© 2022 Institute of Teacher Education, Penang Campus 43 Kobsiripat, W, (2014). Effects of the media to promote the Scratch programming capabilities creativity of elementary school students. Procedia- Social and Behavioral Sciences. 174, 227 – 232. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education (CITE Journal), 9(1), 60-70. Korkmaz, O, (2016). The effects of Scratch-based game activities on students’ attitudes, SelfEfficacy and Academic Achievement. Modern Education and Computer Science. (1), 16- 23. Lubniewski, Kathryn L.; McArthur, Carol L. & Harriott, Wendy. (2018). Evaluating instructional apps using the app checklist for educators (ACE). International Journal of Elementary Education, 10(3), 323-329. McQuiggan, Kosturko, McQuiggan & Sabourin. (2015). APPENDIX B-The great app checklist. Mobile learning: A handbook for developers, educators, and learners. Institute Inc. Miller, B. T., Krockover, G. H., & Doughty, T. (2013). Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study. Journal of Research in Science Teaching, 50(8), 887-911. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Mohd Shoaib Ansari & Aditya Tripathi. (2017). An investigation of effectiveness of mobile learning apps in higher education in India. International Journal of Information Studies & Libraries, 2(1), 33-41. Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education. PLoS ONE, 10(12), 1–17. Muhammed Khamees Ihmaid. (2017). The effectiveness of using SCRATCH applications in developing sixth graders’ English vocabulary, its retention, and self-efficacy. [Master Thesis: The Islamic University of Gaza]. Nithia, K., Farrah Dina Yusop & Rafiza Abdul Razak (2015). Mobile learning for teaching and learning science, technology, engineering and mathematics (Stem): A review of literature. Department of Curriculum and Instructional Technology University of Malaya Malaysia. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y Papatga, E., Ersoy, A. (2016). Improving reading comprehension skills through the Scratch program. International Electronic, Journal of Elementary Education, 9(1), 124-150. Papadakis, Vaiopoulou, Kalogiannakis & Stamovlasis. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability. MDPI. Papadakis, Kalogiannakis, Zaranis. (2017). Educational apps from the android Google play for Greek preschoolers: A systematic review. Department of Preschool Education, Faculty of Education, University of Crete, Crete, Greece. Papadakis. (2020). Tools for evaluating educational apps for young children: a systematic review of the literature. Interactive Technology and Smart Education. Park, P., & Shin, S. (2014). A study on the effect affecting problem solving ability of primary students through the scratch programming. Advanced Science and Technology Letters. 59,117-120. Perry, A. D., Thrasher, E. P., & Lee, H. S. (2016). High-leverage iPad apps for the mathematics classroom. The Mathematics Teacher, 107(9), 706-711. ISSN: 2289-8808 e-ISSN: 7210-7132 Digital Innovation Apps Evaluation MIJORiTE Vol. 3: 34 - 44 (2022)
© 2022 Institute of Teacher Education, Penang Campus 44 Shin, T. et al. (2013). The effect of applying apps in an English as a Foreign Language (EFL) class in Taiwan. [Ph.D Thesis: University of Central Florida]. Voštinár, P. (2018). Creating mobile apps for teaching. Proceedings of INTED2018 Conference. 811-816. ISSN: 2289-8808 e-ISSN: 7210-7132 Digital Innovation Apps Evaluation MIJORiTE Vol. 3: 34 - 44 (2022)
© 2022 Institute of Teacher Education, Penang Campus 45 EMERGING TRENDS IN STEM EDUCATION: ENVISIONING FUTURE LEARNING SPACES AND INTERACTION TECHNOLOGY TOOLS FRAMEWORK USING THE FUZZY DELPHI METHOD (FDM) Sanura Jaya1 , Rozniza Zaharudin2 Universiti Sains Malaysia1,2 Abstract Digital citizenship encompasses the interaction via the network, appropriate learning spaces and suitable technology tools in an emerging trend in STEM education. Digital literacies comprise the teaching and learning skills that enable technology to emerge in next generation learning spaces. This article aims to design and develop the next generation learning spaces (NGLS) framework using the Fuzzy Delphi Method. Thirteen experts are involved in purposive sampling to obtain the experts’ consensus in developing the framework. The findings show the threshold value for the interactive technology tool elements ranges from 0.000 to 0.183; lower than (d) is ≤ 0.2. While the experts’ percentage agreement also shows 85 % to 100 % agreement with the experts’ consensus. This research study sets out the next generation learning spaces framework that can encourage the teachers’ transition to digitalization in STEM education Keywords: Next generation learning spaces (NGLS), interaction tools, STEM education, Fuzzy Delphi Method, INTRODUCTION The 2030 Agenda for Sustainable Development comprises social and developmental dimensions of human life, society, and the economy (UNESCO, 2016, 2020). SDG 4 also emphasizes the vital role of education to ensure the education system must be relevant and the inclusion of equity and quality for the future generation in emerging STEM education trends (UNESCO, 2016). The use of technology tools in STEM education plays a key role in encouraging active learning in STEM education (Liu et al., 2020; Nugroho et al., 2019; To Khuyen et al., 2020). The Ministry of Education (MOE) has proposed eleven shifts to encourage digital transformation in teaching and learning to transform the STEM education system. To ensure fulfilling employment in the future, the MOE will endure to prepare and develop higher-order thinking and creative and collaborative skills and increase the use of practical technology teaching tools among teachers and students. Teachers must sharpen their knowledge, abilities and skills in STEM education to deliver the lessons effectively. (Economic Planning Unit, 2021; Ministry of Education, 2013) To make MALAYSIAN INTERNATIONAL JOURNAL OF RESEARCH IN TEACHER EDUCATION (MIJORiTE) ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
© 2022 Institute of Teacher Education, Penang Campus 46 STEM education more engaging, the Malaysia Economy Blueprint has introduced “My digital teacher” programs to inspire teachers and sharpen their skills to embedded technology tools in a new trend of STEM education. However, most teachers apply technology in their teaching and learning due to a lack of abilities and technology skills; less conducive learning spaces are the main reasons for teachers to stop implementing interaction technology tools in STEM education (Jamilah Sulaiman & Siti Noor Ismail, 2020). Therefore, to facilitate better lesson planning using technology tools, this article aims to develop a framework using interactive technology tools in teaching and learning for STEM education. NEXT GENERATION LEARNING SPACES AND INTERACTION TECHNOLOGY TOOLS IN STEM EDUCATION The Next Generation Learning Spaces (NGLS), by definition, seeks the interaction between technology and space and facilitates a diversity of teaching and learning. The NGLS need to be hybrid spaces capable of responding to various pedagogical approaches (Boys, 2015). NGLS must represent new learning approaches and creative uses of space and dig deep to explore the fundamental interaction between technology and pedagogy (Radcliffe et al., 2008a). Researchers and practitioners from various disciplines believe the NGLS conception can encourage and improve students to respond creatively in their lessons (Fraser, 2014a; Fullan & Langworthy, 2014). According to Boys (2011), NGLS enables new pedagogies and is designed to facilitate collaboration connected to active learning. The learning spaces are technology-enabled, and students can use their own devices in formal and informal physical and electronic spaces (Keppell & Riddle, 2012). Teaching and learning are emerging with interactive technology tools that are in line for future learners. Education is fostered in the internet spaces enabled by the suitable elements in interactive tools (Edwards et al., 2021). Teaching and learning can be ubiquitous without issues with implementing technology tools (Azlina Musa et al., 2021; Hockly, 2011; Ni Kadek Meri Listiani et al., 2021). According to Lopez (2019), integrating technology such as mobile, robotic, and new digital tools in teaching spaces can impact the students’ need to explore deeper learning without any barrier (López et al., 2019). Smartphones, iPads, and other interactive technology tools also can be used in classrooms for presentations, participatory simulations, games and problem-solving activities in STEM collaborative learning activities (Lakshminarayanan & McBride, 2015; Wu & Anderson, 2015). To facilitate student learning and growth, teachers should focus on how to integrate the appropriate digital tools will help the student meet STEM lessons (Guilbault, 2022). Online learning also increased attention in STEM education (Alangari, 2022). When it comes to STEM learning spaces, accessible technology is vital when teachers and ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
© 2022 Institute of Teacher Education, Penang Campus 47 students have a variety of devices, including tablets and laptops, with a seamless network that immerses students in hands-on-learning in STEM education (Cinar et al., 2022; Mäkelä et al., 2016; Nurul Aliah Mustafa et al., 2022). Learning spaces embedded with interactive technology tools are the new trend of teaching and learning in STEM education for next generation learners. According to Stoeger, et al (2017), through online learning, talented STEM students also benefit from interacting with teachers, mentors, experts and peers to enhance and encourage their learning in STEM education. Virtual learning with suitable technology tools can bring together STEM students and teachers in a new trend of teaching and learning (Guilbault, 2022). PEDAGOGY-SPACE-TECHNOLOGY (PST) FRAMEWORK IN STEM EDUCATION The Pedagogy-Space-Technology (PST) Framework (Radcliffe, 2009) is a framework that has been used to guide the creation of new and modern teaching spaces with the three vital converge of pedagogy, space and technology. The idea of using the PST framework to design and develop the framework in STEM education. Table 1 illustrates the fundamental questions for the various stages of a new aspect of pedagogy, spaces and technology tools used in STEM education. Table 1 Pedagogy-Space-Technology (PST) Framework Focus Conception and Design Implementation and Operation Pedagogy What type(s) of learning and teaching are we trying to foster? Why? What type(s) of learning and teaching is observed to take place? What is the evidence? Space (Including environs, furniture and fittings) What aspects of the design of the space and provisioning of furniture and fitting will foster these models of learning and (teaching)? How? Which aspects of the space design and equipment worked and which did not? Why? Technology ( ICT, Lab and Specialist equipment) How will technology be deployed to complement the space design in fostering the desired learning and teaching patterns? What technology was most effective at enhancing learning and teaching in STEM education? Why? Sources:(Radcliffe et al., 2008) Table 1 presents the overview of the main questions to the PST framework. The table above shows substantial evidence and a sign of the relationship between pedagogy, ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
© 2022 Institute of Teacher Education, Penang Campus 48 space and technology in the PST framework. Each question will expand into more detailed considerations related to STEM education in NGLS. The framework is used as guidelines and brings a good idea to replicate a particular part of technology tools in STEM education. The framework will address all the questions, answer what, why, and how to create new learning spaces and develop the NGLS framework in STEM education. Figure 1 shows the PST framework with the three convergence of pedagogy, space and technology. Figure 1 PST Framework (Radcliffe et al., 2008) Figure 1 shows the relationship between pedagogy, space and technology embedded in STEM education. The diagram explained that technology enhances pedagogy and extends the space. The pedagogy strategies also will enlarge by the technology tools used in STEM education (Manosuttirit, 2019b, 2019a; Wu & Anderson, 2015). The framework illustrated the interaction flows between the technology, pedagogy and space that influence each other. The hidden technology in the framework can be understood by examining technology tools and pedagogy for NGLS. RESEARCH METHODOLOGY This study aims to design and develop Next generation learning spaces framework for an emerging new trend in education. In developing the framework, the researcher uses design and development research (DDR) as the research design in this study (Richey & Klein, 2009). The researcher will go through three DDR phases and use several different approaches in each phase. For phase one, Need Analysis, the researcher also went through the questionnaire to 260 secondary school teachers to identify the need for a suitable framework in STEM education. To identify the suitable technology elements in the framework, the researcher ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
© 2022 Institute of Teacher Education, Penang Campus 49 used the Fuzzy Delphi Method (FDM) in phase two to obtain the experts’ consensus (Fadzilah Bee Abdul Rahman et al., 2021; Kamarudin Ismail et al., 2021; Sanura Jaya et al., 2022). FDM identifies the key components and contents of the framework’s learning spaces and interaction technology tool elements. In phase two, design and development phase three, the main requirements are essential to identify the suitable elements. These refer to the three terms of the experts’ agreement to determine the threshold value (d) ≤ 0.2, percentage of experts’ agreement ≥ 75% and, defuzzification process, the value of Fuzzy Score (A) ≥ 0.5 for the ranking of the elements (Mohd Ridhuan Mohd Jamil & Nurul Rabihah Mat Noh, 2020; Saedah Siraj et al., 2021; Sanura Jaya et al., 2021; Sukor Beram et al., 2021). The researcher chose thirteen experts in purposive sampling to determine and prioritise an element according to expert opinion views. Figure 2 illustrates the research design flow in the DDR approach. In this article, the researcher only focuses on the design and development phase Figure 2 Research Design for Design and Development Phase ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
© 2022 Institute of Teacher Education, Penang Campus 50 Refer to Figure 2, the design and development phase based on the 5 phases Needham Model as a reference model in this phase. Thirteen experts are involved in this study to obtain the experts’ consensus in developing the framework. The five phases of this model are orientation, generating the idea, restructuring the idea and application of the idea and reflection on all the variables involved in developing the framework. FINDINGS AND DISCUSSION The dimension of the interactive technology tools elements in the framework is listed. The researcher used the 7 points Likert scale to develop the NGLS framework. The value of ambiguity is more accurate and is lower than 5 points Likert scale (Kamarudin Ismail et al., 2021; Mohd Ridhuan Mohd Jamil & Nurul Rabihah Mat Noh, 2020; Saedah Siraj et al., 2021; Sanura Jaya et al., 2022). Table 2 summarises the elements of the interactive technology tools in the NGLS framework. Table 2 Summaries of the elements for the interactive technology tools in the NGLS Framework The interactive technology tools elements E1 Online learning E9 WhatsApp E2 Online tutorial E10 YouTube E3 Coding and Programming E11 Telegram E4 Google Classroom E12 GCSE POD E5 Google Meet E13 Interactive Audio Visual display E6 Arduino E14 laptops/Personal Computer (PC) E7 Scratch E15 Digital cameras E8 Magnetcode E16 Smart Phone Table 3 The findings for the interactive technology tools elements Triangular Fuzzy Numbers Defuzzification Process Elements Threshold Value (d) Average Percentage of expert’s consensus (%) M1 M2 M3 Fuzzy Score (A) Ranking of the elements E1 0.022 100% 0.885 0.992 1.000 0.959 2 E2 0.108 92% 0.838 0.954 0.977 0.923 10 E3 0.111 85% 0.823 0.946 0.985 0.918 11 E4 0.040 100% 0.869 0.985 1.000 0.951 3 ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
