Johari Surif

Non-routine mathematical problems among in-service and pre-service mathematics teachers

In an effort to inculcate higher order thinking skills (HOTS) among students, the form of mathematical problems given to them should be changed from routine to nonroutine problems. To achieve this, teachers need to equip themselves with the knowledge and skills related to non-routine problems. This study aimed to investigate the level of knowledge of in-service and pre-service mathematics teachers at secondary schools in which their abilities to solve and pose non-routine problems were examined. This study involved two groups of teachers: 91 in-service mathematics teachers from Johor and 50 final year students in Mathematics Education (i.e., pre-service mathematics teachers). The instruments used consisted of (1) a survey on the knowledge of mathematics teachers on non-routine problems and (2) a test containing non-routine problems to be solved and also routine problems to be changed into non-routine problems. A MANOVA test was performed to test the hypotheses stipulated. The findings showed a significant difference in posing non-routine problems among different teacher groups. The study also found that both teacher groups obtained low mean scores in solving and posing non-routine mathematical problems. In conclusion, the knowledge and skills on non-routine problems among in-service and pre-service mathematics teachers must be in alignment so that the objective of national curriculum to produce students with HOTS can be achieved.

Physics problem solving strategies and metacognitive skills: Force and motion topics

The purpose of this paper is to identify the differences between more successful and less successful students in physics problem solving. This study consists of 21 students. However, for the purpose of this paper, only two were discussed. Respondents solved four physics problems while talking aloud. Each of the respondents were videotaped. Interviews were conducted right after the test. Written answers from physics task were marked according to the schema. The thinking aloud were transcribed verbatim from the videotapes as well as interviews. Transcripts were coded and examined looking for both similarities and differences. As a conclusion, there were differences between more successful and less successful in solving physics problem. The data showed that more successful and less successful problem solvers did show clear differences in how they went about solving the problem. The more successful problem solvers set clear goals, needed to reread the question less in order to understand each part of the test set, drew diagrams that reflected deeper levels of thinking and spent more time thinking qualitatively analysis before and during the problem solving process. They used scientific representation to represent the variables operating in the task, they progressively monitored their thinking, when they changed approach it was because they identified a deficiency, and they evaluated their answers before finalising their response. On the other hand, less successful problem solvers, set less clear goals than more successful problem solvers and were less effective in achieving these because they prematurely leapt into substituting data into equations spending less time on qualitative analysis, frequently rereading the question. They also used naïve representation to represent the variables, when they changed approach it was to select a different equation and they did not evaluate their answers before finalising their response.

Integrating authentic learning practice to develop problem solving competency in learning electrolysis

This paper discussed the integration of authentic learning practice to develop problem solving competency (PSC) in learning electrolysis. Global education in this 21st century is crucial to generate the critical and competent problem solver. Then, it becomes a new challenge to provide the authentic learning environment with a comprehensive module to facilitate students to solve non-routine problems that are related to their real lives. PSC in learning chemistry is a partial application of higher order thinking skills (HOTS) to solve the real life problems. In this present study, a module was developed by authors to evaluate the impact of authentic learning practice on the chemistry problem-solving competency among secondary school students. It utilised the quantitative method and involved 46 students studying chemistry at a boarding secondary school in Sarawak. The intervention program consisted of authentic practices in teaching and learning electrolysis by using the newly developed module of authentic chemistry problem solving competency (MAC-PSC). The participants were assigned to solve real life tasks during the intervention to develop their problem-solving competency. Pre and post-tests were administered to determine their performance in solving the open-ended problem regarding electrolysis. The finding revealed a significant difference at α = 0.05 between the participants’ tests mean scores before and after use of the module. It has given a positive effect on the average level gain of understanding in learning electrolysis. Outcomes from this study indicated a significant positive impact on the implementation of the newly developed module in enhancing the HOTS among school students.

Web Pro-Mc Physics as a support tool for improving physics problem solving skills

Problem solving is one of the focus of the Malaysia education plan (PPPM 2013-2025) because the achievement of students in TIMMS and PISA was found to be below average. This paper aims to discuss the development of a web-based module named Pro-Mc Physics to help students solve problems using their metacognitive skills. The problem solving strategies which will be used to develop the module is based on a study by Marlina et al (2014). ADDIE instructional design will also be used in developing the module. In addition, several learning theories and strategies will be considered in the construction of this web-based module. The physics problems used for the module will be adapted from context rich problems. In conclusion, Web Pro-Mc Physics is developed to be a support tool for improving physics problem solving skills among students.

The knowledge and practice of “New Academia” among lecturers: A case study in Universiti Teknologi Malaysia

The purpose of this study is to examine the knowledge and practices of the “New Academia” among lecturers in Universiti Teknologi Malaysia (UTM). This study also examined the comparisons of knowledge and practice of “New Academia” based on four main streams in UTM which are Pure Science, Computer Science, Engineering Science, and Social Science. A total of 525 lecturers have been selected as respondents which were selected by random batch sampling. The data were collected by questionnaire using multiple-choice questions to test the knowledge and Thurstone scale to examine the practice of lecturers on the “New Academia”. The data were analyzed using descriptive statistic. The findings showed that the lecturers in UTM have medium level of knowledge and practice of the “New Academia”. Comparison between the streams found no significant difference either for the knowledge or the practice of lecturers. This study also recommends the support for UTM in implementing the “New Academia”. Hopefully, this study can be used to improve the teaching and learning in the university as well as providing the idea of effective teaching for the lecturers.

Physics problem solving: Selecting more successful and less successful problem solvers

The purpose of this paper is to identify criteria in selecting more successful and less successful students in physics problem solving. The focus of the study is to see if more successful problem solvers are more metacognitive in their approaches and, if so, what this differences look like. This study consisted of 21 students, which all had a physics background at the university level. All of the respondents solved four physics problems in a physics pencil and paper test while talking aloud. In the meantime, each of the respondents were videotaped. Interviews were conducted right after the test. During the interview, the respondents written answer to each of the problems were shown and the respondent were asked to discuss what they remember of their thinking when solving that problem. Written answers from physics task were marked according to the schema. As a conclusion, this study used performance as criteria in selecting more successful and less successful students in physics problem solving.