TEACHING METHODS IN VTE:

TYPES OF LEARNING

By
Dr Mohd Safarin Nordin

INSPIRING CREATIVE AND INNOVATIVE MINDS

 What types of learning occur in VTE
classrooms and workshop?

• Several educators and psychologists have tried to

classify types of learning. This classification would
be beneficial to us as it helps particularly in our
lesson planning and implementation
• Some of them are:
1) Concept learning
2) Principle learning
3) psychomotor learning
4) Problem solving learning
5) rote learning

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 1) Concept Learning
• A concept is an abstract idea generalized from particular
instances (situation, event, fact)
• Banyak yang dipelajari khususnya dalam kelas teori
adalah ilmu pengetahuan berbentuk konsep.
• Satu cara kita menyusun atur persepsi atau kefahaman
mengenai sesuatu perkara ialah dengan mengelas dan
melabelkan.
• Dengan cara ini, kita membentuk konsep. Konsep
membantu mengelas dan menyusun pengalaman.
Konsep merupakan building blocks bagi membina
pemikiran dan pembelajaran selanjutnya.

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• Contoh konsep
– Hujan
– Sayang
– Terrorism
– Weapons-of-mass-destruction
– Halaju
– Mortar
– Perenggu meja

INSPIRING CREATIVE AND INNOVATIVE MINDS

 Konsep

• mesti mempunyai label/istilah dan definisiuntuk

membolehkan komunikasi dengan orang lain .
• Contoh definisi bagi ‘makanan’
– Makanan ialah semua bahan atau cecair yang masuk ke
saluran pencernaan dan digunakan untuk menjaga dan
membina tisu tubuh, mengawal atur sistem tubuh, dan
membekalkan tenaga untuk terus hidup.
• lazimnya dipengaruhi oleh konteks sosialnyaCth
konsep paras kemiskinan adalah berbeza dari
negara ke negara. Konsep kualiti juga berbeza di
antara satu industri dengan industri yang lain. Dalam
hal ini satu working definition diperlukan dalam
konteks negara atau budaya di mana ia digunakan
• mesti mempunyai ciri kritikalnya (critical attributes)

INSPIRING CREATIVE AND INNOVATIVE MINDS

 Categories of Concepts

• Different types of concepts require different teaching

strategies
• Concepts can be placed into three categories
a) Conjunctive concept
– Concepts which have constant critical attributes or its attributes
are always the same
– eg; island – always involves land surrounded by water
– Other example?
b) Disjunctive concept
– Concepts which have several sets of critical attributes. Either
one can be right
– the concept of ‘noun’ can be a person, a place, or a thing.
– Pictorial drawing can be an isometric, an oblique, or perspective.
c) Relational concept
– Concepts which need relationship with other concepts. The term
‘aunt’ describe certain relationship between siblings and their
offspring. To understand the concept of ‘aunt’ one must understand
‘sibling’ and ‘offspring’ and their relationship.
INSPIRING CREATIVE AND INNOVATIVE MINDS
• Concept learning involves
– Conceptual knowledge – learner’s ability to define a
concept based on the critical attributes (Pengetahuan
mengenai konsep – kebolehan pelajar menerangkan konsep
berasaskan ciri-ciri kritikal konsep berkenaan).

– Procedural knowledge – learner’s ability to use or apply a

concept’s defining attributes to compare or contrast it with
similar category but different concepts (Pengetahuan
tentang prosedur – kebolehan pelajar utk mengguna atau
mengaplikasikan konsep yang menerangkan ciri-ciri berkenaan utk
membanding dan membezakannya dgn kategori yg sama tetapi
berbeza konsep)

INSPIRING CREATIVE AND INNOVATIVE MINDS

• Indications when a learner has learned a
concept
– He can name the examples and the non-example
of the concept. ‘mammal’ – cat, dog, other
animals belonging to the same class, but not bird
and fish
– He can state the critical attributes. ‘a mammal is
an animal with hair and warm blood’
– he can solve problem which involve the concept.
Using biotechnology can we cloned a cow and
an eagle?

INSPIRING CREATIVE AND INNOVATIVE MINDS

 EXERCISE 1
(CONTOH SILIBUS DALAM LK)

1. Unjuran 1. Konsep dan simbol satah unjuran sudut

orthografik pertama dan sudut ketiga
2. Prinsip sukuan unjuran sudut pertama
dan sudut ketiga
3. Pembinaan unjuran ortografik sudut
ketiga
4. Pendimensian lukisan unjuran
orthografik
5. Konsep dan kegunaan pendimensian
6. Komponen pendimensian
7. Jenis dimensi

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• From the given syllabus,
a) Give examples of conjunctive,
disjunctive and relational concepts
b) Add new necessary concepts to make
learning easily understood
c) Rearrange the new sub-topics
according to the difficulty level

