Chemistry teachers views of models of teaching and learning in practical work in Malaysia

Abstract

For a great many years, practical work has been regarded as one of the most important element of science education. Till today, very few researches investigate chemistry teachers' views of models of teaching and learning in practical work. The purpose of this study is to gauge views of models of teaching and learning in practical work among chemistry teachers from urban and non-urban schools in the Southern West of Sabah, Malaysia. To answer this objective, a descriptive qualitative research was employed. Twenty chemistry teachers were involved as participants in this study. Semi-structured interviews that consist of a set of questions about chemistry teachers' views of models of teaching and learning in practical work were conducted. Data were analysed using content analysis. The research findings revealed that only 40% of the teachers were able to give definition on models of teaching and learning in practical work, whereas more than half (60%) of the teachers were not able to give definition. Furthermore, majority chemistry teachers were still using expository ('recipe-style') learning (43.3%), followed by inquiry-based learning (26.7%), project-based learning (16.7%), problem-based learning (10.0%) and web-based learning (1%). The research findings will provide ideas and practical guidance for teachers who wish to rethink or reinvigorate their models of teaching and learning in practical work.