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Pengenalan Hebat Sains

This document discusses the development of teaching and learning resources to support higher-order thinking skills (HOTs) for Malaysian secondary school students. It identifies current gaps in teacher training such as an over-reliance on training materials and a lack of emphasis on HOTs. The proposed resources would be comprehensive, self-explanatory modules for independent teacher learning, with a focus on HOTs and available digitally. A framework is presented that moves teaching from a didactic to inquiry-based approach. Finally, the HEBAT Science module is highlighted as an example that develops HOTs through exploration, thinking and activities.

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Zamzahrina Zainol Abidin
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441 views13 pages

Pengenalan Hebat Sains

This document discusses the development of teaching and learning resources to support higher-order thinking skills (HOTs) for Malaysian secondary school students. It identifies current gaps in teacher training such as an over-reliance on training materials and a lack of emphasis on HOTs. The proposed resources would be comprehensive, self-explanatory modules for independent teacher learning, with a focus on HOTs and available digitally. A framework is presented that moves teaching from a didactic to inquiry-based approach. Finally, the HEBAT Science module is highlighted as an example that develops HOTs through exploration, thinking and activities.

Uploaded by

Zamzahrina Zainol Abidin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Modul PdP

Unit Sains Menengah


Sektor Sains & Matematik
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia

Inisiatif ke-

Comprehensive and innovative teaching and learning


resources are essential to support the expected pedagogical
change.
Existing
practice

Current gaps
Teacher
trainings are
done out of
the classroom
in a short
period of time.

Teacher
training puts
little emphasis
on HOTs.

Teachers
rely on
training
materials.

Insufficient post
training guidance
and support.
Teachers lack of
ideas in applying
training lessons in
classroom
Insufficient HOTs
elements in teacher
training materials.
Teachers are not
fully ready to
embark on a major
HOTs transition

Inaccessibility to
supplementary and
external resources
due to either
location, lack of
time or knowledge.

Key elements of resources to address gap

1 Comprehensive ,self-explanatory,
self-contained, self-motivating
and self-evaluative resource
modules for teachers to be able
to continue learning
independently.
2

HOTs oriented
instructional modules or
teaching aid to assist
teachers in providing
the students with the
relevant learning
3 Electronic
experienceteaching
resources or can be
translated into digital
form for online sharing.

The Science module framework takes into consideration the


steps that teachers need to acquire HOTs.
Active
isionlearning
V
r
u
Problem
O
based
Projects
Scientific
inquiryProblem-Based
Learning
Inquiry-based
(open ended)
Questioning
Problem-Based

here
e
r
a
We

Scientific
inquiry
New Discovery
Practical Inquiry based
Structured discovery
Scientific inquiry
(closed)

Active Reading
Discussion
Metacogniti Active Writing
ve
Games
Plenary
(Debrief)

Didactic

Learning
(closed)

Questioning

Bahan Sumber PdP

Hayati Eksplorasi Berfikir Aras


BRITISH
COUNCIL
T
inggi
SHEFFIELD HALLAM UNIVERSITY

Konsep Pembinaan Bahan


Sumber PdP

Matlamat
Membangunkan Kemahiran Berfikir Aras
Tinggi (KBAT) murid sekolah menengah
rendah

Bahagian Pembangunan Kurikulum

Apakah KBAT?
Menilai
Mensintesis Pemikiran
Kreatif
Mencerakinkan Pemikiran
Kritikal
Menggunakan ilmu dalam
situasi baharu
Memahami
Mengingat semula

Taksonomi Bloom untuk Berfikir


Bahagian Pembangunan Kurikulum

Asas kepada
KBAT

Jangkamasa
: 10 waktu

HEBAT SAINS membangunkan


kemahiran berfikir melalui

Modul HEBAT Sains

Boleh dimuat turun daripada:


bit.ly/HEBATSCbm
bit.ly/HEBATSCbi

Sekian
Terima Kasih

Bahagian Pembangunan Kurikulum

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