© 2022 Institute of Teacher Education, Penang Campus 51 E5 0.000 100% 0.900 1.000 1.000 0.967 1 E6 0.022 100% 0.885 0.992 1.000 0.959 2 E7 0.054 100% 0.854 0.977 1.000 0.944 7 E8 0.082 92% 0.838 0.962 0.992 0.931 8 E9 0.157 92% 0.792 0.923 0.962 0.892 12 E10 0.182 85% 0.792 0.915 0.954 0.887 14 E11 0.183 85% 0.777 0.908 0.954 0.879 16 E12 0.072 100% 0.823 0.962 1.000 0.928 9 E13 0.040 100% 0.869 0.985 1.000 0.951 3 E14 0.040 100% 0.869 0.985 1.000 0.951 3 E15 0.142 77% 0.777 0.915 0.977 0.890 13 E16 0.182 85% 0.792 0.915 0.954 0.887 15 Table 3 illustrates the threshold values for the interactive technology tool elements based on experts’ agreement. The threshold value ranges from 0.000 to 0.183, envisioning the value is passed over the threshold value of 0.2 (> 0.2) as needed in the FDM requirement. Element E5, GoogleMeet, show the threshold value = 0.000 with the highest value of defuzzification = 0.967 exceeding α-cut ≥ 0.5 (de Hierro et al., 2021; Saedah Siraj et al., 2021). GoogleMeet is at the first ranking with the value of α-cut = 0.967. At the same time, online learning and Arduino for coding and programming are in the 2nd ranking of the technology tools elements selected by the expert consensus. E1 and E6 are at the same ranking based on the value of Fuzzy score (A) = 0.959 by the experts. At the same time, all the sixteen elements reach the percentage range from 77 % to 100%. The findings also illustrated that thirteen experts agreed with the element Google Classroom, Interactive audio visual and laptop at 3rd ranking with the same value of fuzzy Score (A) = 0.951. Google Classroom, interactive audiovisual display and laptop also show a threshold value of 0.040, with 100% agreed by the experts. E12 also illustrates as part of education interactive demand in learning spaces with 100% agreed by the experts with threshold value= 0.072 and α-cut ≥ 0.5 = 0.928. Telegram is at last ranking, as agreed by the thirteen experts based on the Fuzzy score (A) value. The findings also show that the listed elements are suitable for the framework for the interactive technology tools used in the NGLS framework. DISCUSSION AND CONCLUSION The thirteen experts obtained framework elements using the Fuzzy Delphi Method (FDM). All the experts agree on the listed technology tools elements to embed in the framework. The finding shows the threshold value for Google Meet is 0.000, with the highest Fuzzy Score Value (A) being 0.967 at the 1st ranking of the elements. The experts justify that Google Meet is the most suitable technology tool for teachers’ online teaching and learning strategies. Another scholar also urges that Google Meet is a proven ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
© 2022 Institute of Teacher Education, Penang Campus 52 technology for teaching and learning (Al-Maroof et al., 2020; Ardana Nur Huda et al., 2022). Arduino in coding and programming also shows a threshold value lower than 0.2, and the Fuzzy score value is at 0.959. The finding is consistent with Mecca et al. (2021) and Blackley & Howell (2019), who explains that coding and programming can foster computational thinking in STEM education to support the teaching and learning of programming skills in the STEM field (Blackley & Howell, 2019; Mecca et al., 2021). In line with the findings from Edwards et al. (2021), emerging technologies in next generation learning spaces have significant roles in changing STEM education practices in new norms of education. These findings are also supported by (Hensley, 2020; Şentürk, 2020), who stated that teachers need to enable and enhance their skills in multiple modes of online learning to encourage and motivate active learning in STEM education (Yaqoob Koondhar et al., 2021; Nurbanati et al., 2021). The interactive audiovisual display, laptop, smartphone and digital cameras also showed a percentage of 77% to 100% with the Fuzzy score (A) range of 0.874 to 0.95. Smartphones, laptops and interactive audio were the essential elements based on experts’ consensus in the framework as supported by the findings by (Galway et al., 2020; Khaydarova & Uz; Sundar, 2020), who explain that these technology tools are essential to encourage the student more active in STEM education (Nurbanati et al., 2021). However, extra care must be taken to utilise smartphones in STEM education to avoid data breaches and influence the students’ focus in the learning process (Taha & Dahabiyeh, 2021). Therefore, (Bala, 2020) explains that smartphone is one of the best technology tools in the classroom. Although teachers have experience in teaching, a lack of skills in interactive technology tools can cause students to gain no benefit and struggle to keep up with their learning. Teachers must stay motivated and engaged in the technology initiative provided by MOE to encourage and support the digitalization transition for NGLS (Economic Planning Unit, 2021; Ministry of Education, 2013). Learning spaces reflect the contexts for next STEM education learners (Campbell, 2020)’; attributed to the use of spaces, influences by pedagogy, innovative learning with digital technology, aligns with the physical space. For example, there has been a fundamental mental shift toward creating content in teaching with low-cost hardware and software such as telegram, WhatApps, YouTube, Google Meet in dealing with the recent phenomena of STEM education in formal and informal learning (Abidin & Saputro, 2020; Ahmad Alif Kamal et al., 2020; Hidayat & Shafie, 2020; Ishak & Jamil, 2020). This implies that the interaction between teachers and students in online tutorial and online learning not only as new teaching strategies, but also the use of technology tools towards improving future generation’ intellectual capital. The finding revealed that teachers could bring together the key elements of interactive technology tools in their teaching and learning. The teachers must plan and create more creative and effective materials for STEM education in the next generation learning ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
© 2022 Institute of Teacher Education, Penang Campus 53 spaces (Cinar et al., 2022). Online learning and tutorials attempt to provide flexibility in teaching and learning (Ahmad Alif Kamal et al., 2020; Carrillo & Flores, 2020). There are similarities to those (Hensley, 2020; Şentürk, 2020), who explained that teachers need to enhance their skills in multiple modes of online learning and tutorial to foster STEM education in NGLS (M.Yaqoob Koondhar et al., 2021; Nurbanati et al., 2021). Interactive technology tools are designed to engage, improve confidence and accelerate progress whilst crucially reducing teacher workload. However, Thomas (2022) urged that the students experience a high level of stress and anxiety from online learning because of a lack of knowledge, skills and unfamiliarity with the digital learning environment (Rahayu et al., 2018; Thomas, 2022). Therefore, the use of technology has a mediating effect between teaching efficiency and belief, encouraging students’ engagement and maintaining lifelong learning in STEM education (Kareem et al., 2022). GUIDELINE FOR FUTURE RESEARCH In conclusion, this research aims to inform policymakers about possible settings of interactive technology tools for the future classroom in STEM education in line with 21st-century skills. Teachers must conduct the teaching strategies emerging with technology tools in their learning spaces to enhance and encourage STEM education for next generation learners. However, due to a lack of pedagogical technological knowledge and skills, teachers cannot effectively implement technology tools to enhance STEM education teaching and learning in NGLS. The teacher’s role in technology’s weakness indicates the need to develop the NGLS framework in teachers’ pedagogy and technology tools. The three key aspects of the framework, pedagogy, spaces and technology, are taken into the NGLS framework in guiding teachers’ pedagogical and technological skills. Teachers must use their pedagogical and technological skills to design efficiently and effectively to fit with NGLS. Teachers who do not have to use or lack experience and knowledge in pedagogical and technological skills may have difficulties guiding the learners in new learning spaces. Knowing how to apply suitable pedagogies and how to use technologies is essential to teachers in NGLS. To encourage STEM education, a stakeholder must also improve internet connectivity with very high broadband for proper functioning to avoid inferior connectivity. The proper broadband can prevent disconnections during lessons and can make the teaching and learning more livelier. Technologies and pedagogies also played significant roles in changing learning space practices in formal and informal learning in STEM education in the future. REFERENCES Ahmad Alif Kamal, Norhunaini Mohd Shaipullah, Liyana Truna, Muna Sabri, & Syahrul N. Junaini. (2020). Transitioning to online learning during COVID-19 Pandemic: Case study of a PreUniversity Centre in Malaysia. International Journal of Advanced Computer Science and Applications, 11(6), 217–223. https://doi.org/10.14569/IJACSA.2020.0110628 ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
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© 2022 Institute of Teacher Education, Penang Campus 56 Device in the School for Learning and Teaching System a Literature Review. https://doi. org/10.4108/eai.16-10-2020.2305207 Nurul Aliah Mustafa, Norela Mohamed Shah, Nabilla Waheda Hashim, & Mahsuri Md Desa. (2022). An overview of STEM education and Industry 4.0 for early childhood education in Malaysia. Journal of Positive School Psychology, Vol.6(4), 53–62. Radcliffe, D., Wilson, H., Powell, D., & Tibbetts, B. (2008). Designing next generation places of learning: Collaboration at the pedagogy-space-technology nexus. The University of Queensland, 1–20. Rahayu, T., Syafril, S., Othman, K. B., Halim, L., & Erlina, N. (2018). Kualiti Guru, Isu Dan Cabaran Dalam Pembelajaran Stem. https://doi.org/10.31219/osf.io/jqcu6 Richey, R. C., & Klein, J. D. (2009). Design and Development Research. Routledge, Taylor & Francis Group. Saedah Siraj, Muhammad Ridhuan Tony Lim Abdullah, & Rozaini Muhamad Rozkee. (2021). Pendekatan Penyelidikan Rekabentuk dan Pembangunan: Vol. Volume 2. Universiti Pendidikan Sultan Idris . Sanura Jaya, Rozniza Zaharudin, Muhammad Nidzam Yaakob, & Muhammad Azlan Ithnin. (2022). Application of Fuzzy Delphi Method (FDM) in Development of the Heutagogical and Technological Practices in Next Generation Learning Spaces (NGLS) Framework. ICCCM Journal of Social Sciences and Humanities, 1(2), 39. https://doi.org/10.53797/ icccmjssh.v1i2.5.2022 Sanura Jaya, Rozniza Zaharudin, Siti Noor Aneeis Hashim, Muhammad Azlan Ithnin, Sumaiyah Mohd Zaid, Jabil Mapjabil, & Mohd Norazmi Nordin. (2021). Employing Design and Development Research ( DDR ) Approach in Designing Next Generation Learning Spaces ( NGLS ) In Teachers ’ Pedagogy and Technology Tools. Review of International Geographical Education (RIGEO), 11(7), 1237–1246. https://doi.org/10.48047/ rigeo.11.07.116 Şentürk, C. (2020). Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills. Education and Information Technologies, 1–14. https://doi.org/10.1007/s10639-020-10340-y Sukor Beram, Marinah Awang, Ramlee Ismail, & Norzalina Noor. (2021). Aplikasi Fuzzy Delphi Method Terhadap Kompetensi Kepimpinan Organisasi Bagi Pemimpin Pertengahan Pendidikan. Management Research Journal, 10(Special Issue), 82–93. https://doi. org/10.37134/mrj.vol10.sp.7.2021 Sundar, N. (2020). No Boundaries on Educational Technology Tools for Teaching, Learning and Research. Thiagarajar College of Preceptors Edu Spectra, 2, 1–8. Taha, N., & Dahabiyeh, L. (2021). College students information security awareness: a comparison between smartphones and computers. Education and Information Technologies, 26(2), 1721–1736. https://doi.org/10.1007/s10639-020-10330-0 Thomas, K. F. C. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(S1), S14–S30. https://doi.org/10.1080/15391523.2021.189 1998 To Khuyen, N. T., van Bien, N., Lin, P. L., Lin, J., & Chang, C. Y. (2020). Measuring teachers’ perceptions to sustain STEM education development. Sustainability (Switzerland), 12(4). https://doi.org/10.3390/su12041531 UNESCO. (2016). Incheon declaration and framework for action. Journal of American History, 94(1), 232–233. UNESCO. (2020). Learning to become with the world: Education for future survival. Unesco, 1, 1–13. Wu, Y.-T., & Anderson, O. R. (2015). Technology-enhanced stem (science, technology, engineering, and mathematics) education. Journal of Computers in Education, 2(3). https://doi.org/10.1007/s40692-015-0041-2 ISSN: 2289-8808 e-ISSN: 7210-7132 Emerging Trends in Stem Education MIJORiTE Vol. 3: 45 - 56 (2022)
© 2022 Institute of Teacher Education, Penang Campus 57 THE IMPORTANCE OF STEM EDUCATION IN SCHOOLS Siti Badariah Jemain1 , Nurhafizah Yaakob2 , Khoo Bee Lee3 IPG Kampus Pulau Pinang1,2,3 Abstract STEM approach to education promotes creativity and divergent thinking in conjunction with fundamental disciplines. It motivates and encourages young people to develop new ideas and technologies. Students obtain the advantage from the inquiry-based assignments that emphasise practise and innovation. This paper highlights on the content of analysis the benefits of STEM approach in school basis, reviewed from 317 selected articles of SCOPUS papers. The analysis disclosed that STEM education was very impactful since it encourages ingenuity and creativity among students, encourages teamwork, encourages experimentation and tech use, develop communication skills and introduce STEM career at early stage of age. In addition, STEM education is aligned with the concept of 6Cs: creativity, critical thinking, communication, collaboration, citizenship and character, hence this approach should be implemented in primary and secondary school. Besides, challenges from the Industrial Revolution 4.0 (IR4.0) demand the future generations to possess high skills, knowledge and capabilities in technology. Keywords: STEM, benefit, technology, innovation, global innovations INTRODUCTION Despite several appeals to improve science and mathematics for our pupils, educational reform has been gradual. Numerous programmes have adopted STEM as a major focus for increased global competitiveness for the Malaysian, however stakeholders’ perceptions of what STEM involves typically differ. This paper investigates perceptions of STEM at teacher level in the midst of a regional “STEM revolution.” Three openended questions were highlighted: (1) What exactly is STEM? (2) How does STEM affect and/or influence your life? (3) Are there any challenges implementing STEM in school? The arts are now included in STEAM, which is the modern evolution of STEM. Students can become more involved in the class, learn more, and become more creative when the arts are used in teaching. Through the activity, students are inspired to think creatively, to come up with original ideas, and to use an interdisciplinary approach to tackle difficult problems. To make new discoveries and improvements, STEM can be combined with innovation and creativity. Recent developments in artificial intelligence or digital learning would not be possible without originality and innovation. These technologies MALAYSIAN INTERNATIONAL JOURNAL OF RESEARCH IN TEACHER EDUCATION (MIJORiTE) ISSN: 2289-8808 e-ISSN: 7210-7132 The Importance of Stem Education in Schools MIJORiTE Vol. 3: 57 - 62 (2022)
