The STEM reform movement in Malaysia comprise of three main goals: to increase the number of students pursuing advanced degrees and careers in STEM fields, expand and broaden participation in the STEM workforce and make STEM literacy for all students a reality. Before the STEM reform, science teachers still believed that STEM Education is the same as teaching science discipline as a subject matter. Due to this, science teachers uses the same pedagogy as before and the outcome is the same; participation to pursue STEM degrees and careers is still declining and insufficient, resulting in insufficient STEM workforce for the future and most importantly the ability to produce critical thinkers, innovative and inventive students for the next generation. The conception of STEM teachers on STEM Education need to be reengineered. Thus, this paper will share the framework of a three year program for 32 primary science teachers in one state in Malaysia from the years 2020-2022. This project was carried out in this particular state due to the willingness of the state education department to support the project which aims to increase participation in STEM careers and graduates as well as to train their teachers to implement STEM programs in schools. The reform has shown positive impact which are an increase in enrolment in science stream classes, science subject achievement, and the STEM programs that were carried out by these teachers. Data was collected through focus group discussions, interviews, and document analysis.

Authors:
Rose Amnah Abd Rauf, Universiti Malaya, Malaysia

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00

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