Article 1 (Trinidad, Aldridge & Fraser (2005)
1. OLES incorporated scales from 4 existing questionnaire; WIHIC, CLES, DELES and TROFLEI
2. The possibility of incorporating online survey in an IT lesson which was inspired from the article. Here it states the advantages over the paper version such as more reliable (as it was done with the teacher's presence) and time efficient as it was instantly captured online with no transfer error.
3. I had gained more understanding on the underlying principles of factor analysis (factor loadings, discriminant validity, ANOVA, MANOVA, effect sizes etc... But I think I still to read more to fully comprehend the big statistics picture. >_<
New terms learnt
1. Online Learning Environment Survey (OLES)
2. bricolage
3. Outcomes Based Learning Environment Questionnaire (OBLEQ)
4. Techology Rich Outcomes Focused Learning Environment Instrument (TROFLEI)
5. Distance Education Learning Environment Survey (DELES)
Wednesday, December 2, 2009
Monday, November 30, 2009
My 'developing ' thoughts on Session 5
Presentation
I felt there were good interactions among the teachers when each group presented their articles in the morning. There were avenues for all of us to interpret the articles based on our understanding and perception, through peer co-teaching. It definitely was a refreshing approach as I watched my friends act and/or present their presentations. :) I hope the rest had learnt from our group presentation too.
I had a question though:
1. What is eta2 statistics?
Written Assignment
After the heartfelt lunch, I was suddenly overwhelmed with numbers, numbers and more numbers. Use SPSS ... churn out data ... look at the statistics ... use ExCel .... create tables and graphs ... argh~ Is there any crash course on Statistics? I need that badly, so badly. :(
My group were kinda struggling with the SPSS and before we reach our targeted 'goal', the other group had already churned out the data and table already. Thanks for helping us to churn us the data, guys. However, I think we feel kinda bad because we could not churn out the data in time for the class to use. Wish me luck in my report writing and happy holiday in advance everyone. Merry Christmas.
Alright, where did you say you saw my notes just now?
I felt there were good interactions among the teachers when each group presented their articles in the morning. There were avenues for all of us to interpret the articles based on our understanding and perception, through peer co-teaching. It definitely was a refreshing approach as I watched my friends act and/or present their presentations. :) I hope the rest had learnt from our group presentation too.
I had a question though:
1. What is eta2 statistics?
Written Assignment
After the heartfelt lunch, I was suddenly overwhelmed with numbers, numbers and more numbers. Use SPSS ... churn out data ... look at the statistics ... use ExCel .... create tables and graphs ... argh~ Is there any crash course on Statistics? I need that badly, so badly. :(
My group were kinda struggling with the SPSS and before we reach our targeted 'goal', the other group had already churned out the data and table already. Thanks for helping us to churn us the data, guys. However, I think we feel kinda bad because we could not churn out the data in time for the class to use. Wish me luck in my report writing and happy holiday in advance everyone. Merry Christmas.
Alright, where did you say you saw my notes just now?
Friday, November 27, 2009
My 'growing' thoughts on MED858 on Session 4
I expected today to be another day of intense typing and reading. Nope. It wasn't.
I liked the lecture. (recapitulate my understanding on my favourite big picture with some addition add-ons on LE and examples of validated instrument.)
We went through some of the articles. (highlight the 'do's and the 'don't's for articles as well as interpreting the statistics. I think it was my greatest learning point for today's session. Thanks to Dr. Quek and Yip Meng Fai.)
We talked and chatted over tea time.. (understanding that some of us 'shared' the same colleagues ;P and I met an old friend of mine at NIE Bookshop.)
The class did a WIHIC questionnaire. (Let's move and talk about getting down to some hands-on work.)
I re-explored SPSS. (had forgotten how to use it, needs some extra help on it. Argh.)
My group members chatted and discussed over the Presentation slides for Monday's seminar. (I think .... , How about we ... , Is this too .... *laughters filled the class)
Oohh, just when I had adjusted myself to the pace of MED858, I had came to realize that next Monday is the last session for MED858. Boohoo~ must bring camera. ^_^
I liked the lecture. (recapitulate my understanding on my favourite big picture with some addition add-ons on LE and examples of validated instrument.)
We went through some of the articles. (highlight the 'do's and the 'don't's for articles as well as interpreting the statistics. I think it was my greatest learning point for today's session. Thanks to Dr. Quek and Yip Meng Fai.)
We talked and chatted over tea time.. (understanding that some of us 'shared' the same colleagues ;P and I met an old friend of mine at NIE Bookshop.)
The class did a WIHIC questionnaire. (Let's move and talk about getting down to some hands-on work.)
I re-explored SPSS. (had forgotten how to use it, needs some extra help on it. Argh.)