© 2022 Institute of Teacher Education, Penang Campus 58 were developed by those who understood that the human mind is capable of anything if it can comprehend it. Without a question, they have a fantastic K–12 STEM educator. Students learn in a safe environment where they can fail and try again by participating in STEM education activities. Additionally, failure is strongly emphasised as a learning opportunity in STEM education, helping students accept mistakes as a natural part of the learning process. This enables students to develop self-assurance and resilience, helping them to persevere under trying circumstances. Failure is after all a crucial step on the way from failure to success. STEM education promotes experimentation since many recent technical advancements would not have been achieved without some calculated risk-taking and experimentation. Many of these breakthroughs were created by individuals who, after being warned that their ideas would not work, opted to “try it and see” instead. Students can help cultivate this attitude by participating in STEM education in grades K–12. What strategy will you employ? enabling experimentation and risk-taking among pupils. Students of various abilities can enrol in STEM programmes. Students of all skill levels can collaborate in groups to, among other things, solve problems, gather data, produce reports, and deliver presentations. The outcome is students who can work well in a team atmosphere and have the ability to collaborate with others. Since teams are typically necessary in the real world and industry to tackle and complete complex challenges, STEM activities promote teamwork. As a result, STEM education places a strong emphasis on teamwork and collaboration in its curriculum to show kids the importance of leadership and communication in attaining common objectives. Students’ skills which they can apply in the real world are being taught in STEM education. This encourages students to learn because they recognize that the skills they acquire can be applied immediately and in ways that benefit them and their loved ones. When they enter the job life, their capability to apply their knowledge to new and novel tasks will serve them well. As we face and live in IR4.0, it is imperative that our students get an understanding of the significance of technological and innovative capabilities. Thus, students will be able to confidently embrace new technologies rather than being hesitant or fearful of them, thanks to the useful skill they developed via their participation in STEM education. When the rest of the world starts focusing more on technology, they’ll have a leg up because to this. On the other hand, students that participate in STEM programmes learn to think critically about problems. Education in the STEM fields teaches students to critically examine problems before proposing solutions. In addition to learning the material, students need to be able to use that knowledge in real-world contexts. Through STEM education, students have the ability to adapt what they’ve learned to new situations and contexts. In terms of life skills, communication is arguably the most crucial. For a youngster to succeed as they get older, they must have the capacity to communicate and discuss difficult ideas with others while also learning from one another. Group activities in STEM can help students develop social skills like active listening and open-mindedness as well as the capacity to provide and receive constructive criticism. Students must ISSN: 2289-8808 e-ISSN: 7210-7132 The Importance of Stem Education in Schools MIJORiTE Vol. 3: 57 - 62 (2022)
© 2022 Institute of Teacher Education, Penang Campus 59 have the critical thinking skills that are becoming increasingly important. By offering appropriate content and involving students in the active conceptualization, application, analysis, and evaluation of information through observation, experience, reflection, reasoning, or communication, STEM education aids in the improvement of this talent. Therefore, rather than relying solely on memorization to respond to questions or solve issues, students will be pushed to actively engage with the content to comprehend the situation at hand and find a logical solution. Almost all future occupations will require some level of science, technology, engineering, and mathematics expertise, so it’s important to expose kids to these fields early on. A child growing up in the twenty-first century will be given access to countless opportunities and taught the necessary skills. STEM education equips inquisitive students with the tools they need to confidently take on challenges, and it fosters a more positive attitude toward learning, increased self-confidence in students, and the elimination of negative prejudices, all of which contribute to the growth of people who are naturally inquisitive, self-confident, and willing to take the initiative when confronted with difficulties. Therefore, the above-mentioned benefits of implementing STEM in the classroom will be promoted Competencies in the six global areas of creativity, critical thinking, communication, cooperation, citizenship, and character are all essential. LITERATURE REVIEW Producing enough STEM teachers for secondary schools is a challenge for teacher education programmes. While there is consensus on the importance of STEM education, the methods by which different programmes prepare teachers to teach in this area vary widely. Traditional teacher education programmes will need to change to meet the needs of a more interdisciplinary STEM curriculum as the focus of STEM education moves away from individual academic areas. Through experiential, project- and problem-based learning, programmes are tasked with developing teachers who are experts in many STEM disciplines. Education in the STEM fields is difficult but crucial (Fung, 2020). Educators generally believe that a hybrid of flipped and hands-on learning maximises student engagement and retention in STEM subjects. Students benefit greatly from handson experience in the field because it helps them create links between their coursework and the actual world. With flipped learning, however, lecturers have more time in class for individualised lessons and comments on students’ progress. This article reports the findings of a comprehensive literature study on the application of augmented reality technology to the advancement of STEM education, drawing on a tally of 317 papers published between 2010 and 2017. In order to investigate the implementation, implementation strategies, and evaluation of augmented reality apps in science, technology, engineering, and mathematics (STEM) classrooms, a qualitative content analysis approach is taken. This study found that most AR apps with a focus on STEM education offer students the chance to engage in some form of simulated or exploratory learning. In order to gather information, all of the applications under study manipulated numerical aspects, a design choice that was reflected in a number of other commonalities amongst the apps. Few students’ research efforts proved useful ISSN: 2289-8808 e-ISSN: 7210-7132 The Importance of Stem Education in Schools MIJORiTE Vol. 3: 57 - 62 (2022)
© 2022 Institute of Teacher Education, Penang Campus 60 in terms of completing their assignments. The majority of studies examined the effects of augmented reality on students’ ability to understand abstract concepts, while some investigated the possibility that it would have on students’ ability to manage their emotions while learning. Several researchable hypotheses emerged from this analysis (Ibanez & Delgado, 2018). However, STEM education has been acknowledged as a cornerstone subject for broadening students’ perspectives and fostering their ability to think critically and creatively across disciplinary boundaries (Turner et al., 2021). Early exposure to STEM disciplines is beneficial for a child’s development into a responsible adult, as is generally agreed upon by educators, parents, and representatives from the business and government sectors. The results of this study strengthened teachers’ confidence, knowledge, and skill in implementing a STEM curriculum in primary school classrooms. METHODOLOGY In order to examine patterns and trends in STEM education research, this work used a systematic review (Bozkurt et al., 2019). Systematic review here means the content of reference were listed in excel and analysed particularly by scope of the research. The closest content then previews back in different sheet of excel and then main themes extracted into findings. This kind of research is important since it has been shown to be useful in illuminating future research by summarising a large body of material (Petticrew & Roberts, 2008). Researchers used content analysis methods (Wilson, 2011), which take a qualitative approach to describing the overarching themes that emerge from empirical studies. In addition to analysing the content of the STEM articles, the researchers analysed metadata, such as the titles, abstracts, and keywords, to establish recurring themes. Figure 1 shows the overall progression of the research. Figure 1 The overall research development Figure 1 shows that the screening phase of the research was when the researchers conducted an internet search of 317 chosen publications from SCOPUS papers. With the use of the sampling component, the researchers were able to choose the acceptable articles from among 153 publications and 164 publications that were left out. Implementing content analysis came after, in the form of analysing and interpreting. In the middle of a local “STEM revolution,” the researchers examined the content of 153 publications to examine teacher attitudes of STEM. The progress of the research is then completed by the researchers reporting and summarising the results. ISSN: 2289-8808 e-ISSN: 7210-7132 The Importance of Stem Education in Schools MIJORiTE Vol. 3: 57 - 62 (2022)
© 2022 Institute of Teacher Education, Penang Campus 61 Data collection procedure, sampling and analysis Using the terms “STEM,” “STEM in schools,” “Science,” “engineering and mathematics,” and “technology,” the researchers combed through the Scopus database. Scopus was a massive database that included abstracts and citations from scholarly publications like books, journals, and proceedings from conferences (Scopus, 2018). Scopus database was searched online, yielding 317 articles; 153 were included in the final analysis, while the remaining 164 were disregarded. Themes formed based on the keywords found in the content of the articles. FINDINGS AND DISCUSSIONS The study’s results shed light on trends in STEM studies, most notably in the realm of STEM education in the classroom. In Table 1, we see an outline of the two most prominent themes and the conceptualizations that underlie them. However, there is still need of more sample to gain a better result especially for gender in STEM education. The need for new curriculum in higher education still need to be measure before implementing it. Table 1 Two themes in STEM education in school. No Theme Concept 1 Gender studies in STEM education According to related studies, the impact of the digital society contributed to the gender gap in STEM (LópezIesta et al., 2020). Additionally, new research indicates that men enrol in STEM fields at a higher rate than women. Kelly and Brian (2018) claimed that because they believe the typical engineer to be more macho and still be dominated by men, young women are hesitant to choose engineering specialisations. A social scientist describes how the gender gap in STEM fields was influenced by both masculine and femininity (Simon and Wagner, 2017). STEM majors are credited with helping some women develop masculine personalities. 2 The need for a new curriculum for STEM in higher education According to related research, elementary-aged students need developmentally appropriate STEM experiences in the classroom in order to meet the purpose of STEM education, which is to build strong technological skills (Tran, 2018). There is a need to create new ways for teaching STEM in higher education since, although having excellent theoretical understanding, graduates lack experience and confidence when they enter the workforce, even though STEM education is effectively delivered in K-12 through science curricula (Johnson, 2019). ISSN: 2289-8808 e-ISSN: 7210-7132 The Importance of Stem Education in Schools MIJORiTE Vol. 3: 57 - 62 (2022)
© 2022 Institute of Teacher Education, Penang Campus 62 CONCLUSION Based on the findings of this study, two avenues are proposed for future investigation. As a first step in closing the gender gap, more attention needs to be paid to gender studies in the STEM disciplines. Second, creating and using new methods in higher education to help students become comfortable with technology and acquire the selfassurance they’ll need to thrive in the professional world. Both students and instructors will benefit from future apps that provide metacognitive scaffolding and experimental support for inquiry-based learning activities in the STEM disciplines. Augmented reality (AR) learning activities are a powerful addition to blended pedagogical approaches like the flipped classroom. REFERENCES Bozkurt, A., Ucar, H., Durak, G. & Sahih, I. (2019). The current state of the art in STEM research: A systematic review study. Cypriot Journal of Educational Sciences 14:3. Fung, C.H. (2020). How Does Flipping Classroom Foster the STEM Education: A Case Study of the FPD Model. Technology, Knowledge and Learning 25: 3. Ibanez, M.B, Delgado, K.C. (2018). Augmented reality for STEM learning: A systematic review. Computers and Education: 123. Petticrew, M. & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. Oxford, UK: Blackwell Publishing. Turner, A., Logan, M., Wilks, J. (2021). Planting food sustainability thinking and practice through STEM in the garden. International Journal of Technology and Design Education. ISSN: 2289-8808 e-ISSN: 7210-7132 The Importance of Stem Education in Schools MIJORiTE Vol. 3: 57 - 62 (2022)
