving and scientificskills (K/P)7. Information management andlifelong learning skills(P/A)8. Managerial and entrepreneurialskills (K/P/A)IS1. Knowledge (K)2. Practical Skills (P)3. Thinking and scientific skills4. Communication skills5. Social skills, teamwork andresponsibility6. Values, ethics, moral andprofessionalism (A)7. Information management andlifelong learning skills(P/A)8. Managerial and entrepreneurialskills (K/P/A)9. Leadership skillsCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 111. Critical thinking and problem solving skills (P)2. Communication skills (P)3. Ethics and professionalism (A)4. Group working skills (A)5. Lifelong learning and information management (A)6. Entrepreneurship skills (P)7. Leadership skills (A)Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 12Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 6
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 13MQA COPPAMQA COPIACopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 14Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 7
Outcome Based EducationMQA Code of PracticeGood Practices:….the quality assurance process is built on the followingattributes:encourages a variety of teaching and learning methodsensures the choice of credible student assessmentmethods appropriate for the teaching and learning methodschosen;ensures there are adequate resources to deliver thecurriculum;is concerned with good outcomes rather than detailedspecifications of contentCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 151.1.1 Benchmarked Standards The programme must define its aims, objectives and learning outcomesand make them known to its internal and external stakeholders. The programme objectives must reflect the key elements of theoutcomes of higher education that are in line with national and globaldevelopments. The programme aims, objectives and learning outcomes must bedeveloped in consultation with principal stakeholders which should includethe academic staff. The programme aims, objectives and learning outcomes must beconsistent with, and supportive of, the HEP’s vision and mission.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 16Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 8
Outcome Based Education1.2.1 Benchmarked Standards (Learning Outcomes) The programme must define the competencies that the student shoulddemonstrate on completion of the programme that cover mastery ofbody of knowledge; practical skills; social skills and responsibilities;ilities;values, attitudes and professionalism; problem solving and scientificskills; communication, leadership and team skills; informationmanagement and lifelong learning skills; and managerial andentrepreneurial skills. The programme must demonstrate how the component modules contributeto the fulfilment of the programme’s learning outcomes. The programme must show how the student is able to demonstrate thelearning outcomes, for example, through summative assessments.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 17Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 18Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 9
Outcome Based EducationMOHEVery general (notmeasurable)General (notmeasurable)Institutional AttributesProgram level (Still general)General (notmeasurable)Course Level (Specific but not measurable)Lesson Level (Very specific & MUST be measurable)Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 19Must includeviews ofstakeholdersCurriculumVision& MissionProgramEducational ObjectivesProgram OutcomesPO-LOKICourse Structure (select courses to address POs)Course Outcomes (COs)Course syllabus (selection of content) + delivery methodsAssessment (Measuring the achievement of COs & POs)Evaluation (Continuous Quality Improvement-CQI)stakeholders-students,faculty,alumni,employers ofprogramgraduates,and fundingsourcesCurriculumCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 20Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 10
Outcome Based EducationCMAP-SCMAP-S-QCMAP-EDUCMAP-EDU-QCMAP-ACMAP-A-QCMAP-MCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 21Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 22Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 11
Outcome Based EducationCOURSE: PHY407Course Outcomes: Upon completion of this course, students will be able to:1. State, write and explain the concepts, laws and theories in electrostatics,electricity, magnetism, introductory atomic physics and modern physics.(C-Knowledge) (PO1)2. Verbally, visually (pictures & graphs) and algebraically relate anddiscuss the concepts, laws and theories in electrostatics, electricity,magnetism, introductory atomic physics and modern physics. (C-Comprehension) (PO1, PO6)3. Verify, assess & employ the concepts, laws and theories inelectrostatics, electricity, magnetism, light, introductory atomic physicsand modern physics to solve qualitative & quantitative problems visually,algebraically and occasionally, numerically. (C-Application) (PO1)Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 23COURSE: PHY407; Course Outcomes: cont…4. Analyze, summarize and discuss solution to real world problemsassociated with electrostatics, electricity, magnetism, introductory atomicphysics and modern physics. (for 3 rd year course only) (PO1, 6, 8)5. Observe, formulate, plan, conduct, and report scientific investigations inareas of electrostatics and electricity. (PO2, 3, 6)6. Verbally justify and convince peers and the facilitator, their rationale forthe choice of methods, their ability to use and manipulate equipments, theneed to transform raw scores into tabular and graphical forms and theirability to explain and interpret results of their investigation in areas ofelectrostatics and electricity. (PO2, 3, 7)7. Collaborate, motivate and truthful with team members and withfacilitators in both the labs and in the classroom. (PO5, 8)Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 24Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 12
Outcome Based EducationCOURSE: FSG500FSG500-Philosophy of Science1. Identify their learning preferences, attitudes towards science andconceptual understanding in their field of study.2. Define truth, beliefs and knowledge and justify their own belief aboutscience knowledge in chemistry or physics through conceptualinventories.3. Apply the philosophical approach in analyzing and justifying thescientific methods, principles, laws and theories about the naturalworld.4. Identify their science reasoning skills.5. Argue and justify their opinion on issues in philosophy of science6. Critically write an original 3000 words position paper in favor oragainst issues on science that concern ethics and morality.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 25Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 26Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 13
Outcome Based EducationJourneytowardsEnrichmentandBalanceutilizingArts and Sciences inTeaching & LearningCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 27Teacher-Centered• Focus is on instructor• Focus is on WHAT (what theinstructor knows about thecontent)• Instructor talks; students listen• Focus is on instructorLearner-Centered• Focus is on both students andinstructor• Focus is on HOW (how studentsknow and use the content)• Instructor models; studentsinteract with instructor and oneanother• Focus is on both students andinstructorCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 28Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 14
Outcome Based EducationTeacher-Centered• Instructor answers students’questions about the content• Instructor chooses topics• Instructor evaluates studentlearning• Classroom is quietLearner-Centered• Students answer each other’squestions, using instructor asan information resource• Students have some choice oftopics• Students evaluate their ownlearning; instructor alsoevaluates• Classroom is often noisy andbusyCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 29How Does MQF Affect Teaching-Learning?30Teacher - centeredStudent - centeredCourseObjective istheLearningTargetNo mappingof learningoutcomesLearningOutcomes isthe LearningTargetMapping oflearningoutcomesnecessaryStudentIndependentLearningNot CalculatedContact hoursReflects CreditvalueStudentindependentLearning TimeCalculatedTotal SLT reflectsCredit valueMQF in Programmes.Roz.RoadshowMQF.Roz.RoadshowCopyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 15
Outcome Based EducationExamples of research-based Instructional Strategies that works Learning cycle Overview CasePhysics Problem BasedLearning Contextuallearning Inquirydiscovery Outcome based Mastery learningMicrocomputer Based LaboratoryWorkshop PhysicsReal-time PhysicsInteractive Lecture DemonstrationsTutorialsTools for Scientific ThinkingJust In Time PhysicsPeer InstructionActivity Based PhysicsPhysics 2000Physics Educational TechnologyCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 31Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 32Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 16
Outcome Based EducationAt the end of this activity students will be able to:1. Draw the electric force exerted by one point charge ontoanother and describe the motion of charges in thepresence of other point charges.2. Describe the cause of motion between point charges.3. Describe and produce a model of the force in terms of thestrength and direction that are acting on and by a pointcharge and on and by many point charges.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 33At the end of this activity students will be able to:4. Describe and draw the electric field patterns created bypoint charges surrounding a point charge.5. Describe and draw the electric field patterns surroundingtwo like point charges and two unlike point charges.6. Measure the strength of an electric field produced by apoint charge at various localities and produce amathematical model of the strength.Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 34Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 17
Outcome Based EducationLABCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 35Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 36Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 18
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 37Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 38Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 19
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 39Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 40Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 20
Outcome Based EducationCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 41Instrument: LSRTS – Q3Gambar dalam Rajah 1 mewakili dua silinder yang mempunyai bentuk dan saizyang sama. Kedua-dua silinder tersebut mengandungi jumlah air yang samabanyaknya. Apabila sebiji guli kaca di jatuhkan dan di biarkan tenggelam didalam Silinder 1, paras air dalam silinder 1 meningkat hingga ke aras-6 silindertersebut.Sekiranya sebiji bebola besi yang sama saiz tetapi lebih berat dari bebola kacadijatuhkan ke dalam silinder 2, air dalam silinder tersebut akan naika. ke aras yang sama dengan Silinder 1.b. ke aras yang lebih tinggi daripada Silinder 1.c. ke aras yang lebih rendah daripada Silinder 1.Guli kaca6Guli besiYou chose:A: 24%B: 76%You chose:A: 19%B: 78%Silinder 1 Silinder 2Rajah 1Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 42Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 21
Outcome Based EducationInstrument: LSRTS – Q4Jawapan di atas dipilih keranaa Guli besi akan tenggelam lebih cepat.b. Guli-guli tersebut diperbuat daripada bahan-bahan berlainan.c. Guli besi lebih berat daripada guli kaca.d. Guli kaca menghasilkan tekanan lebih rendah.e. Kedua-dua guli bersaiz sama.Guli kacaGuli besiYou chose:A: 3%B: 9%C: 57%D: 11%E: 20%You chose:A: 0%B: 9%C: 64%D: 7%E: 19%6Silinder 1 Silinder 2Rajah 1Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 43Instrument: LSRTS – Q11Dua puluh ekor lalat buah-buahan (lalat-lalat kecil yang biasa menghurung buah-buahan)diletakkan ke dalam setiap tiub kaca yang ditunjukkan dalam Rajah 4. Kesemua tiubtiubtersebut ditutup rapat supaya tiada lalat yang boleh keluar atau memasuki tiub-tiub.Tiub I dan Tiub II dibalut separuh dengan kertas berwarna hitam sementara Tiub III danTiub IV tidak dibalut. Tiub-tiub tersebut diletakkan dalam kedudukan sebagaimana yangditunjukkan dalam Rajah 4 dan kemudian didedahkan kepada sinaran berwarna merahselama lima minit. Bilangan lalat pada bahagian tiub yang tidak dibalut bagi setiap tiubadalah seperti yang ditunjukkan dalam Rajah 4.Eksperimen ini menunjukkan bahawa lalat bertindakbalas (bertindakbalas bermaknamenjauhi atau mendekati):a.kepada sinaran berwarna merah dan bukannya kepada graviti.b.kepada graviti dan bukannya kepada sinaran berwarna merah.c. kepada sinaran berwarna merah dan juga kepada graviti.d.bukan kepada sinaran berwarna merah dan tidak juga kepada graviti.You chose:A: 41% B: 14%C: 32% D: 14%You chose:A: 45% B: 18% C: 22% D: 15%Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 44Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 22
Outcome Based EducationInstrument: LSRTS – Q1212. Jawapan di atas dipilih keranaa.kebanyakan lalat berada pada bahagian atas Tiub III tetapi sama bilangannyapada kedua-dua bahagian dalam Tiub II.b kebanyakan lalat tidak pergi ke bahagian bawah dalam Tiub I dan dalam TiubIII.c.lalat perlu melihat cahaya dan mesti terbang melawan graviti.d.kebanyakan lalat berada pada bahagian atas dan pada bahagian tiub yangmenerima cahaya.e.sesetengah lalat berada pada kedua-dua bahagian setiap tiub.You chose:A: 7%B: 19%C: 18%D: 47%E: 9%You chose:A: 10%B: 21%C: 25%D: 33%E: 10%Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 45Instrument: CSEM – Q7CRI=2,3Bef:61%, Aft:37%Bef:9%, Aft:10%Bef:15%, Aft:23%Bef:9%, Aft:13%Bef:6%, Aft:17%Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 46Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 23
Outcome Based EducationInstrument: CSEM – Q8(a) 9%, After:7%(b) 18%, After:17%(c) 21%, After:17%CRI=1,3(d) 41%, After:37%(e) 12%, After:23%Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 47•Young Researchers CAS 2006, Selangor, 13 th -14 th June, 2006Example(Phase Change Question)• CCI Item #10Two ice cubes are floating in water:IceAfter the ice melts, will the water level be:(A) higher? (65%)(B) lower? (8%)(C) the same? (27%)WaterCommonsense belief is A: 65%. N=1235Scientific Belief is C: 27%. N=1235Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 48Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 24
Outcome Based EducationExample: CCI Item#11What is the reason for your answer to question 10?(a) The weight of water displaced is equal to the weight ofthe ice. (20%)(b) Water is more dense in its solid form (ice) (10%)(c) Water molecules displace more volume than icemolecules. (10%)(d) The water from the ice melting changes the water level.(46%)(e) When ice melts, its molecules expand. (14%)Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 49•Young Researchers CAS 2006, Selangor, 13 th -14 th June, 2006Example(Conservation Question)CCI Item #12Iodine solidA 1.0-gram sample of solid iodine is placed in a tube and the tube issealed after all of the air is removed. The tube and the solid iodinetogether weigh 27.0 grams.The tube is then heated until all of the iodine evaporates and the tube isfilled with iodine gas. Will the weight after heating be(A) less than 26.0 grams (B) 26.0 grams(C) 27.0 grams (D) 28.0 grams(E) more than 28.0 gramsCS; A: 44%. N=1238Sc; C: 32%. N=1238Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 50Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 25
Outcome Based Education•Young Researchers CAS 2006, Selangor, 13 th -14 th June, 2006Example(Solutions Question)CCI Item #20Salt is added to water and the mixtureis stirred until no more salt dissolves.The salt that does not dissolve isallowed to settle out. What happens tothe concentration of salt in solution ifwater evaporates until the volume ofthe solution is half the original volume?(Assume temperature remainsconstant.)SolutionHalf ofthe waterevaporatesSolidSaltSolution(A) increases?(B) decreases?(C) stays the same?CS; A: 60%. N=1238Sc; C: 29%. N=1238Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 51Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 52Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 26
Outcome Based EducationWhat makes meaningful learning difficult??-Learning PreferencesLearning Styles"...a biologically and developmentally imposedset of personal characteristics that make thesame teaching method effective for somestudents and ineffective for others,..." (Dunn,Beaudry, and Klavas, 1989)Copyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 53What makes meaningful learning difficult??-Learning PreferencesFelder’s s Model - 4 domains of informationhandling: to understand new knowledgeInputUnderstoodNewknowledgeProcessedPerceivedILSCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 54Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 27
Outcome Based EducationStudent’ Learning Preferences:Information Handling Domains Felder’s)VisualVerbal*USA findings, ** DR. J.J’s s (N = 1122)Input*69, ** 87prefer charts, diagrams andpictures.*30, ** 13prefer the spoken or writtenword.Sensingprefer data and facts. like facts &solve well establish methods,resent being tested on materialsthat has not been explicitlycovered in classIntuitivePerception*57, ** 58*42, ** 42prefer theories & interpretations offactual information.ILSILS-ACopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 55Student’ Learning Preferences:Information Handling Domains Felder’s)*USA findings, ** DR J.J.’s s (N = 1122)ProcessingUnderstandingActive*67, **60Sequential*71, ** 60learn best by doingsomething physicalwith the informationReflective*32, ** 40do the processing intheir headseasily make linear connections betweenindividual stepsGlobal*28, ** 40must get “big picture” before individualpieces fall into placeCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 56Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 28
Outcome Based EducationResearch on Learning PreferencesImplications:Percentage of Students' Preferences Addressed By theTraditional Passive Lecture Method% of students806040200Reflective Intuitive Verbal SequentialLearning PreferencesUSAThis workCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, May 2008 57Research on Learning PreferencesImplications:CCI grade: A (>15), B (11-14), 14), C (8-10) and D (
Outcome Based EducationResearch on Learning PreferencesImplications:CCI grade: A (>15), B (11-14), 14), C (8-10) and D (15), B (11-14), 14), C (8-10) and D (
