Kajian ini secara umumnya bertujuan mengkaji kepada “Tahap Profesionalisme Dalam Kalangan Guru Pendidikan Islam sekolah-sekolah menengah Di Brunei, Malaysia . Bagi mencapai tujuan ini, terdapat 4 objektif khusus yang ditetapkan dalam kajian ini iaitu: 1. Mengenal pasti penilaian pelajar dan guru terhadap tahap profesionalisme guru Pendidikan Islam di Brunei Darussalam dan Malaysia ; 2. Membina dan membandingkan profil profesionalisme guru pendidikan Islam di Brunei Darussalam dan Malaysia; 3. Mengenal pasti sikap pelajar terhadap pengajaran dan pembelajaran mata pelajaran Pendidikan Islam; dan 4. Mengenal pasti penilaian pelajar dan guru tahap profesionalisme guru Pendidikan Islam berdasarkan beberapa pemboleh ubah bebas.
This study aims to investigate science teacher candidates’ knowledge on nuclear science through the teaching of nature of science (NOS). Ten science teacher candidates who are doing their Master of Teaching of cohort 2022 and cohort 2023 are involved in this study. NOS plays a crucial role in shaping how scientific knowledge is constructed, validated, and communicated, making it essential for these science teachers candidates to understand and integrate into their teaching practices. One of the components of NOS is subjectivity in science. Using the recent debate within the scientific community regarding the release of Fukushima treated radioactive water to the Pacific Ocean as an instrument to gauge the science teacher candidates’ knowledge on nuclear science specifically on radioactivity. In addition, this debate illustrates the subjectivity in science to dispel the myth of objective science. The implication of this study is to raise awareness and increase the science teacher candidates’ scientific literacy when it deals with issues that are controversial in science. It is essential in preparing future science teachers with a deeper understanding of nuclear science, especially in contentious topics which can enhance their ability to engage students in informed discussions as well as to facilitate critical thinking about real-world scientific issues. More often than not, discussions and disagreements about scientific ideas are essential in scientific development. The outcome of this study can lead to more future exploration such as in exploring the effectiveness of specific pedagogical approaches and curriculum development in addressing contentious topics in science education.
Brunei had the highest energy consumption per capita in ASEAN countries in 2014. The primary sources of the energy are non-renewable energy of oil and gas. Brunei Darussalam’s carbon dioxide emissions are a concern, with a per capita rate of 18.28 tons, which is higher than that of many larger countries. Hence the government has taken step in addressing this issue at policy level. They aimed 10% renewable energy share in power generation by 2035. Due to the geographical location and climate condition of Brunei, the most feasible and suitable renewable energy are solar energy and wind energy. However, it was found that Bruneian secondary students have several misconceptions on renewable energy. Some of the common misconceptions are nuclear energy is a renewable energy and the common process to produce nuclear energy is via nuclear fusion. It is imperative to investigate the teachers’ understanding of nuclear energy since they are considered to be the front-liners of educating the children in schools. In this study, we will investigate the science teacher candidates’ knowledge on nuclear energy as an alternative energy source from Master of Teaching course from cohort 2022 and cohort 2023. A questionnaire to assess their understanding is adapted from Cheong et al (2015) ‘What do you know about alternative energy?’. The implication of this study is to increase the awareness of secondary teachers and indirectly secondary students so that they can make informed decision on nuclear energy that involved public issue such as the Japan’s public reaction towards the release of treated radioactive water from Fukushima nuclear plant to the ocean.
This research endeavours to scrutinise the representation and delivery of nuclear science technology themes within secondary science textbooks in Brunei. Utilising a document analysis methodology, the study meticulously assesses the depth, clarity, and extent of coverage pertaining to nuclear science technology. Given the escalating significance of nuclear science technology across diverse industries and its profound societal implications, a thorough understanding of its portrayal in the secondary education curriculum is indispensable. This investigation offers an in-depth insight into the state of nuclear science technology education in Brunei by systematically analysing the textbooks in use. The objectives of this research pivot around two areas: (1) The discernment of nuclear science technology topics within secondary science textbooks, considering both presence and depth of treatment (2) The assessment of the frequency of learning outcomes aligned with the emergent themes of nuclear science technology. By dissecting specific chapters, sections, or modules dedicated to this discipline, the research aims to evaluate the coherence and profundity of the content. The outcomes of this investigation will enrich our comprehension of the integration of nuclear science technology within Brunei's secondary science textbooks. Furthermore, these results will provide invaluable guidance to curriculum designers, policymakers, and educators, pinpointing areas for potential augmentation regarding the introduction of nuclear science technology in textbooks. Ultimately, this research aspires to furnish salient insights into the current status of nuclear science technology education in Brunei's secondary schools, laying the groundwork for future curriculum advancements in this pivotal domain.
