Bengkel Kerja

Inquiry Based Science Education (IBSE)

Amalan IBSE dalam Bilik Darjah:

Model Instruksi Berasaskan Inkuiri, Backward
Design dan Rancangan Pembelajaran

Anjuran
Pusat STEM Negara
Dr Chiam Sun May, En Tan Cho Chiew, Pn Low kee Sun

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
Hasil Pembelajaran:

Selepas sesi ini, peserta bengkel memperoleh:

1. Pengetahuan dan kefahaman terhadap Backward Design

2. Kefahaman dan idea bagaimana melengkapi peringkat-peringkat dalam Backward Design

3. Pengalaman hands-on untuk menyediakan rancangan pembelajaran

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
Apakah Backward Design?

Backward Design adalah satu model untuk

mereka bentuk bahan-bahan pengajaran di
mana guru memulakan proses mereka bentuk
dengan memberi fokus hasil pembelajaran
yang diharapkan.
Adaptasi daripada (Grant Wiggins and Jay McTighe 2017)
Kenapa Backward Design?
Kelebihan backward design merangkumi:

i. Pelajar tidak mungkin tersesat dalam perincian fakta unit

sehingga mereka tidak dapat mempelajari topik asal.

ii. Petunjuk melihat ke arah pemahaman global dan bukan

hanya aktiviti harian; pelajaran harian dibina dengan
memberi tumpuan kepada apa "keuntungan" keseluruhan
unit ini.
iii. Penilaian dirancang sebelum perancangan pelajaran,
supaya arahan mendorong pelajar ke arah apa yang perlu
mereka ketahui
Menurut Doug Buehl (2000),
 Latar Belakang Backward Design
Backward Design mempunyai 3
peringkat :

• Peringkat 1: Mengenalpasti hasil

pembelajaran yang ingin dicapai
• Peringkat 2: Menentukan penilaian
dan bukti pentaksiran
• Peringkat 3: Merancang
pembelajaran dan instruksi

Sumber:
https://www.mostkreativeklassroom.org/backwards-design.html
PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
Perbandingan Kaedah Tradisional dan Kaedah Backward Design

Apakah perbezaan antara kaedah tradisional dan kaedah Backward Design?

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
 Aktiviti: Seek and Hide (2 min)
Dalam imej ini, terdapat
● seekor kupu-kupu,
● seekor kelawar
● seekor itik.

Bulatkan
binatang-binatang ini sekiranya anda
mengesan binatang-binatang
tersebut.

Sumber: https://forums.hardwarezone.com.sg/

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
Jawapan Kepada Aktiviti
Hide and Seek
Kedudukan kupu-kupu, kelawar dan itik adalah seperti yang dibulatkan dalam imej.
 Aktiviti: Seek and Hide (2 min)

Renung-renung:
a. Pada pendapat anda, bagaimana pereka imej ini mereka
(design) imej ini?
b. Adakah pereka melukis kupu-kupu, kelawar dan itik terlebih
dahulu sebelum melukis bahagian-bahagian yang lain?

c. Cadangkan langkah-langkah yang diambil oleh pereka

tersebut untuk mereka imej ini.

d. Pada pendapat anda, perlukah pereka merancang

/menetapkan kedudukan kupu-kupu, kelawar dan itik terlebih
dahulu sebelum menghasilkan imej tersebut?

Sumber: https://forums.hardwarezone.com.sg/

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
 Backward Design
Stages Guilding Questions
i. Stages dan Stage 1: ∙ What are the established goal?
Guilding Questions Identify desire results ∙ What “Big Ideas” do I want pupils to understand?
∙ What “Essential Questions” will stimulate inquiry?
Jadual 1 ∙ What knowledge and skills need to be acquired by
menyenaraikan pupils,
beberapa guiding given the understandings and content
questions dalam setiap standards?
Stage untuk ∙ What focus questions will guide pupils to
membantu seseorang
targeted knowledge and skills?
guru mereka bentuk
rancangan Stage 2: ∙ What are the evidence of understanding?
Determine ∙ Keeping the goals in mind, what performance
pembelajaran. assessment tasks should be given for this unit?
evidence ∙ Which criteria to be used to assess the pupils’
work? ∙ Will the assessment reveal and distinguish
the level of understanding of my pupils?
Jadual 1: Guiding
Questions dalam
setiap Stage
Stages 3: ∙ Which Instructional strategies and learning strategies
Plan learning are needed to achieve the results identified in stage 1
experiences and and reflected in the assessment evidence specified in
instruction stage 2?

