Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education. Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used. Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning. Applications of this study: The proposed framework is applicable in 21st century learning environment using student-centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning. Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students.
Purpose: This study purposes to get a demonstration of students' competencies enhancement through a production of digital video project as a consequence the application of technology through project-based learning (PBL) framework. Thus, PBL is a key to support students to be more competitive in an external environment. Design/Methodology/Approach: The respondents were given 4 weeks to plan and organized the video project. Likert-type questionnaire is developed to identify students' viewpoint on the PBL method in enhancing student competencies. The data were collected through questionnaire from 63 respondents. Findings: There is a positive significant result in terms of student competencies through PBL framework which provides appropriate structure in determining the level of student competencies. Implications/Originality/Value: Students able to produce an educational based video on the topic they are learning. By integrating technology in Malaysia Education Curriculum through PBL, student competencies, which consist of communication, collaboration, creation and critical thinking was enhanced. PBL framework provides appropriate structure for determining the level of student competencies. This paper gives a framework which serves as a reference to facilitate the relevant policymaking in the secondary school education trend. This study adds to the comprehension on how PBL should be implemented in the classrooms to encourage students in to pursuing STEAM majors at the higher level.
Purpose of the study: The aim of this study is to provide a reflective thinking on the NOSS for TVET lecturers which have been developed by the faculty members of engineering and technology across Malaysia through DSD’s accreditation and to provide an exposure about NOSS for TVET lecturers or educators in higher learning institution in Malaysia. Methodology: A participatory collaborative research between MTUN universities and DSD has been performed. The research has been conducted using multiple techniques such as content analysis to gain general idea of TVET lecturer core competencies, focus group interview and coffee table workshop session with 21 specialist TVET practitioners and educationists. Main Findings: The minimum requirements and other characteristics for higher TVET lecturers were identified, which led to the acknowledgment of nine core competencies for NOSS TVET lecturer. Furthermore, a proposal on Master of Technology (MTVET) for TVET Lecturer and Instructor in Malaysia embedded with NOSS for TVET Lecturer has also been proposed. Applications of this study: This study can be useful to higher TVET lecturers, educators and teaching engineers in MTUN and also industry’s trainers to pursue accreditation on TVET teaching and learning. Novelty/Originality of this study: The implementation of “NOSS TVET Implementation and Development” – NOSS Level 5 has been accredited and has been used as a substance in developing Malaysian TVET educators standard by the Malaysian Ministry of Higher Education. Moreover, NOSS Level 5 evaluation and Master of Technology (TVET) will be a medium in the bridging process and provide vast opportunity for TVET lecturers to lead their future careers.
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