Developing Scientific and Technological Literacy (STL) towards Lifelong Learning: A Case Study for Continuing Professional Development (CPD)
Ng, Khar Thoe, and Raihan Abdul Rani, and Fong, Soon Fook, (2005) Developing Scientific and Technological Literacy (STL) towards Lifelong Learning: A Case Study for Continuing Professional Development (CPD). Malaysian Online Journal of Instructional Technology (MOJIT), 2 (2). pp. 137-147. ISSN 1823-1144
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Official URL: http://pppjj.usm.my/mojit/articles/pdf/August05/13_Mojit_Fong2-final.pdf
Universiti Sains Malaysia. School of Educational Studies
The global knowledge-based economy we live in today calls for a clear commitment towards lifelong learning for our society. Lifelong learning is the terminology often used
to refer to learning throughout one’s lifetime; it encompasses formal, non-formal and informal education aiming at producing citizens who are able to utilise various kinds of knowledge, especially those related to science creativity in everyday life, to solve problems, make decisions and improve the quality of life. A leading-edge workforce in any nation requires not only new talent coming out of schools and colleges with the appropriate training, education and skills to drive the economic engine, but it also needs the continuous upgrading of the current knowledge and skills of the existing personnel as
well as citizens who are scientifically and technological literate to respond to the demands of an information society. To achieve the aspirations of a developing nation focusing on the advancements in science and technology, it becomes of utmost importance to upgrade the knowledge of science professionals via continuing professional development (CPD). This article aims at exploring the perception of science teachers towards scientific and technological literacy (STL) as well as their understanding of lifelong learning in science and technology education. A case study will also be reported from the researchers’ experience in conducting in-service training courses via introducing a group of secondary Chemistry and Physics teachers to the concepts of STL and multimedia resources for its promotion with various alternative assessments such as project output and an evaluation of their learning processes. The indicators of their performance were measured from the change in their perceptions on STL, their values and attitudes in science and their deepened understanding of STL towards lifelong learning. These were
analysed from their responses using the Likert scale as well as qualitative feedback collected from the pre-/post-test questionnaires. Their improvement in perception and
the mastery of knowledge or skills using various alternative assessments and multimedia resources to enhance STL were also evaluated via the observation of classroom activities using information and communication technology (ICT) in science and through their responses to the open-ended questionnaire. Some examples on concept maps and lesson ideas incorporated via the topic WebQuest are illustrated. The research activities and findings will serve as guidelines for the future planning of teacher education when teaching and assessing STL to promote lifelong learning and CPD in science, technology, environment and society (STES) education.
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