ii. Big Idea
Perhatikan istilah “Big Idea”
dalam Stage 1 dalam Jadual 1.
Mengikut Wiggins dan McTighe
(2013), Big Idea ada beberapa
fungsi. Antaranya adalah: Big
Idea
a. Served as “umbrella concepts”
b. Central to coherent
connections in a field of study
c. Conceptual anchor for making
understandable and meaningful
facts
KEPENTINGAN “BIG IDEA”
Membantu guru fokus
kepada core concept
iaitu konsep perlu
dikuasai murid pada
akhir sesi PdP.
Membantu murid menyusun
semula konsep /teori
/prinsip /hukum yang pernah
dipelajari dan menghayati
perhubungan dengan
konsep/teori/prinsip/hukum
yang baru dipelajari
Big Idea menghubungkaitkan dan
membantu murid mengingat kembali
pengetahuan sedia ada/
menghubungkaitkan pengetahuan sedia
ada dan pengetahuan baharu/ membina
kefahaman baharu
(Harlen et al., 2010, 2015; Harlen, 2015)
Vestibulum congue
temus
Big Idea membuka peluang
Lorem ipsum dolor sit
kepada amet,murid
consectetur untuk
membuat inferens
adipiscing elit, sed doyang
eiusmod tempor.
bermakna selepas sesi
PdP/ pada masa yang akan
datang (Deep Learning,
Lifelong Learning dan
pengalaman pembelajaran
autentik murid tersebut
 Soalan Penting tidak bersifat menghakimi, ia bersifat
terbuka, bermakna, bertujuan, memprovokasi, mencetuskan
iii. ESSENTIAL QUESTION
pemikiran tinggi, memimpin kepada pertanyaan tambahan,
memerlukan sokongan dan pembenaran, ke arah idea yang
Ciri-ciri essential question:
dapat dipindahkan
★ Tidak ada jawapan betul (Wiggins & McTighe, 2013).
atau salah kepada Essential
Question.
Jadual 2: Perbandingan antara Essential Questions dan Non-Essential Questions
★ Kita ada kecenderungan
berpandukan andaian/ Essential Question Non-Essential Question
persepsi sendiri atau
merujuk kepada sesuatu How strong is the scientific What is a variable in scientific
konteks apabila menjawab
Essential Question. evidence? investigations?

What is the connection between What is the composition in genes?

★ Tujuan seseorang guru evolution and genetics?
mengemukakan Essential
Question adalah untuk
merangsang pemikiran, How does food turn into energy? Does carbohydrate provide energy?
memulakan perbincangan
dan perbahasan yang
membina. What do we learn from Sir Issac What tree did Sir Issac Newton cut
Newton? down?
Cadangan untuk dapatkan Big Idea dan Essential Questions daripada pelajar.

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
Proses penggubalan rancangan pembelajaran mengikut kerangka Backward Design

Rajah 1 menunjukkan proses

menggubal rancangan
pembelajaran mengikut
Backward Design.
Mengikut rancangan
tersebut, murid dilibatkan
dalam melaksanakan projek
autentik, iaitu The Making of
Nonsom/Bosou.
(Nonsom/Bosou adalah ikan
jeruk stail Sabah).
Contoh ini diambil sebagai
satu contoh yang boleh
menawarkan pengalaman
pembelajaran yang autentik
kepada murid-murid.

