Buku berkaitan dgn action research

Title : Action Research for Exemplary Science Teaching

Action research originated with Kurl Lewin, who states that action research is a method of inquiry.

There are two aspects of action research
(a) to bring about change
(b) to promote reflection among practitioners.

There are three models of action research

(a) Technical action research
- Involves a main researcher who identifies the research problem and proposes an intervention. The practitioner is involved in the implementation of the interventions and though collaborating in the research

(b) Practical action research
- Demands that the researcher and practitioner identify the research problem together and brainstorm the causes and possible interventions

(c) Emancipatory action research
- Demands practitioners working together as a group and collectively identifying problems and possible solutions

As a result of carrying out action research, we can describe the exemplary practices in teaching science. The action research model adopted is the practical action research model where the researcher and the practitioner identified the research problem together and brainstormed the possible reasons.

For example, the problem cropped when students did not understand concepts of float and sink, eclipse of the moon and the sun. Then what? The practitioner assumed that explaining these concepts by using simple charts was sufficient. But the take-home assignments and short tests clearly showed that the students could not grasp the concept of float and sink, and even the eclipse of the sun and the moon. The researcher and the practitioner interpreted information obtained from assignments and tests, identified critical information that needed to be addressed, rearranged information and tried to recall and relate the existing experience and problem solving.

Both practitioner and researcher analysed the situation technically, situationally, critically and contextually. Then, various propositions were made before finally evaluating metacognitively to expose the students to “hands-on experiments” and “computer based simulations”. In this action research both the researcher and the practitioner identified problems and tried to find ways to overcome them. It is important for students to understand the concept of float and sink. This is fundamental declarative knowledge. This inquiry process is definitely worth the time and effort and it is feasible within the time frame and the practitioner’s daily work. Then the researcher and practitioner developed a plan of action to implement new strategies.

The essential point to note in action research is to keep track of the actions carried out during each cycle. This would involve gathering of data which is manageable for the practitioner and researcher, analyzing and interpreting data to find solutions, answers, tentative explanations for occurrence of the events and of course evaluating the entire process. Evaluating the entire process would begin from the planning stage. The tracking process by itself gives some form of data to view holistically. All of the above mentioned sounds tedious and lengthy but in fact could be simplified and written in a journal or log book or perhaps a diary of day-to-day event.

Basically, when doing reflection focus on four simple questions: What are you practicing now? What do you intend to change? Why do you want a change? What are you expected targets? It is certainly useful for the researcher and practitioner to present their work to others just as it has been done here. Peer validation and the school management validation was continuously carried out as it would be useful for obtaining feedback and comments. This could be used to refine and make further adjustments to the action research process.