This research is surveying on teachers' attitude towards the evaluation of 21st century skills for Thai Students by conducting the brainstorming session on the evaluation of 21st skills, which is learners-centered and public hearing with the samples of 100 teachers and executives from the national network of teachers who use the Quality Learning Foundation's tools for 21st Century skills and got the best teacher award given to only 20,000 teachers in the country. The survey focuses on the issues of, firstly, types of measurement and evaluation being used at the present, secondly, the suggested types and means of measurement and evaluation of 21st century skills and finally, the problems and Obstacles in measurement and evaluation of 21st century skills. The results of the survey on 'how the evaluation and measurement of 21st century skills which emphasizes the learner-centered should be' are; for standard and indicator topic, teachers should measure from letting the learners do the real tasks, explain the measurement standard and objectives in advance and understand the goal of 21st century skills as well as adapting the standards depending on each context. For the measurement and evaluation, the suggested ones are rubric assessment, 360-degree assessment to evaluate the individual development and the learning skills. Also, the aim of measurement and evaluation should be to support the learners learning. Finally, the problems and obstacles of the evaluation of 21st century skills are the lack of proper measurement, the uncovered tests as teachers are from different fields, ONET, the lack of children' attention, the lack of evaluation teachers, the teachers' ego, the limitation of school and the policy, the support from the community surroundings, the parents' attitude of 'children PEOPLE: International Journal of Social Sciences 179 must be intelligent', the uncovered evaluation methods and the uncertain period of success and the individual difference.

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Gamification in education refers to the introduction of game elements in the design of learning processes. Our gamification approach was based on the self-determination theory. According to this theory, people need to have competence, social connectedness, and autonomy in order to feel determined to perform certain activities. We aimed to investigate the effects of teaching presence in online gamification on sustainability learning and self-determination as well as identify the driving factors and barriers to sustaining students’ participation in online gamified activity. A mobile application called JouleBug was used. It contains game elements and aims to encourage pro-environmental behaviours. Our quasi-experimental design included two university courses (as control and treatment groups) on sustainable education with 48 participants. Both groups worked with JouleBug, whereas the treatment group was also supported by their teacher’s teaching presence. To establish online teaching presence, the teacher shares the students’ leader board rankings, acknowledges the students’ achievements, and give comments and feedback on students’ activities in the chatting group twice a week. Sustainability knowledge and pro-environmental behaviour were measured through survey. Students’ performance in the gamified activities was measured through collected points in the JouleBug application. The drivers and barriers to sustaining the students’ participation in JouleBug activities were identified through focus group interviews and students’ reflection writing. We found there were significant differences in the sustainability knowledge, pro-environmental behaviour, and performance between the treatment and control groups. The Cohen’s d effect size value obtained for the treatment on sustainability knowledge, pro-environmental behaviour, and students’ performance indicates a large effect as well. Focus group interviews with the participants and the students’ reflection writings revealed that the driving factors in sustaining the participation in the gamified activities in the application are recognition by teachers and peers, competition, and sense of belonging to a group. Meanwhile, the barriers to sustaining participation in online gamification are time constraints, boredom caused by lack of social interaction, and boredom caused by activity repetition and activity’s inappropriate level of difficulty. The conclusion is the teacher plays a role as an agent in this online gamification learning context. The findings suggest that teaching presence is one of the important building blocks that encourage the students’ participation and learning in online gamification.

Providing feedback on second language (L2) writing is an essential part of a writing teacher's job. Even though each student may have different needs for and expectation of written feedback, they may not be given the chance to choose their preferred types of feedback as decisions are often made by the teachers. Motivated by this concern, this study aims to examine the current written feedback received by secondary school students in Malaysia and to reveal how they perceived the feedback. 90 students from three schools in the State of Johor were recruited as respondents and were surveyed using a self-completed questionnaire adapted from the literature. The study revealed interesting findings of erratic feedback frequency across teachers and the dominance of feedback on writing content rather than form. The participants were also found to be affected adversely emotionally despite their acknowledgment that the feedback led them to improve their writing. The study concludes by highlighting the need for a standard guideline from local education authorities to guarantee fair and equal treatment in the essay grading practice across the nation.

The purpose of this study was to identify the challenges encountered by teachers in teaching and learning of environmental education and the proposed solutions for cultivating positive behavioural changes among indigenous students. The study was conducted among teachers from 12 primary and secondary indigenous schools in the state of Pahang, Malaysia. This qualitative study used semi-structured interviews to collect data from the teachers. Based on the findings, two challenges in implementing environmental education in indigenous schools were identified: 1) challenges arising from the teachers and 2) challenges from the indigenous students themselves. Teachers were challenged by time constraints, heavy workload, poor teaching aids, unavailability of manual/handbook, and the lack of support from the school administrators. In contrast, the challenges from the indigenous students come from their lack of environmental awareness, hygiene problem, low self-confidence and problem in learning. The identified challenges can be addressed by teacher's competency in integrating environmental education and creative teaching approaches based on the ability of the indigenous students as well as support from the relevant stakeholders.

To understand fully and aware of children's science learning, one should look not only at learning that takes place in the kindergarten and primary school but also in learning that takes place outside the classroom. This paper aims to discuss outdoor education: an alternative approach in teaching and learning science in the Malaysian context. In this 21 st century, the exposure and experience in the field of science and technology are needed in nurturing interest among students who are involved in this field. The advantages of experience-based learning which includes hands-on activities and on-site learning should be empowered. Thus, informal and non-formal science learning plays an important role in assisting all levels of society, regardless of age in exploring science and technology. Informal and non-formal learning of science is a complement to formal learning and occur in a variety of different places through various channels, such as the entertainment media, television and film; science centres and museums; zoos and aquariums, botanical gardens, and etc. This paper discusses the concept of science learning outside the classroom; the non-formal and informal science learning which covers the institutions/organizations involved in the non-formal science learning in Malaysia; and the potential of non-formal science centre setting in complement with the formal science education setting. It is hoped that this paper will provide an insight towards science learning out of school in Malaysian context.

Project-based learning (PjBL) can effectively help students develop critical thinking skills that are one of the key elements of STEM education. This study aimed to identify the effect of PjBL method on the critical thinking skills Form Four Students on Dynamic Ecosystem topic "Vector! Oh! Vector!" at SMK Zainab, Kota Bharu, Kelantan. This quasi-experimental study was conducted using achievement test that was administered in the form of a pre-post test. The respondents consisted of 60 students that divided into treatment groups (taught using the PjBL method) and the control group (taught using the conventional learning method) for four weeks. Independent t-test was used to answer the research question using Statistical Package for the Social Sciences (SPSS) version 22.0 software. The findings show that there is a significant effect on the construct of students' critical thinking skills which are the construct that attributing, comparing and contrasting, grouping and classifying, analyzing, detecting bias and evaluating in experimental groups compared to control groups. The findings of this study provide information to school management, District Education Office (PPD), State Education Department (JPN) and Malaysia Ministry of Education (MOE) that the PjBL method can enhance students' critical thinking skills when used effectively by teachers in STEM education. In conclusion, the implementation of the PjBL method can effectively enhance students' critical thinking skills which is one of the key elements in STEM education.