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THE MAGIC OF BATTERIES: MY LIGHT BAG

1. ABSTRACT

This study investigated pupils understandings towards the concept of electricity, among Year 2 pupils at SK Bandar Uda 2, Johor Bahru. The aims of this research are to improve pupils understanding on the concept of electricity through My Light Bag activity that used for promoting pupils engagement and generating ideas. The purpose of this investigation is to introduce students to the concept of electricity and drive out any fears they may have that they don't understand the concept.

This is a hands-on classroom activity on electricity. Pupils learn through the discovery method how electricity works. The pupil's natural curiosity and sense of exploration will enable them to explore and learn on their own with little input from the teacher.

40 pupils took part in the project to assist in its implementation and to observe the outcomes. The study was conducted in two cycles: the first cycle involved teaching a program to a class of Year 2 Nilam which consists of 40 pupils. I used new student centered techniques to teach differently from traditional teaching using 3 activities as a tool to motivate students to think. These were: My Light Bag, a Torch-making, and My Complete Circuit. The second cycle followed the reflection on the first cycle to further develop materials, activities, teaching techniques and teachers roles. Data from Cycle I were analyzed and used to make improvements for Cycle II. Observers played a role in evaluating, suggesting and revising the program. Data from Cycle II were presented to show the final outcomes and changes. Data were collected through the pupils journal, and students

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worksheets.

The

data

are

presented

through

narrative

and

through

interpretation of students responses.

The results of the research indicated that students understandings on the science concept was influenced by teaching learning strategies, using authentic materials and presenting the activity in non-threatening terms. Student centered approaches including pair and group work, cooperative learning, giving the opportunity to practice, time to rehearse and promoting positive attitudes towards language learning also contributed to improve outcomes. As a teacher, we have to be creative in conducting classroom activities in order to make pupils generating ideas and promoting their interests in learning science.

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2. ANALYSIS OF PROBLEM Teaching science exclusively is new to me. However, very early in this year our school received a consultant who is well-knowledgeable in Science. She has a very strong science background and anxious for us to facilitate learning in the science classroom through inquiry-based instruction. She was very supportive and patient with me while I established my rituals and routines with my students in hopes of insuring my students were ready and able to handle the freedom of hands-on activity. I have discovered through this hands-on activity conducted in classroom is effective and interesting. My lesson that depending on the textbook and chalk and talk strategies for my main source to teach will change. I believe that this will be an ongoing attempt for some time. I realize that much planning will take place in the beginning but it will last over time. Every year that I teach the same content, Im sure new materials and methods will be added. With the usage of real materials in topic The Magic of Batteries I found that pupils get better understanding. I was conducted an activity which pupils need to find out the way and identify the correct arrangement for wire, bulb and battery to make the bulb light up. They have to draw as record of their findings. In the preliminary activity conducted, I found that most of pupils able to recognize a battery and they were able to find the correct arrangement of the components to make the bulb lights up. However, when it comes to written work, they were not able to recognize which circuit is complete and incomplete. They do not know how it works and what make it can light the bulb up or off. It shows that pupils tend to memorize the arrangement of the components to complete it.

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3. OBJECTIVES As a result of this activity, the students will: 3.1. Be able to draw and explain how an electrical circuit works.
3.2.

Be able to define and use vocabulary associated with electricity. The

vocabulary are circuits, electrons, force, conductors, switch, insulation 3.3. Be able to construct a simple circuit and a parallel circuit.
3.4.

Be able to make an electrical motor work and add a switch to turn on

and off. 3.5. To arose pupils interest in Science. 3.6. To increase pupils level of confidence in doing Science and get involved in Science activities. 3.7. To help Science teachers in creating and conducting various classroom activities that is relevant and effective for pupils level of understanding.

4. TARGET GROUP This research involved 39 pupils of 2 Nilam at SK Bandar Uda 2. 29 of them are boys and 11 are girls. This class will be the pioneer in doing the activities.

5. RESEARCH QUESTIONS

My research questions that guided my research are: 5.1. 5.2. What are the desired outcomes for the lesson? What is acceptable evidence of understanding?

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5.3. What learning activities and teaching those promote understanding, interest and excellence?

6. RESEARCH PROCEDURES 6.1. STATEMENT OF PROBLEM

In order to make sure the effectiveness of the action plan for pupils learning, I was selected the target group as the first step. 6.1.1. Observation

Before I started my research and asked to organize a research program, one of the first things I do is some informal observation. This means watching and listening to pupils, and trying to form some ideas about their prior knowledge on electricity.

