The emphasis on STEM education in the physics curriculum moves toward addressing the 21st-century demands, but its implementation is fraught with issues and challenges. This paper exposes teachers’ and students’ concerns and problems with integrated STEM education implementation and relates them to the anticipated problem in quantum physics (QP) learning and facilitation (L&F) in secondary school. The QP L&F challenges include the odd ontological worldview and abstractness of concepts, which have created serious misconceptions among teachers and students. A solution is proposed to address this difficulty, including applying an interactive simulation and a hands-on experiment. This paper also proposes a theoretical framework for developing an instructional module to cater to meaningful QP learning with integrated STEM elements. The proposed theoretical framework has several advantages, including guidance in planning an instructional module applicable to classroom activities and explaining the topic using an inquiry-based learning (IBL) approach with learning activities coordinated using the 5E Instructional Model. Nonetheless, further research is necessary to study the instructional module’s development, usability, and L&F effectiveness in the classroom.
This study aims to determine the validity and reliability of Teacher Readiness to teach Quantum Physics (TRQP) instrument using Rasch Measurement Model. The TRQP was developed to measure the level of teacher readiness to teach quantum physics in secondary schools. TRQP consisted of 41 items containing three constructs namely: content knowledge, attitudes, and readiness. The research sample consisted of 30 Form Five Physics teacher from secondary schools in Sabah. The results of the validity analysis found that the polarity of the items through the PTMEA-CORR values showed that all 41 items were > 0.00 (+). Through item fit analysis, all items were retained because they met the requirements in one of the MNSQ, Outfit ZSTD, and PTMEA-CORR outfit ranges. In the Principal Component Analysis (PCA), the Raw Variance Explained by Measures value of 40.6% and the Unexplained variance value in the first to fifth contrast below 15% indicates that the instrument has a strong dimensional dimension and has high construct validity. The reliability of Cronbach Alpha (KR20) showed a value of 0.87 (high), item reliability of 0.88 (very good), and person reliability of 0.81 (good) with separation item value of 2.73 (good) and separation person value of 2.04 (good). In conclusion, TRQP has good validity and reliability in measuring the level of teacher readiness to teach quantum physics in terms of content knowledge and attitudes among Form Five Physics teachers in secondary schools.
Modern technological applications made quantum physics (QP) an important subject to include in secondary school curricula in other countries before it did so in Malaysia. Secondary school students in our county will be educated using the new, revised curriculum when QP goes into effect in 2021. Consequently, a study was done to determine the level of content knowledge and teacher readiness for teaching secondary school quantum physics in Sabah. A cross-sectional survey method was used to gather data from a sample of 175 Sabah Form Five Physics teachers, who were chosen through a multistage cluster sampling process. The research instrument used an adapted and modified questionnaire. The reliability values of this instruments were high at .87. The IBM SPSS version 28.0 software was used to analyze the study data. According to the findings of the study, physics teachers have a moderate level of content knowledge (m = 6.78) and teacher readiness (m = 6.96). Using the data from this study, the Malaysian Ministry of Education and policymakers can get a clear image of how prepared Physics teachers are for QP implementation once it is implemented in 2021.The implications of the study show that content knowledge towards teacher readiness of teaching secondary school QP is crucial to improve the quality of QP teaching.
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