Rajah 1
Contoh Rancangan Mengikut kerangka Backward Design dengan Model Instruksi 5 E untuk
Projek The Making of Nonsom/ Bosou
 Model Instruksi dalam PdP Sains

Aktiviti:

1: Kaji fasa-fasa dalam model instruksi 5E

2: Kaji fasa-fasa dalam model instruksi 7E
3: Kaji Needham’s Five Phase Constructivist Model
4: Bandingkan model instruksi 5E dan Needham’s Five
Phase Constructivist Model

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
 The Evolution of Instructional Model Employed in the Teaching and Learning for Science

3E 4E 5E 7E

Phase 1: Formulating Questions Phase 1: Interaction Phase 1: Engage Phase 1: Elicit

and Initial Understandings
∙ To lead pupils to dive into engaging, ∙ To capture students’ interest and to uncover what ∙ To get pupils interested and
∙ Pupils oriented to a relevant, and credible media forms to students know and think about a topic readiness to learn,
problem, phenomena, or identify a “need” or opportunity for ∙ To assess if there are misconceptions ∙ Engagement to ascertain what
goal inquiry activities include reading, demonstration, or other pupils know prior to a
∙ Pupils formulate questions and (Engage) activity that piques students’ curiosity lesson
hypotheses, and to
reflect on their own current
knowledge

Phase 2: Exploration & Phase 2: Clarification Phase 2: Exploration Phase 2: Engage

Analysis
∙ To summarize, to paraphrase, and to ∙ To provide students with cooperative ∙ To generate
∙ Pupils conduct research, categorize learning with exploration activities, giving them enthusiasm for the
design experiments, and teacher or expert support common, concrete experiences that help them to subject matter
collect data from multiple (Explore and Explain) construct concepts and developing skills ∙ Students can
perspectives and sources build models, collect data, make and test predictions, or
∙ Focus on having pupils to form new predictions ∙ To provide hands-on experiences
critically analyze data, test ∙ To formally introduce a concept, process, or skill
hypotheses, and refine their
answers to the core inquiry
questions
∙ Nurture pupils’ critical
thinking skills
Phase 3: Drawing
Conclusions
∙ To trigger asking questions to
∙ Pupils work to synthesize
their explorations
Phase 3: Questioning
∙ In the explain stage, learners articulate their ideas
drive continued, self-directed
inquiry (Explain and Elaborate)
Phase 3: Explanation Phase 3: Explore
∙ To provide opportunity for
in their own words and listen critically to one pupils to observe,
another. You clarify their concepts, correct record data, isolate
misconceptions, and introduce variables, design and
scientific terminology. It is important that plan experiments,
you clearly connect the students’ create graphs, interpret
explanations to experiences they had in the results, develop
engage and explore phases hypotheses, and
organize their findings

Phase 4: Design Phase 4: Elaboration Phase 4: Explain

∙ To design an accessible, relevant, and
curiosity-driven action or
product to culminate and justify
inquiry (Evaluation)
∙ At the elaborate point in the model, some students ∙ To provide pupils
may still have misconceptions, or they may opportunities to use
understand the concepts only in the context of vocabulary to explain
the previous exploration. the results of their
Elaboration activities can help students correct explorations, to apply
their remaining misconceptions and generalize their knowledge to new
the concepts in a broader context. These domains, which may
activities also challenge students to apply, include raising new
extend, or elaborate upon concepts and skills in questions and
a new situation, resulting in deeper hypotheses to explore
understanding

Reference:
The Phases of Inquiry-Based
Teaching by Eric Kyle. 10 June,
2016
https://www.facultyfocus.com/a
rticles/course-design
ideas/phases-inquiry-based
teaching/
Reference:
4 Phases of Inquiry-Based Learning: A
Guide for Teachers by Terry Heick. 5
November 2019
https://www.teachthought.com/pedag
ogy/4-phases-inquiry-based-learning
guide-teachers/
Phase 5: Evaluation Phase 5: Elaborate
∙ To encourage pupils to assess their understanding and ∙ Elaboration of the
abilities, to provides opportunities for teachers to specific concepts
evaluate student progress toward achieving the
educational objectives (Bybee, 2006)
∙ Teachers to evaluate students’
understanding of concepts and their
proficiency with various skills
∙ To provide opportunity for students to test their
own understanding and skills
Phase 6: Evaluate
∙ Formative and
summative evaluations of
student learning
Phase 7: Extend
∙ To challenge, to
encourage pupils to
explore further
questions that they
have, to extend their
understanding
Reference: Reference:
BSCS 5E Instructional Model
NSTA WebNews Digest.
https://www.rubicon.com/wp The Science Teacher
content/uploads/2016/05/5E-Learning-Cycle.pdf
https://www.nsta.org/public
ations/news/story.aspx?id=
48547
 Needham’s Five Phase Constructivist Model (1987)
Phase Purpose Method Examples of Activities
Phase 1: To gain pupils’ attention, to motivate learning Practical activities, real problems to Present a problem or event
Orientation solve, teacher demonstrations, film clips, with conflicting ideas
Arouse interest and set the scene videos, newspaper cuttings