6.1.2.

Pre-test

I was conducted a pre-test for 2 Nilam pupils. There are 4 questions on complete circuit and incomplete circuit. (Refer to appendix 1)

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7. ANALYSIS OF PROBLEM 7.1. Observation analysis

Based on the observation, it shows that most of pupils not able to recognize complete circuit. All the misconceptions in the lesson are stated in the table below.

2. To know the students prior knowledge on complete circuit Before Probing Strategies After (Misconception) (conceptual Development) Pupils 11.0 As a long as Prediction, Observation respon there are wire, se battery and bulb, the circuit is able to make the bulb light up. Students are able to response to the questions in various answers. Different students give different idea. For example: i) 1 The battery provides the push to make the electrons move. What do you know about electricity? Response from students 2 With electricity, we can use many home appliances like washing machine and 3 Electricity is the power that is in the light. 4 Electricity is a power to make things work like lights, stoves, microwaves and heaters. 1. The wire and connected correctly to make the bulb light on

and Explanation (POE) battery must

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radio. From the answers, we can conclude pupils have knowledge about electricity but it needs details explanation to give them better understanding. 7.2 re-test analysis Based on the analysis, it shows that most of pupils not able to understand how the electric circuit works so that they cannot identify which is complete or incomplete circuit. Table 1: Pre-test result No. of questions 1. 2. 3. 4. No of pupils that answer it correctly 22/40 25/40 14/40 11/40 Percentage 55% 62.5% 35 27.5% P

70 60 50 40 30 20 10 0 1s Qtr t 2nd Qtr 3rd Qtr 4th Qtr Percentag e

Figure 1.1: Percentage of pupils that able to answer Question 1 to 4

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However, the percentage is very low. I also do not sure how far pupils understand the questions. So, I decided to do a research on that to overcome this problem.

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8. STRATEGY DEVELOPMENT During the second activity in topic The Magic of Batteries I found that pupils get confused on how the battery works and make the bulb light up. The questions poured out from pupils as stated below: How do batteries work? Whats inside the battery? How does a wire work? What is electricity? Is it same with power? Who made electricity? What is inside the bulb that makes it light up?

From the discussion among Science teachers, we started working out the best way to explain the concept of electricity to pupils. Current is identified as moving electrons are not common in published materials for primary science. We cannot see the electrons and its movement. Teacher need to promote pupils thinking and let them create their own analogy for better understanding. Teacher need to invent solution to overcome weaknesses on how to make pupils stand and voice out their ideas and questions.

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8.2

RESOURCES IDENTIFICATIONS

The materials needed for this research are:

A kit for each 4 to 5 pupils A container for each group, A battery Two insulated copper wires, Two Battery holder and Two brass battery clips, Two small flashlight bulb Battery holder socket.

All these items must be separate and in random order in the container. The bag must be closed.
8.3 PROJECT OBSTACLES

There are obstacles in this research and it is important for us to identify it earlier for solutions. The obstacles are:
8.3.1 Resource limitation The basic components such as bulb and

battery are not enough.

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8.4

TIMELINE Bicycle chain analogy Monthly Timeline June July August Septem ber October

Identify problem and analysis problem Implementat ion of Action Plan Start doing the analogy Gathering data Start sharing the analogy with other Science teachers Analysis of the result Make adjustment and improvemen t in the action research Compiling results of data Presenting final results

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8.5 IMPLEMENTATION OF MY LIGHT BAG ELECTRICITY

I was implementing this strategy after I explained the concept of complete circuit by using Bicycle analogy. Pupils need to conduct a hand-on activity using the kit in My Light Bag. ACTIVITIES AND PROCEDURES:
i.

The teacher will prepare ahead of time a kit for each four or five pupils. If pupils work in larger groups, some will not get hand on experience. Each kit will include a container, one battery, two insulated copper wires, one battery holder and two brass battery clips, one small flashlight bulb and socket. All these items must be separate and in random order in the small bag.

ii.

Give each pair of pupils a small bag and allow 10 minutes for exploration. During this time the teacher must remain quiet unless asked a question. The pupils will be very busy trying to find out what to do with the contents of the small container. Do not give any clues as to use of contents. This is exploration time.

iii.

