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7/26/2019 Bitara Stem Ukm
1/21
STEM EDUCAT ION SC IENCE OF SMARTCOMMUN I T I ES
Dr. Mohamad Sat tar Rasul
Universi t i Kebangsaan Malaysia (UKM)
drsat t ar@ukm .edu.my
017-3140962
In Collaboration with:
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2 Prof. Dr. Lilia Bt. Halim UKM
3 Prof. Dr. Ruhizan Bt. Mohammad Yasin UKM
4 Prof. Madya Dr. Kamisah Bt. Osman UKM
5 Dr. Zanaton Binti H Iksan UKM6 Prof. Madya Dr. Hafizah Bt. Husain UKM
7 Roseamnah Binti Abdul Rauf UM
8 Asnul Dahar Bin Minghat UTM
Research TeamProgram/Project Leader
1 Dr. Mohamad Sattar Bin Rasul FAKULTI PENDIDIKAN, UKM
Project team members
Start date: 1 / 12/ 2014
End Date: 31/8/2015
Revised date/extension
date (if any)
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3
STEM
Education
STEMField
STEMWorkforce
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5
Transformed Graduates
Programs, Sustained
Partnerships, (Schools,Districts, Industry,
Non-Profits), larger
Institutional Impact
of Graduate Research
on Society
Professional
Development,Content and
Pedagogy
Enrichment,
Enhanced STEM
Teaching and
Learning,
Mentorship, Greater
STEM Career
Awareness
Enhanced Research,
Societal Context,
Communication Skills,
Leadership and
Teambuilding, Enhanced
Teaching Skills
Concept of UKM BITARA STEM
ProgramBITARA
STEM
UKM
GraduateFellows
Students,Peachers,Parents
IPT (RU &IPTA)
R&D P&P
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STEM In Cambodia
DECREASING
ENROLLMENTOFSCIENCE STUDENTS AT
HIGHER EDUCATION LEVEL
STEM Edu. GROWING
SLOWLY
LAGGING INSTEM Curriculum
6
In Cambodia only about 27
percent majoring in science,
while the rest are pursuing adegree in social science.
Although science is difficult
and opportunities are vast,
but Cambodian students
choose other routes, such as
law, although job
opportunities are lacking.
In Cambodia, Pol Pot's regime has
destroyed the system of human
resource development between
1975 and 1979 and abolishing
school and cleaning (murder)
competent personnel, including
teachers and intellectuals.
High dropout rates, and the lack of
competent teachers, which directly
affects the quality of education and
the lack of financial resources and
relied on donations from other
countries. (Sideth, 2004).
(1) science and math curriculum is too difficult and high;(2) The relationship between each unit in the curriculum
is not clear. For textbooks it does not contain the key
concepts to be emphasized, terms and symbols are not
uniform in every grade, and (3) there is no explanation
of concrete with the help of a diagram or table and
instructions abstract and obscure (Barom and Mitsuru,
1999).
Research shows that integrated STEM Education
have positive effectson the students interest and
learning in STEM (Becker & Park 2011).
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FASA 2-2013
ToT & Pilot
FASA 4 - 2014
OUTREACHPROGRAM
In the 4th phase, UKM in collaboration with
FELDA- Bitara STEM UKM-FELDA Camp.
The program involved 226 students of FELDA
children from schools in 10 FELDA provinces.
Students (13 to 14 years) with average academic
ability, 20 school science teachers, 51
facilitators who are STEM UKM postgraduates
and 20 UKM lecturers as mentors. Launching of Bitara STEM Camp by Dato Sri
Mohd Najib Tun Haji. Abdul Razak on June 6,
2014
Students showcase their projects at the STEM
Festival to parents, guests and students from
other schools.