Phase 2: To identify pupils’ previous ideas Practical activities/small group Concept mapping, Q and A to
Generating/ discussion followed by feedback and encourage thinking
To enable pupils and teachers to become aware of prior ideas report
Elicitation of Ideas

Phase 3: To expand or modify previous idea through investigation, Hands-on and minds-on,
Reconstructing exploration activities that require science
skills, group communication
of Ideas To create an awareness of an alternative viewpoint

i. Clarification and exchange Small group discussion and

reporting back
Recognize alternative ideas and critically examine own

ii. Exposure to conflict situations Teacher demonstration, perform

personal experiments, worksheets
Test validity of existing ideas

iii. Construction of new ideas Discussion, reading, teacher input

Modify, extend or replace existing ideas

iv. Evaluation Practical work, project work,

experimentation, teacher
Test validity of newly constructed ideas demonstration
 Phase 4: Application of the ideas into new situation Personal writing practical Solve new problems,
Applying the Ideas activity, problem solving, project design, project
Reinforcement of constructed ideas in familiar and novel work
situations

Phase 5: To reflect on the changes made to the ideas Personal writing, group Reflective questioning,
Review/Reflection discussion, personal diaries, pupils’ self- assessment on
Awareness of change of ideas and familiarization with reviewing work posters the changes made
learning process to allow the pupils to reflect upon the
extent to which their ideas have changed

Rujukan: Needham, R. & Hill, P. (1987). Teaching Strategies for Developing Understanding in Science. Leeds: University of Leeds
 Sesi Hands-on (60 min)
Modus operandi: (LESSON PLANNING)
* Aktiviti menyediakan Rancangan Pembelajaran (Learning Plan)
1. Anda dibahagikan kepada kumpulan guru sekolah menengah dan kumpulan guru sekolah
rendah
2. Bentukkan kumpulan yang terdiri daripada enam orang
3. Anda dikehendaki menyediakan Rancangan Pembelajaran (Learning Plan) dalam
kumpulan. Anda dikehendaki membuat pembentangan hasil kerja anda pada slot
seterusnya
4. Untuk fasa Evaluate, anda dikehendaki menyediakan rubrik penilaian. Recap: Slot 14
Pentaksiran dalam IBSE

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
 Rujukan Tambahan
i. Model Lesson 1: (SR)
ii. Model Lesson 2: DocumentExperimentation-Based Research (SM)
iii. Model Lesson 3: Modeling (SM)
iv. Model Lesson 4: Modeling (SR)
v. Model Lesson 5: Interdisiplinary Project (SM)
vi. Model Lesson 6: Interdisiplinary Project (SR)
vii. Model Lesson 7: Interdisiplinary Project (SR) – Topik Tenaga
Recap: Slot 1 – 16a untuk membantu anda menyediakan Model lesson

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM
 Mirror mirror on the wall….(2 min)

Rujuk LAMPIRAN S16B-6. Buat refleksi kendiri.

Who is that person I see, staring straight back at me?

Is my reflection someone I don't know?
Can I free myself from expectations?
Does my reflection show who I am inside?

(Mulan Reflection, 2018)

Terima Kasih, Selamat Maju Jaya

PUSAT STEM NEGARA, BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR PENDIDIKAN, KPM