Outcome Based EducationThe 3 Domains of Educational GoalsCognitiveThe HeadAffectiveThe HeartPsychomotorThe Hand3HCopyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 61“Education, we see, is not merely gaining knowledge or skills helpfultoward productive work, though certainly that is a part of it. Rather Rit isa replenishment and an expansion of the natural thirst of the mind andsoul. Learning is a gradual process of growth, each step building g uponthe other. It is a process whereby the learner organizes and integratesnot only facts but attitudes and values. The Lord has told us that wemust open our minds and our hearts to learn. There is a Chineseproverb: Wisdom is as the moon rises, perceptible not in progress s butin result. As our knowledge is converted to wisdom, the door toopportunity is unlocked. “ Barbara W. Winder“The one real goal of education is to leave a personasking questions.” Max BeerbohmCopyright <strong>DrJJ</strong>, ASERG, FSG <strong>UiTM</strong>, April 200862Copyright DR JJ, ASERG, <strong>UiTM</strong>, ShahAlam 31
Outcomes-based education(OBE), invited talks &workshops.samples of loki curriculummapping from dr jj spreadsheettemplate
samples of loki curriculummapping from dr jj’s spreadsheettemplate
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease register your PEO and POPO-PEO MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.PEO No.PEO1PEO2PEO3PEO4PO No.PO1PO2PO3PO4PO5PO6PO7PO8PO9PO10PO11PROGRAM EDUCATIONAL OBJECTIVESsemiprofessionals in polymer technology who analyze and apply the knowledge, understanding and laboratory experiences to provide quality product and services to the government agenciesand polymer-related industries.semiprofessionals in polymer technology who lead and engage in teams in problem-solving tasks across disciplines through effective communicative abilities.semiprofessionals in polymer technology who continue to advance their knowledge and abilities by utilizing ICT to explore business opportunities in the polymer-related industries.semiprofessionals in polymer technology who practice ethical and professional values in providing services to the recipients and provider of the polymer-related industries.Able to safely operate modern scientific tools, instruments and processing equipments necessary for science and polymer technology practices.Able to conduct experiments, process, interpret and analyze experimental data.Able to apply scientific reasoning in solving authentic problems.Able to verbally communicate scientific ideas with experts and non-experts.Able to acquire and apply managerial and entrepreneurial skills.PROGRAM OUTCOMESAble to acquire and apply knowledge and understanding of laws, theories and principles of science, mathematics and polymer technology.Able to articulate scientific investigations in written form.Able to work in a team of multi-disciplinary projects.Able to apply values, ethics, morality and professionalism in their scientific pursuit.Able to manage information and engage in life-long learning.Able to demonstrate leadership skillsConfidential 14/03/2010 Page 1 of 1
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your PEO with respect to POPO-PEO MatrixOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.Faculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxPEO Descriptionsemiprofessionals in polymer technology whoanalyze and apply the knowledge,understanding and laboratory experiences toprovide quality product and services to thegovernment agencies and polymer-relatedindustries.semiprofessionals in polymer technology wholead and engage in teams in problem-solvingtasks across disciplines through effectivecommunicative abilities.semiprofessionals in polymer technology whocontinue to advance their knowledge andabilities by utilizing ICT to explore businessopportunities in the polymer-related industries.semiprofessionals in polymer technology whopractice ethical and professional values inproviding services to the recipients andprovider of the polymer-related industries.PO1PO2PO3PO4PO5PO6PO DescriptionAble to acquire and apply knowledge and understanding of laws, theories andprinciples of science, mathematics and polymer technology.Able to safely operate modern scientific tools, instruments and processingequipments necessary for science and polymer technology practices.Able to conduct experiments, process, interpret and analyze experimental data.Able to apply scientific reasoning in solving authentic problems.Able to verbally communicate scientific ideas with experts and non-experts.Able to articulate scientific investigations in written form.PEO1 PEO2 PEO3 PEO4PO7PO8Able to work in a team of multi-disciplinary projects.Able to apply values, ethics, morality and professionalism in their scientificpursuit.PO9Able to manage information and engage in life-long learning.PO10Able to acquire and apply managerial and entrepreneurial skills.PO11Able to demonstrate leadership skillsConfidential 14/03/2010 Page 1 of 1
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your MOHE (LOKI) with respect to POPO-LOKI MatrixFaculty : Applied SciencesOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.Program :Program Code :DIPLOMA IN PTAsxxxMOHE Learning Outcomes (LO)MOHE Soft Skills (KI)Knowledge in Specific Area – ContentPractical SkillsThinking and Scientific SkillsCommunication SkillsSocial Skills, Teamwork and ResponsibilitiesValues, Ethics, Moral and professionalismInformation Management and Life LongLearningManagement and EntrepreneurshipLeadership SkillsCritical Thinking and Problem-solving SkillsCommunication SkillsTeamwork SkillsEthics & Moral ProfessionalismeLife-long Learning and InformationManagementEntrepreneurial SkillsLeadership SkillsPO1PO2PO DescriptionAble to acquire and apply knowledge and understanding of laws,theories and principles of science, mathematics and polymertechnology.Able to safely operate modern scientific tools, instruments andprocessing equipments necessary for science and polymer technologypractices.LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 SS1 SS2 SS3 SS4 SS5 SS6 SS7PO3Able to conduct experiments, process, interpret and analyzeexperimental data.PO4 Able to apply scientific reasoning in solving authentic problems. PO5Able to verbally communicate scientific ideas with experts and nonexperts. PO6 Able to articulate scientific investigations in written form. PO7 Able to work in a team of multi-disciplinary projects. PO8Able to apply values, ethics, morality and professionalism in theirscientific pursuit. PO9 Able to manage information and engage in life-long learning. PO10 Able to acquire and apply managerial and entrepreneurial skills. PO11 Able to demonstrate leadership skills Confidential 14/03/2010 Page 1 of 1
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your LO with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-LO MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.MOHE Learning Outcomes (LO)Knowledge in Specific Area – ContentPractical SkillsThinking and Scientific SkillsCommunication SkillsSocial skills, teamwork and responsibilitiesValues, Ethics, Moral and professionalismInformation Management and Life LongLearningManagement and EntrepreneurshipLeadership SkillsNos. Component Code Course Sem.CreditHourLO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO91 HBU111 Co-Curriculum 1 1 1e Courses (PCC) Program Core Service Courses (PCSC) University Elective Courses (UEC)2 BEL120 Preparatory English 1 33 CTU101 Insan dan Manhaj Ketuhanan 1 24 HBU121 Co-curriculum 2 2 15 BEL260 Mainstream English 1 2 36 CTU151 Kemasyarakatan & Kenegaraan Islam 2 27 ENT300 Basic Entrepreneurship 3 38 BEL311 Mainstream English 2 3 3 9 CTU201 Falsafah & Etika Sains Islam 3 2 1 MAT133 Pre-Calculus 1 32 MAT183 Calculus 1 2 33 MAT238 Calculus 2 3 34 CSC134 Computer & Information Processing 2 35 QMT245 Statistics for Technology 1 4 36 MGT126 Industrial Management 5 37 CHM138 Basic Chemistry 1 38 CHM213 Physical Chemistry 3 39 CHM207 Organic Chemistry 2 310 PHY130 Fundamental Physics 1 1 3 11 PHY131 Fundamental Physics 2 2 3 Confidential 14/03/2010 Page 1 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your LO with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-LO MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.MOHE Learning Outcomes (LO)Knowledge in Specific Area – ContentPractical SkillsThinking and Scientific SkillsCommunication SkillsSocial skills, teamwork and responsibilitiesValues, Ethics, Moral and professionalismInformation Management and Life LongLearningManagement and EntrepreneurshipLeadership SkillsNos. Component Code Course Sem.CreditHourLO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO91 MEN122 Technical Drawing 1 2Program Core University Courses Elective (PCC) Courses (UEC)2 PST104 Basic Natural Rubber Process 3 33 PST154 SMR & Latex Testing 3 34 PST333 Rubber Compounding 4 35 PST313 Polymer Machinery 4 36 PST151 Polymer Chemistry 4 27 PST321 Plastics Material 4 38 PST165 NR Processing & Testing 5 39 PST312 Polymer Physical Testing 4 310 PST383 Rubber Product Manufacture 5 311 PST334 Elastomeric Materials 4 312 PST371 Plastics Fabrication 5 313 PST351 Polymer Characterization 5 314 PST384 Latex Compounding & Technology 5 3 15 FSG331 Industrial Training 6 3 Confidential 14/03/2010 Page 2 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your LO with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-LO MatrixOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.Faculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxMOHE Learning Outcomes (LO)Knowledge in Specific Area – ContentPractical SkillsThinking and Scientific SkillsCommunication SkillsSocial skills, teamwork and responsibilitiesValues, Ethics, Moral and professionalismInformation Management and Life LongLearningManagement and EntrepreneurshipLeadership SkillsNos. Component Code Course Sem.CreditHourLO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9Total Credit Hour =University Elective Courses (UEC)Total PCFSC, PCFC PCC =96 Total Courses for Each LO = 25 23 14 14 8 10 8 4 4Total UEC = 9 Total Courses for Each LO (%) = 71.4 65.7 40.0 40.0 22.9 28.6 22.9 11.4 11.4Total PEC =Total Courses =260The % for each LO must be more than than 5% !35Confidential 14/03/2010 Page 3 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmFaculty of Applied Sciences, <strong>UiTM</strong>Program Code: AS22xNos. of Courses Addressing LO (%)80706071.465.7Percentage5040302040.0 40.022.928.622.91011.4 11.40LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9MOHE Learning OutcomesConfidential 14/03/2010 Page 1 of 1
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your PO with respect to Program CoursesPROGRAM STRUCTURE-PO MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.PO DescriptionNos. Component Code Course Sem.University Elective Courses (UEC)CreditHourAble to acquire and apply knowledge andunderstanding of laws, theories and principles ofscience, mathematics and polymer technology.Able to safely operate modern scientific tools,instruments and processing equipments necessaryfor science and polymer technology practices.Able to conduct experiments, process, interpretand analyze experimental data.Able to apply scientific reasoning in solvingauthentic problems.Able to verbally communicate scientific ideas withexperts and non-experts.Able to articulate scientific investigations in writtenform.Able to work in a team of multi-disciplinary projects.Able to apply values, ethics, morality andprofessionalism in their scientific pursuit.Able to manage information and engage in life-longlearning.Able to acquire and apply managerial andentrepreneurial skills.PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO111 HBU111 Co-Curriculum 1 1 1 2 BEL120 Preparatory English 1 3 3 CTU101 Insan dan Manhaj Ketuhanan 1 2 4 HBU121 Co-curriculum 2 2 1 5 BEL260 Mainstream English 1 2 3 6 CTU151 Kemasyarakatan & Kenegaraan Islam 2 2 7 ENT300 Basic Entrepreneurship 3 3 8 BEL311 Mainstream English 2 3 3 9 CTU201 Falsafah & Etika Sains Islam 3 2 1 MAT133 Pre-Calculus 1 3 Able to demonstrate leadership skillsProgram Core Service Codes (PCSC)2 MAT183 Calculus 1 2 3 3 MAT238 Calculus 2 3 3 4 CSC134 Computer & Information Processing 2 3 5 QMT245 Statistics for Technology 1 4 3 6 MGT126 Industrial Management 5 3 7 CHM138 Basic Chemistry 1 3 8 CHM213 Physical Chemistry 3 3 9 CHM207 Organic Chemistry 2 3 10 PHY130 Fundamental Physics 1 1 3 11 PHY131 Fundamental Physics 2 2 3 Core Courses (PCC)Confidential 14/03/2010 Page 1 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your PO with respect to Program CoursesPROGRAM STRUCTURE-PO MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.PO DescriptionNos. Component Code Course Sem.Program Core University Courses Elective (PCC) Courses (UEC)CreditHourAble to acquire and apply knowledge andunderstanding of laws, theories and principles ofscience, mathematics and polymer technology.Able to safely operate modern scientific tools,instruments and processing equipments necessaryfor science and polymer technology practices.Able to conduct experiments, process, interpretand analyze experimental data.Able to apply scientific reasoning in solvingauthentic problems.Able to verbally communicate scientific ideas withexperts and non-experts.Able to articulate scientific investigations in writtenform.Able to work in a team of multi-disciplinary projects.Able to apply values, ethics, morality andprofessionalism in their scientific pursuit.Able to manage information and engage in life-longlearning.Able to acquire and apply managerial andentrepreneurial skills.PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO111 MEN122 Technical Drawing 1 2 2 PST104 Basic Natural Rubber Process 3 3 3 PST154 SMR & Latex Testing 3 3 4 PST333 Rubber Compounding 4 3 5 PST313 Polymer Machinery 4 3 6 PST151 Polymer Chemistry 4 2 7 PST321 Plastics Material 4 3 8 PST165 NR Processing & Testing 5 3 9 PST312 Polymer Physical Testing 4 3 10 PST383 Rubber Product Manufacture 5 3 11 PST334 Elastomeric Materials 4 3 12 PST371 Plastics Fabrication 5 3 13 PST351 Polymer Characterization 5 3 14 PST384 Latex Compounding & Technology 5 3 15 FSG331 Industrial Training 6 3 Able to demonstrate leadership skillsConfidential 14/03/2010 Page 2 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your PO with respect to Program CoursesPROGRAM STRUCTURE-PO MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.PO DescriptionNos. Component Code Course Sem.University Elective Courses (UEC)Total Credit Hour =Total Courses =Total UEC =Total PCFSC, PCFC PCC =Total PEC =CreditHourAble to acquire and apply knowledge andunderstanding of laws, theories and principles ofscience, mathematics and polymer technology.Able to safely operate modern scientific tools,instruments and processing equipments necessaryfor science and polymer technology practices.Able to conduct experiments, process, interpretand analyze experimental data.Able to apply scientific reasoning in solvingauthentic problems.Able to verbally communicate scientific ideas withexperts and non-experts.Able to articulate scientific investigations in writtenform.Able to work in a team of multi-disciplinary projects.Able to apply values, ethics, morality andprofessionalism in their scientific pursuit.Able to manage information and engage in life-longlearning.Able to acquire and apply managerial andentrepreneurial skills.PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO1196 Total Courses for Each PO = 25 23 18 14 9 13 8 10 8 4 49 Total Courses for Each PO (%) = 71.4 65.7 51.4 40.0 25.7 37.1 22.9 28.6 22.9 11.4 11.426035Able to demonstrate leadership skillsConfidential 14/03/2010 Page 3 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmFaculty of Applied Sciences, <strong>UiTM</strong>Program Code: AS22xNos. of Courses Addressing PO (%)807071.465.760Percentage50403051.440.025.737.122.928.622.9201011.4 11.40PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11Program OutcomeConfidential 14/03/2010 Page 1 of 1
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your PEO with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-PEO MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.PEO Descriptionsemiprofessionals in polymer technology whoanalyze and apply the knowledge, understandingand laboratory experiences to provide qualityproduct and services to the government agenciesand polymer-related industries.semiprofessionals in polymer technology who leadand engage in teams in problem-solving tasksacross disciplines through effective communicativeabilities.semiprofessionals in polymer technology whocontinue to advance their knowledge and abilitiesby utilizing ICT to explore business opportunities inthe polymer-related industries.semiprofessionals in polymer technology whopractice ethical and professional values inproviding services to the recipients and provider ofthe polymer-related industries.Nos. Component Code Course Sem.CreditHourPEO1 PEO2 PEO3 PEO41 HBU111 Co-Curriculum 1 1 1 University Elective Courses (UEC)2 BEL120 Preparatory English 1 3 3 CTU101 Insan dan Manhaj Ketuhanan 1 2 4 HBU121 Co-curriculum 2 2 1 5 BEL260 Mainstream English 1 2 3 6 CTU151 Kemasyarakatan & Kenegaraan Islam 2 2 7 ENT300 Basic Entrepreneurship 3 3 8 BEL311 Mainstream English 2 3 3 9 CTU201 Falsafah & Etika Sains Islam 3 2 1 MAT133 Pre-Calculus 1 32 MAT183 Calculus 1 2 3Program Core Service Courses (PCSC)3 MAT238 Calculus 2 3 34 CSC134 Computer & Information Processing 2 35 QMT245 Statistics for Technology 1 4 36 MGT126 Industrial Management 5 37 CHM138 Basic Chemistry 1 38 CHM213 Physical Chemistry 3 39 CHM207 Organic Chemistry 2 310 PHY130 Fundamental Physics 1 1 311 PHY131 Fundamental Physics 2 2 3 Confidential 14/03/2010 Page 1 of 3ses (PCC)