© 2022 Institute of Teacher Education, Penang Campus 63 IMPLEMENTING INTEGRATED STEM PROJECT-BASED LEARNING IN SCHOOLS: A LITERATURE REVIEW Ser Pui Feng1 , Mohd Shahril Nizam Bin Shaharom2 , Mohd Razip Bajuri3 , Nor’ Aidah Binti Nordin4 Faculty of Education, University of Malaya, Malaysia1,2,3 Curriculum Development Division, Ministry of Education, Malaysia4 Abstract Little research has been conducted on integrated STEM project-based learning. Previous studies on integrated STEM education have tended to place more emphasis on higher education and less focus at school level. The integration of STEM education in teaching and learning mathematics and science using a project-based learning approach to improve students’ thinking skills is one of the challenges in contemporary education. This concept paper aims to shed light on the literatures pertaining to integrated STEM with project-based learning in promoting critical and creative thinking skills among primary and secondary school students. Based on the findings of this review, a theoretical framework is proposed. This review contributes to developing a theoretical framework in the implementation of integrated STEM project-based learning in schools to improve students’ critical and creative thinking, using social constructivism, active learning theory, and flipped classroom as the platform. Keywords: integrated STEM, project-based learning, critical thinking, creative thinking, literature review INTRODUCTION Through Malaysia Education Blueprint (MEB) 2013–2025, STEM education is enhanced to increase student interest and involvement in learning. Higher order thinking skills (HOTS), collaborative learning, problem-solving skills, inquiry-based learning, and project-based learning are emphasized in STEM education, as noted in MEB 2013-2025. These abilities are taught to the students to be creative and productive (MOE, 2013). The Blue Ocean Strategy, as outlined in MEB 2013-2025, consists of three waves that are carried out in stages; Build momentum and lay the foundations in Wave 1 (2013–2015); Accelerate system and improvement in Wave 2 (2016–2020); Move towards excellence in Wave 3 (2021–2025) with enhanced operational flexibility. STEM is explicitly identified as a ministry-led initiative in the MEB. The goal of the effort is to enhance STEM education in order to develop high-caliber and ample human capital in STEM fields that will power the economy. The goal of STEM education is to generate STEM-literate students who can identify issues and integrate MALAYSIAN INTERNATIONAL JOURNAL OF RESEARCH IN TEACHER EDUCATION (MIJORiTE) ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 64 STEM ideas into appropriate solutions. In accordance with the abilities required for the 21st century and the Industrial Revolution 4.0, STEM-literate students should also be creative, inventive and innovative. The STEM initiative aims to: (i) increase students’ interest in STEM through formal and informal learning approaches; (ii) improve teachers’ knowledge and skills in STEM-related subjects through continuous professional development programs; and (iii) promote STEM awareness and culture among students, teachers, and the community through STEM programs. The integration of STEM education in teaching and learning mathematics and science using a project-based learning approach to foster students’ thinking is one of the challenges in contemporary education (Alawi and Soh, 2019; Ng & Adnan, 2018; Rahmawati et al., 2021; Riyanti et al., 2021; Siew & Ambo, 2018; Sukronmuang et al., 2021). Over the past ten years, a number of scholars have done studies on the integration of STEM and project-based learning. This literature review put a focus on the impact of integrated STEM project-based learning on students’ thinking skills within 5 years from 2018. The purpose of this study is to identify the learning theories, platforms and thinking skills to implement effective integrated STEM project-based learning among primary and secondary school students. The primary objectives that stated in this study are: 1.To identify the learning theories, platform and thinking skills that contribute to implementing integrated STEM project-based learning among students at primary and secondary schools setting; and 2.To propose a theoretical framework in implementing integrated STEM project-based learning at primary and secondary schools setting. INTEGRATED STEM EDUCATION WITH PROJECT-BASED LEARNING Although integrated STEM education is a global contemporary trend, there is limited research in Malaysia. The researchers assert their definitions in different contexts. Integrated STEM is the teaching and learning strategies combine any two or more STEM subject areas to improve student learning and application to real-world situations (Kelly & Knowles, 2016; Sanders, 2009). It is an effort to incorporate science, technology, engineering, and mathematics into a class, unit, or lesson based on how the subjects relate to real-world situations (Moore et al., 2014; Stohlmann et al., 2012). It is the seamless integration of concepts and content from multiple STEM disciplines when they are taken into account simultaneously in the context of a project, task, or problem (Nadelson & Seifert, 2017). Integrated STEM education connects STEM disciplines learnt with the real world using inquiry-based learning and problem-based learning, students collaborate in small groups, teachers act as facilitators and alternative assessment is applied (Hata & Mahmud, 2020). Through the integration of STEM education, students are able to find answers to real-world problems and explore various new knowledge (Ravi & Mahmud, 2020). ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 65 Malaysia’s rank in mathematics showed a fall compared to results in 2015 according to the International Trends in Mathematics and Science Study (TIMSS) in 2019. Results indicated that students’ performance in the geometry subject was 461 lower than the scores 465 in 2015 (TIMSS, 2019). In reading, mathematics, and science, Malaysian students outperformed the OECD average in PISA 2018 (OECD, 2018). Approximately 59% of Malaysian students achieved Level 2 or above in mathematics, compared to the OECD average of 76%. In contrast to the OECD average of 11%, 2% of Malaysian students attained Level 5 or above in mathematics. China, Singapore, Hong Kong, Macao, Taipei and Korea are the six Asian countries with outstanding performance. The students in these countries can select, compare and evaluate the best problem-solving approaches to deal with complex mathematical modelling. In Malaysia, little research has been conducted on integrated STEM project-based learning as previous research has tended to place more emphasis on higher education and less focus on K–12 education (Shukri et al., 2020). Although it is a teaching and learning approach to improve students’ preparation for post-secondary STEM programs, the implementation of integrated STEM at the school level, particularly in primary school, is still vague to be conducted by the teachers. METHODOLOGY In this study, ten articles were examined during the five years of publication (2018-2022). Four categories were outlined from the literature review of integrated STEM Project-based learning in primary and secondary schools, namely creative thinking skills, critical thinking skills, flipped classroom and active learning. The researchers performed a search in the A-Z databases of University of Malaya and Google Scholar databases on relevant studies pertaining to integrated STEM education and project-based learning. The search keywords are integrated STEM education and STEM project-based learning. The search was limited to studies published in 2018 and later in peer-reviewed journals. The strategy used in the searching journals included: time period (2018-2022), language (English), and study focus (students in elementary and secondary schools). Although there were more than 200 studies on integrated STEM education or project-based learning, only 10 studies were conducted in an integrated STEM project-based learning. Hence the researcher reviewed the 10 studies in this study. These ten articles were selected and reviewed from professional journals and published in the databases, namely: a) Educational Resources Information Center (ERIC) through EBSCOhost, Science Direct, Scopus and Google Scholar. The first stage of the search attempt yielded a total of 212 articles. However, many studies were not appropriate for the desired topic. The eligibility criteria for the inclusion were (a) the research design (i.e., qualitative or quantitative); (b) reporting the integration of STEM in primary and secondary schools; (c) promoting thinking skills; and (d) statistical data for the research. There were four journals published in 2018, one journal published in 2019, two journals published in 2020 and three journals published in 2021. Most studies were conducted in Malaysia with four articles, three articles were in Indonesia, three articles were in Hong Kong, Japan ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 66 and Thailand respectively. Within the STEM discipline, five articles were conducted on Science subjects, three articles were employed on Mathematics and two articles were carried out in the area of Technology and Engineering respectively. The selected articles were also noted by countries and STEM discipline in Figure 1. Figure 1 Distribution of studies in this review by country and by STEM discipline. Integrated STEM Project-based Learning and Creative Thinking Skills. Many researchers claimed that integrated STEM project-based learning promote students’ creative thinking skills (Riyanti et al., 2021; Shukri et al., 2020; Siew & Ambo, 2018; Sukronmuang et al., 2021). Siew and Ambo (2018) have utilized an integrated PjBL-STEM teaching and learning module at the primary school level to promote the scientific creativity of year five students. The module is explicitly incorporating constructivist learning theory, the engineering design process model, the directed creative process model, the scientific creativity structure model, cooperative learning with Number-Heads Together, and the ADDIE instructional design model in order to be valid, reliable, appropriate, and effective in fostering students’ scientific creativity. The scientific innovation of the PjBL-STEM module provides the learning opportunity in promoting full potential among the students, especially after secondary school. The sample in this descriptive research involved 60 year five students and 7 subject matter experts. These integrated models in the module have been experimentally validated and enhanced to serve as a reference model to develop a learning module that supports the five-trait dimension of personality. Riyanti et al. (2021) has conducted a study among 58 year four students to examine the feasibility and practicality of developing science learning materials based on projectbased learning with integrated STEM. Questionnaires and pretest-posttests were used to collect data on the creative thinking skills of the students. The purpose of the research questionnaire was to find out how teachers felt about developing science learning materials using project-based learning and STEM integration. The improvement in some variables such as originality, flexibility, elaboration, and fluency were measured using a pretest-posttest of students’ creative thinking skills. Four validators, consisting of two university lecturers, one science teacher, and one elementary school classroom teacher, were appointed to assess the learning materials’ validity. ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 67 Shukri et al. (2020) conducted research at the secondary school level to identify significant differences between the treatment and control groups in indicators of originality, fluency, flexibility, and elaboration based on scientific achievement, as well as the significant relationship between creative thinking and scientific achievement. As a result, this study provides empirical support for the relationship between creative thinking, creative thinking indices, and science achievement. Using an integrated STEMbased module from Celik STEM Module has a significant impact on students’ creative thinking, fluency indicator, and science achievement compared to traditional teaching, according to the data gathered from the 60 students who participated in this study. The findings demonstrate the value of integrating STEM into the classroom and encouraging creative problem-solving abilities in order to increase all students’ chances of academic success. According to research by Sukronmaung et al. (2021), students have improved mathematical creative thinking skills on geometry transformation through integrated STEM education. An examination of the development of mathematical creative thinking skills was done using the pre-test and post-test. A classroom with brainstorming is established to foster students’ creativity and provides opportunity for them to explore and study on their learning engagement. This learning plan is used in the learning process that encourages students to engage in learning activities. The students took their own initiatives and respond to real-world situations by solving a real-world problem. Students are capable of solving difficulties on their own. Teachers assist students in developing various talents. This study concluded that fluency develops most effectively when students use critical thinking by analyzing the circumstances and answering multiple questions in the scenario leading to the lesson. Through the activities, students are encouraged to develop their creativity, especially fluency thinking. Out of this four research, there were three articles focused on Science and only one articles was emphasized on Mathematics. These four studies employed teaching and learning modules and plans to promote students’ creative thinking skills among primary and secondary school students. The research articles of Riyanti et al., (2021) and Siew and Ambo (2018) claimed that primary school students managed to develop their creative thinking using the planned integrated STEM project-based learning modules. Secondary school students have promoted their creative thinking skills in fluency development rather than originality, flexibility and elaboration according to the research by Shukri et al. (2020) and Sukronmuang et al. (2021). The researchers explained that the flexibility, originality and elaboration thinking were neglected due to focus of the teaching and learning activities. Therefore, the students should be given more opportunities to come up with various solutions. Integrated STEM Project-based Learning and Critical Thinking Skills. In terms of promoting critical thinking among secondary school students, there were two studies conducted in Malaysia and Japan (Alawi & Soh, 2019; Mutakinati et al., 2018). Critical thinking is one of the most essential real-life abilities (Mutakinati et al., 2018). The researchers have performed descriptive research to investigate students’ critical thinking skills using integrated STEM-PjBL in Japan among 160 first grade secondary school students. This study was focused on engineering to explore students’ critical thinking skills regarding wastewater cleanup and problem-solving process. Students had to think of suitable materials to solve the issues. The instruments used were worksheets. The finding of the study indicated that students had an average level of critical thinking ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 68 abilities, with a mean score of 2.82, and the majority of them were capable of criticizing their own plan as well as constructing a realistic critique of thought. The researchers claimed that students need to link what they learned to the real-world problems and integrated STEM- PjBL is suggested to decrease the achievement gap among the students. Contrary to the findings of Mutakinati et al (2018), Alawi and Soh (2019) asserted that there was no significant difference between the experimental and control groups in the effect of integrated STEM-PjBL post-test scores on the constructs of sequencing, sorting priorities, and making decisions. This finding demonstrated that students in the control group instructed by a teacher who used the conventional method were capable of competing with the students in the experimental group who were instructed using the integrated STEM-PjBL approach. Despite the fact that students in the control group did not participate in information-seeking, presenting processes, or creating prototypes during teaching and learning lessons, the findings showed that teacher-centered conventional methods are still applicable to teaching and learning processes on the topic. In the Indonesian primary school, the study by Rahmawati et al. (2021) showed STEAM-PjBL assists the students to develop critical thinking skills that integrate five STEM disciplines, namely Science, Technology, Engineering, Art and Mathematics. A total of 36 primary school students participated in the study. In five weeks, more than ten meetings were held to undertake learning exercises. Interviews, observations, reflective diaries, and critical thinking skills tests were utilized to collect data for the