Discovery Learning Effect on Mathemathic Learning

This study aimed to improve the mathematics learning through the application of the Discovery Learning model with a scientific approach. The application of the Discovery Learning learning model with an effective scientific approach can increase the frequency of activeness and activities in the teaching and learning process according to the observations of student attitudes during the implementation of classroom action research. It showed that Student learning outcomes that are not entirely satisfactory are also caused by several factors, namely individual student factors, student environment and school environment.

Implementing Pedagogies to Engage the Disengaged Grade V Girls’ Students in Science Learning

Science has fundamental importance in the world and it is recognised that the progress in science has led to all scientific developments. However, the development of science requires rich science learning that requires both boys and girls active engagement in science learning. However, in rural Pakistan, there are less learning opportunities for girls due to broader socio-economic conditions and school practices. Also in most rural contexts of Pakistan, students experience passive reading and copying of answers from textbook and rote memorization with an emphasis on scoring of good marks in examinations. These impersonal and transmission mode of science teaching leads towards girls’ disengagement in the learning process. Hence, this action research study was designed to; a) explore the current science teaching practices and b) to explore how engaging pedagogies could be implemented and the supporting and hindering factors in the implementation these in primary science classrooms. Data collection in this study occurred in three stages; i) pre-intervention, ii) intervention and iii) post intervention stage through semi-structured interviews, classroom observations and reflective diary. The key findings of the study reveals that engaging pedagogies like questioning, role pay, communicative puppet, including cognitive, physical and emotional tasks could lead girls towards engagement. The findings also indicates that girls are dis-engaged and passive in classroom due to i) Structured mode of teaching; ii) No focus on student learning and iii) presence of younger siblings. Girls’ engagement requires changes in pedagogies and context factors, such as seating arrangements, teachers’ appearance, and siblings’ engagement. The recommendations are that science teacher education programmes should focus on students’ engagements and learning and not only teaching strategies. Teacher education should focus on context of teaching and learning and on understanding and addressing the factors that hinder students’ engagement in science classroom.