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 Jawapan (a), (b) dan (c)

CONJUNCTIVE DISJUNCTIVE RELATIONAL

UNJURAN DIMENSI UNJURAN SUDUT

OTRHOGRAPHIC PERTAMA

UNJURAN ORTHOGRAFIK
1. Definisi unjuran
2. Definisi orthografik
3. Konsep sukuan
4. Konsep pandangan sudut ketiga
5. Konsep pandangan sudut pertama
6. Melukis pandangan sudut ketiga

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 Jawapan (b)

• Third angle projection • First angle projection

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 Contoh objektif konsep

• Diakhir pengajaran pelajar dapat;

– Menyatakan definisi bata dengan tepat
tanpa merujuk buku teks
– Memberikan contoh dua jenis bata
berdasarkan katalog yang diberi
– Mengenalpasti dua contoh bahan bukan
bata menggunakan sifat kritikal daripada
definisi bata yang diberi

INSPIRING CREATIVE AND INNOVATIVE MINDS

 2) LEARNING OF PRINCIPLE
(PEMBELAJARAN PRINSIP )

• Prinsip adalah perhubungan di antara dua konsep

atau beberapa konsep
• “A cause-and-effect relationship between
variables that has been established from results of
several studies or experiments conducted over times”
(Arends R.I. ,1998) pg 530
• Eg, of principle:
– ‘hot air rises’
– ‘eye colour is inherited’
– ‘frustration yields aggression’
• Pembentukan sesuatu prinsip mungkin berasaskan:
– Hasil kajian-kajian saintifik (scientific study) .
– Generalisasi (Generalization)

INSPIRING CREATIVE AND INNOVATIVE MINDS

• Konsep membantu membuat
pengelasan,
• Manakala Prinsip membantu:
– menerangkan peristiwa/explain events
– meramal akibat/predict consequences
– mengandaikan sebab /infer causes
– mengawal situasi/control situation
– menyelesaikan masalah/ solve problem

INSPIRING CREATIVE AND INNOVATIVE MINDS

 The principle of reinforcement
(prinsip pengukuhan)

Kajian Edward Lee Thorndike cats in the puzzle box?

– Ia menerangkan sekiranya sesuatu tingkah laku baik yang

ditunjukkan dikukuhkan dengan diberikan ganjaran oleh
guru, maka tingkah laku ini berkemungkinan akan dilakukan
semula atau dikekalkan.
– Ia meramal sekiranya ganjaran tidak diberi tingkah laku baik
yang ditunjukkan mungkin tidak akan diulang oleh si pelaku.
– Ia mengawal pembentukan tingkah laku positif dengan
banyak melakukan pengukuhan seperti memberi pujian.
– Pelajar mungkin menjadi lebih aktif dan suka mengambil
bahagian dalam pengajaran sebab guru sering beri pujian.

INSPIRING CREATIVE AND INNOVATIVE MINDS

 Exercise 2

Micrometer
• The measuring principle of outside micrometer is
such that a variation of length is magnified by means
of rotated angle and radius of screw threads to be
read on the graduation given on the circumference on
the rotating screw threads. Since the standard
micrometer has screw threads of 0.5mm pitch and
the thimble of 50 equal divisions on its circumference,
the value of spindle displacement corresponding to
one division of thimble graduation is 0.01mm (0.5mm
divided by1/50)[1]
[1] Manual No 1003 Mitotoyo Mfg Co Japan

INSPIRING CREATIVE AND INNOVATIVE MINDS

 Question for Exercise 2

Discussion
• Explain in what way the principle used
in micrometer help you to
– Explain
– Predict consequence
– Infer cause
– Control
– Solve problem

INSPIRING CREATIVE AND INNOVATIVE MINDS

• Indications that show students have
learned the principle
– Boleh menyatakan prinsip berkenaan
– Boleh menggunakannya untuk meramal
– Boleh menggunakannya untuk
menerangkan
– Boleh menggunakan prinsip untuk
menyelesaikan masalah

INSPIRING CREATIVE AND INNOVATIVE MINDS

 Activity: Specifying principle objective

• Identify a principle that you might teach,

write three lesson objectives at various
levels showing the understanding of the
principle .
• At the end of the lesson, students
should be able to;
– ………………..
– …………………

INSPIRING CREATIVE AND INNOVATIVE MINDS

 Answer for the activity

• Specifying principle objective

– At the end of the lesson students should be
able to:
• explain the working principle of a micrometer
correctly based on a given 0.01mm micrometer
diagram
• take outside measurement of a cylinder to an
accuracy of ±0.02 based on the project drawing
• Explain why the inch micrometer can give up to
0.001” accuracy correctly given the metric
micrometer diagrams

INSPIRING CREATIVE AND INNOVATIVE MINDS