Course On

Research and Development for Southeast Asian Secondary School Science Teacher

Rationale

Although closely related to science processes, scientific inquiry extends beyond the mere development of process skill such as observing, inferring, classifying, predicting, measuring, questioning, interpreting and analysing data. Science inquiry includes not only the traditional science process, but also refers to combining of these processes with scientific knowledge, scientific reasoning and critical thinking to develop scientific knowledge. In addition, to do research or inquiry, it is expected that all students understand the rational of an investigation and are able to analyse critically the claims made from the data collected. One important understanding about scientific inquiry is known as the scientific method, fixed set and sequence of research steps.

Initially, science teachers regularly ask pupils to make novel observations. For non-scientists, this appears to be the starting point for how science can make new reliable knowledge. A scientist’s work might be interpreted as simply looking at the natural world that might be a little bit harder and more carefully than ordinary people. However, without having ideas about what is being observed, is this possible? Lewis Wolpert (1992) is one recent commentator who points out that if ideas are common sense then they are probably not scientific.

When we say ‘science lesson’ to most people, they would probably think of something involving practical work. High school science curriculum focuses more on explorations and investigation. These are not synonyms, the change of word is important and indicates a more thoughtful approach to science education. In science education, student build knowledge; they build knowledge about the content of science and about the way in which science is done (Dillon and Monk,1996). In doing this, they invariably practice the processes of science. This course concentrates on the science teacher’s role in setting up research, managing and assessing the type work in science called scientific research. By research means any activity in which students use the processes of science to build knowledge.

Goals

1.     Improving the competencies of principal in enhancing the quality of science educational personnel by implementing         school based management to achieve an effective school management.
2.     to enhance teachers’ knowledge, skills and behaviour in assisting students to conduct science research in school;
3.     to enhance teachers’ knowledge and skills to manage science club in school and to motivate students in conducting         science research.

Learning Objectives

The learning objectives of this course programme are:

1.    to comprehensively understand Quality Assurance Framework in Continuing Professional Development of Teachers and        Education Personnel;
2.    to encourage understanding  of  Science Research and Science Learning   for  assisting  students   to carry out science        research;
3.    to enhance the comprehension of Basic  Science Research Skills & Methodology;
4.    to develop   Science  Research Proposal;
5.    to Implement Science Research;
6.    to develop   Research School Programme.

Course Contents

1.   QITEP in Science Policy on Quality Improvement of Science Teacher and Education Personnel in SEAMEO Countries
2.   Science Research and Science Learning
      Nature of science learning, Nature of science research, scientific attitude, scientific  method,  science research activities,       role of science research for science learning,  and  Best Practices in students research  activities in school;
3.   Basic  Science Research Skills & Methodology
      Research problems identification of Basic Science Research Skills  (Scientific skill & Science Process Skills),  Methodology       in Science Research, Research method commonly used in   Biology, Chemistry, and Physics/Earth and Space Science;
4.   Statistical Techniques  in Science Research
      Nature of statistics;    Analysis of Categorical Data in Science Research;
5.   Development of Research Proposal
      Proposal Outline, Writing A Science Research Proposal, and Practicing to design Science  Research Proposal;
6.   Conducting Science Research
      Research planning; data collection; data analysis; and writing research report draft;
7.   School Science Club & Development of Research School Programme
      Nature of school science club, science club management, Identifying and maping research topics from school curriculum       (Biology, Chemistry and Physics/ Earth and Space Science); Identifying and maping recent science research issues for       students; and developing research school programme.
8.   Action Plan 
     Participants are expected to have a follow-up program that will be done in the area / schools in their respective countries in      relation to the activities of the learning process of Research and Development at the school.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

Date and Venue

The training course will be conducted on 17 - 23 July 2011. The venue of the programme is in Bandung.

Target Audience/Participant

The target participant will be 30 High School principal Junior and Senior Secondary Education from SEAMEO member Countries

Trainers

The training course will be supported by trainers and experts from some well known universities such as Bandung Institute of Technology (ITB), Education University of Indonesia (UPI), Padjajaran Universities (UNPAD), and also trainers/instructor from Science Education Development and Empowerment Centre.

Requirements

A. Participant requirements:

1. Active in English communication (450 TOEFL or 5 for IELTS minimum score will be applicable, a certified copy of     participant’s proficiency in English must be attached with the course application form).
2. Has conducted a research (proven by a research report);
3. Has  guided student  research (proven by principal’s recommendation);
4. Has an ability to operate computer minimum in Microsoft  office;
5. Never attended any training course conducted by SEAMEO QITEP in Science before.
6. Good condition of health(proven by doctor’s recommendation).
7. Should not be in expectant mother condition (for female participant);

B. Course Requirements

Participant is required to bring:

1.  Best practice of student research from participant's country;
2.  Country report ( experience in guiding student research in their school); 
3.  Laptop.

C. Other requirements

All participants should also bring and submit these following requirements to the Centre:

1. Letter of official endorsement (letter of assignment) from their government/school;
2. The form of official trip (the form and fulfilling guide are attached);
3. Photo:  3 X 4 (2 ex).

D. Miscellaneous

- Bring traditional costume for cultural night;
- Bring the local souvenir for silent auction.

Registration has ben closed

Download

1. Medical Report form

2. Official trip Guide

3. Official trip form

email : 2011SCS@qitepscience.org           

fax     :+62224218749