Include hands-on activities in new STEM programme to spark interest in field, experts say
INTERACTIVE hands-on activities and regular exposure to successful scientists are key if Malaysia is to increase uptake of science, technology, engineering and mathematics (STEM) in schools.
While the government’s new Science, Technology and Innovation (STI) 100 to the power of Three (STI 100³) programme “has potential”, National STEM Association president and founder Emerita Prof Datuk Dr Noraini Idris said one-off visits to schools just won’t do.
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There must be a steady stream of funds to ensure that the programme can be enhanced to include more than just one-off talks, and for it to be carried out consistently on a long-term basis.
Nothing much will happen if a scientist just visits once. The students would not suddenly become very interested in STEM, Prof Noraini, who is also Universiti Malaya STEM Centre advisor and honourary professor, told StarEdu.
“For STI 100³ to be effective, multiple visits and talks must be held at schools.
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“And, the programme must include more than just talks.
“There must be experiment demonstrations and hands-on activities.
Prof Noraini
“Only then will children see what science is about,” she said, adding that the aim was to pique their interest in STEM.
The scientists chosen for STI 100³ must be willing to commit both their time and resources, she said.
“Travelling costs for their visits to schools need to be looked into too and at the end of the programme, a proper assessment must be done to see if STI 100³ has met its objective,” she added.
STI 100³, a collaboration with the Education Ministry to bring 100 scientists, to 100 schools nationwide in 100 days, was slated to kick off last month, Science, Technology, and Innovation Minister Chang Lih Kang said on Aug 23.
Scientists involved would be given the responsibility to inspire students and create an interest in STEM among students, he said adding that STI 100³ would be incorporated into other ongoing STEM activities such as STEM camps and the Malaysia Techlympics.
The idea for STI 100³ was mooted by Prime Minister Datuk Seri Anwar Ibrahim in July when he suggested that young scientists be invited to hold talks in schools.
Concerned by the lack of interest in STEM subjects as well as the growing divide between urban and rural schools in this area, he suggested that 100 scientists from the biotech sector and government agencies be roped in to give these talks which could greatly benefit our students.
Anwar, who was speaking at the launch of the National Bioeconomy Showcase 2024 on July 17, said the lack of interest in STEM should be tackled through a multi-ministry approach that also involves the private sector.
Teachers as role models
A more sustainable approach, Prof Noraini said, would be to train STEM teachers to be the role models instead of simply inviting scientists to give talks in schools.
“Of course, once in a while you can invite people in STEM such as those in aviation, biotechnology and the other industries, to come motivate and inspire students but teachers are still the best role models,” she said, adding that students need to “see” how the concepts learnt in class are being used in real life situations.
For this to happen, teaching and learning techniques need to be improved, she said.
Teachers, she stressed, must incorporate technology in their lessons as the digital natives enjoy using technology in almost everything they do.
The current rote learning system is not helping the STEM cause, said Prof Datuk Dr Ahmad Ibrahim from the UCSI University Tan Sri Omar Centre for STI Policy.
“Teaching should entail understanding rather than memorising,” he said, adding that good science teachers are needed.
“All good students must be enticed to become science teachers as is done in some countries. Science should be made more fun,” he added.
Prof Ahmad
He said students also need to be shown that those in science careers are well rewarded.
“The science research sector is the one crying for more talents in STEM. Give them a good salary package.
“Create a civil service sector with a focus on scientific research,” he said.
Besides teachers, Academy of Sciences Malaysia fellow and chair of its Chemical Science Discipline Prof Datuk Dr Mohd Jamil Maah said school counsellors should also play a role in promoting STEM to students.
“There is also a lack of talks and scientific exhibitions and activities at lower secondary level in exposing students to STEM,” he said, adding that the activities need to be done at all levels of the education system.There must be inter-class, inter-school, inter-district, national and international level activities.
“Interest in STEM should start early and not at the Form Four level,” he said.
Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim said the pedagogy used in teaching is the problem.
