The Malaysia Education Blueprint 2012-2025 reveals the aspiration of government to prepare Malaysian children to meet the challenges of a 21st century economy. Nonetheless, Malaysia has a long way to go to achieve this target. PISA (2015) result indicates that Malaysian students have problems in reasoning skills. To achieve the target, Educational Blueprint advocates infusion of inquiry-based instruction in classrooms for students to acquire critical thinking skill. Critical thinking skill is a 21st century learning skill the students need to possess in today’s global economy. This skill includes the ability of individual to reason effectively. Scientific argumentation is a skill to promote critical thinking of students. Being the essential element of scientific inquiry and important activity in scientific reasoning, scientific argumentation helps students to develop and refine scientific knowledge. It is imperative to implement scientific argumentation in science classrooms. The purpose of this paper aims to raise some issues, including the results of previous studies about the impact of scientific argumentation on science achievement, the rationale for focusing on monological models in the three classification of argumentation models, and address the issues about the appropriateness of Toulmin argument model (an example of monologoical models), which is prevailed in science education to promote students’ scientific argumentation skills. Finally, this paper will outline some suggestions regarding implementation of Toulmin argument model to promote scientific argumentation in chemistry education.

This study discussed the recent application of Virtual Reality Technology (VRT) in an educational setting and self-face learning of chemistry in specific considering the need for an effective strategy in learning chemical concepts among the pre-service chemistry teachers in Nigeria. It highlighted some benefits of VRT to pre-service chemistry teachers who are faced with difficulty in content knowledge of teaching abstract chemistry concepts such organic structure, molecular structure, chemical reactions and stoichiometry through scrutinizing existing literature on VRT in chemistry. The paper further presented some empirical studies on VTR in resolving misconceptions among pre-service chemistry teachers in Nigeria. Some of the VRT benefits highlighted include; interactivity, immersability, and visualizability which are expected to enable the pre-service chemistry teacher to fully understand concepts better for effective and efficient chemistry instructional delivery after their graduation.

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Engineering and technology are crucial domains both in colleges and in the industries as they play a vital role in the nations’ economy and serve as the medium for the nations’ active participation in the global competitiveness aiming at attaining industrial revolution 4.0 goals. These goals are only realized when graduates, particularly engineers and technologist are equipped with reasoning skills. In view of this, the paper highlighted the connections between reasoning skills in technology and engineering through game-based learning. The paper utilized systematic review format and synthesized the existing literature through search strategy, inclusion and exclusion criteria, framework analysis and quality assessment. It further analyzed and discussed types of games in learning with relevant descriptions and how its integration into teaching and learning technology and engineering courses would enhance reasoning skills among students and promote their problem-solving ability and likewise creativity to innovate new products, machines and services for societal development. The paper suggested for the integrating of suitable games in learning technology and engineering courses.

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These days, humans have been witnessing related technological and social development, by means of which mobile technologies and Internet yield global access to information with mobility of knowledge. Mobile learning platforms are designed based on electronic learning (e-learning) and mobility. It is regarded as a useful way to enhance the learning process. Sakai as a mobile learning platform, design intentions are to be adaptable to any educational purposes, within or outside the institution, dependent on the provision of effectiveness in classroom instruction based on the learning style of the students, extensible in the cultivation of thinking skills in the learner, and efficient in communicating and exchanging data among its enrolled classroom members and other online platforms. This study employed a systematic review of related literature to investigate the predominant research methodology adopted by various scholars to assess necessary factors concerning mobile learning platform. Fifteen articles are selected based on established criteria. The findings indicated that most of the researchers used quantitative research methodology in investigating the effectiveness and concern variable of mobile learning. Also find out is that most of the outcome of the studies include, achievement, perception, pedagogy, motivation and mobile learning platform as a form of educational technology.

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One of the goals of Sustainable Development Goals (SDG) is to conserve natural resources, such as water, soil, air, and others. Poorly treated industrial effluents discharged into nearby water streams contribute to water pollution. This problem is notably worse among small- and medium-scale industries, such as the local batik industry, which cannot afford proper and costly wastewater treatment facilities in their premises. Batik entrepreneurs should adopt environmentally friendly methods by using currently available technologies. Therefore, this phenomenological study investigated the environmental awareness of three batik entrepreneurs in Malaysia via interviews. The data was analyzed using thematic analysis. The batik entrepreneurs have adopted different batik making processes but employed almost similar batik waste disposal methods. Despite some level of environmental awareness among the batik entrepreneurs, they still practiced poor environmental batik making and disposal methods due to the lack of affordable technology. The lack of exposure to environmental education, open mindset, the socio-cultural practice of batik making, and production cost influences environmental awareness among batik entrepreneurs. Authorities should advocate green batik making and regulate rules for any malpractice. Future studies should explore the effective technologies used to dispose of batik waste effluents to enable batik entrepreneurs to adopt environmentally friendly batik making and waste disposal methods.