Preschool Teacher’S Knowledge, Skill And Practice Of Hots In Teaching Science Subject

This study investigates the teacher’s knowledge, skill and practice of higher order thinking in teaching preschool children through early science education. A total of 481 questionnaires were completed and obtained from preschool teachers in Peninsular Malaysia. The data was analysed using the Smart...

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Main Author:	Jaafar, Nurul Izati
Format:	Thesis
Language:	English
Published:	2023
Subjects:	L7-991 Education (General)
Online Access:	http://eprints.usm.my/61324/1/24%20Pages%20from%20NURUL%20IZATI%20BINTI%20JAAFAR.pdf
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id	my-usm-ep.61324
record_format	uketd_dc
spelling	my-usm-ep.613242024-10-17T03:41:29Z Preschool Teacher’S Knowledge, Skill And Practice Of Hots In Teaching Science Subject 2023-03 Jaafar, Nurul Izati L7-991 Education (General) This study investigates the teacher’s knowledge, skill and practice of higher order thinking in teaching preschool children through early science education. A total of 481 questionnaires were completed and obtained from preschool teachers in Peninsular Malaysia. The data was analysed using the SmartPLS Software version 3.0 which used for the Exploratory Factor Analysis and Confirmatory Factor Analysis. The findings indicated that Knowledge of HOTS in the curriculum, Knowledge of HOTS in Pedagogy, Pedagogical skills, Planning/Preparation Skill, Professional Qualification in ECCE/Preschool and KSPK Training/Course have a positive impact on teacher’s practice of HOTS. In addition, the analysis reveals that knowledge of HOTS in curriculum and planning/preparation skills has a positive correlation. Knowledge of HOTS in Curriculum and Pedagogy skills has an insignificant correlation. The moderating effects reveal a positive moderating impact of KSPK Training/Course on the relationship between (Knowledge of HOTS in Curriculum and Knowledge of HOTS in Pedagogy) and teacher’s practice of HOTS. The study provides policy implications to the Ministry of Education (MOE) and stakeholders. MOE should consider directing their emphasis on preschool educational reforms, thus, prioritizing teachers’ development through the maximization of preschool educational resources. Expanding preschool teachers’ training should be consolidated and assigned nationwide to begin yearly. 2023-03 Thesis http://eprints.usm.my/61324/ http://eprints.usm.my/61324/1/24%20Pages%20from%20NURUL%20IZATI%20BINTI%20JAAFAR.pdf application/pdf en public phd doctoral Perpustakaan Hamzah Sendut Pusat Pengajian Ilmu Pendidikan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L7-991 Education (General)
spellingShingle	L7-991 Education (General) Jaafar, Nurul Izati Preschool Teacher’S Knowledge, Skill And Practice Of Hots In Teaching Science Subject
description	This study investigates the teacher’s knowledge, skill and practice of higher order thinking in teaching preschool children through early science education. A total of 481 questionnaires were completed and obtained from preschool teachers in Peninsular Malaysia. The data was analysed using the SmartPLS Software version 3.0 which used for the Exploratory Factor Analysis and Confirmatory Factor Analysis. The findings indicated that Knowledge of HOTS in the curriculum, Knowledge of HOTS in Pedagogy, Pedagogical skills, Planning/Preparation Skill, Professional Qualification in ECCE/Preschool and KSPK Training/Course have a positive impact on teacher’s practice of HOTS. In addition, the analysis reveals that knowledge of HOTS in curriculum and planning/preparation skills has a positive correlation. Knowledge of HOTS in Curriculum and Pedagogy skills has an insignificant correlation. The moderating effects reveal a positive moderating impact of KSPK Training/Course on the relationship between (Knowledge of HOTS in Curriculum and Knowledge of HOTS in Pedagogy) and teacher’s practice of HOTS. The study provides policy implications to the Ministry of Education (MOE) and stakeholders. MOE should consider directing their emphasis on preschool educational reforms, thus, prioritizing teachers’ development through the maximization of preschool educational resources. Expanding preschool teachers’ training should be consolidated and assigned nationwide to begin yearly.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Jaafar, Nurul Izati
author_facet	Jaafar, Nurul Izati
author_sort	Jaafar, Nurul Izati
title	Preschool Teacher’S Knowledge, Skill And Practice Of Hots In Teaching Science Subject
title_short	Preschool Teacher’S Knowledge, Skill And Practice Of Hots In Teaching Science Subject
title_full	Preschool Teacher’S Knowledge, Skill And Practice Of Hots In Teaching Science Subject
title_fullStr	Preschool Teacher’S Knowledge, Skill And Practice Of Hots In Teaching Science Subject
title_full_unstemmed	Preschool Teacher’S Knowledge, Skill And Practice Of Hots In Teaching Science Subject
title_sort	preschool teacher’s knowledge, skill and practice of hots in teaching science subject
granting_institution	Perpustakaan Hamzah Sendut
granting_department	Pusat Pengajian Ilmu Pendidikan
publishDate	2023
url	http://eprints.usm.my/61324/1/24%20Pages%20from%20NURUL%20IZATI%20BINTI%20JAAFAR.pdf
_version_	1818647395536207872

Preschool Teacher’S Knowledge, Skill And Practice Of Hots In Teaching Science Subject

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