My group members chatted and discussed over the Presentation slides for Monday's seminar. (I think .... , How about we ... , Is this too .... *laughters filled the class)
Oohh, just when I had adjusted myself to the pace of MED858, I had came to realize that next Monday is the last session for MED858. Boohoo~ must bring camera. ^_^
Thursday, November 26, 2009
My emerging thoughts on MED858 from Session 3
Today's lecture on LE was useful as it adds and clarifies my knowledge after viewing the Podcast. A larger picture is now constructed in my mind when the 2 jigsaw pieces of 'phycho' and 'social' are placed together. For now, I understand a psycho-social Learning Environment as the interrelatedness of a person with its personal needs and behaviour in relation to the interaction among people and the environment one's in. This was similar to Vygotsky's theory of social constructivism that children actively construct their knowledge. In conjunction to this notion, it has bought me to greater belief that the influence of parent and families has GREAT short-term and long-term impact on a child's development. Examples include the development of language acquisition to the character development of the child. Speaking of the LE lecture, I was also glad when I saw the Big Picture of LE on the screen and quickly copied it down. :) It looked SO SMALL in the Podcast... >_<
During our (real) class discussion today, Dr. Quek asked us if we prefer to be observed by a detached observer or an individual/a group of people who is familiar with the LE. My answer would be BOTH. I would like to hear and reflect upon both group's observation and share their evaluation with me. To me, having an external observer to observe my lesson is almost like a norm for me as there were formal and informal observations conducted by the various MOE initiatives' personnels such as STELLAR to Principal's observations. From there, I was given constructive feedback and was able to work towards improvement. On the other hand, I also asked my pupils to give me feedback on the delivery of my lessons or activities that they enjoy as they are eventually my frontline customers. To a certain extent, they are the people who shaped my pedagogy approach too. From here, I adjust my teaching approaches to suit their needs better and in turn, aim to improve their performances.
G.R.A.C.E
Oh, I had learnt a new meaning to my name too. G.R.A.C.E = Group Research and Collaborative Expedition. Wow, what a wonderful and meaningful name. :) I will go and explore that website when I finish reading the articles.
During our (real) class discussion today, Dr. Quek asked us if we prefer to be observed by a detached observer or an individual/a group of people who is familiar with the LE. My answer would be BOTH. I would like to hear and reflect upon both group's observation and share their evaluation with me. To me, having an external observer to observe my lesson is almost like a norm for me as there were formal and informal observations conducted by the various MOE initiatives' personnels such as STELLAR to Principal's observations. From there, I was given constructive feedback and was able to work towards improvement. On the other hand, I also asked my pupils to give me feedback on the delivery of my lessons or activities that they enjoy as they are eventually my frontline customers. To a certain extent, they are the people who shaped my pedagogy approach too. From here, I adjust my teaching approaches to suit their needs better and in turn, aim to improve their performances.
G.R.A.C.E
Oh, I had learnt a new meaning to my name too. G.R.A.C.E = Group Research and Collaborative Expedition. Wow, what a wonderful and meaningful name. :) I will go and explore that website when I finish reading the articles.
Reflection on Session 2 articles
Article 1 (Castillo, Peiro, & Fraser, 2005)
It was observed that there were a few good measures taken by the researchers during the study. These measures served as good learning strategies that I will keep in mind as I move on to other educational research modules. Some of these measures include:
- interviewing a small sample of participants to test run the instruments before field-testing them with the main study sample
- excludes minority ethnic groups who do not belong to the independent variables (Anglo and Hispanic) so as to control the sample population.
New Terms learnt
Test of Mathematics-Related Attitudes (TOMRA), Test of Science-Related Attitudes (TOSRA), triangulation, varimax rotation, Discriminant validity
Article 2 (Quek, Wong, Fraser, 2005)
1. Leary's (1957) model on two-dimensional model of teacher interpersonal behaviour, namely infuence dimension (Dominance and Submission) and proximity dimension (Cooperation and Opposition)
2. Modifications of wordings in the survey's item for clearer understanding
3. Commonality analysis is used to examine the extent of overlapping variance
4. The importance of adopting creative and student-centered teaching approaches and providing an appropriate material environment to stimulate students' curiosity and interest to learn.
5. Teachers need to display good interpersonal relationship with students as it influences their attitudes towards learning.
Question
1. What is eta2 statistics?
New terms learnt
1. Names of questionnaires - Questionnaire on Chemistry-Related Attitudes (QOCRA)
2. Wilks' lambda criterion
It was observed that there were a few good measures taken by the researchers during the study. These measures served as good learning strategies that I will keep in mind as I move on to other educational research modules. Some of these measures include:
- interviewing a small sample of participants to test run the instruments before field-testing them with the main study sample
- excludes minority ethnic groups who do not belong to the independent variables (Anglo and Hispanic) so as to control the sample population.