Public Lecture by Scientists; 10 students selected
to New York Sept 2014FASA 1- 2013
BENCHMARKING
FASA 3-2014
ToT & Pilot
Bench Marking Visits
to New York (18 21
March 2013) Visits-
SUNY, American
National History
Musuem, NYU-Poly,
College of
Nanotechnology and
Engineering, Andrea-
Early College Schools
The 2nd phase of Bitara STEM
UKM program covers the Energy
Unit. A total of 34 STEM UKM
postgraduates from five (5)
faculties, namely the Faculty of
Education, Faculty of Engineering
and the Built Environment
(FKAB), Faculty of Science and
Technology (FST), Faculty ofHealth Sciences (FSK) and the
Faculty of Information Science
and Technology (FTSM) and 89
school students (13 and 14 years
old), four (4) practicing science
teachers were involved.- Sept
2013
Bitara STEM UKM
Program in the 3rd
phase involves the
Transportation, WirelessNetwork and Urban
Infrastructure units. A
total of 35 STEM UKM
postgraduates and 90
school studentsfrom 10
schools and 8 teachers
sponsored by FELDA
were involved. Feb 2014
Bitara STEM UKM- Science of Smart Communities (UKM, NYAS & NYU POLY) : 2013-2014
FELDA
/EXXONMOBIL/
CLMV/ MRSM
2014-2020
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FELDA STEM Lab
Mac 2015
CLMV PROGRAM: 3-9 Mei2015
Kolaborasi bersama
EXXONMOBIL - RM 329,00
Program dilaksanakan dari
31Mei-4 Jun 2015
Lokasi di Kampus UKM
Peserta Terlibat
142 pelajar dari 10 buah
sekolah di Selangor terlibat 62 fasilitator UKM (pelajar
siswazah)
20 Mentor dalam kalangan
pensyarah
2016 -2020
TEGAS
INITIATIF BITARA STEM UKM 2015
CLMV (Cambodia, Laos Myanmar,
Vietnam) Program
Geran dari Institut Penyelidikan
Pendidikan Negara (IPPTN) - RM90,000
Kolaborasi bersama UKM, UM, UTM
dengan Norton Universiti, Cambodia
Lokasi program di Norton University,
Phnom Penh & Maahad AlFickry Sec
Sch. Kg Cham, Cambodia
Peserta terlibat
24 fasilitator UKM (pelajar siswazah) 8 Pensyarah
20 pelajar pra-siswazah NortonUniversity, 15 guru dan 120 pelajar di Daerah Kg Cham
EXXONMOBIL-UKMSTEM Exploration
Journey on
Sustainable Energy
30 Mei 4 Jun 2015
Kolaborasi UKM bersama
FELDA Sedang merekabentuk Makmal
STEM untuk 3 buah sekolah di
Wilayah Felda
SMK Triang 3, Pahang SMK Jengka Pusat,
Pahang
MRSM FELDA Trolak,
Perak
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Collaboration between UKM, UM, UTM dengan Norton Universiti of Cambodia
24 fasilitator UKM (pelajar siswazah)
8 Pensyarah
20 pelajar pra-siswazah Norton University,
15 guru dan
141 pelajar sekolah di Daerah Kg Cham
Training ofTrainers
(Undergraduates)
Phase 1 -
2 days in Norton University ofCambodia
STEM Camp
Phase 2 -
2 days at MaahadHaji Fickry SecondarySchool Chumnik,
Krochmmar. Kg Cham
Impact Study Phase 3
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Bitara STEM
Modules
ENERGY
Introduction- Newtons Law &Electrical Basic
Worldly Environment
Power Generation
Power Storage
Biomimicry
TRANSPORTATIONModes of Transportation
Smart Transportation
Smart Highwaysa and Cars
Intelligent TransportationSystems
Traffic Engineering
WIRELESS NETWORK
Smart Electronic Basics
Real Time Communicatio
Space based WirelessCommunication
Internet Communication
Network and Smart Wirelessand Communication
URBANINFRASTRUCTURE
Environmental Engineering
Soil and Land Development
Building Towards the Future
Recycling and WasteManagement
Natural Disaster
Science of Smart CommunitiesCreative & Innovative,
Collaborative,
Hands-on
Module characteristics
-Project-based
-Integrated STEM
-Engineering Design Process
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Training of Trainers
With Norton University Undergraduates
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13
STEM Science of Smart Communities
Camp at Kg Cham
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Findings & Discussion
Aspect
Percentage (%)
Mean S.D Level
Paired
Sample
t-testMin Score
1.00-2.33
(Low)
Min Score
2.34-3.66
(Moderate)
Min Score
3.67-5.00
(High)T P
Interest
toward
STEM
career
Pre 0.88 53.51 45.61 3.593 0.446 Moderate
6.623 .000*
Post 0 34.21 65.79 3.816 0.427 High
1. Level of Interest toward STEM career
1. Significant increasesin participants interest towards STEM careers
2. Level of interest has changed from moderate to high
