Empowering conceptual and procedural knowledge/skills development in technology-enhanced environment: Challenges and exemplars to promote innovations through digital transformation

• Main Authors: Jamaludin, Junainah, Chin, Chee Keong, Lay, Yoon Fah, Ng, Khar Thoe, Cyril, Nelson, Pang, Yee Jiea, Kumar, Rajendra, Choong, Careemah, Anggoro, Subuh
• Format: Conference or Workshop Item
• Language: English
• Published: 2023
• Online Access: http://eprints.utem.edu.my/id/eprint/28076/2/Empowering%20conceptual%20and%20procedural%20knowledge%20skills%20development%20in%20technology-enhanced%20environment%20Challenges%20and%20exemplars%20to%20promote%20innovations%20through%20digital%20transformation.pdf; http://eprints.utem.edu.my/id/eprint/28076/; https://pubs.aip.org/aip/acp/article-abstract/2954/1/020021/2925181/Empowering-conceptual-and-procedural-knowledge?redirectedFrom=fulltext
• Institution: Universiti Teknikal Malaysia Melaka

Empowering student-centred learning to develop conceptual and procedural knowledge/skills in digitally transformed learning environment has been a major concern of science/social science educational settings. This article aims to espouse challenges faced in digital transformation during pandemic to integrate ‘Internet of Everything’ and pedagogical approaches in technology-enhanced constructivist environments with case exemplars. Mixed-research multi-method is implemented with findings reported from mixed-mode of analysis on qualitative data collected from interviews, open-ended responses from surveys, observation and documentary analysis. Case exemplars reported through ‘multiple-case design’ include ‘cross-case and within-case analysis’ on 5E constructivist model, autonomous/project-based learning integrating digital tools and independent laboratory practical. Data were collected from science and social science studies involving building foundation knowledge on economics through an international research-based e-internship programme being implemented during pandemic. ‘Cross-case analysis’ on national/regional/international programmes revealed that learners’ conceptual and procedural knowledge/skills on ‘environmental education and economic sustainability’ were enhanced through preparing innovative projects integrating transdisciplinary studies. Instrument validation using PLS-SEM will be reported. Two case exemplars were examined through ‘within-case analysis’. These include the analysis of a local programme to promote Year 4 (N=33) students’ primary science learning with innovative project output using 5E constructivist model as reflected in their increased mean scores of science achievement analysed statistically. In conclusion, technology-enhanced student-centred learning has implications in development of conceptual and procedural knowledge and skills in digitally transformed learning environment. Hence more research should be conducted in future to promote more Science and Technology Innovation using digital tools.