bitara stem ukm

7/26/2019 Bitara Stem Ukm

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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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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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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

bitara stem ukm

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