This research project consists of five designed-based studies to inform the applicability of the proposed Innovative Inter-disciplinary Curriculum and Assessment Model (IICA) in (a) disseminating interest and motivation in studentsâ€™ learning of science and mathematics, (b) instilling spiritual and social awareness embedded in the scientific and mathematical concepts, (c) promoting studentsâ€™ understanding of science and mathematic concepts, and (d) improving students achievement in science and mathematics curriculum. The activities planned are: (1) Designing curriculum using a modified technological, pedagogical and content knowledge framework with personalized multi-model assessments or the Personalized Pedagogy, Assessment and Technology (PPAT) matrix; (2) Implementing and evaluating the CUP strategy for the teaching and learning (pedagogy) of the content in selected schools; (3) Investigating studentsâ€™ understanding of the content through the social-semiotics and language integration; (4) Investigating the outcomes of multi-model formative assessments of studentsâ€™ learning of science and mathematics concepts, and (5) Examining the effect of teacher-student interactions on studentsâ€™ mathematising development. The outcome of the research project will be i) the Model for Innovative Inter-disciplinary Curriculum and Assessment for curriculum and assessment design, which can be replicated and disseminated to teachers as part of their continuous professional development. ii) innovative teaching and learning resources developed through the implementation of the IICA model. iii) books and journal articles publications on IICA model in international reputable publication houses.
The needs to empower teacher candidates and students with critical thinking skills in Brunei Darussalam have become one of the most important agenda in the education sector. Inevitably, teacher educators play a critical role in shaping teacher-candidates' praxis in promoting the application of critical thinking skills in classroom. It is believed that the approach to critical questioning adapted by the teacher educators during classroom interactions through guided participation will be appropriated by teacher-candidates in their own teaching. Thus, the main objective of the research is to observe whether the implementation of critical pedagogy by teacher educators will influence teacher-candidates questioning styles and approach in their classroom specifically in the Bruneian contexts. In order to achieve this, on top of proper plannings, classroom recordings and classroom discourse analyses need to be conducted which involve both settings that is at SHBIE and in schools. On one hand, while this study is looking for concrete evidence of transfers, if any, of praxis of critical thinking skills between both settings, on the other hand findings from this study can be utilised to further enhance the pedagogy of thinking skills in teacher education especially in the local contexts. It is expected that the findings from this research is to be shared in at least at one international conference and to be published in reputable journals.
With heavily rely on digital technologies, teaching and learning processes in higher education requires students to have digital literacy skills. According to Eshet (2012), digital literacy skill is a survival skill which students need in order to function effectively in digital learning environments. With Eshetâ€™s model of digital literacy skill as a framework, this project aims to assess the digital literaciness of students in higher education. Based on Prenskyâ€™s assumption, these students are categorised as the digital native generation, in which this generation lives their lives immersed in digital technologies and that they learn differently from previous generations.
The study aims to identify the psychological wellbeing of School Counsellors and Guidance Teachers in Brunei Darussalam within the six dimensions in the Psychological Wellbeing (PWB) scale (Ryff & Keyes, 1995), and to explore the coping strategies in maintaining a positive wellbeing. This research is a collaboration between Sultan Hassanal Bolkiah Institute of Education (SHBIE), Universiti Brunei Darussalam and the Department of Planning, Development and Research (DPDR), Ministry of Education, Brunei Darussalam. The research will use a Mixed-method research design which will be carried out in two phases; Pilot study and Main Study. The findings of this study will provide an overview of wellbeing of school counsellors and guidance teachers in Brunei Darussalam, and create awareness on the needs to maintain their positive psychological wellbeing.
The objectives of the study reported are threefold: - to test the effectiveness of Learning Study as a professional development model in the context of the Brunei education system; - to reveal support for a hypothesis that the experience of contrast, generalisation and fusion, through focusing on what their students need to learn, leads to teacher change and results in improvement in teaching; and - to identify necessary conditions for Learning Study to lead to improvement in students’ learning outcomes.
In general, this study aims to investigate the ‘Level of Professionalism Among the Islamic Education Teachers in Secondary Schools in Brunei Darussalam and Malaysia. There are 4 specific objectives which have been set in this study namely: 1. To identify teachers’ and students’ assessment towards the level of professionalism of Islamic Education Teachers in Brunei Darussalam and Malaysia ; 2. To design and compare the professionalism profile of Islamic Education teachers in Brunei Darussalam and Malaysia ; 3. To identify students’ behaviour towards the Teaching and Learning process for Islamic Education as a subject; and 4. To identify teachers’ and students’ assessment towards the level of professionalism of the Islamic Education teachers based on several independent variables.
This study aims to identify the level of psychological wellbeing of school counsellors and guidance teachers in Brunei Darussalam within the six dimensions in the Psychological Wellbeing (PWB) scale (Ryff & Keyes, 1995) and to explore the coping strategies in maintaining a positive wellbeing. The research will be using Mixed-method research design which will be carried out in two phases; Pilot study and Main Study (refer to part 4 for the Details of Research Procedure).