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Findings & Discussion
low moderat
e high
post 0 34.21 65.79
pre 0.88 53.51 45.61
0
20
40
60
80
100
120
Min
score
74.6%
22.8%
2.6%
positive negative unchanged
74.6 % of participants showed an
increase in mean scores from pre-
test to interest post testthe number of participants whoare at high level increase in post
test
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Findings & Discussion
37(31.36)
17(14.41)
15(12.71)
16(13.56)
10(8.48)
8(6.78)
8(6.78)
4(3.39)
3(2.54)
2(1.7)
0 5 10 15 20 25 30 35
Fun/interesting activities
Do many experiments/ build artefacts/
Learn new things/ knowledge/ skills
Related to daily lives
Realize that career in STEM are interesting
Can understand more deeply
Challenging activities
Facilitator helpful
Increase confidence/curiosity
Change perception that STEM is difficult
N(%)
Open ended questions: After completed the programme, what is the level of your
interest towards STEM? Why?
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Appendix
Reasons N(%) Typical Responses
Fun/interesting activities 37(31.36%) after participating in this programme, I become more interested in
STEM because the activities taught here are very interesting
Do many experiments/
build artefacts/ hands-on
17(14.41%) I start to like science and mathematics because this programme do
a lot of experiments and interesting learning style
Learn new things/
knowledge/ skills
15(12.71%) I become more interested because I have learn many new
knowledge about science, mathematics, technology and
engineering
Related to daily lives 16(13.56%) 1 am very interested because this programme has taught me a lotabout the importance STEM in my daily life
Realize that career in STEM
are interesting
10(8.48%) This programme make me realize on how interesting the careers in
this field
Can understand more
deeply
8(6.78%) because I see that my acquisition in these subjects has improves
Table 5 Student responses on their experiences participating in the programme
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Reasons N(%) Typical Responses
Challenging activities 8(6.78%) before this I felt that those subjects very boring, but after
participating in this programme, I become more interested those
subjects because its challenge my mind to solve difficult problems
Facilitator helpful 4(3.39%) because the explanation by facilitators were very interesting and
attract my attention, after getting clear explanation it becomes more
fun and interesting, facilitator here help me a lot and they increase my
interest
Increase
confidence/curiosity
3(2.54%) because in the past I was not happy with my career choice because I
do not believe myself to pursue that career, but once I got into this
program , I am 100% sure to pursue my career in the future
It has was uplifting for me to continue studying ' STEM ' and find out
more about these sciences
Change perception that
STEM is difficult
2(1.70%) before participating in this programme, I felt that science and
mathematics are difficult, after attending the programme, I learn
them easily
because this STEM programme make me realize that a career in math
and science is not that difficult and I think this program has changed
my interest. I 'm sure one day I'll be an expert in the fields of
mathematics and science
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*Future plans: Planning future
activities/projects Future direction- To roll out STEM in
CLMV country
Increase partnership
Looking for potential benefit
Potential publications
Potential commercialization
Model of STEM Education
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CHALLENGES
for Researchers
Necessity forFunding Fund to
implement aholistic
approach ofSTEM
Challenges inobtainingsponsorshipfrom outsidesources
Grant for
Longitudinal
Research
To record bestpractices and
effectiveness
of STEM
program
Access and
collaboration with
Ministry of
Education
Challenges ingetting teachers
involvement
and students
participation for
STEM program
Challenges to
Upscale STEM
Program
Incorporate all
RUs andIndustry player
to execute
STEM Program
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Terima Kasih