The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science.

Nyet Moi Siew,Chin Lu Chong,Nazir Amir

doi:10.1186/2193-1801-4-8

Nyet Moi Siew, Chin Lu Chong + Show 1 more

Open Access

https://doi.org/10.1186/2193-1801-4-8

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Journal: SpringerPlus	Publication Date: Jan 5, 2015
Citations: 108	License type: CC BY 4.0

Affiliation: Universiti of Malaysia Sabah

Abstract

Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers’ perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

Highlights

The Malaysian educational system is currently undergoing transformation, one emphasis of which is to create a generation who can think creatively, innovatively and critically (Ministry of Education 2012a)
Quantitative analysis Pre-workshop survey findings showed that only 15% of participants had some ideas about STEM, while 85% had never heard about STEM approaches to teaching science
Following the experience gained in the complete session of the professional development workshop, most participants expressed their worries on the following challenges they would potentially face in implementing a STEM-project-based learning (PjBL) approach in their classrooms as explained as follows: Inadequate materials and facilities Ninety six percent of the participants noted their challenge to obtain science-based toys, a solar car for example, since it is rare for solar panels to be sold as single items

Summary

Introduction

The Malaysian educational system is currently undergoing transformation, one emphasis of which is to create a generation who can think creatively, innovatively and critically (Ministry of Education 2012a). As part of the reform efforts, the Malaysian Ministry of Education (MOE) has created initiatives that aim to increase teachers’ and students’ competencies in Science, Technology, Engineering and Mathematics (STEM) subjects and create learning experiences that will prepare students for the considerable array of STEM career fields. In spite of the emphasis on STEM, science and mathematics are not subjects of first choice for a majority of Malaysian high school students, whose interest in science subjects has been steadily falling (Phang et al 2012). During the mid-1980s, the ratio of students taking science to arts subjects was 31:69. By 2012, this had fallen to 27:78 (Ministry of Education 2012b).

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