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your PEO with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-PEO MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.PEO Descriptionsemiprofessionals in polymer technology whoanalyze and apply the knowledge, understandingand laboratory experiences to provide qualityproduct and services to the government agenciesand polymer-related industries.semiprofessionals in polymer technology who leadand engage in teams in problem-solving tasksacross disciplines through effective communicativeabilities.semiprofessionals in polymer technology whocontinue to advance their knowledge and abilitiesby utilizing ICT to explore business opportunities inthe polymer-related industries.semiprofessionals in polymer technology whopractice ethical and professional values inproviding services to the recipients and provider ofthe polymer-related industries.Nos. Component Code Course Sem.CreditHourPEO1 PEO2 PEO3 PEO41 MEN122 Technical Drawing 1 2 Program Core University Courses Elective (PCC) Courses (UEC)2 PST104 Basic Natural Rubber Process 3 3 3 PST154 SMR & Latex Testing 3 3 4 PST333 Rubber Compounding 4 3 5 PST313 Polymer Machinery 4 3 6 PST151 Polymer Chemistry 4 2 7 PST321 Plastics Material 4 3 8 PST165 NR Processing & Testing 5 3 9 PST312 Polymer Physical Testing 4 3 10 PST383 Rubber Product Manufacture 5 3 11 PST334 Elastomeric Materials 4 3 12 PST371 Plastics Fabrication 5 3 13 PST351 Polymer Characterization 5 3 14 PST384 Latex Compounding & Technology 5 3 15 FSG331 Industrial Training 6 3 Confidential 14/03/2010 Page 2 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your PEO with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-PEO MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.PEO Descriptionsemiprofessionals in polymer technology whoanalyze and apply the knowledge, understandingand laboratory experiences to provide qualityproduct and services to the government agenciesand polymer-related industries.semiprofessionals in polymer technology who leadand engage in teams in problem-solving tasksacross disciplines through effective communicativeabilities.semiprofessionals in polymer technology whocontinue to advance their knowledge and abilitiesby utilizing ICT to explore business opportunities inthe polymer-related industries.semiprofessionals in polymer technology whopractice ethical and professional values inproviding services to the recipients and provider ofthe polymer-related industries.Nos. Component Code Course Sem.CreditHourPEO1 PEO2 PEO3 PEO4Total Credit Hour =University Elective Courses (UEC)Total UEC =Total PCFSC, PCFC PCC =Total PEC =Total Courses =96 Total Courses for Each PEO =30 33 11 109 Total Courses for Each PEO (%) = 85.7 94.3 31.4 28.626035Confidential 14/03/2010 Page 3 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmFaculty of Applied Sciences, <strong>UiTM</strong>Program Code: AS22xNos. of Courses Addressing PEO (%)10090807085.794.3Percentage6050403031.428.620100PEO1 PEO2 PEO3 PEO4Program Educational ObjectiveConfidential 14/03/2010 Page 1 of 1
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your Bloom's Taxonomy domains (the depth) with respect to Program CoursesPROGRAM STRUCTURE-Bloom's Taxonomy MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.Cognitif DomainPsychomotor DomainAffective DomainKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationPerceptionSetGuidedResponseMechanismComplex OvertResponseAdaptationOriginationReceiving toPhenomenaResponding toPhenomenaValuingOrganizingValuesInternalizingValuesNos. Component Code Course Sem.CreditHourC1 C2 C3 C4 C5 C6 P1 P2 P3 P4 P5 P6 P7 A1 A2 A3 A4 A51 HBU111 Co-Curriculum 1 1 1 University Elective Courses (UEC)2 BEL120 Preparatory English 1 3 3 CTU101 Insan dan Manhaj Ketuhanan 1 2 4 HBU121 Co-curriculum 2 2 1 5 BEL260 Mainstream English 1 2 3 6 CTU151 Kemasyarakatan & Kenegaraan Islam 2 2 7 ENT300 Basic Entrepreneurship 3 3 8 BEL311 Mainstream English 2 3 3 9 CTU201 Falsafah & Etika Sains Islam 3 2 1 MAT133 Pre-Calculus 1 3 Program Core Service Courses (PCSC)2 MAT183 Calculus 1 2 3 3 MAT238 Calculus 2 3 3 4 CSC134 Computer & Information Processing 2 3 5 QMT245 Statistics for Technology 1 4 3 6 MGT126 Industrial Management 5 3 7 CHM138 Basic Chemistry 1 3 8 CHM213 Physical Chemistry 3 3 9 CHM207 Organic Chemistry 2 3 10 PHY130 Fundamental Physics 1 1 3 11 PHY131 Fundamental Physics 2 2 3 Program Core Courses (PCC)Confidential 14/03/2010 Page 1 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your Bloom's Taxonomy domains (the depth) with respect to Program CoursesPROGRAM STRUCTURE-Bloom's Taxonomy MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.Cognitif DomainPsychomotor DomainAffective DomainKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationPerceptionSetGuidedResponseMechanismComplex OvertResponseAdaptationOriginationReceiving toPhenomenaResponding toPhenomenaValuingOrganizingValuesInternalizingValuesNos. Component Code Course Sem.CreditHourC1 C2 C3 C4 C5 C6 P1 P2 P3 P4 P5 P6 P7 A1 A2 A3 A4 A51 MEN122 Technical Drawing 1 2 Program Core University Courses Elective (PCC) Courses (UEC)2 PST104 Basic Natural Rubber Process 3 3 3 PST154 SMR & Latex Testing 3 3 4 PST333 Rubber Compounding 4 3 5 PST313 Polymer Machinery 4 3 6 PST151 Polymer Chemistry 4 2 7 PST321 Plastics Material 4 3 8 PST165 NR Processing & Testing 5 3 9 PST312 Polymer Physical Testing 4 3 10 PST383 Rubber Product Manufacture 5 3 11 PST334 Elastomeric Materials 4 3 12 PST371 Plastics Fabrication 5 3 13 PST351 Polymer Characterization 5 3 14 PST384 Latex Compounding & Technology 5 3 15 FSG331 Industrial Training 6 3 Confidential 14/03/2010 Page 2 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your Bloom's Taxonomy domains (the depth) with respect to Program CoursesPROGRAM STRUCTURE-Bloom's Taxonomy MatrixFaculty :Program :Program Code :Applied SciencesDIPLOMA IN PTAsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.Cognitif DomainPsychomotor DomainAffective DomainKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationPerceptionSetGuidedResponseMechanismComplex OvertResponseAdaptationOriginationReceiving toPhenomenaResponding toPhenomenaValuingOrganizingValuesInternalizingValuesNos. Component Code Course Sem.CreditHourC1 C2 C3 C4 C5 C6 P1 P2 P3 P4 P5 P6 P7 A1 A2 A3 A4 A5Total Credit Hour =University Elective Courses (UEC)Total PCFSC, PCFC PCC =96 Total Program Courses for Each Depth = 24 23 21 11 1 0 15 15 15 8 2 2 0 26 26 20 0 0Total UEC = 9 Total Program Courses for Each Depth (%) = 69 66 60 31 3 0 43 43 43 23 6 6 0 74 74 57 0 0Total PEC =Total Courses =26 Total Courses for Each Depth = 31 30 28 12 2 1 18 18 17 8 2 2 0 35 35 29 3 30 Total Courses for Each Depth (%) = 89 86 80 34 6 3 51 51 49 23 6 6 0 100 100 83 9 935Guideline From MPTN: Range of Courses Offered &Assessed for Each Domain (%)DiplomaCognitive 20-30Degree40-60LevelCognitivePsychomotorAffectiveProgramCourses % All Courses % Level ProgramCourses % All Courses % Level ProgramCourses %All Courses %C1 69 89 P1 43 51 A1 74 100Psychomotor45-6015-45C2 66 86 P2 43 51 A2 74 100Affective 15-2515-25C3 60 80 P3 43 49 A3 57 83Faculty: Mean for Each Domain (%)C4 31 34 P4 23 23 A4 0 9Program Code:AsxxxC5 3 6 P5 6 6 A5 0 9CognitivePsychomotorAffective38.1023.2741.14C6 0 3 P6 6 6P7 0 0Median 46 57 Median 23 23 Median 57 83Level Level LevelConfidential 14/03/2010 Page 3 of 3
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your KI components with respect to Program Courses (Auto-Generating) Please address your KI components with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-KI MatrixPROGRAM STRUCTURE-KI MatrixOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.MOHE Soft Skills (Kemahiran Insan-KI)Ethics & MoralProfessionalisme(LO6)Life-long Learningand InformationManagement (LO7)Entrepreneurial Skills(LO8)Leadership Skills (LO9)Nos. Component Code Course Sem.University Elective Courses (UEC)1 Total Credit Hour = HBU111 96 Co-Curriculum 1 Total Courses for 1 Each KI 1 =Total UEC =Total PCFSC, PCFC PCC =Total PEC =Total Courses =926035CreditHourTotal Courses for Each KI (%) =EM1 EM2 EM3 LL1 LL2 LL3 ES1 ES2 ES3 ES4 LS1 LS2 LS3 LS410 10 0 8 8 0 4 0 0 0 4 4 0 028.6 28.6 0.0 22.9 22.9 0.0 11.4 0.0 0.0 0.0 11.4 11.4 0.0 0.0Confidential 14/03/2010 Page 6 of 6
AS22xxxdip-LOKI-DRJJ-140320102.xlsmFaculty of Applied Sciences, <strong>UiTM</strong>Program Code: AS22xNos. of Courses Addressing Cognitive DomainMedian for Program Courses= 46% Median for All Courses = 57%; C3-C4Frequency of Courses %100908070605040302010089868069666034316330C1 C2 C3 C4 C5 C6Cognitive LevelProgram Courses All CoursesConfidential 14/03/2010 Page 1 of 1
AS22xxxdip-LOKI-DRJJ-140320102.xlsmFaculty of Applied Sciences, <strong>UiTM</strong>Program Code: AS22xNos. of Courses Addressing Psychomotor DomainMedian for Program Courses= 23% Median for All Courses =23%; P4605051 5149Program CoursesAll CoursesFrequency of Courses %4030201043 43 4323236 6 6 60P1 P2 P3 P4 P5 P6 P7Psychomotor Domain0 0Confidential 14/03/2010 Page 1 of 1
AS22xxxdip-LOKI-DRJJ-140320102.xlsmFaculty of Applied Sciences, <strong>UiTM</strong>Program Code: AS22xNos. of Courses Addressing Affective DomainMedian for Program Courses= 57% Median for All Courses = 83%; A3Frequency of Courses %120100806040200100 1008374 74579 90 0A1 A2 A3 A4 A5Affective LevelProgram Courses All CoursesConfidential 14/03/2010 Page 1 of 1
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your KI components with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-KI MatrixFaculty :Applied SciencesProgram : DIPLOMA IN PTProgram Code :AsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.MOHE Soft Skills (Kemahiran Insan-KI)Critical Thinking and Problem-solving Skills (LO3)Communication Skills (LO4)Teamwork Skills (LO5)Nos. Component Code Course Sem.University Elective Courses (UEC)CreditHourCTPS1 CTPS2 CTPS3 CTPS4 CTPS5 CTPS6 CTPS7 CS1 CS2 CS3 CS4 CS5 CS6 CS7 CS8 TS1 TS2 TS3 TS4 TS51 HBU111 Co-Curriculum 1 1 1 2 BEL120 Preparatory English 1 3 3 CTU101 Insan dan Manhaj Ketuhanan 1 24 HBU121 Co-curriculum 2 2 1 5 BEL260 Mainstream English 1 2 3 6 CTU151 Kemasyarakatan & Kenegaraan Islam 2 2 7 ENT300 Basic Entrepreneurship 3 38 BEL311 Mainstream English 2 3 3 9 CTU201 Falsafah & Etika Sains Islam 3 2 1 MAT133 Pre-Calculus 1 3Program Core Service Courses (PCSC)2 MAT183 Calculus 1 2 3 3 MAT238 Calculus 2 3 3 4 CSC134 Computer & Information Processing 2 35 QMT245 Statistics for Technology 1 4 36 MGT126 Industrial Management 5 37 CHM138 Basic Chemistry 1 3 8 CHM213 Physical Chemistry 3 3 9 CHM207 Organic Chemistry 2 310 PHY130 Fundamental Physics 1 1 3 11 PHY131 Fundamental Physics 2 2 3 Program Core Courses (PCC)Confidential 14/03/2010 Page 1 of 6
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your KI components with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-KI MatrixFaculty :Applied SciencesProgram : DIPLOMA IN PTProgram Code :AsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.MOHE Soft Skills (Kemahiran Insan-KI)Critical Thinking and Problem-solving Skills (LO3)Communication Skills (LO4)Teamwork Skills (LO5)Nos. Component Code Course Sem.Program Core University Courses Elective (PCC) Courses (UEC)CreditHourCTPS1 CTPS2 CTPS3 CTPS4 CTPS5 CTPS6 CTPS7 CS1 CS2 CS3 CS4 CS5 CS6 CS7 CS8 TS1 TS2 TS3 TS4 TS51 MEN122 Technical Drawing 1 2 2 PST104 Basic Natural Rubber Process 3 3 3 PST154 SMR & Latex Testing 3 3 4 PST333 Rubber Compounding 4 3 5 PST313 Polymer Machinery 4 3 6 PST151 Polymer Chemistry 4 2 7 PST321 Plastics Material 4 3 8 PST165 NR Processing & Testing 5 3 9 PST312 Polymer Physical Testing 4 3 10 PST383 Rubber Product Manufacture 5 3 11 PST334 Elastomeric Materials 4 3 12 PST371 Plastics Fabrication 5 3 13 PST351 Polymer Characterization 5 3 14 PST384 Latex Compounding & Technology 5 3 15 FSG331 Industrial Training 6 3 Confidential 14/03/2010 Page 2 of 6
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your KI components with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-KI MatrixFaculty :Applied SciencesProgram : DIPLOMA IN PTProgram Code :AsxxxOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.MOHE Soft Skills (Kemahiran Insan-KI)Critical Thinking and Problem-solving Skills (LO3)Communication Skills (LO4)Teamwork Skills (LO5)Nos. Component Code Course Sem.University Elective Courses (UEC)Total Credit Hour =Total UEC =Total PCFSC, PCFC PCC =Total PEC =Total Courses =CreditHourCTPS1 CTPS2 CTPS3 CTPS4 CTPS5 CTPS6 CTPS7 CS1 CS2 CS3 CS4 CS5 CS6 CS7 CS8 TS1 TS2 TS3 TS4 TS596 Total Courses for Each KI = 14 14 14 0 0 0 0 14 14 14 0 0 0 0 0 8 8 8 0 09 Total Courses for Each KI (%) = 40.0 40.0 40.0 0.0 0.0 0.0 0.0 40.0 40.0 40.0 0.0 0.0 0.0 0.0 0.0 22.9 22.9 22.9 0.0 0.026035Confidential 14/03/2010 Page 3 of 6
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your KI components with respect to Program Courses (Auto-Generating) Please address your KI components with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-KI MatrixPROGRAM STRUCTURE-KI MatrixOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.MOHE Soft Skills (Kemahiran Insan-KI)Ethics & MoralProfessionalisme(LO6)Life-long Learningand InformationManagement (LO7)Entrepreneurial Skills(LO8)Leadership Skills (LO9)Nos. Component Code Course Sem.University Elective Courses (UEC)1 HBU111 Co-Curriculum 1 1 12 BEL120 Preparatory English 1 33 CTU101 Insan dan Manhaj Ketuhanan 1 24 HBU121 Co-curriculum 2 2 15 BEL260 Mainstream English 1 2 36 CTU151 Kemasyarakatan & Kenegaraan Islam 2 27 ENT300 Basic Entrepreneurship 3 38 BEL311 Mainstream English 2 3 39 CTU201 Falsafah & Etika Sains Islam 3 21 MAT133 Pre-Calculus 1 3Program Core Service Courses (PCSC)2 MAT183 Calculus 1 2 33 MAT238 Calculus 2 3 34 CSC134 Computer & Information Processing 2 35 QMT245 Statistics for Technology 1 4 36 MGT126 Industrial Management 5 37 CHM138 Basic Chemistry 1 38 CHM213 Physical Chemistry 3 39 CHM207 Organic Chemistry 2 310 PHY130 Fundamental Physics 1 1 311 PHY131 Fundamental Physics 2 2 3CreditHourEM1 EM2 EM3 LL1 LL2 LL3 ES1 ES2 ES3 ES4 LS1 LS2 LS3 LS4 Program Core Courses (PCC)Confidential 14/03/2010 Page 4 of 6
AS22xxxdip-LOKI-DRJJ-140320102.xlsmPlease address your KI components with respect to Program Courses (Auto-Generating) Please address your KI components with respect to Program Courses (Auto-Generating)PROGRAM STRUCTURE-KI MatrixPROGRAM STRUCTURE-KI MatrixOriginal Design & Formulation by Dr.JJ, FSG, <strong>UiTM</strong> Feb 2009Enhanced Development by Dr. JJ (FSG), Dr.Hadzli & Fuad, FKE, <strong>UiTM</strong> June 2009. Last updated 28 th July 2009.MOHE Soft Skills (Kemahiran Insan-KI)Ethics & MoralProfessionalisme(LO6)Life-long Learningand InformationManagement (LO7)Entrepreneurial Skills(LO8)Leadership Skills (LO9)Nos. Component Code Course Sem.Program Core University Courses Elective (PCC) Courses (UEC)1 MEN122 HBU111 Co-Curriculum Technical Drawing 1 1 122 PST104 Basic Natural Rubber Process 3 33 PST154 SMR & Latex Testing 3 34 PST333 Rubber Compounding 4 35 PST313 Polymer Machinery 4 36 PST151 Polymer Chemistry 4 27 PST321 Plastics Material 4 38 PST165 NR Processing & Testing 5 39 PST312 Polymer Physical Testing 4 310 PST383 Rubber Product Manufacture 5 311 PST334 Elastomeric Materials 4 312 PST371 Plastics Fabrication 5 313 PST351 Polymer Characterization 5 314 PST384 Latex Compounding & Technology 5 315 FSG331 Industrial Training 6 3CreditHourEM1 EM2 EM3 LL1 LL2 LL3 ES1 ES2 ES3 ES4 LS1 LS2 LS3 LS4 Confidential 14/03/2010 Page 5 of 6
dr jj’s program educationalobjectives&program learning outcomes
PEOs & POs are developed byby Assoc.Prof. Dr. Jaafarjantan aka DR JJ, FSG, <strong>UiTM</strong>2009 <strong>DrJJ</strong>, FSG, <strong>UiTM</strong>, Shah Alam. The PEOs and POs initially developed in March and had undergone constant revision by Dr. JJ. These are the result of an iterativeprocess of continuous improvement and had taken consideration the feedback given by the MQA auditors during the Feb 2010 APA exercise at <strong>UiTM</strong>. You may use thePEOs and POs as a starting point for developing PEOs and POs for your own program but please give credit to me. ThanksPROGRAM EDUCATIONAL OBJECTIVES (PEOs)Programme Objectives are specific goals consistent with the mission and vision of the IHL,contains the 9 MOHE attributes, responsive to the expressed interest of programmestakeholders and describing the expected achievements or career milestone of graduates intheir career and professional life few years after graduation.Generic Program Educational Objectives (PEOs are employability attributes and sellingpoints of your program) for FSG Pre-Diploma Science Programs. These objectives areNOT directly measurable but serve as an aim of what graduates will be many years aftergraduation. The sentences begin with:Three to five years upon successful completion of the program, our graduates will be:1. Bumiputra higher education students who deepens their knowledge and understandingof science concepts, laws, principles and laboratory experiences in their field of study.2. Bumiputra higher education students who collaborate in teams and enhance leadershiproles in learning by utilizing proficient verbal and writing abilities to solve problems intheir field of study.3. Bumiputra higher education students who enhance their self-learning abilities and theirproficiency of using the internet and information communication technology to explorenew ways of learning in their field of study.4. Bumiputra higher education students who practice academic integrity and moral valuesin completing their academic and college learning tasks.Generic Program Educational Objectives (PEOs are employability attributes and sellingpoints of your program) for FSG Diploma Programs. These objectives are NOT directlymeasurable but serve as an aim of what graduates will be many years after graduation. Thesentences begin with:Three to five years upon successful completion of the program, our graduates will be:1. Bumiputra semiprofessionals in applied sciences who analyze and apply theknowledge, understanding and laboratory experiences to provide quality productsand services to the government agencies and science-related industries.2. Bumiputra semiprofessionals in applied sciences who lead and engage in teams inproblem solving tasks across disciplines through effective communicative abilities .3. Bumiputra semiprofessionals in applied sciences who utilize ICT to advance theirknowledge and skills and to explore business opportunities in the science-relatedindustry.4. Bumiputra semiprofessionals in applied sciences who practice ethical andprofessional values in providing services to the recipients and provider of thescience-related industry.Developed by Dr. JJ. : HP: +60193551621;Email: jjnita@salam.uitm.edu.myPage 1 of 4 22/05/2011http://drjj.uitm.edu.my
PEOs & POs are developed byby Assoc.Prof. Dr. Jaafarjantan aka DR JJ, FSG, <strong>UiTM</strong>Generic Program Educational Objectives (PEOs are employability attributes and sellingpoints of your program) for FSG Degree Programs. These objectives are NOT directlymeasurable but serve as an aim of what graduates will be many years after graduation. Thesentences begin with:Three to five years upon successful completion of the program, our graduates will be:1. Bumiputra scientists or science practitioners who synthesize and apply theknowledge, understanding and laboratory experiences to provide quality productsand services to the government agencies and science-related industries locally andglobally.2. Bumiputra scientists or science practitioners who lead and engage in teams inproblem solving tasks across disciplines through effective communicative abilities.3. Bumiputra scientists or science practitioners who utilize ICT to advance theirknowledge and skills and to explore business opportunities in the science-relatedindustry locally and globally.4. Bumiputra scientists or science practitioners who practice ethical and professionalvalues in providing services to the recipients and provider of the science-relatedindustry locally and globally.Generic Program Educational Objectives (PEOs are employability attributes and sellingpoints of your program) for FSG Masters Programs. These objectives are NOT directlymeasurable but serve as an aim of what graduates will be many years after graduation. Thesentences begin with:Three to five years upon successful completion of the program, our graduates will be:1. Bumiputra scientists or science practitioners who judge the worth of knowledge byapplying their knowledge, understanding and laboratory experiences to providequality research, and services to the government agencies, education sectors,research organizations and science-related industries locally and globally.2. Bumiputra proficient scientists or science practitioners who utilize effectivecommunicative abilities to lead and engage in research teams while exploringsolutions to authentic problems within and across disciplines.3. Bumiputra capable scientists or science practitioners who continue to advance theirknowledge, understanding and abilities by utilizing ICT to create businessopportunities for the education sectors, research organizations and science-relatedindustries locally and globally4. Bumiputra scientists or science practitioners who practice and promote the practiceof ethical and professional values in providing services to the recipients andproviders of the education sectors and research organizations in the science-relatedindustry locally and globally.Developed by Dr. JJ. : HP: +60193551621;Email: jjnita@salam.uitm.edu.myPage 2 of 4 22/05/2011http://drjj.uitm.edu.my
