The individually. Evidence has shown that Problem-based learning(PBL)


The
Learning outcomes of the module are based on ST2-11LW learning outcomes of
stage 2 students(Appendix A), 6 relevant indicator is chosen. This module is
aim to teach student the basic knowledge of the ecosystem, the food chain and
how the human’s activities affect the environment and the living world.

In
lesson 5, a Problem-based learning approach was adopted in this lesson. This
lesson starts with an open-ended question about the class pet named Katy and
the environment she lives in. Stuedent are required to find the answers by
engaging in the in-class activties and work out the solution individually.
Evidence has shown that Problem-based learning(PBL) approach can potentially
help students develop a better understanding and a lifelong learning skill (Hmelo-Silver, 2004). PBL
has presented a positive influence on student’s ability to apply science knowledge
and transfers problem-solving skills in real-world situations(Hung, Jonassen, & Liu, 2008). The following task is observation
and quizzes, which can give students hints about the open-ended questions.
Observation and quizzes require student to evaluate the information that they
received before. Evaluating information involves critical thinking skills and
reflecting on one’s own problem-solving process requires metacognitive skills.(Hung et al., 2008).

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The
second part of Lesson 5 starting by introducing the food chain using the
example of our class pet Katy.  A game
based learning (GBL) is being implemented in this class. A game about the
ecosystem is being added to this part of the lesson. Studies have shown games
promote learning and/or reduce instructional time(Dakota, 2016). Games represent the perfect
learning principles and the learning model. For example, games are effective
because learning is done in a meaningful (versus game)environment. What you
learn is directly related to the environment in which you learn and present it.
Therefore, the process of learning is not only relevant but also applied and
practiced within the context(Dakota, 2016) then the following quiz can also
give the student an opportunity to practice and apply what they have learned.

In
the third part of the lesson 5,  a video
is added to illustrate the concept. Media affordance like pauseablity and
replayability(Bower, 2008, p. 6) makes video an excellent way to present and
illustrate concepts or enhance an understanding of learning in action(Deakin Worldly, 2014, p.4). Video also has the capabilty to
present complicated, dynamic social context which asissit student building a
dymanic mental model(Kozma, 1994).

A
social-constructism approach is also deployed in this part, researchers suggest that it is important to include
collaboration, knwoledgy and creativity via both both social constructivism and
constructivism approaches; the students can start learning in teamwork,
groupwork.(Amineh & Asl, 2015). Fourm
can be a place where students can exchange ideas and working in groups.
Pre-designed topics in the fourm can deliver a basic idea of how the knowledgy
that is being taught in class can apply to the real world. These topics not
only able to assist student in the process of learning but also able to boost
their motivation. Motivation is a pivital factor that can affect student’s
academic achievements.Increase motivation is a curcial part in the process of
learing. If student cannot answer the question “why do I need to learn this”
for themselves or is not able to receivie a convincing annswer from teacher or
the class, the absence of
instructional activities can create a barrier at the very beginning of the
entire learing process(Mehalik Yaron;
Schunn, Christian D., 2008).

In
Lesson 6,  the first part of the lesson 6
is following the rule of split attention effect. A image with detailed
illstartion will be prsented in this part. The split-attention effect can
improve the efficency during the learing process by using less mental resouces.
Students can learn more efficently since they don’t have to use mental
resources to visually search the relevant information on the page. This also
allows individuals to learn better when corresponding pictures and word are
prsented together rather than successively.(Bower, 2017)

A design-based activity (DBL) is
implemented in the second part on this course. Design-based learing allows
student to have a better understanding of this course. When student enagaing in
the design activity, ideas will be organized, decisions will be made, situation
will be improved and knowledgy will be gained(Hung et al., 2008). Design based learing allows student to participate in the process of constructing cognitive concepts as a result of modeling
and making individual and createtive project, to set up the learning process base
on their own preference, learning syles and relavant skills(Resnick, 2010).Factual, conceptual knowlegy is being developed during this
process.

Group reflection

In this moodel module, the
consistancy is considered to be the biggest advantage. The class starts with
the introduction to the class pet Katy. Katy is prsented in lesson 1,4,5 and 6.
This module use Katy as an example to explain the class content. This can save
student’s mental resource, since student I already farmilar with the class pet
Katy. Most of the content in this module is explained using the real life
example, this can increase the student’s motivation, makes them easier to
understand the class content

However, the drawbacks of this module
is some of the content is too hard for the student, student may find it
diffucult to understand some of the concepts. This can have a negitive effect
on their passionate to science and movitation. This difficulty can be overcomed
by using metaphor, extra exercise, or spend more time on students who have a
hard time understanding the content.

 

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