The Effectiveness of Graphic Calculator Aided Teaching And Learning Of Physics.

Abstract

With the advancement of technology, a rethink of the learning outcomes of teaching and learning is essential especially in the study of mathematics and science. Electronic devices that could perform more efficiently within seconds have taken over much of the skills that were painstakingly taught to students. It is imperative now to prepare our students to think and communicate mathematically and scientifically. The new focus should not only include computational skills but to be able to apply and express mathematical and scientific understanding, to estimate confidently and to validate the reasonableness of estimates. In Malaysia, curriculum is changing to reflect the content and skill students need to meet new societal and intellectual demands. Information technology is recognized as a powerful tool that drives the teaching and learning process that emphasizes teamwork, critical and creative thinking, problem solving and active communication. This study is part of an effort to determine the effectiveness of such innovation in the Malaysian education system where at present, many teachers still teach traditionally emphasizing on rote memorization. The study aims to determine the effectiveness of:
i. physics teacher in adopting the graphic calculator to teach students and
ii. students' learning outcome at the end of the research period in comparison with a control group. Five physics teachers from five selected schools will be trained on the use of the graphic calculator. The teachers then build modules of graphic calculator aided physics lessons for a period of at least a month for a chosen topic. Then they will conduct the lessons in their respective schools. Their experience and the teaching and learning outcome will be studied through a pre post test on the students' attainment and pre post interview with the teachers on their experience in using the graphic calculator. The results will be compared to a group of control students that were taught by the same teacher in the same school using the traditional approach of teaching physics. The evidence obtained from the study will help us make a further curricular change that is required both in content and the approach of teaching and learning.

Reference

1. Adams, D. & Hamm, M. (1994). New designs for teaching and learning: promoting active learning in tomorrow's schools. San Francisco: Jossey-Bass Pub.
2. Scaife, J. & Wellingtobn, J. (1992). Developing science and technology education: Information technology in science and technology education. Buckingham: Open University Press.
3. Fiske, E.B. (1992). Smart schools, smart kids: why do some schools work? New Yourk: Touchstone.