PEOs & POs are developed byby Assoc.Prof. Dr. Jaafarjantan aka DR JJ, FSG, <strong>UiTM</strong>PROGRAM LEARNING OUTCOMES (PLOs)Generic Program Learning Outcomes (PLOs are what graduates will know and be able todo) for FSG Pre-Diploma Science Programs. These are outcomes which describe whatgraduates are able to do and know right after they graduate. It can be directly measured butare usually indirectly measured through achievement of outcomes at the lesson and courselevel. The sentences begin with:Upon successful completion of the program, our bumiputra graduates will be able to:1. Construct and acquire introductory and intermediate knowledge of science andmathematics at the Diploma level.2. Plan and safely conduct simple scientific investigations, organize and transform raw datainto tables and graphs and propose appropriate mathematical models from the evidenceof the investigations.3. Identify, classify and make clear the outcomes and procedures to solve ill-definedproblems found in an introductory undergraduate science-related textbook.4. Communicate their ideas and arguments proficiently both verbally and in writing.5. Demonstrate collaboration with team members across gender and ethnic backgroundwhile performing and completing academic tasks.6. Practice honesty and integrity in performing and completing their academic tasks.7. Demonstrate abilities to be independent in completing their academic tasks.8. Explore new and efficient strategies to become deep-learners.9. Demonstrate leadership abilities in completing a team-related academic tasksGeneric Program Learning Outcomes (PLOs are what graduates will know and be able todo) for FSG Diploma Programs. These are outcomes which describe what graduates areable to do and know right after they graduate. It can be directly measured but are usuallyindirectly measured through achievement of outcomes at the lesson and course level. Thesentences begin with:Upon successful completion of the program, our bumiputra graduates will be able to:1. apply and acquire knowledge and understanding of laws, theories and principles ofscience and mathematics.2. safely prepare samples and operate a range of machineries and laboratoryequipments.3. conduct experiments, process, interpret and analyze experimental data.4. apply the scientific reasoning in solving authentic problems.5. verbally and cogently communicate scientific ideas with experts and non-experts .6. cogently articulate in writing, scientific investigations with experts and non-experts.7. effectively engage in a multidisciplinary team.8. apply values, ethics, morality and professionalism in their scientific pursuit.9. manage information and engage in life-long learning.10. apply managerial and entrepreneurial skills.11. demonstrate leadership skills.Developed by Dr. JJ. : HP: +60193551621;Email: jjnita@salam.uitm.edu.myPage 3 of 4 22/05/2011http://drjj.uitm.edu.my
PEOs & POs are developed byby Assoc.Prof. Dr. Jaafarjantan aka DR JJ, FSG, <strong>UiTM</strong>Generic Program Learning Outcomes (PLOs are what graduates will know and be able todo) for FSG Degree Programs. These are outcomes which describe what graduates areable to do and know right after they graduate. It can be directly measured but are usuallyindirectly measured through achievement of outcomes at the lesson and course level. Thesentences begin with:Upon successful completion of the program, our bumiputra graduates will be able to:1. analyze problems by applying and acquiring knowledge and understanding of laws,theories and principles of science and mathematics.2. safely prepare samples and operate a range of machineries and laboratoryequipments.3. identify problems, design an investigation or experiment, process and interpret theexperimental data and critically analyze and defend the conclusion.4. apply the scientific reasoning in solving authentic problems.5. verbally and cogently communicate and argue scientific ideas with peers, colleaguesand the public.6. cogently articulate and accurately report the scientific ideas and investigations toexperts and non experts.7. effectively engage in a multidisciplinary team locally and globally.8. demonstrate values, ethics, morality and professionalism in their scientific pursuit.9. manage information and engage in life-long learning.10. demonstrate managerial and entrepreneurial skills.11. demonstrate leadership skills.Generic Program Learning Outcomes (PLOs are what graduates will know and be able todo) for FSG Masters Programs. These are outcomes which describe what graduates areable to do and know right after they graduate. It can be directly measured but are usuallyindirectly measured through achievement of outcomes at the lesson and course level. Thesentences begin with:Upon successful completion of the program, our bumiputra graduates will be able to:1. synthesize problems by applying knowledge and understanding of laws, theories andprinciples of science and mathematics.2. safely prepare samples, operate, use, diagnose and modify laboratory equipments.3. identify problems, design experiments, analyse and form a justified conclusion fromexperimental data.4. apply the scientific reasoning in solving authentic problems.5. verbally express, argue, justify and articulate scientific ideas.6. express, argue, justify, articulate and accurately report scientific activities andfindings.7. effectively work in a multidisciplinary team.8. apply values, ethics, morality and professionalism in their scientific pursuit.9. manage information and engage in life-long learning.10. apply managerial and entrepreneurial skills.11. demonstrate leadership skills.Developed by Dr. JJ. : HP: +60193551621;Email: jjnita@salam.uitm.edu.myPage 4 of 4 22/05/2011http://drjj.uitm.edu.my
dr jj’s constructive alignmentessay
Constructive Alignment in Outcomes-Based Curriculum DesignConstructive Alignment in Outcomes-Based CurriculumDesignAssociate Professor Dr. Jaafar Jantan aka Dr. JJFaculty of Applied SciencesUniversiti Teknologi MARA40450 Shah Alam Selangorhttp://drjj.uitm.edu.my; +60193551621The concept of Constructive Alignment (CA) in Outcomes-Based Education (OBE is theterminology used at the ministerial level) and Outcomes-Based Teaching & Learning (OBTLis the terminology used at the IHL & program level) requires that each course in thecurriculum to be a form of verified evidence to support the achievement of the ProgramLearning Outcomes (which are usually aligned with the 9 MOHE Learning Outcomes).Hence, each course are to specify THREE Course Learning Outcomes (CLOs), preferablyfrom the 3 Bloom taxonomy (Knowledge, Skills & Affection). Once these outcomes arespecified, assessment methods must be determined to verify that the outcomes has beenachieved. Following that, appropriate teaching & learning activities are chosen in ways thatwill involve learners activate the action verbs specified in the outcomes.For example, if the learning outcome is: (this is MOHE LO1 ie outcome in the Cognitivedomain; Knowledge & Understanding. I am using this verb as an example because researchhave shown that learners' conceptual understanding is very poor even though they cancalculate and solve many numerical problems through recognition of or memorization ofmathematical formulas)"Upon successful completion of this course, you will be able to explain the conceptsand physical laws involved in mechanics and thermodynamics";then the Face-to-Face (F2F) and non-F2F learning activities will involve students, at the veryleast:to name, identify, describe, discuss, classify, draw, interpret and perhaps shownumerical examples on how the concepts & laws apply in some simple observablephysical events involving the two learning areas (mechanics & thermodynamics).These learning activities must of course be supported by teaching activities that will leadlearners towards activating (learners are the one doing the description, discussion,identification, drawing, classifying, interpreting and giving examples) the action verbs. Theseactivities are the Outcomes-Based Teaching & Learning Activities (OBTLA).In order to know whether the outcomes are achieved, Outcomes-Based Assessment (OBA),which is usually formative in nature, is done throughout the semester. Formative means theteacher identifies how much learners are able to activate the CLO verbs and then the teachershall provide the necessary remedy to aid learners activate the verbs.Formative assessment can be done in many ways and of course the normal way to do it is bygiving assessment tasks (ATs) such as reading assignments, homework problems andquizzes. These formative tasks serve as indicators on learners' proficiency or achievementlevel towards the said learning outcome. Learning is driven by assessment. Hence, thefeedback received by learners from the assigned tasks will inform both the teacher and thelearner the performance with respect to the standard (the verb explain is the said standardsince it is the CLO).Created on 24/11/2010 4:48:00 Prepared by A.P. Dr JJ, FSG, <strong>UiTM</strong> Page 1 of 3
Constructive Alignment in Outcomes-Based Curriculum DesignToday, regardless of discipline, rubrics are widely used to aid teachers in specifying thequality of the product (learners' responses to questions or tasks related to the action verb inthe particular learning area or the integration of learning areas). It also assist the learners inhow they ought to respond when they are to activate the action verbs. These very samerubrics will set the standards of achievement when judgment is needed at the end of thesemester where course grades are assigned to each learner.Summative assessment are graded tasks that are used at the end of units or learning areasor semester and these grades are used as part of our culture of certification. The number ofsummative assessment tasks for this particular learning outcome (the verb is explain) mustreflect the student learning time in achieving this outcome. Perhaps 2 tests and a final examis appropriate (SLT of about 70 for a 3-crdt hour course). The remaining SLT is set aside toattain achievement of other learning outcomes such as lab skills and teamwork.Formative assessments tasks are graded for the purpose of improvement (through the use offeedback via rubrics) during the ongoing semester and its score will not be included as partof the judgment process.This distinction of formative versus summative assessment is important since many facultymembers are using formative assessment to mean "continuous assessment". If anassessment task is used as part of certification, then it is summative. If we assign"continuous assessment" to be 60% then it means the tasks related to this 60% are used forcertification and not for improvement (unless one can show evidence that it was first used forimprovement purposes).Hence, specifying 60% as "continuous assessment" is not aligned with the principles of OBA.Perhaps a more acceptable practice would be to list out the tasks to be used as formativeassessment (scored and graded for the purpose of improvement via feedback) and the tasksto be used for summative assessment. I recommend we revise the use of "continuousassessment". On the contrary, the final exam is definitely a summative assessment tasksince its score is used towards course grade determination.In any case, the OBTL (OBE) practice means that the teaching & learning activities(OBTLAs) and the assessment practices (OBAs) are aligned to the specified learningoutcomes. In other words, if the outcome is "to explain", then the OBTLA and the summativeassessment tasks must involve learners to show that they can explain.Since, there are usualy 3 CLOs for each course, then according to the principles of OBTL,there will be three sub-grades assigned for the course. Each CLO will be given a separategrade to indicate learners' performance for that particular learning outcome. For example, thelearner's score or performance in explaining (cognitive domain) will not be averaged with hisscore on abilities to design or conduct an experiment or his score to demonstrate his abilityon team cohesiveness in achieving a learning goal. This is the principle of Outcomes-BasedGrading (OBG) which is closely tied together in the principles of OBTL & ConstructiveAlignment.The three grades obtained will then be combined, but not added numerically, taking intoconsideration the SLTs and the number of assessment tasks assigned to demonstrateachievement for each learning outcome. The combination of these grades will then yield thegrade for the course. According to this practice, a learner who failed an outcome will have torepeat that particular outcome even though he passed the course.Created on 24/11/2010 4:48:00 Prepared by A.P. Dr JJ, FSG, <strong>UiTM</strong> Page 2 of 3
Constructive Alignment in Outcomes-Based Curriculum DesignUnfortunately, our academic system is not ready for this type of assessment and grading.Hence, if a learner pass the course, they do not have to repeat the course at all even thoughthey fail in the cognitive outcome.Since we are now implementing OBTL (OBE), it is my prayers that we begin to implementthe whole package of constructive alignment. This include the implementation of OBTLA,OBA and OBG. It also means that we MUST do away with or minimize the traditional chalkand-talkor direct instruction TLAs and the traditional assessment and grading practices. Wecannot claim to be practicing OBE-SCL but in reality we are only creating outcomes but weare not making learners activate verbs in these outcomes during the TLAs. Worst still, we arepresently not activating these verbs in our formative and summative assessment tasks.Finally, we fail to assign grades according to the specified outcomes and instead just addingthe scores for all the assessment tasks as if the tasks are demonstrating performance of thesame action verbs.The time for transforming our higher education practice to support the MOHE transformationis now. Change and transformation requires that each of the teachers reflect and ask thecritical question,“Why am I at <strong>UiTM</strong> and how can I support the country’svision & Transformation agenda in producing humancapitals with first class mentalities?”Created on 24/11/2010 4:48:00 Prepared by A.P. Dr JJ, FSG, <strong>UiTM</strong> Page 3 of 3
dr jj’s comparison of 20th & 21stcentury learning
ISO 9001 : 2000 ( NO SIJIL : 404074)http://www.21stcenturyschools.com/What_is_21st_Century_Education.htmhttp://drjj.uitm.edu.my20th Century Classroom vs. the 21st CenturyClassroom20 th Century 21 st CenturyUSA 1960’s typical classroom – teacher-centered,fragmented curriculum, students working in isolation,memorizing facts.Time-basedFocus: memorization of discrete factsLessons focus on the lower level of Bloom’sTaxonomy – knowledge, comprehension andapplication.Textbook-drivenPassive learningLearners work in isolation – classroom within4 wallsTeacher-centered: teacher is center ofattention and provider of informationLittle to no student freedom“Discipline problems – educators do not truststudents and vice versa. No studentA classroom at the School of Environmental Studies,aka the Zoo School, in Minneapolis. A perfectexample of real-life, relevant, project-based21 st century education.Outcomes-Based (Learning activities &assessment are driven by outcomes)Focus: what students Know, Can Do andAre Like after all the details are forgotten.Learning is designed on upper levels ofBlooms’ – synthesis, analysis andevaluation (and include lower levels ascurriculum is designed down from the top.)Research-drivenActive Learning-ALLearners work collaboratively withclassmates and others around the world –the Global ClassroomStudent-centered-SCL: teacher isfacilitator/coachGreat deal of student freedomNo “discipline problems” – students andteaches have mutually respectfulCompiled by Assoc. Prof. Dr. J.J. HP: 0193551621;http://drjj.uitm.edu.myPage 1 of 3 8/30/2010
ISO 9001 : 2000 ( NO SIJIL : 404074)http://www.21stcenturyschools.com/What_is_21st_Century_Education.htmhttp://drjj.uitm.edu.mymotivation.20 th Century 21 st Centuryrelationship as co-learners; students arehighly motivated.Fragmented curriculumGrades averagedLow expectationsTeacher is judge. No one else sees studentwork.Curriculum/School is irrelevant andmeaningless to the students.Print is the primary vehicle of learning andassessment.Diversity in students is ignored.Literacy is the 3 R’s – reading, writing andmathFactory model, based upon the needs ofemployers for the Industrial Age of the 19thcentury. Scientific management.Integrated and Interdisciplinary curriculumGrades based on what was learned(Outcomes-Based Grading -OBG)High expectations – “If it isn’t good it isn’tdone.” We expect, and ensure, that allstudents succeed in learning at high levels.Some may go higher – we get out of theirway to let them do that.Self, Peer and Other assessments.Public audience, authentic assessments.Curriculum is connected to students’interests, experiences, talents and thereal world.Performances, projects and multipleforms of media are used for learning andassessment (Outcomes-Based Teaching& Leaning Activities-OBTLA &Outcomes-Based Assessment-OBA)Curriculum and instruction addressstudent diversityMultiple literacies of the 21 st century –aligned to living and working in a globalizednew millennium.Global model, based upon the needs of aglobalized, high-tech society.Driven by the NCLB and standardizedtesting mania.Standardized testing has its place.Education is not driven by the NCLB andstandardized testing mania.Compiled by Assoc. Prof. Dr. J.J. HP: 0193551621;http://drjj.uitm.edu.myPage 2 of 3 8/30/2010
