Malaysian Science Teachers' Needs for a design Thinking-Based STEM Module in year four Physical Science
DOI:
https://doi.org/10.37134/jpsmm.vol15.1.9.2025Keywords:
Design Thinking, STEM education, Science Learning, Needs Analysis, Learning ModuleAbstract
In the present day, integrating science, technology, engineering, and mathematics (STEM) education is seen as crucial in preparing students with 21st-century skills. However, in the real situation, the primary school teachers in Malaysia often face challenges, including insufficient resources and a lack of effective teaching strategies, which hinder their ability to foster critical and creative thinking in students. Hence, this study explores the needs of teachers and students from the teachers’ perspective for the development of a design thinking-based STEM module in physical science for Malaysian Year Four students to address these challenges. Using a qualitative research design, data were collected through semi-structured interviews with five science teachers to identify the needs for the module development. Thematic analysis was used to analyse the data and revealed two key themes, namely, Fostering Effective Teaching and Assessment in Design Thinking STEM-based Modules and Developing Critical and Creative Thinking in Students. These themes emerged through categories such as teacher development and support, ICT adaptability, the integration of design thinking in STEM, and the cultivation of critical and creative thinking skills among students. The findings of this study highlight the needs for designing a module to equip students with higher-order thinking skills and prepare them with problem-solving skills. This research contributes to the growing body of literature on innovative science education with better pedagogy and offers potential insights for teachers in making their science lessons more meaningful.
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