Problem-Based Teaching and Learning Devices: A Research and Development on Natural Science Materials for Primary School (Published)
This study aims to develop a model of teaching and learning devices of Natural Science subject for primary schools. The devices include curriculum, syllabus, lesson plan, instructional media, and evaluation devices. To achieve the objective, this research applied research and development adopted from Thiagarajan’s 4-D model (1974) with modification. The development consists of four steps: define, design, develop, and disseminate. In developing the teaching and learning devices, this study applied problem-based learning approach by introducing the students to the real problems with five stages; the stages are (a) orient the students to the problem, (b) organize the students to learn, (c) guide the individual research or groups, (d) develop and present the results, and (e) analyze and evaluate the problem-solving process. State Primary school 12 Baruga Kendari, Indonesia was chosen as a place of research. The data were collected through documentation, observation, interviews, and testing. The data were analyzed descriptive qualitatively and quantitatively. The result of the research shows that the process of developing of the teaching and learning model (on Natural Science subject) with problem-based approach consists of several steps; they are identification, needs analysis, design, development, and evaluation (final revision). The teaching and learning devices developed are valid and appropriate to use. The learning devices are effective to be used because of three main reasons: (1) achieving criteria existed above the minimum mastery criteria; (2) the experiment class test results were significantly higher than the control class test results; (3) the developed devices model has met the criteria of practicality
Keywords: Learning Devices, Problem-Based Learning, Teaching, Thematic
RESOURCE CAPACITIES SUPPORTING THEMATIC APPROACH IN TEACHING ECDE CENTRES IN UASIN GISHU COUNTY (Published)
Teachers are important resources in the teaching and learning process and should therefore be considered alongside other learning resources. They are the best recourses to be built into a particular teaching strategy designed to achieve a specific learning practice for instance thematic approach, without which can be administrative problem to head-teachers. Without adequate resource materials, it is a drawback to the implementation of new ideas and techniques. The study sought to investigate resource capacities of ECDE centers in supporting thematic approach in teaching in early childhood development centers in Eldoret Municipality. It was guided by Kurt Lewin’s Three Stages of Change Model developed in 1954. The study adopted the Descriptive Survey research Design. The target population comprised 266 respondents comprising of 164 ECDE teachers, 82 head teachers and 20 Educational Officials. Stratified sampling was used to select thirty schools out of eighty two schools; Public and Private Schools which translated to 30% of the total sample population. Purposive sampling was used to select all the head teachers to participate in the study while random sampling was also used to select one ECDE teacher. Instrumentation included the questionnaire, interview guide and document analysis. Data was collected and analyzed using descriptive statistics. Majority of the ECDC’s have inadequate resources and capacities both physical and human required supporting the implementation of thematic approach in teaching ECD children. The head teachers who supervise the curriculum in their schools are also not ECDE compliant hence, may not have be in a position to advice the teachers concerning the approach appropriately. The study recommended that ECDCs be equipped with adequate and developmentally appropriate materials and resources.
Keywords: Approach, Capacities, Resource, Thematic