ISO 9001 : 2000 ( NO SIJIL : 404074)http://www.21stcenturyschools.com/What_is_21st_Century_Education.htmhttp://drjj.uitm.edu.myWhat is 21 st century curriculum?Twenty-first century curriculum has certain critical attributes. It is interdisciplinary, projectbased,and research-driven. It is connected to the community – local, state, nationaland global. Sometimes students are collaborating with people around the world in variousprojects. The curriculum incorporates higher order thinking skills, multipleintelligences, technology and multimedia, the multiple literacies of the 21 st century,and authentic assessments. Service learning is an important component.The classroom is expanded to include the greater community. Students are self-directed,and work both independently and interdependently. The curriculum and instructionare designed to challenge all students, and provides for differentiation.The curriculum is not textbook-driven or fragmented, but is thematic, project-basedand integrated. Skills and content are not taught as an end in themselves, butstudents learn them through their research and application in their projects.Textbooks, if they have them, are just one of many resources.Knowledge is not memorization of facts and figures, but is constructed throughresearch and application, and connected to previous knowledge, personal experience,interests, talents and passions. The skills and content become relevant and needed asstudents require this information to complete their projects. The content and basic skills areapplied within the context of the curriculum, and are not ends in themselves.Assessment moves from regurgitation of memorized facts and disconnectedprocesses to demonstration of understanding through application in a variety ofcontexts. Real-world audiences are an important part of the assessment process, asis self-assessment.Compiled by Assoc. Prof. Dr. J.J. HP: 0193551621;http://drjj.uitm.edu.myPage 3 of 3 8/30/2010
samples of Outcomes-basedteaching and learning lecture&workshops
Outcome Based Education 11/05/2011email: jjnita@salam.uitm.edu.my, drjjlanita@hotmail.com; fsgobe@gmail.comWebsite: http://drjj.uitm.edu.my; HP#:+60193551621HowardGardnerCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 1Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 2Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 1
Outcome Based Education 11/05/201111/05/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 3http://drjj.uitm.edu.my5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 4Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 2
Outcome Based Education 11/05/201164http://drjj.uitm.edu.myMQF LOs Domains MOHE LOs, 2009-KSAi. Knowledge (K)ii. Practical skills (S)iii. Social skills and responsibilities (S)iv. Ethics, professionalism andhumanities (A)v. Communication, leadership andteam skills (A)vi. Scientific methods, critical thinkingand problem solving skills (K)vii. Lifelong learning and informationmanagement (A)viii. Entrepreneurship and managerialskills (A)1. Knowledge (K)2. Practical Skills (S)3. Thinking and scientific skills (K)4. Communication skills (A/S)5. Social skills, teamwork and responsibility(A/S)6. Values, ethics, moral and professionalism (A)7. Information management and lifelong learningskills (A/S)8. Managerial and entrepreneurial skills (A/S)9. Leadership skills (A/S)24Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 6Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 3
Outcome Based Education 11/05/20111. Clarity of focus about outcomesAlways have the significant, culminating exit outcomes as thefocus.Let the students know what they are aiming for.2. Designing backwardsDesign curriculum backward by using the major outcomes asthe focus and linking all planning, teaching and assessmentdecisions directly to these outcomesCMAP-SCMAP-EDUCMAP-ACMAP-MCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 73. Consistent, high expectations of successSet the expectation that OBE is for ALL learners.Expect students to succeed by providing them encouragement toengage deeply with the issues they are learning and to achieve thehigh challenging standard set (Spady, 1994b).4. Expanded opportunityDevelop curriculum to give scope to every learner to learn inhis/her own pace.Cater for individual needs and differences, for example,expansion of available time and resources so that all studentssucceed in reaching the exit outcomes.Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 8Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 4
Outcome Based Education 11/05/2011http://drjj.uitm.edu.my“The greatest enemy of understanding is coverage – I can’t repeatthat often enough. If you’re determined to cover a lot of things, youare guaranteeing that most kids will not understand, becausethey haven’t t had time enough to go into things in depth, to figureout what the requisite understanding is, and be able to performthat understanding in different situations.”(Gardner 1993: 24)Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 9Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 10Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 5
Outcome Based Education 11/05/2011http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 11Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 12Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 6
Outcome Based Education 11/05/2011http://drjj.uitm.edu.myTransformation FrameworkInstitutional PillarsCritical AgendaHuman Capital withFirst-class MentalityGovernanceLeadershipAcademiaTeaching andLearningResearch andDevelopmentApexUniversitiesMyBrain15LifelongLearningAcademicPerformanceAuditGraduateTrainingSchemeSource: National Higher Education Action Plan 2007-20105/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 13Triarchic Theory of Intelligence (2003) Analytical intelligence, the ability to complete academic, problem-solving tasks, such as those used in traditional intelligence tests. Thesetypes of tasks usually present well-defined problems that have only asingle correct answer. Creative or synthetic intelligence, the ability to successfully deal withnew and unusual situations by drawing onexisting knowledge and skills. Individuals high in creative intelligencemay give 'wrong' answers because they see things from a differentperspective. Practical intelligence, the ability to adapt to everyday life by drawingon existing knowledge and skills. Practical intelligence enables anindividual to understand what needs to be done in a specific settingtingand then do itRobert Sternberg, Yale Psychology Professor & President of the AmericanPsychological AssociationCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 14Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 7
Outcome Based Education 11/05/2011Howard Gardner on his Multiple intelligences Theory"While your IQ, which is sort of language logic, will get you behind thedesk, if you don’t t know how to deal with people, if you don't know how toread yourself (self-knowledge)knowledge), , you’re going to end up just staying at thatdesk forever or eventually being asked to make room for somebody whodoes have social or emotional intelligence."Intelligence is "the capacity to solve problems or to fashion productsthat are valued in one or more cultural setting" (Gardner & Hatch, 1989)Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 15Traditional/Transitional OBE emphasises student mastery oftraditional subject-related academic outcomes (usually with a strongfocus on subject-specific specific content) and some cross-disciplineoutcomes (such as the ability to solve problems or to work co-operatively).Transformational OBE emphasises long-term, cross-curricularcurricularoutcomes that are related directly to students’ future life roles (suchas being a productive worker or a responsible citizen or a parent).Spady (1994)Source: Killen, Roy (2005). Programming and assessment for quality teaching andlearning. Chapter 2. Thomson Social Science PressCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2011 16Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 8
Outcome Based Education 11/05/2011http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 17http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 18Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 9
Outcome Based Education 11/05/2011http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 19http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 20Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 10
Outcome Based Education 11/05/2011http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 21http://drjj.uitm.edu.my5/11/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 22Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 11
Outcome Based Education 11/05/2011Cognitive DomainEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeLevel 1: 1Recall orrecognition offact,information orconceptIntellectualSkillsWebb’s s DOKLevel2:Basic application ofskill/concept: Useinfo, conceptualknowledge, followproceduresSimpson’sPsychomotor DomainOriginationAdaptationComplete Overt ResponseMechanismGuided ResponseSetPerceptionLevel 3: 3Strategicthinking/reasoning:Develop plan to solve probs;require justification &decision-makinghttp://drjj.uitm.edu.myKrathwol’s s AffectiveDomainInternalizingOrganisationValuingRespondingReceivingLevel 4: 4Extended ThinkingSolving authentic realworldproblem requiringtime & research,patience, perseverance..5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 23http://drjj.uitm.edu.myHigherorderLowerorderSimpson’s s Taxonomy-SkillsOriginationAdaptationComplete Overt ResponseMechanismGuided ResponseSetPerceptionPSYCHOMOTOR DOMAIN INCLUDES PHYSICALMOVEMENT, COORDINATION & USE OF THEMOTOR SKILL AREASLO2, LO3, LO4,LO7,LO86Krathwohl’s s Taxonomy-AffectiveHigherorderLowerorderInternalizingOrganisationValuingRespondingReceivingAFFECTIVE DOMAIN – INCLUDES MANNER WE DEALWITH THINGS EMOTIONALLY (e.g. FEELINGS,INTERESTS, ATTITUDES, APPRECIATION,ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULTFROM INSTRUCTION): LO4,LO5,LO6,LO7, LO8,LO95/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 24Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 12
Outcome Based Education 11/05/2011Bloom CognitiveAction VerbsBloom5/11/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 255/11/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 26Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 13
Outcome Based Education 11/05/20115/11/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 27http://drjj.uitm.edu.my5/11/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 28Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 14
Outcome Based Education 11/05/2011http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 295/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 30Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 15
Outcome Based Education 11/05/2011http://drjj.uitm.edu.my5/11/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 31http://drjj.uitm.edu.mySource: Biggs &Tang (2007).“Teachingfor QualityLearning atUniversity”.ThirdEdition.McGraw HillCompanies.84Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 32Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 16
Outcome Based Education 11/05/2011http://drjj.uitm.edu.myIntended learning outcomes (CLOs) for Biggs’ The Nature ofTeaching and Learning Course and its aligned teaching/learningactivities (TLAs)1. Explain in depth why a particular course topic is important to teaching.TLAs: Plenary sessions with pre-readings and notes used for learninginformation, clarification and elaboration. Application to teaching bypartners and small groups2. Explain how the component course topics interrelate. TLAs: As for (1)3. Reflect on your teaching in terms of a working theory you have gained fromthe course. TLAs: Keep reflective diary; discuss with group/learning partner4. Evaluate a situation that has gone wrong and apply a solution. TLAs: Useworkplace resources, group/learning partner comparing perspectives onevaluating and applying.Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.11/05/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 33SYLLLLOsLabExamRubricshttp://drjj.uitm.edu.myIntended learning outcomes (CLOs) for <strong>DrJJ</strong>’s Physics PHY407 classand its aligned teaching/learning activities (TLAs)1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity andmagnetism using either or a combination of the qualitative, visual and quantitativeapproach. (LO1-C2). TLAs: Pre-class activity: performing predictions andsimulation tasks from predetermined softwares followed by face-to-face group andclass discussion on outcomes of simulation.2. Observe, predict, conduct and discuss results of scientific investigations inareas of electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasksinvolving simulation, laboratory tasks in the lab and discussion of results duringclass discussion.3. Collaborate with team members in team-related assessment tasks. (LO5-TS3).TLAs: Group discussions and cooperation in labs & in class.711/05/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 34Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 17
Outcome Based Education 11/05/2011SYLLLLOsLabExamRubricshttp://drjj.uitm.edu.myIntended learning outcomes (CLOs) for <strong>DrJJ</strong>’s Physics PHY407 classand its aligned outcomes indicators1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity andmagnetism using either or a combination of the qualitative, visual and quantitativeapproach. (LO1-C2). Outcome Element: Explain. Knowledge Dimensions: Factual, Conceptual & Procedural. Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), OralInterviews (Middle & End of Semester Oral Interviews), Assignments (ConceptMaps)2. Observe, predict, conduct and discuss results of scientific investigations in areasof electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasks involvingsimulation, laboratory tasks in the lab and discussion of results during classdiscussion. Outcome Elements: Observe, predict, conduct & discuss Knowledge Dimensions: Procedural7 Assessment Methods: Journal Entries, Laboratories11/05/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 35Factual (Declarative) KnowledgeFactual (Declarative) Knowledge: The basic elements students mustknow to be acquainted with a discipline or solve problems in it.Knowledge of terminology: technical vocabulary, musical symbolsKnowledge of specific details and elements: Major natural resources,reliable sources of information5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 36Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 18
Outcome Based Education 11/05/2011Conceptual Knowledge: The interrelationships among the basicelements within a larger structure that enable them to functiontogether.Knowledge of classifications and categories: periods of geologic time,areas of chemistry, types of energyKnowledge of principles and generalizations: Energy Conservation,Pythagorean theorem, law of supply and demand, Newton’ Laws, Beer’sLaws, Faraday’s LawKnowledge of theories, models and structures: theory of evolution,structure of congress, Atomic Models,5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 37Procedural KnowledgeProcedural Knowledge : How to do something, methods of inquiry, andcriteria for using skills, algorithms, techniques, and methodsKnowledge of subject-specific specific skills and algorithms: painting withwatercolors, whole-number divisionKnowledge of subject-specific specific techniques and methods: interviewingtechniques, scientific methodKnowledge of criteria for determining when to use appropriateprocedures: when to apply Newton's second law, when to use a particularmethod of estimation5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 38Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 19
Outcome Based Education 11/05/2011Meta-Cognitive Knowledge: Knowledge of cognition in general as wellas awareness and knowledge of one's own cognition.Strategic knowledge: outlining as a means of capturing the structure of aunit of subject matter in a textbookCognitive tasks: knowledge of the different types of tests, cognitivedemands of different tasksSelf-knowledgeknowledge: knowledge that critiquing essays is a personal strength,whereas writing essays is a personal weakness; awareness of one's ownknowledge level5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 39Remember: Retrieve relevant knowledge from long-term memory.Recognizing: Recognize the dates of important events in US history.Recalling: Recall the dates of important events in US historyFC: Knowledge of terminology: technical vocabulary, musical symbolsKnowledge of specific details and elements: Major natural resources,reliable sources of informationCK: Knowledge of principles and generalizations: Pythagorean theorem,law of supply and demandCK: Knowledge of theories, models and structuresCK: Knowledge of theories, models and structures: theory of evolution,structure of congress5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 40Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 20
Outcome Based Education 11/05/2011Understand: Construct meaning from instructional messages, includingoral, written,and graphic communication.Interpreting: Paraphrase important speeches and documentsExemplifying: Give examples of various artistic painting stylesClassifying: Classify observed or described cases of mental disordersSummarizing: Write a short summary of the events portrayed on videotapesInferring: In learning a foreign language, infer grammatical principles fromexamplesComparing: Compare historical events to contemporary situationsExplaining: Explain the causes of important eighteenth-century events in FranceCK: Knowledge of principles and generalizations: Pythagorean theorem,law of supply and demandCK: Knowledge of theories, models and structures: theory of evolution,structure of congress5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 41Apply: Carry out or use a procedure in a given situationExecuting: Divide one whole number by another whole number, both withmultiple digits.Implementing: Determine in which situations Newton's second law isappropriate.PK: Knowledge of subject-specific specific skills and algorithms: paintingwith watercolors, whole-number divisionPK: Knowledge of subject-specific specific techniques and methods:interviewing techniques, scientific methodPK: Knowledge of criteria for determining when to use appropriateprocedures: when to apply Newton's second law, when to use aparticular method of estimation5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 42Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 21
Outcome Based Education 11/05/2011Analyze: Break material into constituent parts and determine how partsrelate to one another and to an overall structure or purpose.Differentiating: Distinguish between relevant and irrelevant numbers in amathematical word problem)Organizing: Structure evidence in a historical description into evidence foror against a particular historical explanationAttributing: Determine the point of view of the author of an essay in termsof his or her political perspective5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 43http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 44Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 22
