Mohamad Hisyam Ismail

Science Teachers’ Continuous Professional Development: A Preliminary Finding

Numerous studies on science teachers’ professional development status reported that despite having attended the required centralized courses and in-house trainings, there are those who still struggle to plan for and implement appropriate, well-structured lessons. This study has been carried out to identify aspects relating to instructional practices that science teachers are still lacking in, to investigate the nature of training that they have attended as well as the ones they would like to go for; and to unearth issues surrounding their training for professional growth. Twenty science teachers with less than 5 years of service were involved in this study. Data were obtained through qualitative means via interviews and document analysis. The findings revealed aspects that the science teachers had trouble in are associated with instructional strategies, content knowledge, understanding of learners, assessment and creativity in class. The teachers also raised concerns about the nature of existing and future trainings for the development of effective science teachers; on which recommendations are put forward and a possible professional development framework could be expounded.

Secondary School Students’ Knowledge and Awareness on Environmental Issues

Chemistry can be used as a medium to integrate environmental issues, inculcate environmental awareness also as a platform to assess students’ knowledge and awareness on environment. This study is designed to find out secondary school students’ knowledge and awareness on environmental issues. It employs a qualitative approach in which data are primarily gathered through observations and interviews. Observations of students’ attitudes were carried out in the classroom and laboratory while teaching and learning took place. As for the interviews, the process involved two different groups of samples namely students and chemistry teachers to support the data gathered through observations. Based on their green practices reflected through their daily routines, the secondary school students were found to possess substantial knowledge on environmental issues and good attitudes towards the environment. However, they have moderate awareness on environmental issues examined through their knowledge and attitudes. It is recommended that chemistry teachers integrate environmental issues and promote environmental awareness as they teach any related chemistry topics given the significant role of knowledge integration in fostering environmental literacy among students.