an innovative approach

events or activities. The students, thus, had got loads of work, but had not received
much time to complete. Mrs. Engka hoped that there were more opportunities for the
students to complete her teaching activities within class. She perceived her role in
terms of monitoring student learning development, helping each student to learn by
answering questions, and providing information as each student recognized the need.
4. Mrs. Engka’s Planning
In Mrs. Engka’s role as head of the science department, she had responsibility
for coordinating the course, planning equipment needs and sequencing of topics
throughout the second semester of the academic year 2004. So, she planed
implementing the teaching unit systematically. Also, she anticipated the amount of
time that she expected to assign and organize teaching and learning activities for most
students.
In the daily planning, she always prepared equipment used and the content
taught. In each activity, she examined the photosynthesis lesson in the teaching unit
to see the information needed to complete each learning task or question in students’
worksheet. The time schedule was reviewed on a weekly basis as students completed
the activities.
However, Mrs. Engka accepted that she was not relaxed when she taught
about chemical conceptions involved the light dependent phase. She was less
successful for the students who tended to ask the complex questions. Also, she
regarded her lack of content knowledge as particularly problematic.
By the findings, Mrs. Engka implemented the teaching unit for four weeks and
began to implement the teaching unit on the 27 th October 2004, in the laboratory
which contained eight 100 x 200 x 80 cm. student tables, one 200 x 100 x 80 cm.
teacher table, thirty eight stools, ten plastic chairs, six ceiling fans, six equipment
cupboards, six electric light bulbs, an extractor hood, three sinks and an overhead
projector. Figure 5.1 shows the classroom setting.
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