Chemistry teachers' understanding of models of teaching and learning in practical word

Abstract

For most Malaysian chemistry teachers, practical work is part of teaching and learning chemistry. The chemistry curriculum has been designed since 2005 to produce active learners through hands-on activities and experimentations (Curriculum Development Centre, 2005). Nonetheless, the teaching and learning strategies in the curriculum emphasis thoughtful learning, which can occur through various models of teaching and learning such as inquiry, constructivism, contextual learning and mastery learning (Curriculum Development Centre, 2005). In fact, the government of Malaysia has allocated enormous amount of money during last few decades to ensure the highest quality of science education for Malaysian schools (Norfariza et. al, 2013). Besides preparing teachers for professional advancement as agents of change with the introduction of new programs, teachers who are not adequately trained will be sent for special in-service training, “The Cascade Training” (IBE, 2001). Instructional materials such as teachers’ guide book for the respective subjects and teaching-learning modules were disseminated to all schools.