Outcome Based Education 11/05/2011http://drjj.uitm.edu.myThe Outcomes-Based approach to course design is intended tomake the expectations of the designer/educatormore transparent to both the student and anyregulatory or accrediting body (KPT, MQA, EAC).Unlike the traditional model of course design in highereducation (focus on coverage), where the lecturer would decidewhat to include on a syllabus, based on his or her ownjudgement of what was important for students to know; or onpersonal research or other interests;the outcomes-based approach starts with a specification of whatthe student will be expected to achieve by the end of theprogram/course/unit/lesson/lessonCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 45http://drjj.uitm.edu.my1. Address 3-H (Head-Hand-Heart) as specified in the curriculum mapping.2. Supports the achievement of PLOs (MOHE LOs) as specified in the CurriculumMatrix (sheet 6 & sheet 8).3. Specifies the competency level consistent with the Taxonomy identified inCurriculum Mapping (sheet 10 in the Excel template)4. Specifies the competency level for the Generic Student Attributes identified inCurriculum Mapping (Sheet 9 in the Excel Template).5. Identifies the learning areas or themes and the competency level attainment foreach theme. Content & standards are developed to ensure attainment of the CLOs.6. Best to just have 3 CLOs, one each for KSA as specified in the Curr Mapping.7. Alternatively, you could have 5 CLOs: 3 CLO for each theme in the combinedcognitive domain (LOTS-LO1 and HOTS-LO3) and the other 2 CLOs as specified inthe curriculum mapping. Note that the 3 CLOs for each theme may not necessarilybe addressing the same attainment level but the deepest attainment is as specifiedin the Taxonomy of your curriculum mapping (sheet 10).Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 46Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 23
Outcome Based Education 11/05/2011http://drjj.uitm.edu.my“The greatest enemy of understanding is coverage – I can’t repeatthat often enough. If you’re determined to cover a lot of things, youare guaranteeing that most kids will not understand, becausethey haven’t t had time enough to go into things in depth, to figureout what the requisite understanding is, and be able to performthat understanding in different situations.”(Gardner 1993: 24)Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 47SYLLLLOsLabExamRubricshttp://drjj.uitm.edu.myCourse learning outcomes (CLOs) for <strong>DrJJ</strong>’s Physics PHY407 classand its aligned teaching/learning activities (TLAs)1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity andmagnetism using either or a combination of the qualitative, visual and quantitativeapproach. (LO1-C2). TLAs: Pre-class activity: performing predictions andsimulation tasks from predetermined softwares followed by face-to-face group andclass discussion on outcomes of simulation.2. Observe, predict, conduct and discuss results of scientific investigations inareas of electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasksinvolving simulation, laboratory tasks in the lab and discussion of results duringclass discussion.3. Collaborate with team members in team-related assessment tasks. (LO5-TS3).TLAs: Group discussions and cooperation in labs & in class.7Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 48Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 24
Outcome Based Education 11/05/2011SYLLLLOsLabExamRubricshttp://drjj.uitm.edu.myIntended learning outcomes (CLOs) for <strong>DrJJ</strong>’s Physics PHY407 classand its aligned outcomes indicators1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity andmagnetism using either or a combination of the qualitative, visual and quantitativeapproach. (LO1-C2). Outcome Element: Explain. Knowledge Dimensions: Factual, Conceptual & Procedural. Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), OralInterviews (Middle & End of Semester Oral Interviews), Assignments (ConceptMaps)2. Observe, predict, conduct and discuss results of scientific investigations in areasof electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasks involvingsimulation, laboratory tasks in the lab and discussion of results during classdiscussion. Outcome Elements: Observe, predict, conduct & discuss Knowledge Dimensions: Procedural7 Assessment Methods: Journal Entries, LaboratoriesCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 49Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 50Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 25
Outcome Based Education 11/05/2011Work with your learning Community Select a course that you are currently teaching or you willbe teaching Generate the Table of Knowledge Dimension & KnowledgeComplexity Write the proposed CLOs based on the Table above Propose the Learning Themes/Learning Areas and thecontent that will support attainment of the CLOs. Present it to the facilitator.Be practical. You only have 14 weeks.http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 51Guidelines to write your constructively aligned CLOs (Use EXCEL toconstruct this table) – Refer to Brief Guide to LOKI for the depth/complexityKind of Knowledge(Declarative [Factual],Conceptual, Proceduralor Metacognition)Topics/learningAreas to belearned /ContentLevel orcomplexity ofunderstanding /Performance(Outcome verb-Bloom taxonomy)http://drjj.uitm.edu.myMOHE LOs orPLOs (from CurrMap)Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 52Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 26
Outcome Based Education 11/05/2011F, C, PF, CPGuidelines to write your constructively aligned CLOs (Use EXCEL toconstruct this table) – Refer to Brief Guide to LOKI for the depth/complexityKind of Knowledge(Declarative [Factual],Conceptual, Proceduralor Metacognition)F, CF, CLearningAreas/Topics tobe learned /ContentElectrostaticsElectricityElectricityMagnetismLevel or complexity ofunderstanding /Performance(Outcome verb-Bloomtaxonomy)Explain, C2Explain, C2Science Method:Predict, Design,Experiment, ConcludeExplain, C2Explain, C2LO1LO1LO2LO1LO1http://drjj.uitm.edu.myMOHE LOs orPLOs (fromCurr Map)Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 53Course:PHY407KnowledgeDimensionsFactualComplexity increase going from left to right – deeper understandingLower order thinking skills(LOTS)RememberUnderstandFunctional Knowledge (what you do withwhat you know & understand)Higher order thinking skills (HOTS)ApplyAnalyzeSynthesisEvaluateConceptualProceduralElectromagnetismMetacognitionCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 54Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 27
Outcome Based Education 11/05/20115/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 55Course:PHY407KnowledgeDimensionsFactualUnder-standRe-member√Complexity increase going from left to right – deeperunderstandingApplyAnalyzeSynthesisEvaluateConceptualProceduralMeta-cognitionExplainExperimentCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 56Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 28
Outcome Based Education 11/05/2011http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 57Bloom CognitiveAction VerbsBloom5/11/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 58Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 29
Outcome Based Education 11/05/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 59Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 60Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 30
Outcome Based Education 11/05/2011http://drjj.uitm.edu.myCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 61http://drjj.uitm.edu.my1. Note that LLOs are Direct measures of attainment.2. Courses are offered as evidence towards attainment of PLOs (MOHE LOs) and theevidence is gathered through attainment of CLOs but are direct measurement ismade by attainment of LLOs.3. Best to have not more than 5 LLOs (a practical, achievable & measurable numbersrange between 3-5 LLOs, for each 1-hour Face-2-Face Lesson.4. Have LLOs for all the CLOs to be able to gather direct evidence for the CLOattainment.(Don’ just focus on the cognitive attainment but attainment ofALL the CLOs…)Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 62Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 31
Outcome Based Education 11/05/2011Work with your learning Community For each CLO, propose samples of the LLOs you will bedirectly measuring for at least 4 Face-2-Face one-hourlesson Present it to the facilitator.http://drjj.uitm.edu.myBe practical. You only have 14 weeks.Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 63SYLLLLOsLabExamRubricshttp://drjj.uitm.edu.myIntended learning outcomes (CLOs) for <strong>DrJJ</strong>’s Physics PHY407 classand its aligned teaching/learning activities (TLAs)1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity andmagnetism using either or a combination of the qualitative, visual and quantitativeapproach. (LO1-C2). TLAs: Pre-class activity: performing predictions andsimulation tasks from predetermined softwares followed by face-to-face group andclass discussion on outcomes of simulation.2. Observe, predict, conduct and discuss results of scientific investigations inareas of electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasksinvolving simulation, laboratory tasks in the lab and discussion of results duringclass discussion.3. Collaborate with team members in team-related assessment tasks. (LO5-TS3).TLAs: Group discussions and cooperation in labs & in class.7Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 64Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 32
Outcome Based Education 11/05/2011SYLLLLOsLabExamRubricshttp://drjj.uitm.edu.myIntended learning outcomes (CLOs) for <strong>DrJJ</strong>’s Physics PHY407 classand its aligned outcomes indicators1. Explain (in depth) the concepts, laws and theories in electrostatics, electricity andmagnetism using either or a combination of the qualitative, visual and quantitativeapproach. (LO1-C2). Outcome Element: Explain. Knowledge Dimensions: Factual, Conceptual & Procedural. Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), OralInterviews (Middle & End of Semester Oral Interviews), Assignments (ConceptMaps)2. Observe, predict, conduct and discuss results of scientific investigations in areasof electrostatics and electricity. (LO2-P3). TLAs: Pre-class activity on tasks involvingsimulation, laboratory tasks in the lab and discussion of results during classdiscussion. Outcome Elements: Observe, predict, conduct & discuss Knowledge Dimensions: Procedural7 Assessment Methods: Journal Entries, LaboratoriesCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 65http://drjj.uitm.edu.my55/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 66Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 33
Outcome Based Education 11/05/2011How Does MQF Affect Teaching-Learning?http://drjj.uitm.edu.myTeacher - centeredStudent - centeredCourseObjective istheLearningTargetNo mappingof learningoutcomesLearningOutcomes isthe LearningTargetMapping oflearningoutcomesnecessaryStudentIndependentLearningNot CalculatedContact hoursReflects CreditvalueStudentindependentLearning TimeCalculatedTotal SLT reflectsCredit valueMQF in Programmes.Roz.Roadshow5/11/2011MQF.Roz.RoadshowCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 67Lecturer-Centredto Student-Centredhttp://drjj.uitm.edu.myAcademic Activity(some examples)Face 2Face(incorporating SLT)Student Self-Learning*Total1 Lecture 1 2 32 Tutorial 1 2 33 Laboratory/Practical 3 2 54 Assignment - 2000 words 0 20 205 Presentation 1 4 5Total 6 30 36Unaccounted forin the present system* Using the Proposed student independent learning in relation (Slide MQF.Roz.Roadshow17)MQF 5/11/2011 in Programmes.Roz.RoadshowCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 68Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 34
Outcome Based Education 11/05/2011A credit is the agreed-upon value used to measure a studentworkload in terms of learning time required to completecourse units, resulting in learning outcomes’ (UNESCO, 2004)Achievement of Learning OutcomesCredit =the measurement ofstudents’academic loadTeaching LearningActivitiesTeaching/Learning + Assessmente.g. 4 800 notional SLT = 120 creditsTotal SLT 40 CreditStudent Learning Time (SLT)MQF in Programmes.Roz.Roadshow5/11/2011MQF.Roz.RoadshowCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 69Factors In Calculating Credithttp://drjj.uitm.edu.myFace to Face / Guided Learning Time+Student Self Learning Time+Total Assessment TimeMQF 5/11/2011 in Programmes.Roz.RoadshowMQF.Roz.RoadshowCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 70Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 35
Outcome Based Education 11/05/2011Student Categories &130 credit Bachelorshttp://drjj.uitm.edu.myMQF 5/11/2011 in Programmes.Roz.RoadshowMQF.Roz.RoadshowCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 71Proposed student independent learning timehttp://drjj.uitm.edu.myItemDuration (hours) orrequirementsProposed Student SelfLearning Time (hours)Lecture 1 1-2Tutorial 1 1-2Tutorial (involving case studies) 1 3Laboratory (including report writing) 3 2-3Undergraduate Final Year Project/6 - 10 credits 200 - 400Dissertation Studio Work 2 2Presentation 1 3-4Coursework/Assignment 2000 words 10 - 12Creative Writing (or a project that last awhole semester)100 – 150 pages 8-10Examination 3 10 – 20*Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb. 2005 by Quality AssuranceDivision, Ministry of Higher Education (Malaysia).* Proposed by MQA, depending on the field of study and the intensity of the examination.MQF in Programmes.Roz.Roadshow5/11/2011MQF.Roz.RoadshowCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 72Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 36
Outcome Based Education 11/05/2011Learning Outcomes and Student Learning Time(A subject with 6 learning outcomes and 1.5 credit hours)http://drjj.uitm.edu.myLearning Outcomes Lecture Tute Self -learning1 explain the types of contracts; 2 1 3 62 distinguish between offer, acceptance and an 3 2 5 10invitation to treat;3 differentiate the types considerations; 2 1 3 64 describe the principles concerning termination and 4 2 4 10breach of contract;5 Summarise principles of damages; 2 1 3 66 Examine, analyse, compile, apply and justify theprinciples of contract in given scenario.- Assessment(1 coursework and one 3-hour examinations)TotalSLT0 3 6 90 4 12 16Total 63MQF in Programmes.Roz.Roadshow5/11/2011MQF.Roz.RoadshowCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 73Module Academic Load & Creditshttp://drjj.uitm.edu.myLearning ActivitiesSLT(in hours)1 Lectures (54)a Attending Lectures 24b Pre and Post preparation* 302 Tutorial (18)a Attending tutorial 9b Preparation for tutorial* 93 Laboratory (36)a Practical 24b Prepreparation and Reportwriting*12Learning ActivitiesSLT(in hours)4 Assessments (23)a.b.c.1 continuos assessement (1 hour + 3hours preparation*)1 presentation (1 hour + 5 hourspreparation*)1 Final Examination (3 hour + 10hours preparation*)4613Total 131Subject Credit (131 ÷ 40 = 3.27) 3* See Proposed student independent learning in relation (Slide 17)MQF in Programmes.Roz.Roadshow5/11/2011MQF.Roz.RoadshowCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 74Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 37
Outcome Based Education 11/05/2011Credits per semesterhttp://drjj.uitm.edu.myMQF 5/11/2011 in Programmes.Roz.RoadshowPHY407FSG500MQF.Roz.RoadshowCopyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 75http://drjj.uitm.edu.my5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 76Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 38
Outcome Based Education 11/05/2011http://drjj.uitm.edu.myWork with your learning Community Using the course you selected earlier, formulate the SLTsfor the course. Present it to the facilitator.5/11/2011Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 77Reflection“The goal of intellectual education is not how to repeat orretain ready-made truths… . It is in learning to masterthe truth by oneself at the risk of losing a lot of time andgoing thru all the roundabout ways that are inherent inreal activity.”(Jean Piaget, Swiss cognitive psychologist, 1896-1980)5/11/2011 Copyright <strong>DrJJ</strong>, ASERG, FSG, <strong>UiTM</strong>. March 2010 78Copyright DR JJ, ASERG, <strong>UiTM</strong>, Shah Alam 39
Instruments
ahasa melayu fci translatedby dr jj
Graf di atas mewakili pergerakan suatu jasad yang bergerak dalamsatu dimensi.23. Apakah pecutan purata objek tersebut diantara sela masa t = 0 s dan t= 6 s?(A) 3.0 m/s 2 (B) 1.5 m/s 2 C) 0.83 m/s 2(D) 0.67 m/s 2 (E) Tiada jawapan.24. Berapa jauhkah objek tersebut bergerak dalam sela masa t = 0 s dant = 6 s?(A) 20.0 m (B) 8 m C) 6 m(D) 1.5 m (E) Tiada jawapan.Inventori Konsep Daya& Ujian Asas MekanikIbrahim Halloun& David HestenesUniversity of Arizona25. Apakah kelajuan purata objek tersebut untuk 6 s yang pertama?(A) 3.3 m/s (B) 3.0 m/s C) 1.8 m/s(D) 1.3 m/s (E) Tiada jawapan.RUJUK KEPADA GAMBARAJAH DI SEBELAH UNTUK MENJAWABSOALAN BERIKUT.Gambarajah di sebelah mewakili suatu foto bagisebiji bola yang dilantunkan ke atas oleh suatuspring. Spring tersebut pada mulanya dimampatkansehingga ke titik X sebelum dilepaskan. Bola itu pulamelantun daripada spring pada titik Y dan kemudiannyamencapai kedudukan tertingginya padatitik Z.26. Jika rintangan udara boleh diabaikan,(A) Pecutan maksimum bola berlaku pada titik Y(ketika masih lagi bersentuhan dengan spring).(B) Pecutan bola berkurangan apabila bergerak darititik Y ke titik Z.(C) Pecutan bola pada titik Z ialah sifar.(D) Semua jawapan di atas adalah benar.(E) Pecutan bola adalah sama pada setiap titik bagi laluannya darititik Y ke titik Z.TAMAT“One must learn by doing the thing, for though you think you knowit, you have no certainty until you try.”Author:Aristotle. Source:The Forbes Book of Business Quotations : 14,266 thoughts onthe Business of Life.Di sediakan oleh:Assoc. Prof. Dr. Jaafar Jantana.k.a. Dr. J.J.Applied Science Education Research Group(ASERG)Faculty of Applied Science,<strong>UiTM</strong> Shah AlamSelangor.20 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.htmlPrepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
