scholarly journals Primary School Science Teachers’ Creativity and Practice in Malaysia

2021 ◽  
Vol 20 (7) ◽  
pp. 346-364
Author(s):  
Norazilawati Abdullah ◽  
Zainun Mustafa ◽  
Mahizer Hamzah ◽  
Amir Hasan Dawi ◽  
Mazlina Che Mustafa ◽  
...  
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
Rural Areas ◽  
Quantitative Data ◽  
Qualitative Data ◽  
School Science ◽  
School Location ◽  
Teaching Aids ◽  
Creative Pedagogy ◽  
Primary School Science

Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.

scholarly journals Acceptance and Readiness to Use M-Learning among Primary School Science Teachers

2019 ◽  
Vol 10 (12) ◽  
pp. 3003-3011
Author(s):  
Mohd Razali Abd Samad ◽  
Zanaton Haji Iksan ◽  
Fariza Khalid
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
School Science ◽  
Primary School Science

scholarly journals A Survey on Acceptance and Readiness to Use Robot Teaching Technology Among Primary School Science Teachers

2021 ◽  
Vol 17 (11) ◽  
pp. 115
Author(s):  
Laxmi Nagendra Rao ◽  
Habibah Ab Jalil
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
Teaching And Learning ◽  
School Science ◽  
Design And Technology ◽  
Survey Method ◽  
Robotic Technology ◽  
School Teachers ◽  
Significant Barrier ◽  
Primary School Science

Interest in educational robotics has grown in recent years, and many efforts have been undertaken across the globe to include robots into school instruction from kindergarten to high school, mostly in science and technology subjects. The current study is to determine teachers' technological acceptance and readiness to implement robotic technology in the teaching and learning process. A descriptive research design was employed which utilized a survey method. This survey was conducted among primary school teachers of Science, Mathematics, Design and Technology, and Information and Communication Technology (ICT) in Malaysia. According to the findings, teachers' acceptance of robot technology in the classroom is at a modest 3.77 (SD = 0.598) while the readiness score is 3.67 (SD = 0.611). The findings indicated that school teachers are only moderately prepared to employ robotic technology in classrooms. Respondents also argued that the high cost of robotic technology is a significant barrier to incorporate robotic technology into teaching and learning. The practicality of this paper is the provision of insights for exploring adoption possibilities and barriers in auguring robots into primary school classrooms. This indicates that the higher the level of teachers’ acceptance, the higher teachers’ readiness in robotic technology. Respondents argued that the high cost of robotic technology is a significant barrier to incorporating robotic technology into teaching and learning.

scholarly journals Acceptance and Readiness to Use M-Learning among Primary School Science Teachers

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
21St Century ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
School Science ◽  
Critical Thinking Skills ◽  
Information And Communications Technology ◽  
Primary School Science

Consolidating and implementing educational strategies using 21st century methods in the country’s present education system have changed the landscape of education in Malaysia. The educator’s role becomes easier when the conventional style of teaching and learning shifts to learning and facilitating. The Ministry of Education, in the implementation of the Malaysia Education Blueprint 2013-2025, has targeted for all children in Malaysia to be equipped with six main attributes to meet the skill requirements by 2025. These six main attributes are: 1) knowledge; 2) thinking skills; 3) leadership skills; 4) bi-linguistic proficiency; 5) ethics and spirituality; and 6) national identity. Among the skills needed in 21st century learning are creative thinking skills, critical thinking skills, communication skills, and collaboration skills (Partnership for 21st century skills/P21). Among the initiatives taken is the application of Information and Communications Technology (ICT) in education. This step is taken to pioneer the way towards achieving learning by using ICT innovation. The objective of this paper is to determine the level of acceptance and readiness of science teachers to use mobile learning (M-Learning) as well as the suitability of using M-Learning among primary school science teachers. A total of 125 primary school science teachers from the state of Johor were involved in this study. A questionnaire containing 10 items was used as an instrument, and the data obtained were analyzed using the SPPS version 22 software. The reliability value of the instrument according to Cronbach’s Alpha for all variables falls between 0.922 and 0.943. Hence, the findings show a high level of acceptance and readiness to use M-Learning among primary school science teachers.

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