New Terms learnt
Test of Mathematics-Related Attitudes (TOMRA), Test of Science-Related Attitudes (TOSRA), triangulation, varimax rotation, Discriminant validity
Article 2 (Quek, Wong, Fraser, 2005)
1. Leary's (1957) model on two-dimensional model of teacher interpersonal behaviour, namely infuence dimension (Dominance and Submission) and proximity dimension (Cooperation and Opposition)
2. Modifications of wordings in the survey's item for clearer understanding
3. Commonality analysis is used to examine the extent of overlapping variance
4. The importance of adopting creative and student-centered teaching approaches and providing an appropriate material environment to stimulate students' curiosity and interest to learn.
5. Teachers need to display good interpersonal relationship with students as it influences their attitudes towards learning.
Question
1. What is eta2 statistics?
New terms learnt
1. Names of questionnaires - Questionnaire on Chemistry-Related Attitudes (QOCRA)
2. Wilks' lambda criterion
Wednesday, November 25, 2009
My emerging thoughts on MED858 from Session 2 articles
My group has selected these 2 articles for Group Presentation.
Articles
1. Castillo, G., Peiro, M.M., & Fraser, B. (2005). 'Grade-level, gender and ethnic differences in attitudes and learning environment in high school mathematics'
2. Quek, C.L., Wong, F.L., & Fraser, B.J. (2005). 'Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore' Research in Science Education, 35, 299-321
As I move on to read these 2 articles for Session 2, I realized that some terms were repeated and serves as add-on to the previous articles in Session 1. There were some familiar words from the module Educational Inquiry I too. These familiar terms include the different types of classroom environment instruments such as MCI, QTI and WIHIC questionnaire and aspects of quantitative and qualitative approaches and statistics analysis.
Personally, I feel this is a good approach in building up the learner's understanding, also known as the spiral approach. For me, this module has allowed me to see the importance of understanding education research on what other researchers have conducted in past studies. From me, this module has helped me to apply my knowledge learnt in Educational Inquiry I. I believe this module provides the linkages from Educational Inquiry I and subsequently to Educational Inquiry II and Critical Inquiry too.
I believe at the end of the module/course, it will gradually change my perceptions of how I can include the learning theories in my daily teaching practices and ways of accessing my teaching approaches in providing a more holistic and conducive environment for my pupils. As for now, I am curious about Session 3 on what is expected of my group members and me for the Group Seminar in Session 4. Hmmm...
Articles
1. Castillo, G., Peiro, M.M., & Fraser, B. (2005). 'Grade-level, gender and ethnic differences in attitudes and learning environment in high school mathematics'
2. Quek, C.L., Wong, F.L., & Fraser, B.J. (2005). 'Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore' Research in Science Education, 35, 299-321
As I move on to read these 2 articles for Session 2, I realized that some terms were repeated and serves as add-on to the previous articles in Session 1. There were some familiar words from the module Educational Inquiry I too. These familiar terms include the different types of classroom environment instruments such as MCI, QTI and WIHIC questionnaire and aspects of quantitative and qualitative approaches and statistics analysis.
Personally, I feel this is a good approach in building up the learner's understanding, also known as the spiral approach. For me, this module has allowed me to see the importance of understanding education research on what other researchers have conducted in past studies. From me, this module has helped me to apply my knowledge learnt in Educational Inquiry I. I believe this module provides the linkages from Educational Inquiry I and subsequently to Educational Inquiry II and Critical Inquiry too.
I believe at the end of the module/course, it will gradually change my perceptions of how I can include the learning theories in my daily teaching practices and ways of accessing my teaching approaches in providing a more holistic and conducive environment for my pupils. As for now, I am curious about Session 3 on what is expected of my group members and me for the Group Seminar in Session 4. Hmmm...
My little thoughts on Pre-session and Session 1
Pre-session
It was great having a pre-session to be physically and mentally prepared for the module MED858. I had registered a gmail account, introduced to Wetpaint.com, learnt how to use Google Docs and best of all, create a blog! Kinda excited of what will be expected of me in this module. Right now, I am assigned with a stack of reading materials to be completed in a week's time. Good luck to me!
Session 1
After listening to the Podcast on Dr. Quek's blogspot, I had a clearer picture of a LE is and its key components on how it influences LE. The 3 key factors are namely; person, personal needs and behaviour. I think my greatest learning point from this Podcast was when I could actually relate the school policy and initiatives such as SEM report, workplan and Contact Time sessions to the school climate and culture and eventually, the school LE.
It was great having a pre-session to be physically and mentally prepared for the module MED858. I had registered a gmail account, introduced to Wetpaint.com, learnt how to use Google Docs and best of all, create a blog! Kinda excited of what will be expected of me in this module. Right now, I am assigned with a stack of reading materials to be completed in a week's time. Good luck to me!
Session 1
After listening to the Podcast on Dr. Quek's blogspot, I had a clearer picture of a LE is and its key components on how it influences LE. The 3 key factors are namely; person, personal needs and behaviour. I think my greatest learning point from this Podcast was when I could actually relate the school policy and initiatives such as SEM report, workplan and Contact Time sessions to the school climate and culture and eventually, the school LE.
Subscribe to:
Posts (Atom)