Search

To verify its factor structure and construct validity, the Science Teacher Inventory of Need was administered to Malaysian secondary school teachers, using English-language and Bahasa Malaysia versions. Validity and reliability were adequate. The resulting six factors involved instruction, updating knowledge and teaching skills, diagnosing students, and specifying objectives. (GDC)

Determined degree to which Malaysian biology teachers (N=26) perceived they understood and used inquiry teaching. Data indicated that these teachers perceived they had a moderate amount of knowledge about inquiry and occasionally used the 21 inquiry-related behaviors assessed by "A Generic Problem Solving (Inquiry) Model" (Hungerford, 1975). (Author/SK)

The study investigated the extent of process skill achievement among a sample of recent Malaysian high school graduates, and the relationship of these scores to science scores. Among the conclusions is that the science tests placed little emphasis on the assessment of process skills. (MNS)

The article compares the prominent professional needs of secondary-level Jordanian and Malaysian science teachers. Peoples in different countries believed that improved educational opportunities will promote the dedications of the new generation to improve social conditions. Two of these countries, Jordan and Malaysia, have been models of educational reform when its educational systems have taken unprecedented steps including the establishment of science as a major instructional thrust. Due to the reform, the need for better-trained teachers has been implied and so teachers were tested and given a chance to take up educational opportunities to raise their professional competence through the use of the Science Teacher Inventory of Need.