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KONSEPSI MAHASISWA BARU PROGRAM STUDI PENDIDIKAN KIMIA TENTANG PENGAJARAN KIMIA DI SEKOLAH MENENGAH

December 15, 2017 | Author: Harry Firman | Category: N/A
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Deskripsi Singkat

This study explored new pre-service chemistry teachers’ conceptions about several aspects of teaching secondary school chemistry as well as qualitative comparison of their conceptions with what senior pre-service chemistry teachers’ held. Preconceptions brought by new pre-servicestudents with regard to teaching was thought need to be identified as a basis for designing and delivering effective professional courses for pre-service chemistry teacher in teacher education program at university. Six new and three senior pre-service teachers were selected as partiscipantsin this study. When this study was carried out, those new pre-service teachers had been enrolled for one month in the program, whereas senior pre-service teachers had completed four month full time school based professional training (student teaching period) in final year of teacher education program. An about sixty minutes recorded interview was conducted to each subject independentlyto reveal his/her conceptions about some aspects of teaching chemistry at secondary school, particularly function of teaching, characteristics of a good chemistry teacher, factors support learning process, and the role of laboratory work in teaching chemistry as well. Data analysis uncovered that new pre-service teachers conceptualized that: (1) Teaching as an effort to transmit knowledge from the teacher to his/her students; (2) Curriculum content need to be explained byteacher as complete and detail as possible in order to become learnable for the students; (3) Effectiveness of teaching process depending more on good interpersonal relationships between teacher and students rather than academic aspect of teaching tasks; (4) Laboratory work functions mainly to verify theoretical knowledge taught in class. It could be concluded that there was a strongtendency for pre-service teachers to hold a traditional conception about chemistry teaching. In addition, it was found that some aspects of traditional conception about chemistry teaching still held by senior pre-service teachers, which indicate that those conceptions are quite resistance tochange.

Deskripsi

This study explored new pre-service chemistry teachers’ conceptions about several aspects of teaching secondary school chemistry as well as qualitative comparison of their conceptions with what senior pre-service chemistry teachers’ held. Preconceptions brought by new pre-servicestudents with regard to teaching was thought need to be identified as a basis for designing and delivering effective professional courses for pre-service chemistry teacher in teacher education program at university. Six new and three senior pre-service teachers were selected as partiscipantsin this study. When this study was carried out, those new pre-service teachers had been enrolled for one month in the program, whereas senior pre-service teachers had completed four month full time school based professional training (student teaching period) in final year of teacher education program. An about sixty minutes recorded interview was conducted to each subject independentlyto reveal his/her conceptions about some aspects of teaching chemistry at secondary school, particularly function of teaching, characteristics of a good chemistry teacher, factors support learning process, and the role of laboratory work in teaching chemistry as well. Data analysis uncovered that new pre-service teachers conceptualized that: (1) Teaching as an effort to transmit knowledge from the teacher to his/her students; (2) Curriculum content need to be explained byteacher as complete and detail as possible in order to become learnable for the students; (3) Effectiveness of teaching process depending more on good interpersonal relationships between teacher and students rather than academic aspect of teaching tasks; (4) Laboratory work functions mainly to verify theoretical knowledge taught in class. It could be concluded that there was a strongtendency for pre-service teachers to hold a traditional conception about chemistry teaching. In addition, it was found that some aspects of traditional conception about chemistry teaching still held by senior pre-service teachers, which indicate that those conceptions are quite resistance tochange.
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