Analysis of Teaching and Learning about “Characteristics of Air” of Lao Pupils

Presentation by Houmphanh KHANTHAVY

Team Members: 1.Houmphanh KHANTHAVY2. TAMURA Kazuyuki, 3. TERASHIMA Yukio 4. Takeshi KOZAI

Ministry of Education and Sports, Lao PDRNaruto University of Education, Japan

Meeting of Society of Japan Science teaching at Kobe, Nov 15, 2014

Outline:• Overview • Objective• Methodology• Findings • Conclusion

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Overview• Human around the world entered the 21st century

where much more progress in science and technology is expected.

• Science and Science Education spread around the world, many countries are developing their science program.

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General Education Policy in Lao PDR.

Education Development referring to three characters1) National2) Science-Modern3) Public

Ministry of Education and Sports has improved national education system under 3 points as below

And 5 Pillars of Education 1) Moral2) Intellect3) Labor4) Physical 5) Aesthetic

To promote teaching and learning by Learner Centered approach 4/11

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According to education plan such as:

1. Education for All (EFA), national plan action 2003 -2015.2. Education Sector Developments Framework 2009-2015. 3. National Education System Reform Strategy 2006-2015.

Objective

• To analyze teaching and learning of teacher with characteristics of air.

• To study relationship between learners and teacher who do activities.

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Methodology

• Takes a recording of a video while teaching and learning about characteristics of air.

• Emphasis protocol analysis and description. – The sample around 30 students in grade 4 at the primary

education. Academic year 2013-14, Vientiane capital, Lao PDR.

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Findings The beginning of class Teacher asks that “What are things around us that we can't see? ” The pupils said “air,” and teacher asked other pupils to make sure if that is

correct or incorrect. All students said “Air is what we can't see.”

But teacher did not ask pupils for the reason. If teacher asked more or emphasis on reason, pupils’ thinking might have deepened more. That would be the best way to teach science concept to pupils.

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ACTIVITY 1: To test whether air has weight or not?

Teacher asked “What do you think about her answer? Is it correct?” and all pupils said “It’s correct.” But teacher said “I think it’s incorrect.” group 4 said “the balloons of both sides aren‘t balanced. Because the air has weight” Teacher said “group 4’s answer is not clear, so let’s check.”

This activity has two cases as figure (A) the balloon on both sides are the same and (B) one side filled with air.

1) Figure (A) Why do the balloons are balanced? 2) Figure (B) Why do the balloons aren’t balanced?

(A) (B)

Example : group 2 said “the balloon on both side are balanced, even though one balloon has the air inside and the other balloon doesn’t have air inside”

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ACTIVITY 2: To find out characteristics of air by heating. Example : group 2 said : “when water inside a can is hot, the balloon will be expanding, after that water gets cold the balloon will be shrinking.” Teacher asks “What causes shrinking and expanding?” students said “heating and cooling” teacher said “NOT clear, Please try again.”

For group 4 said : “when air receive heat it will expand to inflate the balloon and by cooling it will shrink and return to a can.” Teacher said “their answer’s correct.”

This experiment was done incorrectly with water inside and heating by candle.

But this experiment should be done with an empty bottle as figure (A) and then put hot water outside.

This way, we can say that “the balloon expands or shrinks only by hot air as picture (B).

(A) (B)

Hot water

empty

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Issues Activity 1 and Activity 2 does not have any direct

connection concept wise. Also, Activity 2’s method is incorrect.

Teacher does not explain why pupils are doing these 2 activities.Pupils simply treat these as two separate things.

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Conclusion and Comment Science Teaching should contain experiments that the

pupils are very interested to make them understand about science process, and to develop students idea, skills, ability by themselves. Many students lack skills for experiments, such as how to record

data, analyze and report. Teacher should be careful for setting up tools, make sure

to tell about safety for students.

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We need to improve Science Teaching in Lao PDR.

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THANK YOU FOR YOUR ATTENTION

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