Students stand up, greet the teacher, and the lesson kicks off with, “Today, we will begin with Topic One: Chemical Reactions.”
This all-too-familiar scene reflects the traditional teacher-centred model of education, where the teacher does the talking in front of the classroom, and the students obediently follow instructions – efficient, structured, and no different from a “factory” producing students with high cognitive knowledge.
While this method has its merits, one must ask whether it is truly still an effective method for capturing student attention, especially in getting Gen Z and Generation Alpha learners to pay attention? Does it spark curiosity about science or make learning enjoyable? Can it connect lessons to real-life scenarios?
For many students, science, technology, engineering and mathematics (STEM) subjects are often perceived as daunting or irrelevant to their daily lives.
In Malaysia, the number of students pursuing STEM subjects has been on the decline, raising concerns about the nurturing of STEM in our education system and its long-term implications.
Under the Malaysian Qualifications Framework 2.0, the quality of higher education is no longer solely evaluated based on cognitive achievements, such as scoring high grades in exams.
Instead, learning outcomes now emphasise the holistic development of individuals, focusing on practical skills, interpersonal abilities, ethics, professionalism, entrepreneurship, numeracy, and digital literacy.
This urges institutions and universities to shift their teaching methods towards an active learning approach, fostering engagement and innovation.
Hands-on: Make science fun, accessible and relevant to students. – 123rf.com
Active learning
As an educator and STEM advocate, my goal is to make science fun, accessible and relevant to students’ lives, while aligning with Malaysia’s educational policies and industry growth.
Instead of the traditional teacher-centred method, I find active learning techniques – incorporating competitions, quizzes, field trips and interactive activities – more effective.
For example, in a lesson about chemically synthetic flavouring, a hands-on task where students are blindfolded and challenged to identify whether a liquid is natural orange juice or synthetic orange flavour can bridge theoretical knowledge and real-life experiences they encounter daily. This makes learning fun and relatable.The flipped classroom model, where students review foundational materials, be it through books or videos, before attending class, allows teachers to utilise classroom time for collaborative projects and real-life problem-solving activities. For instance, when discussing food safety, students work in teams to create awareness campaigns, turning theoretical principles into impactful messages.
Interactive digital tools further amplify engagement. Platforms like Kahoot!, Baamboozle and Padlet allow students to compete in quizzes, sparking excitement and reinforcing learning. One favourite activity involves students sharing pictures of their meals on Padlet, which serves as the basis for a class discussion on food safety measures.
Physical activities are also integrated, such as an “amazing race” concept, where students solve STEM-related challenges at various stations. All these activities can be creative ways of assessing student achievement.
Real-life connection
One of the most effective ways to inspire students is by showing them the relevance of STEM in real life. For example, a lesson on food science could involve a field trip to a food manufacturing factory, allowing students to see how food is developed, tested and packaged. This experience, coupled with industry interactions, provides valuable insights into career possibilities in STEM.
Interactive assignments – such as getting food science students to develop and sell innovative food products like flourless cookies, encouraging aquatic science students to display aquatic plants and animals while emphasising environmental conservation, tasking forensic science students to recreate crime scenes where participants are invited to solve mysteries, and having biotechnology students demonstrate interactive 3D modelling of bioprocesses – can be done during specially planned exhibitions or events with assessments based on sales, booth design and pitch presentations.
The role of educators
Educators and universities play a vital role in preparing the next generation to tackle the critical challenges of our time. By incorporating both formative and summative assessments, educators can track students’ progress, provide continuous feedback, and ensure a comprehensive understanding of STEM concepts. Embracing a variety of teaching philosophies and psychological principles helps cater to diverse learning styles, ensuring that all students remain engaged and motivated.
With the new generation’s preferences for interactive and dynamic learning environments, it’s essential to adapt teaching methods that capture their interest, particularly in the realm of science.By integrating innovative teaching methods, real-world applications, and a sense of purpose into STEM education, we can inspire curiosity, foster creativity, and encourage a lifelong love of learning. This approach not only makes science more engaging but also empowers students to explore its potential in addressing pressing global issues.
Through these transformative strategies, STEM education becomes a journey of discovery, preparing students to innovate, collaborate, and contribute to a brighter future.Dr Chang Lee Sin is a food science lecturer at the Faculty of Applied Sciences, UCSI University, and heads its Foundation in Science Department. The T.E.A.C.H Award (Most Innovative Teaching and Learning) recipient holds a Postgraduate Diploma in Tertiary Teaching. Her innovative teaching approach integrates STEM concepts with hands-on experiences.
The views expressed here are her own.