study. Integrated STEAM-PjBL allows the teachers to use various approaches to motivate students in the test results, which showed that forty percent of the students attain mastery and thirty percent of them achieved competence at a critical level. The students were taught how to relate academic concepts to actual situations, which allows them to learn in a meaningful way (Mutakinati et al., 2018; Rahmawati et al., 2021). The competencies of the teachers to utilize numerous learning strategies that motivate their students to learn is improved. However, time management, project ideas that suit the learning topic and the level of student education, and student engagement in learning are the challenges that researchers confront while doing a project (Rahmawati et al., 2021). Integrated STEM Project-based Learning and Flipped Classroom. Flipped classroom is one of the emerging educational tools encourages students to actively participate in their learning (Puspitasari et al., 2020). Without time constraint while learning outside of the classroom, flipped classroom trains students to be more independent in their learning. Ng and Chan (2018) used two learning projects for two student groups in their design-based research to demonstrate the importance of mathematical thinking beyond the classroom. While the castle project was created using flipped classroom, the keychain project was completed for three days and 75 minutes lessons. While using formulas and doing mathematical calculations, two groups of fifth and eighth grade students participated in learning activities that displayed scientific inquiry, technological literacy, and engineering design. Their research sought to explore both teachers’ and students’ perspectives on integrated STEM-PjBL in depth. By creating symmetrical designs and employing a variety of technological features, the students in this study improved their spatial ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 69 abilities. They also applied multiplicative reasoning, performed volume estimation tasks and dealt with complicated 3D solids. During the process of the learning projects, the students were able to integrate mathematics within STEM disciplines, facilitate STEM integration, and achieve a more balanced disciplinary representation. The researchers suggested constraints and modelling are taken into account to strengthen students’ conceptual understanding of multiple topics and their relationships between surface area and volume in future studies. The study by Puspitasari et al. (2020) is a descriptive survey employing online questionnaire. In this study, 30 high school students and 15 physics teachers were the sample. The respondents were asked a variety of questions on the need for practical and user-friendly electronic teaching resources. The questions are meant to highlight the need for instructional resources that might enhance critical thinking skills. Based on the feedback of the teachers and students, it can be concluded that e-module provides an option for teachers as a simple and useful teaching medium to enhance critical thinking skills. 78% of students declared that they were interested in learning with integrated STEM flipped classroom e-module, while 86% of physics teachers claimed that they need the module. Learning using an e-module is more flexible since it can be accessed from any location (Puspitasari et al., 2020). It encourages students to be more independent and active. The researchers claimed that using e-module in conjunction with integrated STEM flipped classroom would attract students’ attention. E-modules will thus be more appealing when integrated STEM and project-based learning are combined. Therefore e-module employing integrated STEM flipped classroom is required to increase critical thinking skills based on the findings of the questionnaire analysis. Integrated STEM Project-based Learning and Active Learning. Ng and Adnan (2018) had conducted research on year one students using an integrated STEM projectbased inquiry learning module. The students were divided into two groups in this quasiexperimental research. The students in experimental group were trained to solve the real-world problems by cultivating the practices of STEM. The researchers suggested the teachers to change their teaching and learning practices by encouraging the students to ask questions and explore the environment. The researchers found that the students are active learners while conducting the projects. The students learn more actively in the interactive learning environment. Integrated STEM project-based inquiry learning involves the application of STEM values, skills and knowledge to solve real-life issues in the context of society and environment (Ng & Adnan, 2018). Proposed Theoretical Framework in Implementing Integrated STEM Projectbased Learning at Primary and Secondary Schools Setting Next Generation Science Standards (NGSS) stipulate students should apply STEM practices in their daily lives that outlined in Table 1. Practice Application in daily lives Asking questions and defining problems -Students ask questions to clarify problems and identify constraints to solve problems. -Students explain how the natural and designed world works and which can be empirically tested. ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 70 Developing and using Models -Students develop and use models in the form of replicas, mathematical representations, analogies, diagrams and simulations. Planning and carrying out investigation -Students plan and conduct investigations through inquiry. Analyzing and interpreting Data -Students collect, analyze, interpret and present data and apply the knowledge they have learnt. Using mathematics and computational thinking -Students use mathematics to represent physical variables and establish relationships in making predictions. -Students use computational thinking to organize data, design algorithms, use and form simulations and develop systems. Constructing explanations and design solutions -Students reflect their understanding verbally and written. -Students find a solution based on scientific knowledge and models of the world through the systematic design of proposed solutions to meet the criteria and constraints. Engaging in argument from evidence -Students argue and reason from evidence to identify the best solution to a problem. -Students use argumentation to compare and evaluate competing ideas and methods based on evidence. Obtaining, evaluating and communicating information -Students search, evaluate and communicate the ideas they generate using multiple strategies of presentation. -Students critique and communicate ideas individually and in groups through discussions. Source: Ng (2019) Theoretical framework presents the theories related to the research problems so that the researcher is able to understand, predict and explain the concepts of theories and their relationship (Chua, 2020). Based on this literature review, the proposed theoretical framework embraces a social constructivist perspective, supported by active learning and flipped classroom is used as the learning platform to conduct effective integrated STEM project-based learning approach. Constructivism highlights knowledge is actively created by students’ thinking (Alawi & Soh, 2019). As defined by the Malaysian Curriculum Development Centre in 2016, it is the idea that students learn through developing their own understanding. The key tenets in acquiring constructivism include: teachers consider students’ prior knowledge; learning is the result of the students’ own efforts; learning happens when students connect their original ideas with new ideas to restructure their ideas; and students have the chances to collaborate, share ideas and experiences, and reflect on their own learning. ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 71 Integrated STEM project-based learning supports the process of social constructivism (Siew & Ambo, 2018). In the social constructivist learning environment, the role of the teacher has been reduced to a facilitator, where they no longer dominate the teaching and learning process. Instead, the teacher provides the opportunities for the students to actively participate in the learning activities and assist each other. Social constructivism does not only refer to the students’ and teacher’s roles, it extends to the type of interaction within the learning environment. Clearly, the students are at an advantage as they learn with peers and teachers and they develop their learning within a real situation. Social constructivist learning theory is applied for these reasons: (i) students actively construct new knowledge by involving in project-based learning; (ii) existing knowledge is taken into account to integrate STEM content; (iii) learning activities are structured using flipped classroom; and (iv) students are given guidance and encouragement in an active learning environment. Figure 2 shows the learning theories and platform employed in this study. Figure 2 Proposed Theoretical Framework of the Study 61 Theoretical framework presents the theories related to the research problems so that the researcher is able to understand, predict and explain the concepts of theories and their relationship (Chua, 2020). Based on this literature review, the proposed theoretical framework embraces a social constructivist perspective, supported by active learning and flipped classroom is used as the learning platform to conduct effective integrated STEM project-based learning approach. Constructivism highlights knowledge is actively created by students' thinking (Alawi & Soh, 2019). As defined by the Malaysian Curriculum Development Centre in 2016, it is the idea that students learn through developing their own understanding. The key tenets in acquiring constructivism include: teachers consider students' prior knowledge; learning is the result of the students’ own efforts; learning happens when students connect their original ideas with new ideas to restructure their ideas; and students have the chances to collaborate, share ideas and experiences, and reflect on their own learning. Integrated STEM project-based learning supports the process of social constructivism (Siew & Ambo, 2018). In the social constructivist learning environment, the role of the teacher has been reduced to a facilitator, where they no longer dominate the teaching and learning process. Instead, the teacher provides the opportunities for the students to actively participate in the learning activities and assist each other. Social constructivism does not only refer to the students’ and teacher’s roles, it extends to the type of interaction within the learning environment. Clearly, the students are at an advantage as they learn with peers and teachers and they develop their learning within a real situation. Social constructivist learning theory is applied for these reasons: (i) students actively construct new knowledge by involving in project-based learning; (ii) existing knowledge is taken into account to integrate STEM content; (iii) learning activities are structured using flipped classroom; and (iv) students are given guidance and encouragement in an active learning environment. Figure 2 shows the learning theories and platform employed in this study. Figure 2 Proposed Theoretical Framework of the Study FINDINGS AND DISCUSSIONS In schools, implementing an integrated STEM curriculum has proven to be difficult (Ng & Chan, 2018). In this literature review, integrated STEM-PjBL helps Japanese secondary school students develop their critical thinking skills (Mutakinati et al., 2018), but it was also reported that students in the control group in the Malaysian secondary school performed similarly to those in the experimental group who were taught using integrated STEM PjBL approach (Alawi & Soh, 2019). Despite the fact that students in the control group did not perform information-seeking, presenting processes, or creating prototypes during teaching and learning Integrated STEM Project-based Learning Flipped Classroom Social Constructivism Active Learning Critical Thinking Creative Learning FINDINGS AND DISCUSSIONS In schools, implementing an integrated STEM curriculum has proven to be difficult (Ng & Chan, 2018). In this literature review, integrated STEM-PjBL helps Japanese secondary school students develop their critical thinking skills (Mutakinati et al., 2018), but it was also reported that students in the control group in the Malaysian secondary school performed similarly to those in the experimental group who were taught using integrated STEM PjBL approach (Alawi & Soh, 2019). Despite the fact that students in the control group did not perform information-seeking, presenting processes, or creating prototypes during teaching and learning lessons, the results showed that teacher-centered conventional methods are still applicable to teaching and learning processes on the topic. The findings of these two studies show a research gap between two countries (Alawi & Soh, 2019, Mutakinati et al., 2018). Moreover, research on integrated STEM project-based learning has less focus on mathematics and critical thinking skills at primary school setting in Malaysia. Hence, Ng and Chan (2018) advocate for more research to further examine how constraints and modelling are used in integrated STEM ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 72 project-based learning to enhance students’ conceptual understanding of various topics and their relationships. Shukri et al. (2020) suggested higher order thinking skills should be highlighted in STEM education in terms of pedagogy. To achieve meaningful learning, the students were taught how to integrate the concepts they had studied in class with actual situations (Mutakinati et al., 2018; Rahmawati et al., 2021). Teachers should take note that employing more authentic projects in the classroom with integrated STEM project-based learning method that connects four STEM disciplines, may help students develop their critical thinking skills and enhance their learning opportunities. Students are trained how to use mathematics and scientific concepts to reason critically, creatively, and rationally while addressing issues in the real world. Additionally, teachers must design teaching and learning strategies to support and encourage students’ development of critical thinking. Hands-on activities should be carried out to engage the students in learning. Moreover, pedagogical model should be developed to encourage the students to involve actively in learning (Adam & Halim, 2019). Project-based learning is preferably used as the dominant instructional practice to promote student engagement (Khalik et al., 2019). Ismail et al. (2019) proposed that the teachers should be provided training programs in enhancing their knowledge and skills and to improve students interest towards STEM subjects. The students are motivated to apply knowledge in real-world context for future career development. CONCLUSION Reviews of the corresponding literature have highlighted several gaps in teaching and learning in integrated STEM project-based learning in schools. STEM-related studies in Malaysia and even in other countries are still lacking (Shukri et al., 2020). STEM education has to be strengthened with further work. Due to the STEM approaches relatively new among educators in Malaysia, there is still a lack of STEM exposure among the teachers. Additionally, many teachers still do not prioritize teaching thinking skills. In order to ensure student success, integrated STEM project-based learning needs to be implemented to foster critical and creative thinking. Therefore, continuous professional training must be enhanced and monitored in order to produce teachers who are competent in terms of knowledge, skills, and attitudes towards integrated STEM project-based learning. In MEB 2013-2025, Ministry of Education in Malaysia mentioned five factors or problems that cause a decrease in the number and quality of students in the field of STEM education, namely, limited awareness about STEM education; considered difficulty of STEM subjects; a heavy-content curriculum; inconsistent quality of the teaching and learning method, and outdated and insufficient infrastructure (MOE, 2016). The biggest issue with the implementation of integrated STEM project-based learning approach is that few teachers demonstrate comprehension or experience to using this method in STEM teaching and learning (Alawi & Soh, 2019). This is a result of the lack of information from the stakeholders. Motivation, curriculum syllabus, time constraints, a lack of training, a lack of facilities, student engagement, and feedback from the school community were all found to be obstacles in their study. ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 73 Adam and Halim (2019) noted that Mathematics and Science teachers are not given a platform to implement integrated STEM pedagogical practices due to limited time and resources. The researchers claimed that integrated STEM education is not implemented holistic and learning content is too implicit and the students should be trained to be practical to acquire 21st century learning skills. Teachers needs to develop the ability to integrate STEM disciplines and elements and facilitate the students to enhance their comprehension capacity, attitudinal values and skill application in learning (Markus et al., 2021). The researchers found that the teachers with limited information about implementation of integrated STEM become dependent on textbook and adhering to their teaching routine. Moreover, schools with inadequate laboratory and educational resources cause the failure of implementation of integrated STEM project-based learning. Nadelson and Seifert (2017) suggested the teachers learn to reconcile the curriculum, instruction and assessment to support an integrated STEM approach to teaching and learning. Therefore, teachers must have some fundamental knowledge to provide student opportunity to learn multiple STEM facets and concepts. Nevertheless, future study is necessary to focus on the development of curricula materials and instructional models for integrated STEM project-based learning. REFERENCES Adam, N. A., & Halim, L. (2019). Cabaran Pengintegrasian Pendidikan STEM dalam Kurikulum Malaysia. Seminar Wacana Pendidkan. September, 1-10. Alawi, N.H. & Soh, T.M.T. (2019). The Effect of Project-based Learning on Critical Thinking Skills Form Four Students on Dynamic Ecosystem Topic “Vector!Oh!Vector!”. Creative Education. 2019(10), 3107-3117. Chua, Y. P. (2020). Mastering Research Methods. (3rd edition). Kuala Lumpur: McGraw-Hill Education (Malaysia) Sdn. Bhd. Hata, N. F. M., & Mahmud, S. N. D. (2020). Kesediaan Guru Sains dan Matematik dalam Melaksanakan Pendidikan STEM dari Aspek Pengetahuan, Sikap dan Pengalaman Mengajar. Akademika 90. Isu Khas 3.85-101. Ismail, M. H., Salleh, M. F. M., & Nasir, N. A. Md. (2019). The Issues and Challenges in Empowering STEM on Science Teachers in Malaysian Secondary Schools. International Journal of Academic Research in Business and Social Sciences. 9 (13), 431-444. Kelly, T.R., & Knowles, J. G. (2016). A Conceptual Framework for Integrated STEM Education. International Journal of STEM Education. 3(1). 1-11. Khalik, M., Talib, C. A., Aliyu, H., Ali, M., Samsudin, M. A. (2019). Dominant Instructional Practices and Their Challenges of Implementation in Integrated STEM Education: A Systematic Review with the Way Forward. Learning Science and Mathematics. 14, 92- 106. Malaysian Curriculum Development Centre. (2016). Panduan Pelaksanaan Sains, Teknologi, Kejuruteraan dan Matematik (STEM) dalam Pembelajaran dan Pengajaran. Putrajaya: Kementerian Pelajaran Malaysia. Malaysian Ministry of Education (2013). Malaysia Education Blueprint 2013-2025. Putrajaya: MOE. Markus, L., Sungkin, S., Ishak, M. Z. (2021). Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia. Malaysian Journal of Social Sciences and Humanities (MJSSH). 6(5), 190-202. Moore, T.J., Stohlmann, M.S., Wang, H.H., Tank, K.M., Glancy, A.W., & Roehrig, G.H. (2014). ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 74 Implementation and Integration of Engineering in K-12 STEM Education. In Engineering in Pre-college Settings: Synthesizing Research, Policy, and Practices (pp. 35-60). Purdue University Press. Mutakinati, L., Anwari. I., & Yoshisuke. (20218). Analysis of Studets’ Critical Thinking Skill of Middle School Through STEM Education Project-based Learning. Jurnal Pendidikan IPA Indonesia. 7(1), 54-65. Nadelson, L. S., 7 Seifert, A. L. 92017). Integrated STEM Defined: Context, Challenges, and the Future. The Journal of Educational Research. 110(3),221-223. Ng, C.H., & Adnan, M. (2018). Integrating STEM Education through Project-based Inquiry Learning (PIL) in Topic Space among Year One Pupils. IOP Conference Series: Materials Science and Engineering. doi:10.1088/1757-899X/296/1/012020 Ng, O. L., & Chan, T. (2018). Learning as Making: Using 3D Computer-aided design to Enhance the Learning of Shape and Space in STEM-integrated Ways. British Journal of Educational Technology. 50(1), 294-308. Ng, S. B. (2019). Exploring STEM Competences for the 21st Century. Current and Critical Issues in Curriculum, Learning and Assessment. February, In-Progress Reflection (30) OECD. PISA 2018 Database. https//www.oecd.org Puspitasari, R.D., Herlina, K., & Suyatna, A. (2020). A Need Analysis of STEM-Integrated Flipped Classroom E-Module to Improve Critical Thinking Skills. Indonesian Journal of Science and Mathematics Education. 3(2), 178-184. Rahmawati, Y., Adriyawati., Utomo, E., & Mardiah, A. (2021). The Integration of STEAM Project-based Learning to Train Students’ Critical Thinking Skills in Science Learning through Electrical Bell Project. Journal of Physics. doi:10.1088/1742-596/2098/1/012040 Ravi, D., & Mahmud, M. S. (2020). Pengintegrasian STEM dalam Pengajaran Matematik di Sekolah Rendah: Tinjauan Literatur. Jurnal Dunia Pendidikan. 3 (3), 179-188. Riyanti, R., Susilaningsih, Endang., & Putra, N.M.D. (2021). Developing Learning Materials of Project-based Learning with Integrated STEM to Improve Creative Thinking Skill. Educational Management. 10(1), 1-9. Shukri, A. A. M., Ahmad, C. N. A., & Daud, N. (2020). Integrated STEM -based Module: Relationship between Students’ Creative Thinking and Science Achievement. Jurnal Pendidikan Biologi Indonesia (JPBI). 6(2), 173-180. Siew, N. M., & Ambo, N. (2018). Development and Evaluation of an Integrated Project-based and STEM Teaching and Learning Module on Enhancing Scientific Creativity among Fifth Graders. Journal of Baltic Science Education. December, 1017-1033. Stohlmann, M., Moore, T. J. & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER). 2(1), 28- 34. Sukronmuang, H., Phaksunchai, M., & Toopsuwan, C. (2021). The Development of Mathematical Creative Thinking Skills on Geometry Transformation by Using STEM Education. Journal of Education Burapha University. 32 (2), 133-147. TIMSS 2019. Laporan Kebangsaan TIMSS 2019-Trends in International Mathematics and Science Study. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. ISSN: 2289-8808 e-ISSN: 7210-7132 Implementing Integrated Stem Project-based Learning in Schools MIJORiTE Vol. 3: 63 - 74 (2022)
© 2022 Institute of Teacher Education, Penang Campus 75 RESEARCH OF FUN LEARNING WITH LOLLYPROB METHOD TOWARDS MATHEMATICS STUDENTS: A CASE STUDY Lim Tian Chai1 , Chong Yew Wang2 , Chan Khai Loon3 , Khoo Bee Lee PhD. Institute of Teacher Education Penang Campus (IPGKPP)1,2,3,4 Abstract This is a project about learning math concepts (for probability) through visual arts, music, and movement. A survey for this project was conducted by finding 100 volunteers as respondents, which consisting of a group of teachers, teacher trainees and the public. They presented their level of satisfaction with LollyProb product and their view of the existence of elements of visual arts, music, and movement in the learning process. This study was conducted quantitatively through a Google Form questionnaire. The result of the study shows that 92 percent of the respondents agree that the existence of elements of visual arts, music, and movement in the learning process is beneficial in school. In total, 52 respondents agreed that the use of LollyProb was appropriate for understanding the concept of Probability in Mathematics. More than 50 respondents also recognize the suitability and benefits of LollyProb if it is to be used in the learning and facilitation process (PdPc) in class. Keywords: LollyProb, elements of visual arts, music, movement, learning and facilitation in class (PdPc) INTRODUCTION Most teachers agree that the use of teaching aids is very important and can help teachers to explain facts more clearly (Randima Rajapaksha & Chaturika, 2015). With this, we build an idea to create a teaching aid with the topic of Probability for Year 6 students in primary schools. Hirsch and O’Donnell (2001) defined the ability as the study of likelihood and uncertainty, and it involves in most everyday decisions. It is useful in the field of psychology, doctors’doctorsion, political analysis as well as journalists explaining statistical information (Lai & Masitah, 2014). The topic of Probability is different from other Mathematics topics. For example, a basic operation which is 1 + 4 = 5 is true by combining one object with another four objects and adding up to get five objects in total. Besides, when learning about space and shape topics, students can easily work out the steps which calculate the volume or the area of a certain object by applying the formula. Likewise, the probability topic is hard to represent by a real-life object, it needs to imagine. Let’s get an example of tossing the coin. When a coin is tossed, it can either get a head or a tail which is 50%/50%. The outcome is depending on MALAYSIAN INTERNATIONAL JOURNAL OF RESEARCH IN TEACHER EDUCATION (MIJORiTE) ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 76 the randomness and “luck” that comes into the above situation thus preventing students from understanding the reality of the situation with assurance (Lefebvre, 2010). A LollyProb set of teaching and learning aid built by us for Mathematics subject in the topic of Probability. This LollyProb contains three elements of the 21st-century learning style which are visual arts, music and movement. Its aim is to teach the concepts of probability to primary school Year 6 students on the mathematics subject (Topic 12). This aid is beneficial for students as they can learn and understand the concepts through a hands-on approach. Furthermore, LollyProb also helps students in the process of recalling examples related to probability concepts. PROBLEMS STATEMENT Most of the students categorize Mathematics as one of the boring subjects as well as hard to score in this subject. According to Kheong (2011), the use of quality and easyto-understand methods by a teacher to help some students who lack understanding of those sub-topics in probability is very important. Most of our teachers used recycled materials to build teaching aids or ask students to produce their aids respectively (Randima Rajapaksha & Chaturika, 2015). This study aims to give an idea to teachers so that they will be able to produce teaching aids for the topic of Probability by using environmentally friendly materials. The study also helps teachers’ class PdPc process become more fun, where we create elements of visual art, music and movement for the LollyProb set. Once the environment of the class is more fun, the bad perception of our students towards the subject of Mathematics will be eliminated. By using the teaching aids, students’ interest in the class can be attracted and they will be able to learn easily and have fun in class. According to one of the articles (RISKS AND LIMITS-Misconceptions about probability) in Minnesota State University Moorhead, misconceptions about probability may include 8 types, which are: 1) All events are equally likely; 2) Later events may be affected by or compensate for earlier ones; 3) When determining probability from statistical data, the sample size is irrelevant; 4) Results of games of skill are unaffected by the nature of the participants; 5) “Lucky/Unlucky” numbers, etc. can influence random events; 6) In random events involving selection, results are dependent on numbers rather than ratios; 7) If the event is random then the results of a series of independent events are equally likely, e.g. Heads Heads (HH) is as likely as Heads Tails (HT); 8) When considering spinners, the probability is determined by the number of sections rather than the size of the angles. ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 77 OBJECTIVE This study is to find out the effectiveness of LollyProb method on mathematics students in learning probability in primary school, especially for Year 6 students. With the use of teaching aids, students will understand more and have a clearer look at the probability topic. For example, students can imagine the concepts of probability, such as what is represented by impossible, equal chance, more likely, less likely, half chance, unlikely and so on. Besides, this study will also help students to solve their misconceptions about the topic of probability. Some of the students might confuse between impossible and unlikely, more likely and less likely and so on. So, with the help of this aid, students can draw and color the part that represented that respective probability. Moreover, this study also will motivate the student to learn probability with an attractive lollipop shape learning kit and colorful board. Therefore, students will not get bored when learning probability and become more interest in mathematic classes with the learning kit. SIGNIFICANT AND IMPORTANCE The importance of this study is to identify the effectiveness of the LollyProb set to helping students and teachers in the teaching and learning process of Probability topics. According to Sorrel (2016), he stated that humans are terrible at understanding probability. The classic example is the coin flip. If a tossed coin comes up tails 10 times in a row, most people will expect it to come up heads on the next flip. The reality, as we know if we think it through, is that the chance of either heads or tails is the same 50/50. Thus, it is important for us as a teacher to build a teaching aid to help our students to solve their misconceptions regarding this topic. On the other hand, the significance of the LollyProb set is engaging students in active learning as they attempt comprehension of the concept of probability through crafting the LollyProb, brainstorming of relevant contexts and singing along. Those elements can help students to build up a fun learning and conducive study environment. QUESTIONS 1) Does the LollyProb set include fun-learning elements such as visual arts, music and movement? 