UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||||||
| Abstract : Perpustakaan Tuanku Bainun |
| The Malaysian government must prioritise STEM education in schools, especially given recent statistics indicating a very low percentage of student involvement in the STEM field. STEM education is critical to a country's progress and development, so the Malaysia Education Blueprint (2013-2025) was launched to ensure that the country has skilled labour resources in the fields of science, technology, technical, and vocational education. The purpose of this study is to delve into the complicated role of the cognitive factor in STEM education, shedding light on its importance in learning and information processing, as well as its impact on students' academic performance. Despite extensive research into cognitive factors in STEM education, there is still a significant gap in understanding how cognition specifically shapes students' interest in STEM fields and careers, particularly in the Malaysian context. The present research seeks to fill this gap by delving into the nuanced relationship between cognition and STEM interest, presenting a cognitive conceptual framework emphasising the multifaceted nature of cognitive processes influencing STEM career interest. This research will benefit researchers studying STEM education trends and their relationship with cognitive abilities, as well as government agencies involved in STEM empowerment in schools.
Keywords: Trends, Connection, STEM Education, Career Interest, Cognitive |
| References |
Academy of Science Malaysia. (2017). Science outlook report. Conveging towards progressive Malaysia 2050. Research and Policy Recommendations Documents. https://www.akademisains.gov.my/asm-publication/science-outlook-report-2017/ Academy of Science Malaysia. (2020). 10-10 Malaysian Science, Technology, Innovation and Economy (MySTIE) Framework: Trailblazing the way for prosperity, social well-being & global competitiveness. http://www.akademisains.gov.my/10-10-mystie. Amelia, A., & Lilia, H. (2019). The challenge of integrating STEM education in the Malaysian curriculum. Seminar Wacana Pendidikan, September, 1-10. Anugrah, R. F., & Galih, D. S. (2019). Effect of STEM-based learning on the Cognitive Skills improvement. Mimbar Sekolah Dasar, 6(2), 198-207. http://doi.org/10.17509/mimbar-sd.v6i2.17562. Berkowitz, M., & Stern, E. (2018). Which cognitive abilities make the difference? Predicting academic achievements in advanced STEM studies. Journal of Intelligence, 6(48), 1- 24. http://doi:10.3390/jintelligence6040048. Black, S. E., Muller, C., Spitz-Oener, A., He, Z., Hung, K., & Warren, J., R. (2021). The importance of STEM: High school knowledge, skills and occupations in an era of growing inequality, Research Policy, 50 (7), 1-19. https://doi.org/10.1016/J.RESPOL.2021.104249. Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11. Bryan, L. A., Moore, T. J., Johnson, C. C., & Roehrig, G. H. (2015). Integrated STEM education. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM roadmap: A framework for integration. Taylor & Francis. Butler, T., & Scurlock-Evans, L. (2013). Personality and Individual Differences. Pearson Education Limited. Chachasvili-Bolotin, S., Milner-Bolotin, M., & Lissitsa, S. (2016). Examination of factors predicting secondary student interest in tertiary STEM education. International Journal Science Education, 38(3), 366-390. doi:10.1080/09500693.2016.1143137. Chang, B., Chen, S. Y., & Jhan, S. N. (2015). The influences of an interactive group-based videogame: Cognitive styles vs. prior ability. Computers & Education, 88, 399-407. Chen, Y. T., Liou, S., & Chen, L. F. (2019). The relationships among gender, cognitive styles, learning strategies, and learning performance in the flipped classroom. International Journal of Human–Computer Interaction, 35(4–5), 395–403. Department of Statistics Malaysia (DOSM). (2022). Survey: 72.1% of Malaysians not keen on higher education after SPM, want to work as influencers or in gig economy instead. Retrieved by 12 January 2023 at https://www.dosm.gov.my/v1/uploads/files/5_Gallery/2_Media/4_Stats%40media/1 Donmez, I. (2021). Impact of out-of-school STEM activities on STEM career choices of female student. Eurosian Journal of Educational Research, 91, 173-204 Dunn, R. S., & Dunn, K. J. (1994). Teaching Young Children Through Their Individual Learning Styles. Allyn and Bacon. Ford, N., & Chen, S. Y. (2001). Matching/Mismatching revisited: An empirical study of learning and teaching styles. British Journal of Educational Technology, 32(1), 5-22. Friedman. H. S., & Schustack. M., W. (2011). Personality: Classic Theories and Modern Research. Pearson. Gilhooly, K. J., Lyddy, F., & Pollick, F. (2014). Cognitive Psychology. McGraw Hill Education. Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201. Huang, Y. M., & Chiu, P. S. (2015). The effectiveness of the meaningful learning-based evaluation for different achieving students in a ubiquitous learning context. Computers & Education, 87, 243-253. Hu, D. L., Lefton, L., & Ludovice, P. J. (2016). Humour applied to STEM education. System Research and Behavioral Science. Wiley Online Library. http://doi.org/10.1002/sres.2406. Idris, R., Govindasamy, P., & Nachiappan, S. (2023a). Fueling ambitions: The dynamic interplay of personality, cognitive and self-efficacy in fostering STEM interest among Malaysian secondary school students. International Journal of Advanced Research in Education and Society, 5(3), 276-287. https://doi.org/10.55057/ijares.2023.5.3.27. Idris, R., Govindasamy, P., & Nachiappan, S., Bacotang, J. (2023b). Charting the courses: STEM interest career survey among secondary school students in Malaysia. International Journal of Academic Research in Business and Social Sciences, 13(9), 1546-1556. http://dx.doi.org/10.6007/IJARBSS/v13-i9/17957. Idris, R., Govindasamy, P., & Nachiappan, S., Bacotang, J. (2023c). Empowering minds: Harnessing the potential of cognitive field independence and dependence in STEM education. International Journal of Academic Research in Business and Social Sciences. 13(9), 1504-1514. http://dx.doi.org/10.6007/IJARBSS/v13-i9/17955. Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44, 461- 481. Li, X., & Wang, W. (2020). Exploring spatial cognitive process among STEM student and its role in STEM education. A cognitive neuroscience perspective. Science & Education, 30, 121-145. https://doi.org/10.1007/s11191-020-00167-x. Mahmud, M. I., Kari, D. N. P. M., & Ai, T. Y. (2022). The Relationship between career interests and STEM careers of secondary school students. Journal of Positive School Psychology, 6(2), 587-595. Mefoh, P. C., Nwoke, M. B., Chukwuorji, J. C., & Chijioke, A. O. (2017). Effect of cognitive style and gender on adolescents’ problem solving ability. Thinking Skills and Creativity, 25, 47–52. Messick, S. (1984). The nature of cognitive styles: Problems and promises in educational research. Educational Psychologist, 19(2), 59-74. Ministry of Education Malaysia. (2013). Malaysia Education Blueprint Plan 2013-2025. Putrajaya: Ministry of Education Malaysia. Ministry of Education Malaysia. (2016). Guide to the implementation of science, technology, engineering and mathematics (STEM) in teaching and learning. Curriculum Development Division Putrajaya. Ministry of Education Malaysia. (2022). Annual Report of the Malaysian Education Development Plan. Putrajaya: Ministry of Education Malaysia. Ministry of Science, Technology and Innovation. (2022). List of Malaysian Government Policies and Policies. Retrieved by 14 January, 2023 at https://mastic.mosti.gov.my/sti/sti-policies/national-science-technology-and- innovation-policy. Pithers, R. T. (2002). Cognitive learning style: A review of the field dependent field independent approach. Journal of Education and Training, 54, 117-132. Riegler, R. B & Riegler. R. G. (2012). Cognitive Psychology. Applying the Science of The Mind. Allyn & Bacon. Setiwan, A., Wawan, Koderi & Pratiwi, W. (2020). Game based learning in mathematics: Future teachers’ viewpoint. Journal for the Mathematics Education and Teaching Practices, 1(2), 87-93. Shahali, E. H. M., Halim, L., Rasul, M. S., Osman, K., & Zulkifeli, M. A. (2016). STEM learning through engineering design: Impact on middle secondary students’ interest towards STEM. EURASIA Journal of Mathematics, Science and Technology Education, 13(5), 1189-1211. Syukri, M., & Ernawati. (2020). Increasing students' interest in learning through a PBL model based on the STEM approach in learning physics. Jurnal Pencerahan, 14(2), 1693-7775. Tekbiyik, A., Bulut, D. B., & Sandalci, Y. (2022). Effects of a summer robotics camp on student STEM career interest and knowledge structure. Journal of Pedagogical Research, 6(2), 91-109. https://dx.doi.org/10.33902/JPR.202212606. Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47, 1-64. Witkin, H. A., Oltman, P. K. , Raskin E., & Karp S. A. (2002). Group Embedded Figures Test Sampler, Set Manual, Sample Figures and Scoring. Mind Garden, Inc. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |