Beruflich Dokumente
Kultur Dokumente
By:
NAME
STUDENT ID
: 2013467356
GROUP
: ED2474A
LECTURERS NAME
SUMMARY
Facilitating Malaysian Student Teachers Understanding of the Biology Syllabus
through Concept Mapping is an article wrote by Maznah Ali and Zurida Ismail, lecturers at
School of Educational Studies in University Science Malaysia. This article mainly discussed
about how concept mapping can generate the ideas and knowledge among students that take
education course as preparation to be teacher in understanding Biology that foccussed the
Biology syllabus of form four students in Malaysia High School.
This article emphasizes on how to generate ideas and knowledge among preservice
teachers on how to delivering the ideas using concept mapping. Besides that, this article also
want to reveal the misunderstanding and misconception among preservice teachers in their
understanding in Biology form four syllabus. On top of that, the article state that the study of
this assignment aimed to familiarize the preservice teachers with the form four high school
syllabus. Next, this purposed of this assignment as said by Maznah Ali and Zurida Ismail was
to investigate the use of concept mapping as measurament and as assessments tool in for
students understanding of Biology syllabus in Malaysia High School.
By making this possible, an investigation of the use of concept mapping is done by the
participation of hundred students (preservice teachers) that attend in Biology Teaching
Methods course. 16 groups of four students and 12 groups of three students make up 28 group
overall that given a 4 hours lecture about Biology syllabus and three hours lecture in
expressing their concept mapping by aided of the lecturer.
The evaluation done by using scoring system based on Wallace and Mintzes (1990).
Specific weightage has set up for evaluation of the concept mapping. The criteria involves
inclusion of the topics, proposition of the link, levels of hierarchy, scientific skills and values.
Overall, this study showed how the concept mapping can be use in teaching and
learning for better understanding in delivering the knowledge to the students. The authors
want this concept mapping to be implemented for the next preservice teachers to be use as
teaching source.
CONCLUSION
As the conclusion, Biology preservice teachers should master the usage of concept
mapping in teaching and later to delivering the knowledge to the high school students.
Malaysia preservice teacher should apply the concept mapping in learning and teaching as
concept mapping can help us to present the idea correctly, can improve the brainstorming
among students, and also concept mapping can be also be used in other field; not only for
education matters and also can easily detect the misconception in the process of learning and
teaching so that the misconception can easily improved.
REFERENCE
Ali, M., & Ismail, Z. (2008). Facilitating Malaysian Student Teachers' Understanding of the
Biology Syllabus through Concept Mapping. Journal of Science and Mathematics
Education in South East Asia, 43-55.