2) Does the LollyProb set effective and beneficial for students to learn the Probability topic? LITERATURE REVIEW According to the theory of multiple intelligences developed by Howard Gardner in 1983, there are 7 multiple intelligences which are linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence and naturalist intelligence ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 78 (Armstrong, 2017). Dr. Gardner suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different bits of intelligence to consider for a broader range of human potential in children and adults. In this case study, the LollyProb set was built based on 3 multiple intelligences which are spatial intelligence, bodily-kinesthetic intelligence and musical intelligence. Spatial intelligence students are strong in visualizing things and good with directions as well as maps, charts, videos and pictures (Cherry, 2021). Those students enjoy drawing, painting and visual arts with recognizing patterns easily. In the LollyProb, students need to draw and paint the circle to create the set. Students are given their freedom over the choice of color, decorations, and notes. Besides, bodily-kinesthetic intelligence is the potential of using one’s whole body or parts of the body (like hand or mouth) to solve problems or to fashion products (Marenus, 2020). This kind of students enjoy creating things with his or her hands and remembers by doing rather than hearing or seeing. Therefore, the crafting of the product is very suitable for those bodily-kinesthetic intelligence students. Musical intelligence refers to people who have strong musical intelligence and are good at thinking in patterns, rhythms and sounds. They have a strong appreciation for music and are often good at musical composition and performance (Cherry, 2021). Students enjoy singing the song of the “Probability” song in Bahasa Melayu version. They are easily remembering songs and melodies. Probability theory is a very important subject that can be studied at various mathematical levels. The term “Probability” in Statistics refers to the chances obtained of an event among many possibilities. The phrase probable is often used in our daily conversation and means likely (Rani, 2019). Although for students in primary schools, probability in primary school is a basis for secondary school’s syllabus. Mastering the topic of Probability will really make use of it in daily life. Probability is used for coping with problems related to uncertainty and variability (Feldman, 1991). Thus, learning probability should be emphasized by a primary school teacher and encourage students to master this topic. METHODOLOGY This study is based on a case study approach that was used to generate the effectiveness of LollyProb teaching aid in real-life teaching and learning session. The sample for the main study consisted of 100 respondents who are a school formal teachers, teacher trainees and other occupations. They were given a questionnaire (contain of 6 questions) using Google Form. Due to the Movement Control Order (MCO) during the pandemic Covid-19, face-to-face interviews and hands-on activities with the students in the school were difficult to carry out. Thus, the interview session with students cannot be carried out in this study. The questionnaire is built with multiple choice questions which need respondents to respond after watching the introduction for teaching aids in the Google Form. The items covered the usefulness and effectiveness of LollyProb teaching aid as well as the willingness of respondents to use it as the teaching aid when teaching probability. ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 79 LollyProb is a hands-on teaching and learning aid, derived mainly from the visual forms of the product like a lollipop. Students using this aid will engage in active learning as they attempt comprehension of the concept of probability through crafting the LollyProb, brainstorming of relevant contexts and singing along. Fun-learning elements, such as visual arts, music and movement are included in this aid. They contribute to a positive and friendly learning environment for both teachers and students alike. Students are given their freedom over the choice of color, decorations, and notes during the crafting stage of the aid LollyProb to suit their own needs for enhanced understanding. They will be able to note down relevant examples at the back of the learning aid for better memory retention. The song will be provided with engaging and catchy lyrics to both build upon and expand the understanding of the concept of probability. DATA ANALYSIS AND RESULTS A total of 100 respondents answered the questionnaires in the Google Form. There are 18 formal school teachers, 48 teacher trainees and 34 other occupation respondents. Figure 1 Types of respondents There are 92 respondents agreed views in which agree that the existence of funlearning elements such as visual arts, music and movement is useful for the teaching and facilitating process. This is due to the fun-learning elements being 21st-century learning styles that can help students to maximize their memories towards some learning topics. The results in the form of a pie chart are shown in Figure 2. Figure 2 The results of respondents regarding the agreeness towards the fun-learning elements ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 80 Through the questionnaires, there are 55 respondents agreed that they will use this teaching aid in school. While 7 of the respondents did not like to use it in their teaching and learning process and 38 respondents did not sure whether will use it or not. Figure 3 The results of the respondents regarding the willingness of them to use LollyProb in school Furthermore, 65 out of 100 respondents agreed that LollyProb is suitable for teaching the topic of Probability and it shows that most of the respondents agreed that the LollyProb would be useful for the teaching and learning process in the classroom. There are 30 of them undecided about whether it is useful or not. This is because most of them maybe cannot imagine the use of LollyProb. It is more suitable for face-to-face teaching and explaining. Figure 4 The results of respondents regarding the usefulness of LollyProb There are 66 of the respondents feel interested to introduce this LollyProb to their friends so that everyone can make use of this teaching aid to help students in their learning. There are also most of the respondents agree that LollyProb is suitable for teaching Probability to primary school students. ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 81 Figure 5 The results of the interest of respondents to introduce LollyProb to their friends Figure 6 Questionnaires to get respondents’ certainty on the suitability of LollyProb for teaching the topic of Probability DISCUSSION Kristin Duncanson (n.d.) stated the types of probability as shown in Figure 7. Pie chart example is a kind of visual art and it is suitable for students to easily understand the concepts of probability, such as impossible, equal chance, more likely, less likely, half chance, unlikely and so on. With the help of this concept, we introduced the LollyProb, as shown in Figure 8, which can show the type of pie chart to facilitate and speed up the understanding of our students. ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 82 Figure 7 Type of concepts stated by Kristin Duncanson Figure 8 LollyProb as teaching aid in Probability topic Students can build this LollyProb on the spot in the class. This teaching aid is built with eco-friendly materials that are easily searchable for students to produce this LollyProb. The eco-friendly materials used are ice cream sticks and A4 paper or cardboard to be recycled. Other materials that can share with each other are marker pens, colored pencils, scissors, double-sided tape, rulers and drawing rulers. The materials have been shown in Figure 9. If teachers want students to build LollyProb on the spot in the classroom, teachers should remind the students to bring the materials in advance so that the students can prepare the materials more easily. If not, teachers also can build it by himself/herself. ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 83 Figure 9 Materials for building LollyProb The production of this LollyProb has included elements of visual art, music, and movement. Students will be required to listen to the “Probability” song before producing this LollyProb set to understand the title that will be explained. The song has been replenished with lyrics using the melody of the song “If You Are Happy And You Know It” as shown in Figure 10. Figure 10 Lyrics for the “Probability” song in Bahasa Melayu version ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 84 Moreover, students can jot down concepts or some relevant examples on the back of the LollyProb set so that students can easily recall the concepts of Probability once they are looking at the back of the aid (Shown in Figure 11). The examples recorded to correspond to the concept in front of it. Students can jot down as many as they can by looking at the available space at the back of the aid. For example, in Figure 12, students can still add examples that related to the concept because there is more space there. Figure 11 Examples that can be jot down at the back of each LollyProb Figure 12 An example that corresponds to the concept of impossible in probability The cost to produce LollyProb is equal to zero because it used environmentally friendly materials to support the 3R concept, which is to reduce, reuse and recycle (Table of production cost is shown in Table 1). The use of the rhythm of the song “If You ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 85 Are Happy And You Know It” also helped those students who love to learn along with some songs. The teaching and facilitating process in the classroom will also be more fun for the topic of Probability by using the LollyProb set. This is due to the existence of elements of visual art, music and movement have been featured in our LollyProb set. Students can carry out hands-on activities to produce their own LollyProb set and can learn through the song “Kebolehjadian”, where the PdPc process of the class will be fun and harmonious. Table 1 List of the production cost for LollyProb No. Material used Number of materials required Cost (RM) Notes 1. Ice cream stick 5 rods 0.00 - Can use ice cream sticks that have been used before (Need to clean it before use) *If creating LollyProb on the spot 2. A4 Paper or Cardboard 1 piece 0.00 - Can use A4 paper or cardboard to be recycled *If creating LollyProb on the spot 3. Scissor 1 pair 0.00 - Brought from home by the students - Able to borrow from classmates *If creating LollyProb on the spot 4. Ruler 1 piece 0.00 - Brought from home by the students - Able to borrow from classmates *If creating LollyProb on the spot 5. Compass ruler 1 pair 0.00 - Brought from home by the students - Able to borrow from classmates *If creating LollyProb on the spot ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 86 6. Colour pencil 1 box 0.00 - Brought from home by the students - Able to borrow from classmates - Colors are chosen by the students according to their preferences *If creating LollyProb on the spot 7. Marker Pen 1 piece 0.00 - Brought from home by the students - Able to borrow from classmates *If creating LollyProb on the spot 8. Double Sided Tape 1 piece 0.00 - Brought from home by the students - Able to borrow from classmates *If creating LollyProb on the spot TOTAL COST 0.00 CONCLUSION “Where there’s a will there’s a way”. Every teacher will have the determination to ensure their students master every single topic. Thus, building a teaching aid to help students further understand those topics is a very useful and effective way. Teachers also will always want their students to learn in an environment without any mental pressure. So, fun-learning elements should be included in the teaching and learning process in the classroom. Obviously, the results of this study show that the elements of visual arts, music and movement can work well to make the teaching and learning process of the teachers’ class become fun and decrease the boringness of the students. Therefore, teachers can have an idea to produce other more fun and enjoyable teaching aids to apply in the classroom when teaching. This study also introduced the LollyProb set that helps Mathematics teachers to teach students to recognize the concepts of probability along with contiguous examples. In general, teachers should be able to come up with appropriate ideas for specific topics, conduct discussions with each other as well as share information to facilitate and enjoy the teaching and learning process of classrooms in schools. ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 87 REFERENCES Armstrong. T.. (2017). Multiple Intelligences. Retrieved from https://www.institute4learning. com/resources/articles/multiple-intelligences/ Cherry. K.. (2021). Gardner’s Theory of Multiple Intelligences. Retrieved from https://www. verywellmind.com/gardners-theory-of-multiple-intelligences-2795161 Feldman, D., & Fox, M. (1991). Probability: the mathematics of uncertainty (Vol. 9). CRC Press. Hirsch, L., & O’Donnell, A. M. (2001). Representativeness in statistical reasoning: Identifying and accessingmisconceptions. Journal of Statistics Education [online] 9(2). Retrieved from http://www.amstat.org/publications/jse/v10n3/garfield.html. Kheong, S.-C. (2011). Masalah pembelajaran matematik dalam tajuk kebarangkalian di kalangan pelajar tingkatan 5. Retrieved from http://www.fp.utm.my/epusatsumber/ pdffail/ptkghdfwp2/p_2011_9811_a043772b608749179e081403526dc688.pdf Kristin Duncanson. (n.d.). Probability [photography]. Retrieved from https://www.pinterest. com.au/pin/361484307564781693/ Lai. H. A & Masitah Shahrill. (2014). Identifying Students’ Specific Misconceptions in Learning Probability. Retrieved from http://article.sapub.org/10.5923.j.ijps.20140302.01.html Lefebvre, C. (2010). Probability vs. typicality: Making sense of misconceptions. Published Master’s Thesis, Concordia University, Montreal, Quebec, Canada. Marenus. M.. (2020). Gardner’s Theory of Multiple Intelligences. Retrieved from https:// www.simplypsychology.org/multiple-intelligences.html#:~:text=Multiple%20 intelligences%20theory%20states%20that,the y%20ar e%20the%20most%20intelligent. Minnesota State University Moorhead. (n.d.). (RISKS AND LIMITS-Misconceptions about probability). Retrieved from http://web.mnstate.edu/harms/416/11/Handouts/Probabilitymiscon.PDF Randima Rajapaksha & Chaturika. (2015). Problem faced by preschool teachers when using teaching aids in the teaching learning process. International Journal of Multidisciplinary, Volume 2 (Issue 1), 97-109. Retrieved from https://www.academia.edu/21684220/ Problems_Faced_by_Preschool_Teachers_When_Using_Teaching_Aids_in_the_ Teaching_Learning_Process Rani. S.. (2019). Importance of Probabilities in real life. Retrieved from http://www. ijarse.com/images/fullpdf/1561812915_333.pdf Sorrel. C.. (2016). People are Really bad at Probability, and This Study Shows How Easy It Is To Trick Us. Retrieved from https://www.fastcompany.com/3061263/people-are-really-badat-probability-and-this-study-shows-how-easy-it-is-to-trick-us ISSN: 2289-8808 e-ISSN: 7210-7132 Research of Fun Learning With Lollyprob Method Towards Mathematics Students MIJORiTE Vol. 3: 75 - 87 (2022)
