The purpose of this study is to explore the research base of STEM education in Malaysia through an analysis review of articles for a 14-year period, from 1999 to 2013. The research base review focuses on identifying four characteristics of STEM education: a) temporal distribution, b) the research...

This study reports teacher and student experiences of problem‐based learning (PBL) in three Asian countries. PBL was introduced to provide an education that would allow students to compete successfully in a changing world. Student and tutor experiences were positive and PBL was seen to work extremely well, despite the typical problems that students can experience working in groups. However, conceptions of PBL varied between tutors, and PBL as a ‘method’ appeared to have limited utility for guiding teaching practice. There was evidence that students were developing useful knowledge and lifelong learning skills, but there were concerns about where this occurred in the PBL curriculum. We looked closely at the PBL tutorial in each programme, and how it lived up to the idea that it should be a key site for facilitating higher‐order thinking. We found that the tutorial was largely a space for reporting the outcomes of student inquiries, and there was little evidence for critical engagement. A key impediment to such engagement was the cultural inappropriateness of challenging peers or the tutor. A new type of academic socialisation may be required for Asian students and tutors to explicitly help them overcome this. A conceptual foundation for PBL is suggested, in which it is understood as a methodological idea founded on a system of principles, practices and methods. Introduced as a methodology, tutors and course teams would take the basic idea of PBL and align it with their ontological and epistemological beliefs as a starting point for instructional design and teaching.

Web‐based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web‐based learning environment among grade 5 children. Data were gathered primarily from children’s conversations and teacher–student conversations. Analysis of the data revealed that the children acquired the skill in three phases: from the phase of recognition to the phase of familiarization and finally to the phase of automation. Nevertheless, the acquisition of the skill only involved the acquisition of certain subskills of the skill of controlling variables. This progression could be influenced by the web‐based instructional material that provided declarative knowledge, concrete visualization and opportunities for practise.

This paper reports a study on students’ science manipulative skills at the lower secondary school level. Students’ manipulative skills can be explored by understanding their technical skills and their functional aspects of performing experiment. However, this paper will focus on students’...

Manipulative skills include skills in handling materials and apparatus in the context of scientific investigation. Students lack exposure in “hands-on” activities at primary school lead to insufficient manipulative skills and they may carry this problem with them to secondary school. This problem will pose a greater problem during school transition. School transition is a challenging process for students whereby they have to adapt with social issues to fit into their new environment. This study resulted from a longitudinal study with the implementation of phenomenographic research design. The research was administered to 10 primary school students (Year Six) and they were re-interviewed in secondary school (Form One). Students’ capability in handling thermometer, measuring cylinder, Bunsen burner and microscope were observed in order to get comprehensive understanding of students’ manipulative skills during the process of transition from primary to secondary school. Findings revealed that students have not fully developed the basic skills in using and handling scientific apparatus. Five (5) categories of description emerged from data that represented the nature of the students’ manipulative skills, namely: (1) non-systematic operation of tasks, (2) non-effective management of time and workplace, (3) haphazard safety and precautionary measures, (4) poor technical skills, and (5) problem in numeracy and drawing specimen.