BENGKEL PERKONGSIAN AMALAN TERBAIK GURU STEM DALAM TALIAN TAHUN 2020
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26 September 2020
9:00 a.m. - 1:00 p.m. https://youtu.be/rkjmvWHo7Hc
ATUR CARA
9:00 pg - 11:00 pg :Sesi 1 Perkongsian Amalan Terbaik Guru STEM
[1] Cikgu Lee Saw Im (Guru Cemerlang Kimia)
SMK Seri Bintang Utama, Kuala Lumpur
“Using STEM Fun Learning Activities to Engage Students in
Learning Chemistry”
[2] Dr. Sarveswary a/p Velayutham & Cikgu Tan Phei Ling
(Guru Matematik)
SMJK Chung Hwa Confucian & SMK (P) Methodist, Pulau Pinang
“6E in STEM: Booster for students’ Confidence in Learning
Differentiation and Integration”
[3] Dr. Chin Chee Keong (Science Education Lecturer)
Institut Pendidikan Guru, Kampus Tuanku Bainun, Pulau Pinang
“Student Voice in Science Education”
11:00 pg - 1:00 tgh :Sesi 2 Perkongsian Amalan Terbaik Guru STEM
[4] Cikgu Yasmin Noorul Amin (Guru Cemerlang Kimia)
SMK La Salle Petaling Jaya, Selangor
“Coxylester Race”
[5] Dr. Firmanul Catur Wibowo (Physics Education Lecturer)
Universitas Negeri Jakarta, Department of Physics Education
“Simulations for STEM Learning”
[6] Cikgu Wan Nur Rahayu binti Mohd Yunus (Guru Biologi)
SMK Seksyen 5 Wangsa Maju, Kuala Lumpur
“Pergerakan dan Sokongan (Biologi Tingkatan 5 KBSM)”
1:00 tgh :Tamat
2
PEMBENTANG 1
Cikgu Lee Saw Im (Guru Cemerlang Kimia)
SMK Seri Bintang Utama, Kuala Lumpur
Title: Using STEM Fun Learning Activities to Engage Students in Learning Chemistry
Synopsis
Fun Chemistry learning can be nurtured through the STEM approach that integrates
the areas of science, technology, engineering, and mathematics. Regular planning
through STEM can develop students in problem solving, creativity, critical analysis,
teamwork, independent thinking, initiative, communication and digital literacy.
Chemistry fun can start from the kitchen to school such as food preservation,
fermentation and pot making from used towels. These activities can unearth students'
creative talents and problem-solving skills. In addition, digital technology can play an
important role in the STEM learning process. Integrating innovative digital technology
in STEM can engage students in learning chemistry.
PEMBENTANG 2
Dr. Sarveswary a/p Velayutham (Guru Matematik)
SMJK Chung Hwa Confucian, Pulau Pinang
Cikgu Tan Phei Ling (Guru Matematik)
SMK (P) Methodist, Pulau Pinang
Title:
6E in STEM:
Booster for students’ Confidence in Learning Differentiation and Integration
Synopsis
Students have difficulties in understanding and applying the concepts of calculus in
real-life problems. However, meaningful classroom interactions through the teaching
and learning process of 6E (Engage, Explore, Explain, Engineer, Enrich and
Evaluate) allow students to be interested in calculus besides bridging the gap
between Science, Technology, Engineering and Mathematics. Thus, this would
develop STEM education in par with the need for Industrial Revolution 4.0 that had
emphasized on STEM-related jobs. Hence, this session engages participants in
understanding how hands-on activities could be carried out to facilitate the learning of
differentiation and integration through STEM-oriented activities in solving real-life
problems. After the session, participants would be able to gain some knowledge on
how to boost up students’ confidence. At the same time, the learning activity also
allows students to realize how meaningful real-life problems help them to develop a
mathematical and positive attitude in learning calculus. Moreover, the participants
would be able to get an idea on how to attract students’ interest in learning calculus,
specifically on differentiation and integration.
PEMBENTANG 3
Dr. Chin Chee Keong (Science Education Lecturer)
Institut Pendidikan Guru, Kampus Tuanku Bainun, Pulau Pinang
Title: Student Voice in Science Education
Synopsis
Despite students being the main stakeholder in education, they have very little say in
how education is designed and implemented for them. Increasing student voice in
science education is essential in reversing the downward trajectory of student
engagement in science as they progress through their schooling years. Two case
studies (in teacher education context) are presented to exemplify the improved
student outcomes when their voices are heard as they claim ownership of their
learning. In Case Study 1, pre-service teachers demonstrated problem solving skills
in a physics practical class on kinematics. Case Study 2 found that in-service
teachers improved their concept of the water cycle, and developed water
conservation awareness as they learnt via the inquiry-based approach.
PEMBENTANG 4
Cikgu Yasmin Noorul Amin (Guru Cemerlang Kimia)
SMK La Salle Petaling Jaya, Selangor
Title : Coxylester Race
Synopsis
Containing 9 subtopics ranging from 2.1 to 2.9 according to the syllabus, CARBON
COMPOUND would take approximately 9 weeks to complete. Students would become
restless and bored due to the lengthy duration. A fun and engaging activity was
initiated and executed to reduce the teaching duration from 9 weeks to 2 weeks. This
Play & Learn strategy caters towards young minds by dividing them into groups and
to execute an explorace-based activity where students move from one station to
another using the clues provided. Students are able to nurture their leadership,
cooperative, and communication skills whilst completing the tasks given at the
respective stations. 5 subtopics were chosen to be included in this research with the
objective to allow the students to explore and enjoy the subtopics 2.3 to 2.7.