© 2022 Institute of Teacher Education, Penang Campus 88 AN INVESTIGATION OF MIDDLE SCHOOL MATHEMATICS TEACHERS’ PERCEPTIONS OF MODEL THINKING IN SHAOGUAN, CHINA Zhou Minglin1 , Dr. Leong Kawn Eu2 , Deng Haizhen2 University of Malaya1,2 Guangdong Shaoguan Experimental Middle School2 Abstract The 2022 edition of the Mathematics Curriculum Standards for Compulsory Education re-emphasizes the core literacy of “modeling concepts”. It is one of the important goals of the new mathematics curriculum reform in China. In-depth interviews were conducted with three junior high school teachers in the southern region of China to analyze their conceptual perceptions of modeling and the similarities and differences between modeling and modeling. The result of the study shows that some teachers in junior high school do not understand the concept of “model thinking” well, and they easily confuse the concept of “model thinking” with mathematical modeling. To improve students’ modeling and problem-solving abilities, teachers should have a clear understanding of model thinking and be able to distinguish the differences and connections between it and model thinking, so that they can implement it effectively in their teaching. Keywords: Mathematical models, model thinking, mathematical modeling, core literacy, conceptual awareness INTRODUCTION As the science of quantitative relationships and spatial forms, mathematics is widely used in all aspects of social production and daily life. And mathematical models are an important way to realize the transformation of applications. From geometry, which was established to measure the land, to calculus, which was born to solve the problems of mechanics and astronomy, all can be said to be mathematical models. In the long history of mathematical development, “mathematical models” were the initial driving force behind the development of mathematics(Cao, 2014). Shi (2011) finds a strong relationship between the development of mathematics and mathematical thinking. He also points out that model thinking is one of the thinking on which the development of mathematics depends. The MCS (Mathematics curriculum standard of compulsory education., 2011) states that model thinking is one of the ten core concepts and it is a fundamental way for students to experience and understand MALAYSIAN INTERNATIONAL JOURNAL OF RESEARCH IN TEACHER EDUCATION (MIJORiTE) ISSN: 2289-8808 e-ISSN: 7210-7132 An Investigation of Middle School Mathematics Teachers’ Perceptions of Model Thinking in Shaoguan, China MIJORiTE Vol. 3: 88 - 96 (2022)
© 2022 Institute of Teacher Education, Penang Campus 89 the connections between mathematics and the external world. The model thinking is also emphasized several times in the new version of the MCS issued in April 2022. Therefore, the study of model thinking is of great significance to curriculum reform and the implementation of core literacy in China. There are many studies related to model thinking in China and abroad. For example, Huo (2018), a scholar in China, studied the penetration of mathematical modeling ideas in the actual teaching process. Wang et al. (2019) conducted a study on the connotation and teaching analysis of the model thinking approach in junior high school mathematics. Liang (2021) researched the current learning situation of mathematical model thinking of nine-graders. Didis et al. (2016) explores teachers’ interpretations of students’ thinking by analyzing students’ working of model thinking. Pfannkuch et al. (2016) examine probabilistic models and thinking. Brown and Stillman (2017) examines the concept of models, but the focus of this study is on the integration of modeling ideas with real-life situations. In summary, scholars have focused on different aspects of mathematical model thinking. Some focus on the research of model thinking in teaching and learning, some focus on the conceptual connotation of model thinking, and some focus on students’ mathematical model thinking situations or mathematical modeling learning. However, there is little or no research on middle school teachers’ conceptual perceptions of model thinking. Therefore, the purpose of this study is to investigate the conceptual perceptions of middle school teachers about model thinking in Shaoguan, China, which has reference significance for future related studies. PROBLEM STATEMENT In practical teaching, teachers’ understanding of mathematical model thinking is often limited to a unique understanding, i.e., mathematical modeling (Wang et al., 2019). This narrow understanding by teachers can lead to a lack of awareness of mathematical model thinking among students, and some students even superficially believe that mathematical model thinking is solving application problems related to real-life (Xu, 2020). However, the researcher believes that the main reasons for the above phenomenon are the following two points: First, teachers’ perceptions of mathematical model thinking stay at the level of mathematical modeling. With this initial knowledge in mind, the researcher read the lectures and lesson planning records of some teachers in a secondary school in Shaoguan and found that some teachers believed that mathematical model thinking is mainly for solving application problems with real-life connections. They believe that mathematical thinking is reflected in the process of modeling for real-life problems. This was also indicated in Wang’s (2019) study. In addition, the researcher learned from interviews with some middle school students in ISSN: 2289-8808 e-ISSN: 7210-7132 An Investigation of Middle School Mathematics Teachers’ Perceptions of Model Thinking in Shaoguan, China MIJORiTE Vol. 3: 88 - 96 (2022)
© 2022 Institute of Teacher Education, Penang Campus 90 Shaoguan that their perceptions of mathematical model thinking also stay at the level of solving application problems. Xu (2020) believes that the reason why students develop this incomplete understanding is related to teachers’ teaching. That is, the teacher’s perception of mathematical model thinking directly influences the development of students’ model thinking. Second, teachers have a poor classification of mathematical model thinking and a confusing hierarchy of cognition. Again, based on some teachers’ lectures and lesson planning records, the researcher found that some teachers were aware of the classifications in mathematical model thinking, but often confused. This was also clearly pointed out by Liang (2021) in her research on the learning of mathematical model thinking of ninth graders. The main manifestation of this problem is that teachers often fail to distinguish between technical terms when talking about model thinking, which are generally referred to collectively as mathematical modeling. Some teachers choose to avoid talking about model thinking in their teaching because of their own unclear perceptions of it (Wang et al., 2019), which can lead to missed opportunities for students to improve their thinking and not meet the requirements of quality education in China. In summary, understanding teachers’ mathematical model thinking is a positive contribution to the development of students’ model thinking and the implementation of quality education in China. RESEARCH PURPOSE Therefore, the purpose of this research was to investigate the mathematics teachers’ perceptions of mathematical model thinking in middle school of Shaoguan, China. The researchers concluded that it is necessary to determine middle school mathematics teachers’ perceptions of mathematical model thinking because the study can not only provide a reference for future related research but also provide some effective strategies or suggestions for teachers and students in teaching and learning mathematics. RESEARCH QUESTIONS Based on the research purpose, this study aims to address the following two research questions. 1. At what level do middle school mathematics teachers’ perceptions of model thinking remain? 2. Whether middle school mathematics teachers can clearly distinguish the classification of model thinking? ISSN: 2289-8808 e-ISSN: 7210-7132 An Investigation of Middle School Mathematics Teachers’ Perceptions of Model Thinking in Shaoguan, China MIJORiTE Vol. 3: 88 - 96 (2022)
© 2022 Institute of Teacher Education, Penang Campus 91 LITERATURE REVIEW Model thinking in mathematics Both the 2011 and 2022 editions of the MCS refer to model thinking, and both have an emphasis on model thinking as a fundamental way for students to experience and understand the connections between mathematics and the external world. In other words, in the junior high school curriculum standards, “mathematical modeling” is in the mainstream of model thinking. However, Dong (2020) points out that mathematical model thinking is an idea or method to solve problems through mathematical models in his “12th Five-Year Plan” of Guangdong Province Education Science Project. And he also said that model thinking in mathematics is often defined on the basis of the concept of mathematical models. According to Cao (2014), mathematical models can be defined in both broad and narrow senses. Defined in a broad sense, mathematical models are all mathematical concepts, systems of mathematical theories, various mathematical formulas, various equations, and systems of algorithms composed of families of formulas, etc. Defined in a narrow sense, a mathematical model is a structure of mathematical relationships that reflects a real-world problem, that is mathematical modeling. Wang et al. (2019) and Xu (2020) classified mathematical model thinking into three categories from the perspective of a broad definition: conceptual principles, mathematical modeling (practical problems), and models of solved problems (Figure 1) . The mathematical model thinking in this study also use this definition. Figure 1 Classification of Model Thinking 80 Literature Review Model thinking in mathematics Both the 2011 and 2022 editions of the MCS refer to model thinking, and both have an emphasis on model thinking as a fundamental way for students to experience and understand the connections between mathematics and the external world. In other words, in the junior high school curriculum standards, "mathematical modeling" is in the mainstream of model thinking. However, Dong (2020) points out that mathematical model thinking is an idea or method to solve problems through mathematical models in his "12th Five-Year Plan" of Guangdong Province Education Science Project. And he also said that model thinking in mathematics is often defined on the basis of the concept of mathematical models. According to Cao (2014), mathematical models can be defined in both broad and narrow senses. Defined in a broad sense, mathematical models are all mathematical concepts, systems of mathematical theories, various mathematical formulas, various equations, and systems of algorithms composed of families of formulas, etc. Defined in a narrow sense, a mathematical model is a structure of mathematical relationships that reflects a real-world problem, that is mathematical modeling. Wang et al. (2019) and Xu (2020) classified mathematical model thinking into three categories from the perspective of a broad definition: conceptual principles, mathematical modeling (practical problems), and models of solved problems (Figure 1) . The mathematical model thinking in this study also use this definition. Figure 1 Classification of Model Thinking Conceptual Principles According to Xu (2020), each concept and principle in mathematics is abstracted directly or indirectly from the background of its respective real-life prototype. For example, the concept of "rectangle" is a mathematical model abstracted from many concrete objects in real life (such as doors, beds, blackboards, etc.). After simplifying and abstracting these objects, the mathematical model "rectangle" will come to the students' mind when they see the object again. After establishing the model of the perfect square formula, students can use the model to solve problems by capturing the "invariance of the structure and the variability of the letters", such as (3+5x) 2 =9+30x+25x2 . According to Cao (2015), the model thinking in this type contains the idea of "generalization". Mathematical Modeling (Practical Problems) According to Cao (2014), the general process of mathematical modeling is often simplified as follows Model thinking classification Conceptual Principles Mathematical Modeling (practical problems) Solved Problems Generalization Mathematization Structuring Conceptual Principles According to Xu (2020), each concept and principle in mathematics is abstracted directly or indirectly from the background of its respective real-life prototype. For example, the concept of “rectangle” is a mathematical model abstracted from many concrete objects in real life (such as doors, beds, blackboards, etc.). After simplifying and abstracting these objects, the mathematical model “rectangle” will come to the students’ mind when they ISSN: 2289-8808 e-ISSN: 7210-7132 An Investigation of Middle School Mathematics Teachers’ Perceptions of Model Thinking in Shaoguan, China MIJORiTE Vol. 3: 88 - 96 (2022)
© 2022 Institute of Teacher Education, Penang Campus 92 see the object again. After establishing the model of the perfect square formula, students can use the model to solve problems by capturing the “invariance of the structure and the variability of the letters”, such as (3+5x) 2 =9+30x+25x2 . According to Cao (2015), the model thinking in this type contains the idea of “generalization”. Mathematical Modeling (Practical Problems) According to Cao (2014), the general process of mathematical modeling is often simplified as follows Figure 2 Mathematics Modeling 81 Figure 2 Mathematics Modeling The process of mathematical modeling realizes the abstraction of real-life into mathematical problems. Cao (2014) pointed out that in this type, mathematical models embody the idea of "mathematization". Models of solved problems According to Wang et al. (2019), a solved problem model is one in which some typical problems have been solved and the solution of the problem facilitates the solution of other related problems, i.e., the conclusion of the problem can be applied to the solution of other problems, or the solution idea of the problem can be transferred to the solution of other problems. At this point, the structure of the mathematical relationship embodied in the problem is a mathematical model. In this type, the thinking of modeling can also reflect the idea of “structuring” which can realize "one solution for many problems" and "many variations for one problem", thus helping students to improve their mathematical thinking of "strategic diversity" (Cao, 2014). Summary Xu (2020) pointed out that the idea of conceptual principle-based model thinking can enable us to gain a more comprehensive and deeper understanding of the nature of mathematics, especially the characteristics and processes of mathematical applications. Mathematical modeling-based model thinking contributes to the implementation of the two priorities of quality education (the sense of innovation and practice). Model thinking in the solved problems category helps refine students' learning styles. In conclusion, the study of mathematical model thinking can greatly contribute to not only the teaching and learning in mathematics education but also the implementation of quality education in China. Practical problems Mathematica l models Solution of mathematical model Solution of practical problems Abstract Mathematical processing Explain The process of mathematical modeling realizes the abstraction of real-life into mathematical problems. Cao (2014) pointed out that in this type, mathematical models embody the idea of “mathematization”. Models of solved problems According to Wang et al. (2019), a solved problem model is one in which some typical problems have been solved and the solution of the problem facilitates the solution of other related problems, i.e., the conclusion of the problem can be applied to the solution of other problems, or the solution idea of the problem can be transferred to the solution of other problems. At this point, the structure of the mathematical relationship embodied in the problem is a mathematical model. In this type, the thinking of modeling can also reflect the idea of “structuring” which can realize “one solution for many problems” and “many variations for one problem”, thus helping students to improve their mathematical thinking of “strategic diversity” (Cao, 2014). Summary Xu (2020) pointed out that the idea of conceptual principle-based model thinking can enable us to gain a more comprehensive and deeper understanding of the nature of ISSN: 2289-8808 e-ISSN: 7210-7132 An Investigation of Middle School Mathematics Teachers’ Perceptions of Model Thinking in Shaoguan, China MIJORiTE Vol. 3: 88 - 96 (2022)