New Perspectives in Science Education

Visuospatial memory-based teaching is a method that combines visual and spatial intelligence. By visualizing relationships within spatial structures, students can see, remember and analyze static transformations and relationships between them through the dynamic nature of objects (Milner-Bolotin & Nashon, 2011). The process is enhanced if it occurs in the real-world setting where learning becomes more meaningful and enjoyable (Waite, 2011). This study was conducted to determine whether there is a significant difference in science understanding and Science Process Skills of national school students between those who were exposed to the visuospatial memory-based teaching via real world science experiments (VMBT-RWSE) versus those who followed the laboratory experiment. The effects of the VMBT-RWSE within the targeted context were assessed using a quasi-experimental research approach involving 60 students from two national schools in Penang, Malaysia. Data collected through the Science Understanding Test and Science Process Skills Test for the theme Energy and Sustainability of Life were then analyzed descriptively and inferentially. The results showed that students who were exposed to the VMBT-RWSE obtained a significantly higher mean score in the both tests of science understanding and Science Process Skills compared to those who followed the laboratory experiment. These findings implies that VMBT-RWSE should be considered as one of the alternative teaching methods to improve science learning among students.

Keywords: Visuospatial memory-based teaching, real world science experiments, science understanding, science process skills, teaching, learning.

References:
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