This study describes the effect of science teachers’ cognizance of technological knowledge, technological content and pedagogical knowledge towards augmented reality across five age groups. This pilot study involved 44 science teachers from Penang, Malaysia using a 5-point Likert scale instrument. The administered survey instruments consisted of 18 questions on technological knowledge; technological content knowledge; and technological pedagogical knowledge. The analyses showed that generally teachers had good technological knowledge but their technological content and pedagogical knowledge seemed to be less. The results also showed that two items had significant differences using the Kruskal Wallis non-parametric test. The findings would be used as a tool to revise the servicing teachers’ technological practices using augmented reality incorporated in their daily teaching and learning sessions to obtain better learning outcomes. The research findings could also be used for further research exploring other variables affecting teachers’ technological knowledge. The intervention may be used in teachers’ training curriculum and continuing professional development in terms of determining their level of technological content and pedagogical knowledge that would increase the interest of students in learning and exploring science using Augmented Reality.
The regional courses for science teachers in Southeast Asia (SEA) offer participants with the inservice knowledge and skills while promoting deliberate discussions about recent issues related to teaching profession and the sharing of best practices in science education. A total of 21 teachers from eight SEA countries were purposefully selected to participate in this course as nominated by their respective education ministerial officers. Given that the participants came from different countries and attended the course virtually for four weeks, this article aims to chart participants’ insights to be backed as data for future course facilitation. The findings are based on post-course evaluation garnered from 21 unstructured essays provided by participants with a focus on two key aspects: (1) the challenges that participants encountered prior to or during the courses, and (2) a recommendation for a similar course in future. Five challenges emerged from the findings include; English proficiency, socio-cultural preferences in social activities, digital technology access and skills, time and schedule constraints, and institutional challenges. In terms of recommendations, participants shared their thoughts on how to better facilitate and manage course administration. Since the majority of professional development courses are held at the national level, this study helped to consolidate country differences and served as the foundation of evidence for future courses that will adapt similar region-based online participations.
The involvement of technology in 21st century learning is indispensable at every level of education. Teachers can involve digital learning media to support the process of teaching and learning activities. Digital-based learning media such as interactive e-books can be used as learning media that can be used in 21st century learning. In addition to digital-based learning media, the learning model that can be applied is an innovative learning model. The RADEC learning model is one of the learning models that can be applied in current learning. This study aims to develop an interactive e-book through the RADEC learning model, and determine the feasibility of an interactive e-book through the RADEC learning model. This research is a research and development or Research and Development ADDIE model. This study obtained the feasibility results from the validation of material experts, validation of linguists, and validation of media experts. The results of the validation of material experts, linguists, and media experts get scores in the very valid category for use. The results of student responses regarding product trials get scores in the very interesting category for students to use in the learning process. The results of the group creativity assessment are very interesting and can increase the creativity of students. Based on these results, it can be concluded that interactive e-books through the RADEC learning model are very valid and feasible to be used in learning and can increase students' creativity.
The study describes the attitudes and beliefs towards science and science education of Year 9 and 10 Southeast Asian students including gender and year level differences based on the seven categories. This study involved Year 9 and 10 students from seven SEAMEO countries. Out of 5,375 samples selected, 2,158 were boys and 3,217 were girls. There were seven categories in the survey instrument that was administered, including students’ perceptions about: (1) science; (2) science outside school; (3) science topics; (4) scientist vocation; (5) self-efficacy in science; (6) teaching and learning science; as well as (7) future participation in science. The analyses showed that generally students had positive attitudes on categories such as: science, science outside school, teaching and learning science, scientist vocation, science topics and future participation in science. However, in general, the students in this region had slightly low self-efficacy in science in which included items such as science as a difficult subject and science classes are boring. The results also showed that Year 9 and boys acted more positively than Year 10 and girls in the attitudes and beliefs towards science. Further research and recommendations are explored. The findings would be used as a tool to revise the national science curriculum of the participating countries in terms of content standards and inform teachers of how teaching and learning practices can be aligned with students’ attitudes and perceptions to obtain better learning outcomes. The research findings could also be used as a springboard for further research exploring deeper the variables affecting students’ success in science and providing intervention for teachers’ training curriculum and continuing professional development in terms of technological pedagogical content knowledge (TPACK) that would increase the interest of students in learning and exploring science.
Most of students, teachers and preservice teachers has not understood the nature of science by. Even though the teacher's understanding of the nature of science that properly and mastery will affect students' the ability to do open mind, imagination, and creativity. The purpose of this study is to implement a learning plan that develops open mind, imagination, and creativity using Joyful Learning Strategy. The mixed methods used and the participants were 223 preservice elementary teachers (41 males and 182 females) and 32 elementary school students (10 males and 22 females). The questionnaire of NOS and joyful learning observation worksheet were validated. Data analysis used descriptive with percentage and qualitative descriptive. The results showed many preservice elementary teachers have misunderstanding about science as product, process, attitude and social interaction. Through joyful learning can develop students' students' the ability to do open mind, imagination, and creativity. Some suggestions are Joyful Learning with integrated learning will be able to generate students' the ability to do open mind, imagination, and creativity when the teacher understands the nature of science properly. The learning environment of the classroom and school facilities and non-physical interaction between teachers and students become important factors of joyful learning success.
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