1. Problem based learning
Problem-based learning (PBL) is a student-centered learning in which students learn
about a subject through the experience of problem solving. Students learn both
thinking strategies and domain knowledge. The role of an instructor or lecturer is to
facilitate learning by supporting, guiding and monitoring the learning process. PBL
represents a paradigm shift from traditional teaching and learning philosophy which
is more often lectured based. Problem-based learning was my first lesson that I
learned in SBP6024 Technology and Innovation in Learning and Teaching Biology.
The topic that was discussed is about Smart School concepts, objective, components,
supports, challenges and progress. A topic was assigned for each group to present
according to facts, ideas, learning issues and action (FILA). Actually, I have learned
this PBL method during my undergraduate studies in which I was given a case study
on the diseases of a patient and I have to diagnose. But during my undergraduate
studies, I didn‟t realize that it is a PBL method. After Prof. Sopia explained about the
FILA, then only I get a clear picture on this PBL. The topic that was assigned to my
group is on challenges and progress of Smart School in Malaysia. It was a group
presentation and this stimulate not only the acquisition of knowledge but desirable
attributes, such as communication skills, teamwork, problem solving, independent
responsibility for learning, sharing information, and respect for others. I feel PBL is a
very effective method of teaching and learning.

2. Alternative framework
Students often come to science classes with their own alternative idea about the
science topics. These ideas are often inconsistent with the science to be learnt and
may be tenacious. The misconception is due to the daily used terms in which bring a
diverse idea not only for the students but teachers as well. Prof. Sopia gave few
examples of alternative concepts such as „cair‟ & „lebur‟, creatures with cold-blooded
& warm-blooded, etc. among students. When we tested the concepts of heat
conductivity using a very simple experiment among Form 1 students, we noticed that
the students have different idea of heat conductivity. Then only I realize that it is very
important for a teacher to elicit student‟s misconception before introducing a new
topic in the class. Although these alternative concepts are often still presence in
original or modified form after teaching, but teachers plays a very important role in
identifying student‟s ideas by diagnostics assessment and some constructivist
approaches and guiding the students to the right concepts when developing new
learning.

3. Simulation and modeling
Simulation is referring to the imitation of the operation of a real-world
process or system over time. I have used this simulation to visualize the human
systems functions in my Biology class and movement of electrons and attraction
between and within the molecules in my Chemistry class. I used videos for certain
topics so that the students can get a clear picture and understanding about the
mechanism which is quite difficult to explain, imagine and visualized using drawings.
The problems that I faced are when choosing a simulation for my students because
some of the simulation in the website is not very clear and it may lead to
misconception.
Modeling is referring to models that are typically used when it is other
impossible or impractical to create experimental conditions. Modeling is an
interactive way by using ICT in which the students can explore the effects of
changing the variables and they may get the outcome or the results immediately. I
never used modeling in my class before. After I have attended Prof. Sopia class, I was
able to differentiate between modeling and simulation. My group presented on
anatomy of breathing for simulation and acid-base titration for modeling. In my
opinion, both modeling and simulation are very useful and interactive way of
teaching since it is quite easy to arouse interest among students.

4. 3E instructional Model and Data Logging
The 3E‟s is actually adopted from 5E‟s instructional teaching model. It is
referring to constructivist approach to learning in which the learners can built or
construct new ideas. The 3E‟s describes a phase of learning and each phase begins
with the letter “E”: Engage, Empower and Enhance. This activity allows the student
to build on prior knowledge and experience, construct meaning and continually
assess their understanding of a concept.
My group members and I having some difficulties in choosing a topic because
we prepared few topics such as dissolved oxygen, enzyme, acidity and greenhouse
effect. Finally we chose green house effect since the experiment in empower activity
is something new. The first of 3E‟s starts with an engage activity in which the
students must able to make connection between past and present learning. We faced
some problems in the engage part because green house effect can be affected by
several factors. Whereas empower activity is a „hands on‟ experiment using data
logger to collect results of the experiment. Data logger is an electronic device that
records the data over time. The last activity of the 3E‟s is enhancing. This activity is
to encourage the students to assess their understanding and abilities. Prof Sopia
reminded us to use daily life examples in the enhance activity so that the student can
grasp the information easily and teachers are able to evaluate students
understanding in science concepts.
In my opinion, data logger is a very useful electronic device because it can
detect a small change in the temperature and the graph can be generated from the
system to have clear picture on the experiment results. The 3E‟s lesson plan is a
constructive way of learning which promote depth understanding and knowledge
about the topics.

5. E-Portfolio
E-Portfolio is referring to online compilation of documents based on artifacts
evidences of which students are directly involved in a continuous reflection process
towards their own learning and achievement on knowledge. E-portfolio is something
very new for me and I did not aware of usefulness until I attended Prof Sopia class.
Although it looks simple and easy to design an e-portfolio, but I struggle a lot to
create this blog since I do not have any other exposure. Therefore, I have to Google it
to try one by one. I learn a lot during this searching process. Now I realized that it is
not a very difficult task given to us and I feel very thankful to Prof Sopia for the
encouragement and opportunity to create the blog in which we can share the
materials with other teachers across the world.
I would like to encourage my
working colleagues to create their own blog and I will continue update my blog with
interesting topics, videos, and artifacts.