**4. Application of theories in LOC primary science module**

The sequence of information presentation during the T&L process is according to Needham's Five Phase Constructivist Theory (1987) [40] which involves the phases such as orientation, eliciting ideas, restructuring of ideas, application of ideas and reflection as shown in **Table 1**. The application of these learning theories is implemented in phases deemed appropriate during the science T&L process. In the orientation phase, the Law of Readiness in Thorndike's theory will be implemented. The learning objectives and the teacher's expectations of learners will be communicated to the learners at the beginning of the T&L session. In addition, the contents in the form of a mind map will also be presented to the learners. This is also appropriate with Ausubel's theory of learning [39] which emphasises advance organiser in which the conceptual relationship in the form of a mind map will be applied. The purpose is for the learners to prepare themselves to cope with and receive information that will be presented by the teacher.

During the eliciting ideas phase, learners are stimulated to review and be aware of their original idea of the concepts relevant to the topic to be presented. The discussion and questioning strategy can be used to trigger or elicit learners' original idea. Motivation in the form of encouragement and guidance can be used by teachers so that the learners feel comfortable in giving their answers or their views. This is as described by the Law of Effect in Thorndike's theory and also in Skinner's theory of conditioning that emphasise positive reinforcement and negative reinforcement.

The next phase is the restructuring of idea phase, where learners are aware of the existence of alternative ideas in the form of scientific ideas. In this phase, the pupils realise that the existing ideas that they have before this need to be modified or expanded to ideas that are more scientific. The outside of the classroom contextual approach that is implemented will be more meaningful to the learners. Meaningful learning is emphasised by Ausubel in his theory. Appropriate strategies and teaching techniques can be applied to allow an increase in learners' knowledge.

In the application of ideas phase, the process of consolidation of scientific ideas that was newly developed and established during the restructuring phase will be applied in other circumstances and situations. Repetition process in the form of exercises and drills can be carried out so that the newly acquired knowledge can be reinforced and applied in daily life. This coincides with the Law of Exercise in Thorndike's theory which emphasises on practice and repetition. Exercises will be given to the learners after the completion of each learning session in each subtopic taught by the teacher. This allows learners to master topics taught before proceeding to another subtopic.

The last phase is the phase of reflection. In this phase, learners are aware of the changes of the original idea to new ideas developed during the process of T&L. Comparison of original ideas with the new ideas is done by the learners and the learners will also reflect on the learning process that has resulted in the changes to the ideas to occur.

The contextual-based LOC approach that is implemented in this research is expected to increase the enthusiasm and interests of the learners to learn. The process of learning outside the classroom (LOC) brings learners out from the traditional classroom to the natural

**Figure 2.** Conceptual framework.

**Figure 1.** MRKK model.

62 Science Education - Research and New Technologies

environment where they would feel comfortable and familiar as their daily lives are surrounded by flora and fauna. The activities undertaken and the examples given will use materials that are familiar and enjoyable to the pupils. This is to encourage more meaningful learning so that they can associate it with the phenomenon around them or their daily life. Parts of lesson plan in LOC module are shown in **Figure 3**.


**Figure 3.** Parts of lesson plan in LOC primary science module.