Before the 10 minutes are up, some pupils will have undoubtedly have made a simple circuit with the contents of the bag. At this time you can stop for discussion. Have the pupils explain what they did so others can follow.

iv.

Teacher can now talk about the concept of electricity, the flow of electrons through a conductor, discuss what things are conductors, etc. Discuss where the electricity comes from and where it goes, how does it

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make the light bulb light. Discuss how the battery stores electricity. How do we know that electrons are flowing?

v.

After all students have been successful with the simple circuit, each pair must draw what they have done in their science log or on a piece of paper. Pupils will label all the parts of the circuit.

vi.

At this time, I give each pair of students a second battery and let them experiment. Does the second battery change anything? Does the light get brighter or dimmer? Does the way the batteries are connected make any difference in the way the light works? done. Try different ways of connecting the batteries. Each pair of students draws what they have

vii.

The role of the teacher in this activity is to be a facilitator. and tell the better.

In this

activity, students discover the concept of electricity. The less you show

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9 RESULT ANALYSIS After I implemented the analogy to 2 Nilam pupils, I had given each pupil a post-test to see the effectiveness of the analogy for pupils understandings. Some paper and pencil evaluations will be used to determine the success of the pupils progress. Table 2: Post-test result No. of questions 1. 2. 3. 4. No. of pupils that answer it correctly 39/40 37/40 36/40 35/40 Percentag e % 97.5% 92.5% 90% 87.5% Differences Pre and Post test % 97.5 55 = 42.5 92.5 62.5 = 30 90 35 = 55 87.5 27.5 = 60

Figure 3: Differences between pre and post-test

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Looking at the data displaying showed a significant increase of 42.5% in question 1 and 30% increment in question 2, 55% increment in question 3 and 80% increased in question 4 comparing the pre-test and post-test. It shows that the hands-on activity is helping much in make pupils understand about electricity.

10.0 SUGGESTION FOR FURTHER RESEARCH This activity will be the starting point for me and my team to create and conduct creative and effective teaching for pupils understanding. Besides, pupils excitement and achievement encourage me to do research on another teaching strategy, role play, to make a learning environment that is interesting and able to attract pupils. 11.0 REFLECTION Based on my review, this research is succeeded and can be applied in teaching and learning process. All pupils have learned and had great fun doing so. For the younger pupils like year 2 Nilam their drawings will be less sophisticated and you do not need to dwell on vocabulary. Most students are so eager to get hands on experience in science and with this activity, all students can experience success. Through this hands-on activity pupils are able to identify the complete and incomplete circuit on their own without memorizing the type of arrangement in the circuit. It is because they have very good understanding on the concept of electricity. In respect of the topic of electricity the use of analogies helps in providing pupils with a view of the world that cannot be accessed. Besides, teacher can use this analogy and help in understanding the

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interrelationships on the different concepts associated with the topic of electricity. Teacher also can use this analogy in teaching most of the subtopic in electricity. I am hoping that my pupils especially and all children in SKBU2 enjoy Science classroom with the application of various activities. Besides, I have learned how much clearer the picture becomes displaying what a teacher is doing day to day through using the Action Research methods of analyzing data. This research afforded me the opportunity to think and act out of the box as far as my typical teaching practices have been.

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References Abdullah, A. & Scaife, J. 1997. Using interviews to assess childrens understanding of science concepts. School Science Review, 78 (285), 79-84. Anderson, D., Lucas, K. B., Ginns, I. S &Dierking, D. 2000. Development of knowledge about electricity and magnetism. Science Education, 84 (5) pp. 41-3. Barnes, D. (1976). From Communication to Curriculum. Penguin,

Harmondsworth. Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook on research on teaching, (3rd ed.). New York: Macmillan. Chong Kum Ying, Quek Yoke Hua, Chang See Leong (2003), Science Textbook Year 2, Kementerian Pelajaran Malaysia Chris Kyriacou (1998). Essential Teaching Skills, 2nd Edition. Nelson Thornes Ltd, United Kingdom.

Harlen, W., Qualter, A. (2004). The Teaching of Science in Primary Schools, 4th edition. David Fulton Publisher Ltd, London.

S. Keith. 2004. Teaching Primary Science Contructively. Nelson Australia Pty Limited, Australia, pp.152.

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William L. Heward, Ed.D. Want to Improve the Effectiveness of Your Lectures? Retrieved 12 July 2007, from http://ftad.osu.edu/dosomethinggreat/heward.pdf

APPENDICES