BAHAGIAN A: Inventori Konsep DayaMasa: 45 minit&BAHAGIAN B: Ujian Mekanik AsasMasa: 45 minitTujuan ujian-ujian ini adalah untuk mengukur pengetahuan anda dalambidang fizik mekanik asas. Semoga dengan keputusan yang diperolehinanti pihak tenaga pengajar bersama-sama dengan anda dapat mengenalpastikelemahan anda dan seterusnya dapat mencuba kaedahpengajaran-pembelajaran yang berbeza dan lebih berkesan.Kertas ujian ini mengandungi DUA bahagian. Bahagian A ialah ujiankefahaman asas mengenai daya sementara Bahagian B pula mengujikefahaman asas mekanik dan melibatkan sedikit pengiraan.ARAHAN:• Isikan maklumat peribadi sebelum mula membaca soalan.• Jawab kedua-dua bahagian dalam kertas jawapan objektif yangdisediakan.• Jangan menconteng kertas soalan kerana ia akan dipungut dandigunakan lagi. Anda akan diberikan kertas untuk tujuan pengiraan.• Jawab 30 soalan dalam Bahagian A dalam masa 45 minit.• Jawab 26 soalan dalam Bahagian B dalam masa 45 minit.• Seboleh mungkin jawab semua soalan dengan jujur dan kurangkanmeneka jawapan ataupun meniru dari rakan.bola tersebut mengalami jumlah daya tindakan dalam arah anak panahputus?RUJUK KEPADA GAMBARAJAH DI SEBELAH UNTUKMENJAWAB SOALAN-SOALAN 20 HINGGA 22.Gambarajah di sebelah menggambarkan dua kepingcakera hoki ais di atas permukaan meja tanpa geseran.Jisim cakera II ialah 4 kali ganda jisim cakera I.Bermula daripada keadaan pegun, kedua-dua cakeraditolak oleh dua daya- daya yang sama.20. Bola manakah yang mempunyai tenaga kinetik yanglebih besar apabila sampai ke garisan penamat?(A) I (B) II(C) Kedua-duanya mempunyai tenaga yang sama.(D) Maklumat yang diberi tidak mencukupi untuk menjawab soalan ini.21. Bola manakah yang akan sampai ke garisan penamat dahulu?(A) I (B) II(C) Kedua-duanya akan sampai pada waktu yang sama.(D) Maklumat yang diberi tidak mencukupi untuk menjawab soalan ini.22. Bola manakah yang mempunyai momentum yang lebih besar ketikatiba di garisan penamat?(A) I (B) II(C) Kedua-duanya mempunyai momentum yang sama.(D) Maklumat yang diberi tidak mencukupi untuk menjawab soalan ini.RUJUK KEPADA GAMBARAJAH DI BAWAH UNTUK MENJAWABSOALAN-SOALAN 23 HINGGA 25."The roots of education are bitter, but the fruit is sweet." -Aristotle2 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html19 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
15. Kumpulan anak-anak panah manakah yang paling sesuai untuk mewakiliarah perubahan momentum untuk setiap bola?16. Anak panah manakah yang paling sesuai bagi mewakili arah impulsyang dikenakan oleh bola P terhadap bola Q sewaktu perlanggaran?BAHAGIAN A: Inventori Konsep Daya1. Dua biji bola A dan B mempunyai saiz yang sama tetapi bola A beratnyadua kali ganda berat B. Bola-bola tersebut dijatuhkan serentak daripadabumbung sebuah bangunan dua tingkat. Masa yang diambil untuk bolabolatersebut sampai ke tanah ialah:(A) bola A mengambil masa separuh sahaja masa yang diambil olehbola B.(B) bola B mengambil masa separuh sahaja masa yang diambil olehbola A.(C) lebih kurang sama.(D) bola A lebih cepat sampai tetapi tak semestinya separuh masayang diambil oleh bola B.(E) bola B lebih cepat sampai tetapi tak semestinya separuh masayang diambil oleh bola A.17. Sebuah kereta mempunyai pecutan maksimum 3.0 m/s 2 . Berapakahpecutan maksimum kereta tersebut ketika menarik sebuah kereta lainyang berjisim dua kali ganda jisimnya?(A) 2.5 m/s 2 (B) 2.0 m/s 2 C) 1.5 m/s 2(D) 1.0 m/s 2 (E) 0.5 m/s 218. Seorang wanita yang beratnya 6.0 x 10 2 N sedang menaiki sebuah lifuntuk pergi dari aras 1 ke aras 6. Apabila menghampiri aras 6, lif tersebutmengurangkan kelajuannya ke atas daripada 8.0 m/s kepada 2.0m/s dalam masa 3.0 s. Berapakah daya purata yang dikenakan olehlantai lif terhadap wanita ini pada sela masa 3.0 s itu?(A) 120 N (B) 480 N C) 600 N(D) 720 N (E) 1200 N19. Gambarajah di sebelah menggambarkan sekepingcakera hoki ais yang sedang bergeraksecara mendatar di atas suatu permukaantanpa geseran dalam arah yang ditunjukkanoleh anak panah putus. Suatu daya malar Fseperti yang dilihat dalam gambarajah bertindakterhadap bola tersebut. Daya kedua manakahA, B, C, D, E yang perlu dikenakan supaya18 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html2. Dua biji bola A dan B bergolek jatuh dengan kelajuan yang sama daripadasebuah meja mendatar. Bola A beratnya dua kali ganda bola B.Dalam keadaan ini,(A) kedua-dua biji bola sampai ke lantai lebih kurang pada jarak mendataryang sama daripada kaki meja.(B) jarak mendatar bola A daripada kaki meja apabila sampai ke lantaiialah separuh jarak mendatar bola B.(C) jarak mendatar bola B daripada kaki meja apabila sampai ke lantaiialah separuh jarak mendatar bola A.(D) jarak mendatar bola A daripada kaki meja apabila sampai ke lantaiadalah kurang daripada jarak mendatar bola B tetapi tak semestinyaseparuh.(E) jarak mendatar bola B daripada kaki meja apabila sampai ke lantaiadalah kurang daripada jarak mendatar bola A tetapi tak semestinyaseparuh.3. Sebiji batu yang jatuh daripada atap sebuah bangunan ke permukaanbumi;(A) mencapai kelajuan maksimumnya sejurus selepas ia jatuh danselepas itu ia jatuh dengan kelajuan yang seragam.(B) memecut semasa ia jatuh kerana tarikan graviti bertambah kuatapabila batu menghampiri permukaan bumi.(C) memecut kerana adanya tindakan daya graviti yang seragam.(D) jatuh kerana kecenderungan sejati setiap objek adalah untuk jatuhke permukaan bumi.(E) jatuh kerana adanya gandingan daya graviti bersama-sama dengantekanan udara yang menolak bola tersebut ke bawah.4. Bayangkan suatu perlanggaran secara berdepan diantara sebuah lori3 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
alak dan sebuah kereta Kancil. Sewaktu perlanggaran,(A) lori mengenakan daya yang lebih besar terhadap kereta berbandingdengan daya kereta terhadap lori.(B) kereta mengenakan daya yang lebih besar terhadap lori berbandingdengan daya lori terhadap kereta.(C) tiada daya yang kenakan oleh lori terhadap kereta dan sebaliknya;kereta menjadi remuk kerana ianya menjadi penghalang kepadapergerakan lori.(D) lori mengenakan daya terhadap kereta tetapi kereta tidak mengenakandaya terhadap lori.(E) lori dan kereta masing-masingnya mengenakan daya yang samamagnitudnya.GUNAKAN KETERANGAN DAN GAMBARAJAH DI BAWAH UNTUK MEN-JAWAB SOALAN- SOALAN 5 DAN 6:Gambarajah di sebelah menunjukkan suatu salurantanpa geseran dalam bentuk separa bulatanyang berpusat pada titik “O”. Saluran ini telah didilekatkan kepada permukaan sebuah meja mendatartanpa geseran. Anda sedang melihat dariatas. Anggapkan daya-daya yang dikenakan olehudara boleh diabaikan. Sebiji bola memasukilubang saluran pada kedudukan "p" dengan kelajuanyang tinggi dan keluar pada kedudukan "r".5. Cuba anda pertimbangkan daya-daya berikut1. Daya ke bawah disebabkan oleh graviti.2. Daya yang menghala daripada q ke O yang dikenakan oleh saluran.3. Daya dalam arah gerakan bola.4. Daya yang menghala daripada O ke q.Daya-daya manakah yang bertindak terhadap bola apabila bola beradapada kedudukan “q”?(A) 1 sahaja(B) 1 dan 2(C) 1 dan 3(D) 1, 2, dan 3(E) 1, 3, dan 46. Arah laluan manakah dalam gambarajahdi sebelah kanan yang akandiikuti oleh bola setelah ianya keluardaripada saluran pada kedudukan “r”dan bergerak di atas permukaanmeja tanpa geseran?RUJUK KEPADA GAMBARAJAH DI SE-BELAH UNTUK MENJAWAB SOALAN-SOALAN 11 DAN 12.X dan Z menandakan kedudukan tertinggisementara Y pula kedudukan terendah bagiseorang budak berjisim 50 kg yang sedangmenaiki buaian seperti yang digambarkan.11. Apakah kelajuan budak tersebut padatitik Y?(A) 2.5 m/s(B) 7.5 m/s(C) 10.0 m/s(D) 12.5 m/s(E) Semuanya salah12. Apakah daya tegangan tali pada titik Y?(A) 250 N (B) 525 N (C) 7 x 10 2 N(D) 1.1 x 10 3 N (E) Semuanya salah.RUJUK KEPADA GAMBARAJAH DI SEBELAH UN-TUK MENJAWAB SOALAN-SOALAN 13 DAN 14.Bungkah I dan II yang masing-masingnya berjisim1.0 kg digantung ke siling (lelangit) sebuah lif olehtali-tali 1 dan 2.13. Berapakah daya yang dikenakan oleh tali 1 terhadapbungkah I apabila lif tersebut bergerak ke atasdengan kelajuan seragam 2.0 m/s?(A) 2 N (B) 10 N(C) 12 N (D) 20 N (E) 22 N14. Berapakah daya yang dikenakan oleh tali I terhadap blok II jika lif tersebutpegun?(A) 2 N (B) 10 N(C) 12 N (D) 20 N (E) 22 NRUJUK KEPADA GAMBARAJAH DI SEBELAH UNTUKMENJAWAB SOALAN-SOALAN 15 DAN 16.Gambarajah di sebelah menggambarkan laluan perlanggaranyang diikuti oleh dua biji bola P dan Q.4 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html17 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
N dan F mesti benar?(A) F = k dan N = W (B) F = k dan N > W(C) F > k dan N < W (D) F > k dan N = W(E) Tiada satu pun pilihan di atas.8. Sebuah silinder logam yang kecil berada dalamkeadaan pegun di atas sebuah meja bulat yang sedangberputar pada kelajuan yang seragam sepertiyang dilakarkan dalam gambarajah di sebelah. Manakahdiantara kumpulan vektor di bawah yang palingtepat bagi menunjukkan halaju, pecutan dan jumlahdaya yang bertindak terhadap silinder ?9. Andaikan silinder dalam soalan 8 berjisim 0.10 kg dan koefisien geseranstatik diantara permukaan meja dan silinder ialah 0.12. Jika silindertersebut berada 0.20 m daripada tengah meja, apakah kelajuanmaksimum silinder pada laluan membulatnya supaya ia tidak gelongsordaripada permukaan meja bulat yang sedang berputar?(A) 0 < v
9. Kelajuan cakera hoki ais selepas menerima "pukulan" seketika adalah(A) sama dengan kelajuan awalnya, "v 0 " sebelum ianya di"pukul".(B) sama dengan kelajuan "v p " yang ia perolehi akibat daripada"pukulan" dan tidak ada kaitan dengan kelajuan "v 0 ".(C) sama dengan hasilcampur kelajuan "v 0 " dan "v p ".(D) lebih kecil daripada kelajuan "v 0 " atau "v p ".(E) lebih besar daripada kelajuan "v 0 " atau "v p " tetapi lebih kecil daripadahasilcampur kelajuan "v 0 " dan "v p ".10. Pada laluan tanpa geseran yang anda pilih dalam soalan 8, kelajuancakera selepas menerima "pukulan":(A) adalah malar.(B) bertambah secara berterusan.(C) berkurang secara berterusan..(D) bertambah buat seketika dan kemudiannya berkurang.(E) malar buat seketika dan kemudiannya berkurang.11. Pada laluan tanpa geseran yang anda pilih dalam soalan 8, apakahdaya utama yang bertindak selepas cakera dipukul?(A) daya ke bawah disebabkan oleh graviti.(B) daya ke bawah disebabkan oleh graviti dan daya mendatar dalamarah pergerakan cakera.(C) daya ke bawah disebabkan oleh graviti, daya ke atas yang dikenakanoleh meja dan daya mendatar dalam arah pergerakan cakera.(D) daya ke bawah disebabkan oleh graviti dan daya ke atas yangdikenakan oleh meja.(E) tiada (tiada daya yang bertindak terhadap cakera).12. Laluan manakah yang ditunjukkan dalam gambarajah yang merupakanlaluan terbaik bagi mewakili pergerakan bebola peluru sebuah meriam?RUJUK KEPADA GAMBARAJAH DISEBELAH UNTUK MENJAWAB SOA-LAN-SOALAN 4 HINGGA 6.Gambarajah ini menggambarkansebuah bungkah yang sedanggelongsor pada suatu satah condongtanpa geseran. Gunakan anak-anakpanah bernombor di dalam gambarajahuntuk menunjukkan arahapabila menjawab soalan-soalan.4.. Anak panah manakah yang paling tepat sekali untuk mewakili pecutanbungkah ketika berada pada kedudukan I?(A) 1 (B) 2 (C) 4 (D) 5(E) Tiada satu pun. Pecutannya ialah sifar.5. Anak panah manakah yang paling tepat sekali untuk mewakili pecutanbungkah ketika berada pada kedudukan II?(A) 1 (B) 3 (C) 5 (D) 7(E) Tiada satu pun. Pecutannya ialah sifar.6. Anak panah manakah yang paling tepat sekali untuk mewakili pecutanbungkah ketika melepasi satah condong iaitu pada kedudukan III?(A) 2 (B) 3 (C) 5 (D) 6(E) Tiada satu pun. Pecutannya ialah sifar.7. Sebuah bungkah ditarik oleh suatudaya F dengan kelajuan yangseragam di atas suatu permukaankasar yang mendatar. Anak-anakpanah di dalam gambarajah disebelahmenunjukkan arah-arah sebenar bagidaya-daya yang bertindak ke ataskotak tersebut. Perkaitan manakahmengenai magnitud daya-daya W, k, ,6 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html15 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
Bahagian B: Ujian Asas MekanikRUJUK KEPADA GAMBARAJAH DI BAWAH UNTUK SOALAN-SOALAN 1 DAN 2.Gambarajah di bawah mewakili fotograf suatu objek yang sedangbergerak di atas permukaan mendatar. Kedudukan objek di dalamgambarajah diambil pada sela masa yang sama. Kedudukan pertamadifotografkan apabila objek mula bergerak dan kedudukan yang akhirdi ambil apabila objek hampir berhenti.1. Graf manakah yang paling tepat sekali untuk mewakili halaju objekberbanding dengan masa?2. Graf manakah yang paling tepat sekali untuk mewakili pecutan objekberbanding dengan masa?(E)13. Seorang budak lelaki membaling sebiji bola keluli secara menegak keatas. Pertimbangkan pergerakan bola hanya setelah ia meninggalkantangan sipembaling tetapi sebelum ia mencecah tanah serta abaikandaya-daya yang dikenakan oleh udara. Bagi situasi ini, daya-daya yangbertindak ke atas bola ialah(A) daya ke bawah disebabkan oleh graviti dan daya ke atas yangberkurangan pada kadar yang seragam.(B) daya ke atas yang berkurangan pada kadar yang seragam bermuladaripada waktu bola tersebut meninggalkan tangan sipembalingsehinggalah ia mencapai ketinggian maksimum; apabila bola bergerakke bawah dan menghampiri permukaan bumi ada daya kebawah disebabkan oleh graviti yang bertambah pada kadar yangseragam.(C) daya ke bawah disebabkan oleh graviti yang hampir seragam dandaya ke atas yang berkurang pada kadar yang seragam sehinggalahbola itu mencapai ketinggian maksimum; apabila bola bergerakke bawah hanya ada daya graviti ke bawah yang seragamsahaja.(D) hanya daya graviti yang hampir seragam ke bawah sahaja.(E) tiada satu pun pilihan di atas. Bola tersebut jatuh ke tanah keranakecenderungan semulajadinya untuk berada dalam keadaan pegundi permukaan bumi.14. Sebiji bola boling terjatuh daripadabahagian kargo sebuah kapalterbangsewaktu kapalterbang tersebutterbang dalam arah mendatar.Laluan manakah dalam gambarajahdisebelah kanan yang palingtepat sekali mewakili pergerakanbola tersebut jika dilihat oleh pemerhatipegun yang sedang berdiridi permukaan bumi?RUJUK KEPADA KETERANGAN DAN RAJAH DI BAWAH UNTUK MEN-JAWAB SOALAN SOALAN 15 DAN 16.Sebuah lori mengalami kerosakan dan menerima tolakan dari belakang olehsebuah kereta kecil untuk menghantarnya ke bandar seperti yang digambarkandi bawah.3. Graf di sebelah kanan mewakili halaju suatu objekberbanding dengan masa. Pilih graf di bawah yangpaling sesuai sekali untuk mewakili perkaitan jumlahdaya melawan masa bagi objek tersebut.14 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html7 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
15. Sewaktu kereta kecil tersebut menolak lori dan memecut untuk mencapaikelajuan seragam;(A) daya tolakan yang dikenakan oleh kereta terhadap lori adalahsama dengan daya lori menolak kereta.(B) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebihkecil berbanding dengan daya lori menolak kereta.(C) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebihbesar berbanding dengan daya lori menolak kereta.(D) oleh kerana enjin kereta hidup, maka ia mengenakan tolakan terhadaplori tetapi lori tidak mengenakan tolakan terhadap kereta keranaenjin lori tidak dihidupkan. Lori tersebut ditolak hanyalah keranaia mengganggu laluan kereta.(E) tidak ada daya dikenakan oleh kereta dan oleh lori. Lori tersebutditolak hanyalah kerana ia mengganggu laluan kereta.16. Sewaktu kereta kecil tersebut menolak lori dan setelah kelajuanseragam yang diinginkan tercapai;(A) daya tolakan yang dikenakan oleh kereta terhadap lori adalahsama dengan daya lori menolak kereta.(B) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebihkecil berbanding dengan daya lori menolak kereta.(C) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebihbesar berbanding dengan daya lori menolak kereta.(D) oleh kerana enjin kereta hidup, maka ia mengenakan tolakan terhadaplori tetapi lori tidak mengenakan tolakan terhadap kereta keranaenjin lori tidak dihidupkan. Lori tersebut ditolak hanyalah keranaia mengganggu laluan kereta.(E) tidak ada daya dikenakan oleh kereta dan oleh lori. Lori tersebutditolak hanyalah kerana ia mengganggu laluan kereta.Daya-daya manakah yang bertindak terhadap kerusi pejabat tersebut?(A) 1 sahaja.(B) 1 dan 2.(C) 2 dan 3.(D) 1, 2, dan 3.(E) Tiada satupun daya-daya di atas. (Oleh kerana kerusi beradadalam keadaan pegun, maka tiada daya-daya yang bertindak terhadapnya.)30. Seorang pemain tenis berjaya memukul bola dengan raketnya sehinggabola tersebut melepasi jaring dan jatuh ke gelanggang lawannya walaupunadanya angin yang kencang. Pertimbangkan daya-daya berikut:1. Daya ke bawah disebabkan oleh graviti.2. Daya disebabkan oleh “pukulan”.3. Daya yang dikenakan oleh udara.Daya-daya manakah yang bertindak terhadap bola tenis selepas ia dipukuldan sebelum ia mencecah tanah?(A) 1 sahaja.(B) 1 dan 2.(C) 1 dan 3.(D) 2 dan 3.(E) 1, 2, dan 3.TAMAT17. Sebuah lif seperti yang ditunjukkandalam gambarajah di sebelah sedangditarik ke atas oleh suatu kabel kelulidengan kelajuan yang seragam. Semuapunca-punca geseran boleh diabaikan.Bagi situasi ini, daya-daya terhadap lifadalah:(A) daya ke atas yang dikenakan olehkabel terhadap lif adalah lebih besarberbanding dengan daya kebawah disebabkan oleh graviti.(B) daya ke atas yang dikenakan olehkabel terhadap lif adalah samabesarnya dengan daya ke bawah disebabkan oleh graviti.(C) daya ke atas yang dikenakan oleh kabel terhadap lif adalah lebihkecil berbanding dengan daya ke bawah disebabkan oleh graviti.(D) daya ke atas yang dikenakan oleh kabel terhadap lif adalah lebih8 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html13 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
kelajuan yang malar.(E) dengan kelajuan yang sentiasa meningkat.27. Jika wanita dalam soalan 25 tadi tiba-tiba berhenti mengenakan dayamendatar terhadap kotak yang ditolaknya, kotak tersebut akan:(A) berhenti serta-merta.(B) terus bergerak dengan kelajuan yang malar buat seketika dan kemudiannyabergerak perlahan untuk berhenti.(C) serta-merta bergerak perlahan untuk berhenti.(D) terus bergerak dengan kelajuan yang malar.(E) mengalami peningkatan kelajuan buat seketika dan kemudiannyamula perlahan untuk berhenti.28. Pelajar-pelajar "a" dan "b" yang masing-masingnya mempunyai jisim 95kg dan 77 kg duduk secara berdepan di atas kerusi-kerusi pejabat yangserupa seperti yang ditnjukkan dalam gambarajah di sebelah. Pelajar "a"meletakkan tumitnya ke lutut pelajar "b" seperti yang ditunjukkan. Pelajar"a" secara tiba-tiba menolak dengan tumitnya dan menyebabkankedua-kedua kerusi bergerak.Sewaktu berlaku tolakandan semasa keduaduapelajar masih lagibersentuhan:(A) kedua-dua pelajartidak mengenakandaya diantara sesamamereka.(B) pelajar "a" mengenakandaya terhadap "b"tetapi "b" tidak mengenakandaya terhadap"a".(C) setiap pelajar mengenakan daya diantara sesama mereka tetapi"b" mengenakan daya yang lebih besar.(D) setiap pelajar mengenakan daya diantara sesama mereka tetapi"a" mengenakan daya yang lebih besar.(E) setiap pelajar mengenakan daya yang sama diantara sesamamereka.29. Sebuah kerusi pejabat berada dalam keadaan pegun pada permukaanlantai. Pertimbangkan daya-daya berikut:1. Daya ke bawah disebabkan oleh graviti.2. Daya ke atas yang dikenakan oleh lantai.3. Jumlah daya ke bawah yang dikenakan oleh udara.besar berbanding dengan daya ke bawah disebabkan oleh gandingandaya graviti dan tekanan udara.(E) tiada satu pun pilihan di atas. (Lif tersebut naik ke atas keranakabel menjadi lebih pendek dan bukannya disebabkan oleh dayayang dikenakan oleh kabel terhadapnya.18. Gambarajah di sebelah menunjukkan seorang kanakkanaksedang berayun dengan seutas tali bermula darikedudukan A. Pertimbangkan daya-daya berikut:1. Daya ke bawah disebabkan oleh graviti.2. Daya yang dikenakan oleh tali yang menghala dari Ake O.3. Daya dalam arah pergerakan kanak-kanak itu.4. Daya yang menghala dari O ke A.Apabila kanak-kanak tersebut berada pada kedudukan A, daya-dayamanakah yang bertindak terhadapnya?(A) 1 sahaja.(B) 1 dan 2.(C) 1 dan 3.(D) 1, 2, dan 3.(E) 1, 3, dan 4.19. Kedudukan dua buah blok pada turutan sela masa 0.20 saat diwakilioleh kotak-kotak bernombor dalam gambarajah di bawah. Blok-bloktersebut sedang bergerak ke kanan.Adakah ketikanya blok-blok tersebut mempunyai kelajuan yang sama?(A) Ya.(B) Ya iaitu pada kedudukan 2.(C) Ya iaitu pada kedudukan 5.(D) Ya iaitu pada kedudukan 2 dan 5.(E) Ya iaitu pada suatu ketika diantara kedudukan 3 dan 4.20. Kedudukan dua buah blok pada turutan sela masa yang sama diwakilioleh kotak-kotak bernombor dalam gambarajah di bawah. Blok-bloktersebut sedang bergerak ke kanan.12 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html9 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