The name of COXYLester Race was derived from:
1. C - representing Carbon, based on the topic’s name = Carbon Compound, to
represent subtopic = 2.3 (Alkene) and 2.4 (Isomerism)
2. CO - representing subtopic 2.5 = alCOhol
3. XYL - representing subtopic 2.6 = CarboXYLic acid
4. Ester - representing subtopic 2.7 = Ester
PEMBENTANG 5
Dr. Firmanul Catur Wibowo (Physics Education Lecturer)
Universitas Negeri Jakarta, Department of Physics Education
Title: Simulations for STEM Learning
Synopsis
Physics is a branch of science to reveal hidden natural phenomena, natural interactions,
and study natural phenomena comprehensively. "Macroscopic system to
answer and understand how important of the questions we ask about macroscopic
systems". Students' introduction to the object of physics in the natural environment
is not only limited to the macrocosmic event limitation, but the microcosmic phenomenon
must be socialized, with the aim of raising awareness that they must
unite and protect their environment. In this case, physics education should be able
to familiarize students with using the scientific method in learning physics. In order
to support STEM learning in which the essence of this learning seeks to teach concepts
that are constitutional in nature. But in certain physics concepts, there are
microscopic properties that cannot be done by STEM or contextual learning. So we
need a tool for learning physics oriented construction and reconstruction of scientific
conceptions. Matter and energy are macroscopic phenomena and most of
physics, material are microscopic phenomena that cannot be observed by the eye
directly or unobservable. Sometimes it makes it difficult for lecturers or teachers to
explain and students find it difficult to understand them and sometimes it even becomes
a misconception. Microscopic Phenomenon Virtual Simulation (MPVS) offers
a learning model for construction and conceptual reconstruction. Construction
and reconstruction have high effectiveness in fully understanding the concept of
physics, and have high effectiveness in remediation student misconceptions. The
strength of the MPVS developed is that it can help understand concepts and overcome
student misconceptions.
PEMBENTANG 6
Cikgu Wan Nur Rahayu binti Mohd Yunus (Guru Biologi)
SMK Seksyen 5 Wangsa Maju, Kuala Lumpur
Tajuk: Pergerakan Dan Sokongan (Biologi Tingkatan 5 KBSM)
Sinopsis
Pergerakan Dan Sokongan terutamanya haiwan merupakan salah satu tajuk yang
sukar difahami oleh pelajar dalam subjek Biologi Tingkatan 5 KBSM. Pelajar juga
sukar memahami tentang mekanisme pergerakan dalam haiwan. Untuk menarik
perhatian pelajar tentang mekanisme pergerakan dalam haiwan, satu pendekatan
PdPC iaitu sesi hands-on dilakukan untuk topik ini. Pelajar diminta mencari sendiri
cacing tanah di kawasan sekolah. Guru pula menyediakan kepak ayam untuk
dibelah. Proses pengajaran ini merangkumi mekanisme pergerakan cacing dan
juga otot pada kepak ayam. Pelajar dibimbing untuk melihat sendiri kesan
pergerakan otot yang berlaku secara antagonis. Pengajaran mengambil 3 waktu
iaitu 1 jam 30 minit. Pelajar dibiarkan bereksplorasi bagi memberi ruang kreativiti
kepada mereka. Melalui intervensi ini pelajar didapati lebih berminat dan mudah
memahami topik. Mereka juga didapati dapat menghasilkan idea untuk lebih
memahami konsep mekanisma pergerakan haiwan. Hasil dari intervensi ini telah
dapat menggalakkan pelajar dalam mendalami dan menerokai ilmu sains dan
dapat aplikasikan dalam kehidupan seharian.
JAWATANKUASA BENGKEL
Pengerusi
Prof. Madya Dr. Azidah bt Abu Ziden
Naib Pengerusi
Dr. Koay Suan See
Setiausaha
Pn. Tan Phei Ling
Penolong Setiausaha
Pn. Siti Nur Fatimah bt Abu Bakar
Bendahari
Dr. Sarveswary a/p Velayutham
Pra Pendaftaran Atas Talian
Cik Foo Lay Kuan
Dr. Koay Suan See
Pengacara
Pn. Ng Fong Chiu
Borang Maklum Balas & Sijil
Cik Loo Say Leng
Dr. Ng Khar Thoe
Cik Ng Seok Moay
Hadiah & Cenderamata
Dr. Sarveswary a/p Velayutham
Buku Program & Poster
Pn. Siti Nur Fatimah bt Abu Bakar
Promosi Program
Dr. Nur Jahan bt Ahmad
Penyelaras Pembentang Bengkel
Pn. Teh Kim Hong
Dr. Muzirah bt Musa
Juru Teknikal
Prof. Madya Dr. Azidah bt Abu Ziden
Dr. Mohd Norawi bin Ali
Pn. Lim Sheue Hui
Jurugambar & Dokumentasi
Dr. Kong Sow Lai
3
Sekalung Penghargaan
dan
Semua pihak yang telah memberi sumbangan idea dan
tenaga bagi menjayakan bengkel ini.
asmep2014@gmail.com
http://www.asmep.org
Association for Science
And Mathematics
Education Penang
(ASMEP)