The aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the participation of 40 students from two intact Third-grade classes in a primary school in Kuala Kangsar. The experimental group was taught using the 5E Inquiry Learning Model which consists of 5 stages, namely Engagement, Exploration, Explanation, Expansion, & Evaluation, while the control group was taught using the teacher-centered conventional method. The science achievement in the learning of “Magnet” was measured using a researcher-developed test consisting of 12 multiple-choice and 8 fill-in-the-blank items. The test has sufficient validity and KR-20 reliability. Analysis of the pretest data indicates that there was no statistically significant difference (t = 1.66, p > .05) in the pretest means between the experimental and control groups. Accordingly, an independent samples t-test was used to compare students’ achievement in the posttest. The analysis of the posttest data indicates that the posttest mean in science achievement (16.05) among the group of students who had followed through the 5E Inquiry Learning Model is statistically significantly higher (t = 4.75, p < .001) than the corresponding mean (13.15) among the group of students in the control group. Therefore, it can be concluded that the 5E Inquiry Learning Model enhances the learning of science in terms of achievement among the primary students.

This study aimed to determine the effectiveness of a professional development program on the use of a STEM-based 5E Inquiry Learning Model in enhancing the learning of STEM-based Inquiry Learning Model among 78 in-and pre-service science teachers. The topic electric circuit was used as the context of the study. Given the aim and the exploratory nature of this study, a triangulation mixed-methods design was employed: One-group pretest-posttest design which involved a single group that was pre-tested, exposed to the STEM-based 5E Inquiry Learning Model, and post-tested. This was triangulated by the qualitative responses from the participants' reflections. The analysis of the quantitative dataset using the paired samples t-test indicated that the post-test mean score was statistically significantly higher than the pre-test mean score and that the effect size obtained was educationally significant. Further analyses by gender and participants' teacher status, indicated a non-significant difference, giving credence that this result was truly the outcome of the intervention (treatment) effect instead of any disguised effect. The analysis of qualitative data through a recursive process resulted in the crystallization of three overarching key themes: Enhanced knowledge on the content used, empowered pedagogical skills on STEM-based Inquiry Learning, and heightened classroom management skill on promoting collaboration in the classroom.

No abstract

Creativity is a natural function of the mind that can be developed in several ways. The nature of innovative thinking and the characteristics of creative people can give ideas about how creativity can be developed. Creativity can be stimulated by using the SCAMPER method. The steps are substitute, combine, adapt, put to other use, eliminate, and rearrange. Four components of teachings in the classroom: observation, curiosity, sense of humor and creativity, are emphasized for the promotion of creativity in science and technology education.

Many children find mathematics difficult and boring. But they are curious and they love to have fun with exciting things around them. Appropriate activities can be found to stimulate them to have fun and love learning mathematics. The workshop showed ways of developing creativity in mathematics and technology education to increase intellectual curiosity, develop problem-solving and thinking skills, promote discovery, and unleash creativity. There were five activities in the workshop. Curves in NatureA picture of a real bamboo stem and a sheet of graph paper were given to participants to find the relation between two variables using curves. The relation between the sectors of bamboo tree and their lengths were studied and discussed.