Improving attitude towards green environment awareness through the slgea-code module

This paper is part of a large study which was on developing a green environment awareness module using QRCode. My main focus of the study was on the development of the module. In this paper, I focus on the evalution phase of the module after it was taught by a teacher to two form four classes. The aim of the evaluation isto test whether students attitude can be nurtured to behave, act and react towards conservation of the green environment usingthe module. The researcher developed Green Environment Awareness Module with QR-Code (SLGEA-Code) as a self-learning and- mobile learning instructional approach. The module was evaluated on two classes one is the treatment group and the other is the control group. The evaluation phase employed a quasi-experimental design. Two groups of form four secondary students were the sample of the study. The researcher trained 1 experienced teacher to teach to 2 form Four classes; treatment class (n= 35) and compared gains in attitude towards green environment to the normal approach (control) class (n=33). The measure for attitudes towards the environment were adapted from the GASE scale. There were five domains; willingness to learn and inform about environmental issues; disbelief in explanations related to environmental issues; sensitivity towards environmental issues and saving the environment; disbelief in environmental, and belief in protecting habitat. Students in the treatment group showed statistically greater growth in their attitudes towards the environment in all the of the domains compared to the pre-test. This study revealed the potential of using a self-learning module to nurture students attitude towards caring for the environment by giving them massive and immediate information in a convenient, interesting and current wa

Stem pedagogical approach for primary science teachers through early engineering training program

Strengthening STEM initiatives outlined in the 'Malaysian Blueprint 2013-20125 aims to ensure students are equipped with the necessaryskills to meet the challenges of an increasingly industrialized world. Therefore, it is necessary for teachers to be equipped with knowledge and teaching approach for STEMeducation starting from primary school teachers. This is to ensure that the mindset towards STEMfields can be cultivated and sown from early schooling level. Teachers of primary and secondary schools in Malaysia is still new in STEM education to understand let alone to apply the STEM pedagogical approach in schools. Based on the Malaysia's STEM conceptual framework, primary science education is responsible for ensuring that students are able to make connections and build a foundation in science. Thus, the responsibility of a primary teacher is to ensure interest in science is applied and maintained using an effective STEM pedagogical approach so that students are more incline to investigate and explore matters related to science.Thus, this paper will share experiences of how the teacher of an early engineering training program was implemented and the impact obtained by the teacher in preparation to implement STEM education in primary schools

Training of trainers stem build program for primary science teachers: An initiative towards stem education in school

STEM education in Malaysia is still in its infancy and initiatives to increase STEM field participation were outlined in the Malaysian Blueprint 2013-20125. STEM initiatives is a continuous process starting from preschool until tertiary level to ensure participation in the STEM fields hence providing STEM workforce. Therefore, it is necessary for teachers to be equipped with knowledge and teaching approach for STEM education especially from primary school because this is the foundation and build connection science with the real life situation. This is to ensure that the mindset towards STEM fields can be cultivated and sown from early schooling level. Primary science teachers were given a three phase training program to on STEM pedagogical approach in implementing STEM activities in school. Thus, this paper will share experiences of how the training was implemented and the impact obtained by the teachers readinessn to implement STEM education in primary schools. teachers showed effort and confidence to carry out the activity but needs more training on the STEM pedagogical approach