Exploratory of Set Induction Practices among Science Teachers

Abstract

The purpose of this study is to explore science teachers’ practices of set induction. Through the use of interview sessions and lesson plan analysis, the researchers identify teachers’ notions and perceptions towards the use of set induction in Science teaching. It was found that all respondents have the same notion and perceptions about set induction in Science teaching. There are differences in practices used by in-service teachers and pre-service teachers in which in-service teachers preferred to use questioning for their set induction compared to pre-service teachers who preferred to use visual set induction. Teachers realize that set induction gives advantages and it is important to be implemented in the teaching and learning process which gives impact on students’ engagement throughout the lesson. The researcher also found that pre-service teacher is lacking in generating an idea to be carried out during set induction in the classroom. Therefore, the researcher proposed that the current curriculum specification should be revised so that the column of “suggested set induction” can be added to it.