This study developed the Investigable Questioning Formulation Technique (IQFT) protocol to formulate investigable questions by following the procedures of design-based research. As guiding heuristics, the protocol used two provisional design principles based on teaching experience and previous studies that have applied tools for formulating questions, notably, the question formulation technique, SMART goals, and a typology of investigable and non-investigable questions. Two cycles comprising six lesson interventions were completed with two groups (n = 23, n = 25) of students in the same school in Malaysia. Questions were analyzed using qualitative content analysis and a question typology framework. Findings show the majority of students formulated comparison, exploratory, and validation of mental model questions. Some questions were posed in the prediction, descriptive, and problem-solving categories, but none were categorized as cause and effect, design and make, or pattern seeking. Implications for use of the IQFT protocol to help facilitate Malaysian students’ generation of investigable questions, design experiments, and implement open inquiry are discussed.
During the COVID-19 pandemic, the practitioner and author of this practice in action took the initiative to carry out a piece of action research, by running a bakery sales project with Semai indigenous students. She found that running this project online and remotely was less successful than anticipated, due to the lack of physical proximity and issues with internet connectivity. Thus, in this practice in action, the resulting action research is discussed qualitatively and narratively, asking the following question: how can the practitioner enhance her practice as a special education teacher of Specific Vocational Skills (Bread Making), to improve the employability of Semai indigenous students through a bakery sales project? The bakery sales project not only exposed students to the work environment, but also enabled the practitioner to improve her content knowledge and pedagogy, especially with regard to developing meaningful lessons during the COVID-19 pandemic.
This study sought to assess the level of secondary students’ scientific literacy in suburban schools in Malaysia and England, a research area which to date has not been fully explored in the literature. The study analysed the data using the OECD’s three domain-specific competencies of scientific literacy, namely: i) explain phenomena scientifically, ii) evaluate and design scientific enquiry, and iii) interpret data and evidence scientifically. To assess the level of secondary students’ scientific literacy in these contexts, the study applied the scientific literacy assessment instrument called the ‘Nature of Scientific Literacy Test’ (NOSLiT), first developed by Wenning (2006). The results indicated that the level of scientific literacy of English students was higher than that of Malaysian students across all three domain-specific competencies. Despite the fact that NOSLiT is a systematic and reliable instrument for assessing the level of students’ scientific literacy, the study found that OECD’s three domain-specific competencies of scientific literacy provided better insights into the level of secondary students’ scientific literacy in Malaysian and English suburban schools. It is suggested that future studies should use a qualitative approach to both data collection and analysis to understand the level of students’ scientific literacy in more detail.
Open inquiry learning is a pupil-centred approach in which pupils generate investigable questions for the purpose of planning and implementing their own science investigation. However, generating investigable questions is not an easy task and requires a structured approach. Therefore, this study was conducted to improve the practice of a teacher-researcher in developing an Investigable Question Formulation Technique (IQFT) in a Malaysian school. This article attempts to answer the following research question: How can a teacher-researcher develop an Investigable Question Formulation Technique (IQFT) to facilitate pupils in generating investigable questions? IQFT, the intervention introduced in this study, contains eight main steps, which were carried out in two cycles. These steps involved the processes of (i) planning action, (ii) taking action, (iii) collecting and analysing data and (iv) reflecting. Unstructured observations, pictures and pupils' writing were among the data collected. Narrative analysis was conducted, to describe how the teacher-researcher applied IQFT as an approach to facilitate pupils developing investigable questions. Despite pupils being able to formulate investigable questions using IQFT, the teacher-researcher realised that pupils need to be continuously trained in this area. In addition, the teacherresearcher found that teachers need to adapt the educational approach according to the teaching context, to enhance the learning outcomes.
In the uncertain environment of the COVID-19 pandemic, it is important that professional development for Malaysian educators continues, even if it cannot happen in person. In response, we developed this study to deliver online Continuous Professional Development (CPD) on action research among Malaysian educators. The paper seeks to answer two main questions: i) How do we promote and conduct online CPD on action research during the movement control order (MCO)?, and ii) How do educators exhibit their professional development as a result of participating in the online CPD? The study utilised action research as a model of CPD to impart understandings about action research processes to the educators. In the initial stages, we used social media platforms and mobile applications to promote and create awareness of the online CPD. As a result, educators (n=215) from different levels of education registered and participated in the online CPD on action research. We then conducted a series of online CPD programmes on action research using video conferencing tools. Our effort to provide online CPD on action research has: i) helped educators to develop new knowledge directly related to their teaching practices, ii) promoted reflective teaching and thinking, and iii) expanded educators’ pedagogical repertoire. The study also indicated that the participating educators exhibited their professional development and deepened their knowledge related to the four areas: pedagogical knowledge, pedagogical content knowledge, content knowledge, and knowledge of learners and learning. It is therefore suggested that action research as a model of CPD should be nurtured among educators in Malaysia.
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