(E) adalah seragam buat seketika dan kemudiannya berkurangan.23. Pada titik "c", enjin roket dimatikan. Laluan manakah yang akan diikutioleh roket selepas titik "c"?Pecutan blok-blok “a” dan “b” mempunyai perkaitan seperti berikut:(A) Pecutan"a" lebih besar daripada pecutan "b".(B) Pecutan"a" sama dengan pecutan "b" iaitu lebih daripada sifar.(C) Pecutan"b" lebih besar daripada pecutan "a".(D) Pecutan"a" sama dengan pecutan "b" iaitu sifar.(E) Maklumat tidak mencukupi untuk menjawab soalan ini.GUNAKAN KETERANGAN DAN GAMBARAJAH DI BAWAH UNTUKMENJAWAB SOALAN-SOALAN 21 HINGGA 24.Sebuah roket yang berada di angkasa "hanyut" ke kanan dari "a" ke "b"tanpa pengaruh daya luaran. Pada kedudukan "b", enjin roket dihidupkanuntuk mendapatkan tujahan (daya terhadap roket) seragam yangbertegak lurus kepada garis "ab". Tujahan ini dikekalkan sehingga rokettiba di titik "c".21. Laluan manakah yang ditunjukkan di bawah yang akan mewakili pergerakanroket dari titik "b" ke titik "c"?22. Kelajuan roket sewaktu bergerak dari "b" ke "c"(A) adalah seragam.(B) akan sentiasa bertambah.(C) akan sentiasa berkurang.(D) akan bertambah buat seketika dan selepas itu ia menjadi seragam.24. Selepas titik "c", kelajuan roket(A) adalah seragam.(B) akan sentiasa bertambah.(C) akan sentiasa berkurang.(D) akan bertambah buat seketika dan selepas itu ia menjadi seragam.(E) adalah seragam buat seketika dan kemudiannya berkurangan.25. Seorang wanita mengenakan suatu daya yang malar secara mendatarterhadap sebuah kotak yang besar. Kotak tersebut kemudiannya bergerakdengan kelajuan “v 0 ” merentasi permukaan lantai. Daya malaryang mendatar yang dikenakan oleh wanita tersebut:(A) sama nilainya dengan berat kotak yang ditolak.(B) lebih besar nilainya daripada berat kotak yang ditolak.(C) sama nilainya dengan jumlah daya yang menentang pergerakankotak.(D) lebih besar daripada jumlah daya yang menentang pergerakankotak.(E) lebih besar daripada kedua-dua daya iaitu berat kotak dan jumlahdaya yang menentang pergerakan kotak.26. Jika wanita dalam soalan 25 tadi menggandakan sebanyak dua kalidaya malar yang mendatar yang dikenakan terhadap kotak yang ditolaknyadi atas permukaan lantai yang sama, kotak tersebut akan bergerak:(A) dengan kelajuan malar dua kali ganda kelajuan “v 0 ” dalam soalan25.(B) dengan kelajuan malar yang lebih besar daripada “v 0 ” dalam soalan25 tetapi tak semestinya dua kali ganda.(C) dengan kelajuan malar yang lebih besar daripada “v 0 ” dalam soalan25 buat seketika dan kemudiannya dengan kelajuan yang meningkat.(D) dengan kelajuan yang meningkat buat seketika dan kemudian pada10 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html11 Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
KERTAS JAWAPAN OBJEKTIF FCI and MBTKP ITM / IPT: FAKULTI: KURSUS: SEMESTER:7/6/2005Hitamkan jawapan anda dengan menggunakan pensil 2B. Pastikan hanya SATU jawapan sahaja ditandakan untuk setiap soalan.Pada kotak bersebelahan pilihan =E=, isikan dengan nilai antara 1-5 jika jawapan anda berdasarkan kepada pengetahuan anda atau punnilai 0 jika anda langsung tak tahu. 5=Sangat Pasti; 4=Pasti; 3=Hampir Pasti; 2=Tak Pasti; 1=Agak-agak sahaja; 0=Langsung tak tahu.INVENTORI KONSEP DAYA (FCI)UJIAN MEKANIK ASAS (MBT)1 = A = = B = = C = = D = = E = 1 = A = = B = = C = = D = = E =2 = A = = B = = C = = D = = E = 2 = A = = B = = C = = D = = E =3 = A = = B = = C = = D = = E = 3 = A = = B = = C = = D = = E =4 = A = = B = = C = = D = = E = 4 = A = = B = = C = = D = = E =5 = A = = B = = C = = D = = E = 5 = A = = B = = C = = D = = E =6 = A = = B = = C = = D = = E = 6 = A = = B = = C = = D = = E =7 = A = = B = = C = = D = = E = 7 = A = = B = = C = = D = = E =8 = A = = B = = C = = D = = E = 8 = A = = B = = C = = D = = E =9 = A = = B = = C = = D = = E = 9 = A = = B = = C = = D = = E =10 = A = = B = = C = = D = = E = 10 = A = = B = = C = = D = = E =11 = A = = B = = C = = D = = E = 11 = A = = B = = C = = D = = E =12 = A = = B = = C = = D = = E = 12 = A = = B = = C = = D = = E =13 = A = = B = = C = = D = = E = 13 = A = = B = = C = = D = = E =14 = A = = B = = C = = D = = E = 14 = A = = B = = C = = D = = E =15 = A = = B = = C = = D = = E = 15 = A = = B = = C = = D = = E =16 = A = = B = = C = = D = = E = 16 = A = = B = = C = = D = = E =17 = A = = B = = C = = D = = E = 17 = A = = B = = C = = D = = E =18 = A = = B = = C = = D = = E = 18 = A = = B = = C = = D = = E =19 = A = = B = = C = = D = = E = 19 = A = = B = = C = = D = = E =20 = A = = B = = C = = D = = E = 20 = A = = B = = C = = D = = E =21 = A = = B = = C = = D = = E = 21 = A = = B = = C = = D = = E =22 = A = = B = = C = = D = = E = 22 = A = = B = = C = = D = = E =23 = A = = B = = C = = D = = E = 23 = A = = B = = C = = D = = E =24 = A = = B = = C = = D = = E = 24 = A = = B = = C = = D = = E =25 = A = = B = = C = = D = = E = 25 = A = = B = = C = = D = = E =26 = A = = B = = C = = D = = E = 26 = A = = B = = C = = D = = E =27 = A = = B = = C = = D = = E =28 = A = = B = = C = = D = = E =29 = A = = B = = C = = D = = E =30 = A = = B = = C = = D = = E =http://www3.uitm.edu.com/staff/drjj/drjj1.htmlPrepared by: DR. JJ, Applied Sciences Education Research Group, <strong>UiTM</strong>, Shah AlamCall: 03-5544-4593 or 019-355-1621email: drjjlanita@hotmail.com; jjnita@salam.uitm.edu.my
ahasa melayu Vass translatedby dr jj
1 2 3 4 5 6 7 8SamarataBukanKe arah “Hanya (a)” (a) & (b) Ke arah “Hanya (b)” (a) atau (b)(b) secara tidak sengaja dan bergantung kepada nasib parasaintis.30. Pengetahuan dalam bidang kimia adalah:(a) berkait dengan pengetahuan dalam bidang fizik.(b) bebas daripada pengetahuan dalam bidang fizik.31. Saya telah menjawab semua soalan dalam kajiselidik ini:(a) sebaik yang mungkin mengikut keupayaan saya.(b) tanpa memikirkan jawapan-jawapan saya dengan mendalam.Kajiselidik Mengenai PersepsiSainsKimiaDisediakan oleh:Assoc. Prof. Dr. Jaafar Jantanaka Dr. JJApplied Science Education Research Group(ASERG)Faculty of Applied Science,<strong>UiTM</strong> Shah AlamSelangor.8Preparedby Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.htmlPreparedby Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
1 2 3 4 5 6 7 8SamarataBukanKe arah “Hanya (a)” (a) & (b) Ke arah “Hanya (b)” (a) atau (b)2Kajiselidik Mengenai Persepsi SainsKimiaKajiselidik ini telah dihasilkan oleh kumpulan penyelidik “ModelingInstruction” di Arizona State Universiti dan telah diterjemahkanoleh Dr. Jaafar Jantan a.k.a. Dr. J.J. daripada Fakulti SainsGunaan Universiti Teknologi MARA. Ia bertujuan untuk mengenalpastifaktor-faktor yang mempengaruhi pemahaman manusiamengenai Kimia dan untuk membantu menghasilkan bahanbahanpengajaran dan pembelajaran.Pastikan bahawa anda:Tidak menconteng di atas kertas soalan ini.Menandakan jawapan anda pada kertas jawapan yang disediakan.Menggunakan pensil yang diberikan dan mematuhi arahanyang diberikan pada kertas jawapan.Menandakan hanya satu jawapan sahaja untuk setiap soalan.Menjawab SEMUA soalan.Mengelakkan meneka jawapan. Setiap jawapan yang diberikanadalah jawapan yang jujur dan jawapan anda yang sebenarnya.Kajiselidik ini akan mengambil masa tidak lebih daripada 30minit.Contoh di bawah menunjukkan lapan pilihan yang boleh dipilihketika menjawab sebanyak 31 soalan berikut.Contoh:Mempelajari kimia memerlukan:(a) kesungguhan yang tinggi.(b) keupayaan yang istimewa.Maksud setiap pilihan yang boleh dipilih.Hanya (a), Tidak mungkin (b):Mempelajari kimia memerlukan HANYA kesungguhanyang tinggi dan tiada keupayaan yang istimewa langsung.Preparedby Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html(b) secara anggaran sahaja.23. Pakar-pakar kimia menyatakan bahawa elektron-elektrondan proton-proton ujud di dalam atom kerana:(a) mereka pernah melihat zarah-zarah tersebut dalam bentuknyayang sebenar dengan menggunakan peralatanperalatanyang tertentu.(b) mereka telah menjalankan pemerhatian-pemerhatianyang boleh menjelaskan mengenai zarah-zarah tersebut.24. Hukum Gas Unggul dalam teori kinetic molekul(a) akan sentiasa digunakan seperti yang sedia ada.(b) akan diganti oleh cadangan-cadangan lain suatu ketikananti.25. Cadangan-cadangan pakar-pakar kimia mengenai zarahzarahyang membentuk suatu atom:(a) akan sentiasa dikekalkan seperti yang sedia ada.(b) akan diganti dengan cadangan-cadangan lain suatuketika nanti.26. Jika kita ingin menggunakan kaedah penyelesaian untuksuatu masalah kimia kepada masalah kimia yang lain,proses yang terlibat dalan kedua-dua masalah mestilah:(a) serupa dalam semua aspek.(b) serupa untuk sebahagian aspek sahaja.27. Cabang-cabang kimia yang pelbagai seperti kimia organicdan kimia bukan organik:(a) adalah berkait melalui prinsip-prinsip yang sama.(b) adalah terpisah dan tidak berkait antara satu denganyang lain.28. Pakar-pakar kimia menggunakan matematik sebagai:(a) alat untuk menganalisis dan menyampaikan cadangancadanganmereka.(b) sebagai sumber pengetahuan mengenai fakta-faktaalam semulajadi.29. Jumpaan-jumpaan saintifik mengenai alam semulajadiadalah:(a) bergantung kepada pengetahuan saintifik semasa.7Preparedby Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
1 2 3 4 5 6 7 8SamarataBukanKe arah “Hanya (a)” (a) & (b) Ke arah “Hanya (b)” (a) atau (b)(a) adalah membuang masa.(b) membantu saya meningkatkan keupayaan mentaakulsaya.16. Setelah saya menjawab semua soalan-soalan kimia yangsasarkan:(a) saya berhenti setakat itu sahaja.(b) saya semak jawapan-jawapan saya dan cara saya mendapatkannya.17. Setelah guru menyelesaikan sesuatu masalah yang manapenyelesaian saya adalah salah:(a) saya buang penyelesaian saya dan saya belajar penyelesaianyang ditunjukkan oleh guru(b) saya cuba menentukan perbezaaan penyelesaian sayadan penyelesaian guru.18. Kejayaan saya dalam ujian kimia bergantung kepada keupayaansaya:(a) mengingati bahan-bahan mengikut cara ianya ditunjukkandi dalam kelas.(b) menyelesaikan masalah yang berbeza daripada apayang pernah saya lihat.19. Bagi saya, kimia adalah penting sebagai sumber:(a) maklumat-maklumat bersandarkan fakta-fakta mengenaialam semulajadi.(b) cara-cara memikirkan mengenai alam semulajadi.20. Hukum Gas Unggul dalam teori kinetic molekul sepertimanaianya digunakan sekarang:(a) adalah sama untuk keseluruhan alam maya.(b) berubah bergantung kepada dimana kita berada di alammaya.Selalunya (a), Jarang-jarang (b): Mempelajari kimia memerlukanjauh lebih banyak kesungguhan yang tinggi berbandingdengan keupayaan yang istimewa.Lebih (a) Daripada (b): Mempelajari kimia memerlukanbanyak kesungguhan yang tinggi berbanding dengan keupayaanyang istimewa.Samarata (a) & (b): Mempelajari kimia memerlukansama banyaknya kesungguhan yang tinggi dan keupayaanyang istimewa.Lebih (b) Daripada (a): Mempelajari kimia memerlukanbanyak keupayaan yang istimewa daripada kesungguhanyang tinggi.Selalunya (b), Jarang-jarang (a): Mempelajari kimia memerlukanlebih banyak keupayaan yang istimewa daripadakesungguhan yang tinggi.Hanya (b), Tidak Mungkin (a): Mempelajari kimia memerlukanHANYA keupayaan yang istimewa dan tiadakesungguhan yang tinggi langsung.Bukan (a) Atau (b): Mempelajari kimia tidak memerlukankesungguhan yang tinggi atau keupayaan yang istimewa621. Hukum-hukum dalam kimia adalah:(a) sesuatu yang ujud dalam satu benda dan tidak bergantungkepada bagaimana manusia memikirkannya.(b) dicipta oleh pakar kimia untuk menyusun pengetahuanmereka mengenai alam semulajadi.22. Hukum-hukum kimia membayangkan alam semulajadi:(a) sepertimana yang seadanya.Preparedby Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html3Preparedby Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
1 2 3 4 5 6 7 8SamarataBukanKe arah “Hanya (a)” (a) & (b) Ke arah “Hanya (b)” (a) atau (b)1 2 3 4 5 6 7 8SamarataBukanKe arah “Hanya (a)” (a) & (b) Ke arah “Hanya (b)” (a) atau (b)41. Mempelajari kimia memerlukan:(a) kesungguhan yang tinggi.(b) keupayaan yang istimewa.2. Jika diberi pilihan:(a) Saya tak akan mengambil sebarang kursus kimia.(b) Saya masih akan mengambil kursus kimia untuk kebaikankendiri.3. Kebolehan mentaakul yang diajar dalam kursus-kursus kimiaboleh membantu saya:(a) dalam kehidupan seharian saya.(b) jika saya menjadi seorang saintis.4. Saya mempelajari kimia:(a) untuk memenuhi keperluan kursus.(b) untuk memperolehi pengetahuan yang bermakna.5. Markah yang saya perolehi dalam ujian-ujian kimia mengukursejauh mana:(a) saya memahami bahan-bahan yang telah dipelajari.(b) saya boleh melakukan perkara-perkara yang telahdibuat oleh guru ataupun yang telah ditunjukkan dalamsebahagian bahan-bahan kursus.6. Bagi saya pencapaian yang baik dalam kursus-kursus kimiabergantung kepada:(a) sebaik mana usaha yang saya tumpukan untuk belajar.(b) sebaik mana penjelasan yang diberikan oleh guru sewaktudi dalam kelas.7. Apabila saya menghadapi masalah apabila mempelajari kimia:(a) saya serta-merta mendapatkan bantuan atau berhentimencuba.(b) saya mencuba sedaya-upaya untuk menyelesaikannyasendiri.8. Apabila saya mempelajari kimia dengan mengunakan bukuteks atau daripada bahan-bahan kursus:(a) saya cari maklumat penting dan menghafalnya mengikutPreparedby Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.htmlcara ianya ditunjukkan.(b) saya susun bahan-bahannya mengikut cara saya sendirisupaya mudah saya fahami.9. Saya merasakan perkaitan diantara kursus-kursus kimia dankehidupan seharian selalunya:(a) mudah untuk dikenalpasti.(b) sukar untuk dikenalpasti.10. Apabila mempelajari kimia, adalah penting untuk saya:(a) menghafal formula, simbol dan terminologi.(b) mencari cara untuk menyusun maklumat dan menggunakannya.11. Apabila mempelajari kimia formula matematik:(a) memperlihatkan perkaitan-perkaitan yang berguna diantarakonsep-konsep.(b) memberikan kaedah untuk mendapatkan nilai kepadasoalan-soalan.12. Setelah saya selesai meneliti buku teks atau bahan-bahankursus dan saya rasa saya telah memahaminya:(a) saya sendiri boleh menjawab soalan-soalan yang berkaitan.(b) saya menghadapi masalah menjawab soalan-soalanyang berkaitan.13. Perkara pertama yang saya lakukan apabila menyelesaikanmasalah kimia ialah:(a) cuba membayangkan secara visual proses yang terlibat.(b) mencari formula –formula yang mengaitkan diantara apayang diberi dan apa yang tidak diketahui.14. Penyelesaian masalah kimia memerlukan saya:(a) pernah melihat penyelesaian kepada masalah yangsama sebelum ini.(b) boleh menggunakan teknik umum penyelesaian masalah.15. Bagi saya, menyelesaikan masalah kimia melalui cara yangpelbagai-bagai:5Preparedby Dr. J.J.Applied Sciences Education ResearchGroup, <strong>UiTM</strong>, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:www3.uitm.edu.my/staff/drjj/drjj1.html
Persepsi SainsSubject # ___Kajiselidik Mengenai Persepsi SainsArahan:Sila jawab semua soalan dengan menandakan 'X' atau nilai yang diminta didalam kotak disediakan. Isikan maklumat yang diminta pada ruang yangdisediakan.1. NAMA:2. KP <strong>UiTM</strong> / KP IPT:3. Universiti/Fakulti:4. Program:5. Semester:6. Umur:7. Jantina:8. Keturunan:1 Lelaki2 Perempuan1 Melayu2 Lain-lain (nyatakan)9. Nyatakan jenis sekolah yang dihadiri sewaktu di tingkatan 5.1 Sekolah berasrama penuh.2 Sekolah bantuan kerajaan di kawasan bandar.3 Sekolah bantuan kerajaan di kawasan luar bandar.4 Lain-lain (nyatakan)10. Tahap pendidikan terakhir.1 SPM2 Matrikulasi3 STPM4 Diploma5 Sarjana Muda6 Lain-lain (nyatakan)11. Nyatakan gred matapelajaran fizik/kimia/biology yang diperolehi.STPM 1 Gred Fizik Kimia BiologyMatrikulasi 2 Gred Fizik Kimia BiologySPM 3 Gred Fizik Kimia Biology12. Nyatakan CGPA semasa yang diperolehi pada peringkat sarjana muda/matrikulasi/diploma.1 3.00 - 4.002 2.50 - 2.993 2.00 - 2.494 Bawah 2.001/6/2009Terima kasih di atas kerjasama yang anda berikan.SELAMAT BERJAYAPrepared by Dr. J.J.Applied. Sciences Education Research Group, FSG, <strong>UiTM</strong>Call 03-5544-4593; H/P: 019-355-1621email: jjnita@salam.uitm.edu.mydrjjlanita@hotmail.comhttp://www2.uitm.edu.my/dr
Answer Sheet for Views About Science SurveyViews About Science SurveyDarken ONLY 1 option for each statement.1 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =2 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =3 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =4 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =5 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =6 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =7 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =8 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =9 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =10 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =11 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =12 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =13 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =14 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =15 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =16 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =17 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =18 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =19 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =20 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =21 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =22 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =23 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =24 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =25 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =26 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =27 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =28 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =29 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =30 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =31 = 1 = = 2 = = 3 = = 4 = = 5 = = 6 = = 7 = = 8 =1/6/2009lPrepared by Dr. J.J.Applied Sciences Education Research Group, FSG, <strong>UiTM</strong>, Shah AlamCall: 03-5544-4593; H/P: 019-355-1621email: drjjlanita@hotmail.comjjnita@salam.uitm.edu.myhttp://www2.uitm.edu.my/drjj
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