Noor Azimah
“The rigid pedagogy is to be blamed for students being disinterested in STEM. It does not encourage discovery, thinking or the application of knowledge.
“Students fail to read, and conduct research, and are discouraged from using their imagination to learn,” she said, adding that the problem is prevalent across all subjects, not just those which are STEM-related.
One way to get students interested in the sciences is by encouraging them to become independent learners via the teaching and learning process, she said.
“When students own their learning, they become problem-solvers, explorers and thinkers. They will develop a creative growth mindset, view mistakes as learning opportunities, and learn to experiment and think outside the box,” she added.
She said experiments should be conducted by students while being guided by teachers as this encourages hands-on learning.
Noor Azimah also suggested supplementing classroom teaching with watching real life documentaries on specific subjects.
Parents can also play a part, she said, by bringing their children for science events and activities organised by the Science, Technology and Innovation Ministry, National Science Centre, National Planetarium, Malaysian Research Accelerator for Technology and Innovation, Malaysian Institute of Microelectronic Systems, Institution of Engineers Malaysia and STEM 4 All Makerspace.
Down to the basics
But having well trained teachers is just the start if we are to effectively inculcate interest in STEM, said Prof Noraini.
It is also crucial to ensure laboratories in schools are functional and well-equipped, she added.
“Students need proper labs for their lessons and to do experiments and projects in order to enjoy STEM.
“They must have the apparatus and devices to learn yet there are still schools that do not even have the basic equipment for experiments,” she said.
Prof Ahmad, however, said STEM education can take place just by encouraging students to observe what is around them.
“STEM is often portrayed as difficult to learn.
Prof Mohd Jamil
“This is not entirely true as STEM can be learnt easily if the lessons are related to everyday life such as nature, and the world around us,” he said, adding that a lack of laboratory facilities should not stop teachers from teaching the discipline.
It is only at a later stage, he said, that students are required go the labs to test the science theories learnt, he said.
Prof Noraini shared that the National STEM Association has been conducting the STEM Mini Theatre project to expose students from the B40 community to STEM.
“Participants have to create and innovate products using STEM principles. They then have to commercialise and market their creations.
“To make the experience more interesting and fun, participants have to present their products by staging a skit in front of the judges,” she said.
By engaging students through the project, many have gone on to enrol in the science package in Form Four, she shared.
To encourage STEM, Prof Noraini said it is also important for students to be exposed to the industry, for instance, through factory visits.
“The factory staff can then help to explain the operation processes and the requirements for those interested to work in the sector,” she added.
‘Hands-on learning, please’
Making science fun is the most effective way of sparking student interest and ensuring optimum absorption of knowledge. Theories are best learnt when anecdotes and mnemonics are used. Experiments should be engaging. This is possible with hands-on practice of invaluable skills such as knowing how to operate an electron microscope or handling fragile laboratory instruments. – Hayley Poh, 17
What got me interested in science during my school years was my fascination with how things that seemed magical could be explained with logic. I love how science unraveled the mysteries of the universe like electricity, with rational explanations. I was able to understand the hows. The objectivity of science, along with the rigour of scientific methods, captivated me. Science was a field where I felt I could always learn, explore, innovate, turn ‘magic’ into reality and harness its benefits. – Daniel Fadzlan Abdullah, 21
Science taught me to feed my curiosity. The endeavour to understand our world, and the people who make it their life’s mission to uncover new knowledge, enriches me. The discovery of Pi and the fact that 111 is perfectly divisible by 37, are interesting facts. Contributions to science made by women like Marie Curie, Ada Lovelace, and Rajeshwari Chaterjee are what really inspired me to pursue the sciences. – Prameesha K Prajiv, 18
Exploding chemicals. Dissections of real-life organisms. Experimenting with lasers. These were what reeled me into the science field. As someone with a short attention span, complex hands-on activities enticed me to develop an initial interest; the more theoretical side of science only started to excite me later on when I became curious as to how these experiments could actually prove concepts I struggled with. Experiential learning is always interesting. – Bertilda Wong, 15
