Towards Developing Malaysia STEM Teacher Standard: Early Framework

Nasri, Nurfaradilla Mohamad; Nasri, Nurfarahin; Talib, Mohamad Asyraf Abd

doi:10.13189/ujer.2020.080736

Cited by 8 publications

(6 citation statements)

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“…A high level of teacher content knowledge can encourage teachers to deliver clear explanations of Design and Technology content. In addition, STEM pedagogical skills will increase teachers' confidence and willingness to relate STEM learning inside and outside the classroom (Nasri et al, 2020) so that it can be cultured in integrated STEM teaching.…”

Section: Discussionmentioning

confidence: 99%

Implementing Integrated STEM Teaching in Design and Technology: Teachers’ Knowledge and Teaching Practices

Razali¹,

Jamaluddin²,

Kamarudin³

2022

IJARBSS

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Malaysia has emphasized the integration of Science, Technology, Engineering, and Mathematics (STEM) in Technical and Vocational Education and Training (TVET) to ensure the supply of manpower in the industry meets the requirements of Digital 4.0. However, teachers' teaching practices in the classroom were found to be the cause of the declining number of students taking STEM subjects in secondary schools. Teachers' knowledge is important to ensure an integrated STEM teaching can be implemented effectively. Knowledgeable teachers in STEM discipline will increase confidence to apply integrated STEM in teaching and learning (T&L). This study was conducted to examine the level of teachers' knowledge and its relationship with STEM teaching practices among Design and Technology teachers. This quantitative study involved 375 Design and Technology teachers from 99 of secondary schools on the East Coast of Malaysia. This quantitative study using stratified random sampling technique to determine the sample. The questionnaire consisting 61 items distributed online via Google Form. Descriptive analysis and Pearson correlation were performed using Statistical Package for Social Science version 26.0. The analysis showed that Design and Technology teachers' level of knowledge is high with a score of M = 3.20 and SD = 0.35, while the integrated STEM teaching practices are at a moderate level with a score of M = 2.97 and SD = 0.46. Furthermore, knowledge on integrated STEM teaching practices among Design and Technology teachers exhibited a moderate and significant positive relationship with a score of r = 0.356 and p<0.05. The findings indicated that teachers do implement integrated STEM teaching practices but not comprehensively and consistently. They are in the knowledge development phases in understanding the STEM concept and implementing it in the Design and Technology curriculum. Furthermore, STEM teaching has yet to be part of their teaching culture. They require time to adapt STEM teaching into their existing teaching practices. Therefore, teachers need additional support from school administrators, departments, and the Ministry of Education (MOE) to participate in "hands-on" and "minds-on" courses related to STEM T&L. Further research is needed on integrated STEM teaching practices using different approaches involving engineering design process to fill the gap in teaching practices among Design and Technology teachers.

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Section: Discussionmentioning

confidence: 99%

Implementing Integrated STEM Teaching in Design and Technology: Teachers’ Knowledge and Teaching Practices

Razali¹,

Jamaluddin²,

Kamarudin³

2022

IJARBSS

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“…From twentytwo articles chosen, seventeen articles (77%) used qualitative approach in existing literature of creative thinking. Obviously, qualitative approach has dominated the design used in existing literature of creative thinking where it is used most frequently (Attard et al, 2021;Beswick & Fraser, 2019;Chen & Lin, 2019;Chu et al, 2019;Contradty & Bogner, 2020;Diego-Mantecon et al, 2021;Harris & de Bruin, 2018;Kaspersen & Ytterhaug, 2020;Leung, 2018;Lin et al, 2021;Morrison et al, 2021;Nasri et al, 2020;Robinson et al, 2021;Sutaphan & Yuenyong, 2019;Vale et al, 2020;Vossen et al, 2020;Wang et al, 2020). Last but not least, only a few studies used quantitative approach where only five articles (23%) in existing literature of creative thinking.…”

Section: The Design Used In Creative Teaching Methods Involving Stemmentioning

confidence: 99%

Creative methods in STEM for secondary school students: Systematic literature review

et al. 2023

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Science, technology, engineering, and mathematics (STEM) are recognized as critical subjects that underlie innovation and national prosperity. Through inquiry-based learning, STEM subjects contribute to the development and application of these abilities. Therefore, the main purpose of this research is to explore type of creative methods in STEM for secondary school students. Articles from 2017 till 2021 screened and analyzed using systematic literature review (SLR) and PRISMA protocol. Three online search engines used are Springer, Scopus, and Science Direct. The thematic analysis method is used to analyze the data. A total of 22 articles were chosen for the systematic analysis after being screened using the eligibility requirements. Result showed that the creative teaching methods involving STEM used in the current study were a problem and project-based learning, mathematical modelling, inquiry-based learning, design-based learning, tool-based pedagogy, student-centered learning, 5E instructional model, professional development, board games and role-play, STEM 7E-learning cycle and boundary-crossing. From twenty-two articles chosen, 77% used qualitative approach in existing literature of creative thinking. Our findings indicated that the distribution of STEM education in different countries such as Australia, Germany, Indonesia, Malaysia, Spain, and the US. At the end, STEM in mathematics education gives a positive out-turn overall.

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“…According to Hoon et al (2018), many Malaysian teachers lack the necessary knowledge and skills to teach STEM subjects, which can lead to low student interest and performance. To address this issue, the quality of STEM teacher need to be improved to be achieving the high quality STEM education by training and professional development programmes be implemented (Nasri et al, 2020).…”

Section: Trends Of Stem Education In Malaysiamentioning

confidence: 99%

Exploring STEM Education Trends in Malaysia: Building a Talent Pool for Industrial Revolution 4.0 and Society 5.0

Idris¹,

Bacotang²

2023

IJARPED

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In Malaysia, Science, Technology, Engineering, and Mathematics (STEM) education is becoming increasingly important in the current industrial revolution 4.0 and society 5.0 era. This study aims to investigate the current STEM education trends in Malaysia, the benefits of pursuing STEM careers in the future, and the need to build a talent pool to meet the demand of these two revolutions. This study highlights the various STEM education trends in Malaysia, including the incorporation of STEM-related subjects in the national curriculum and the promotion of STEM-related extracurricular activities. It also discusses the benefits of pursuing a career in STEM, such as higher earning potential and job security, as well as the importance of preparing a talent pool to meet the demand of the rapidly changing technological landscape. This study argues that Malaysia needs to focus on developing a robust STEM education system that can produce a workforce equipped with the necessary skills and knowledge to excel in the industries of the future. The study also highlights the role of policy makers, researchers, and educators in this process and proposes recommendations for enhancing STEM education in Malaysia. This study contributes to the literature on STEM education in Malaysia and provides valuable insights for policy makers, researchers, and educators.

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Towards Developing Malaysia STEM Teacher Standard: Early Framework

Cited by 8 publications

References 0 publications

Implementing Integrated STEM Teaching in Design and Technology: Teachers’ Knowledge and Teaching Practices

Implementing Integrated STEM Teaching in Design and Technology: Teachers’ Knowledge and Teaching Practices

Creative methods in STEM for secondary school students: Systematic literature review

Exploring STEM Education Trends in Malaysia: Building a Talent Pool for Industrial Revolution 4.0 and Society 5.0

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