Forest-friendly pedagogy (PeRIMBA) at indigenous school : risk and risk perceptions

The Forest-friendly pedagogy (PeRIMBA) refers to the implementation of outdoor learning session by using forest elements as the learning aid and site. There are four basic principles of PeRIMBA which known as supportive environment, task divided into small portions, the usage of natural surroundings and the involvement of all the senses. The implementation of PeRIMBA introduces a risk-taking approach that will offer the opportunities for teachers and students to engage in risky activities during learning session. This risky activity may seem daunting but if the risks are well managed, the learning sessions will be meaningful. In promoting meaningful learning especially to the indigenous school, Malaysia Ministry of Education support and highlight two intervention action plan that promote flexible classroom and fun learning. Flexible curriculum delivery is not dependent on classroom learning only and fun learning promotes the integration and application of forest elements. However, this intervention action plan needs further research and study especially in the field of risk. The emergence of a social science perspective in the field of risk research has opened up new perspectives to define, measure, and explain the concept of risk. Some of the new risk components proposed in social science studies such as shock, threat, danger, lack of control, and uncertainty. Moreover, the fear and unknown factors are components that influence the perceptions of risk. The input on risk and risk perception will be an added value to teachers to implement PeRIMBA in their teaching and learning sessions. These concepts then lead to risk perception that, in turn, influenced risk assessment and risk management

Micro Imagination: Imagination with an Alternative Framework in a Chemistry Class

The curriculum for the 21st century must be futuristic, flexible and dynamic in order to produce learners with creative and critical thinking. One of the strategies to inculcate creative and critical thinking among students is to train and familiarize learners with the process of generating imagination in teaching and learning. The process of generating imagination corresponds to the characteristics of the subject itself which consists of abstract concepts and complexities. These concepts require students to use their imagination to illustrate concepts, where learners are usually difficult to achieve. Therefore, this study was carried out to identify alternative frameworks in the students’ imaginations of the concept of matter at submicroscopic level. A qualitative study with a descriptive study design is implemented to five secondary school students and ten students of institute of teacher education, aged from 18 to 25 years old. Guided imagery interviews and document analysis are used to collect data from selected students by purposive sampling. The data was analyzed using the grounded theory analysis strategy. The findings show that one of the alternative framework categories found in students’ imagination is micro imagination. The image of hydrogen gas is the ultimate framework of the micro imagination of the most generated structure by the students followed by hydrogen electrons, collision of hydrogen molecules and the formation of water molecules. In this regard, scientific imagination needs to be enhanced by students with emphasis on the concept of science with effective imagination so that students can master chemical concepts at the sub-microscopic level competently. From the conclusion, the implication of the study suggests that teachers should expose to the students the aspects of generative imagination during teaching and learning sessions so that the desired skills can be improved effectively

Insect exhibition as a tool to promote biodiversity conservation among children

Strong understanding of biodiversity instilled in the early ages is critical to initiate the actions and sense of responsibility towards biodiversity conservation. However, poor effort in mainstreaming biodiversity could lead to lack of awareness and understanding on biodiversity among society, thus restricting effective conservation effort. Therefore, in this study, biodiversity conservation education was pursued using insects to promote awareness. This study aimed to gauge the level of biodiversity understanding and knowledge among primary school students before and after experiencing insect exhibition. This study involved two parts; insect exhibition (development of insect collection and posters) and surveys (using pre and post questionnaires). A total of 136 students of age 10 from four primary schools in Batu Pahat district, Johor, Malaysia participated in the exhibition. The results showed that the level of understanding on biodiversity’s concept and function among the students was poor before experiencing the exhibition while 80.15% of their understanding has increased after the exhibition. In conclusion, the use of insect collection with interactive display and activities during the exhibition could attract students and improve their learning and understanding on biodiversity conservation