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Trends and Issues of Research on In-Service Needs Assessmentof Science Teachers: Global Vs the Malaysian Context

Lilia Halim, Kamisah Osman & T. Subahan M. MeerahUniversiti Kebangsaan Malaysia, Bangi, Malaysia

IntroductionIn this ever changing globalized world, the disciplineof science (Biology, Physics and Chemistry) is continu-ously evolving. Similarly, instructional techniques usedto teach the knowledge are also developed at the samepace, both as a result of new developments in Informa-tion and Communication Technology (ICT) and researchin science teaching and learning. Consequently,practicing science teachers need to update their knowl-edge in both content and pedagogy. It is a well-knownphenomenon that, in most countries, teachers of vari-ous subject knowledge expertise are often made to teachscience subjects that they are not trained for. The needto continuously develop professionally is critical forscience teachers. Even though these teachers mighthave used various kinds of coping strategies and safetynet in their teaching, they still need in-service trainingcourses to teach science meaningfully and effectively.

Objectives of the studyThe main objective of the study is to identify the mostprevalent needs as perceived by the Malaysian second-ary science teachers in keeping abreast with the cur-rent demand in science teaching and learning and inmeeting the challenges of globalization. More specifi-cally, the objective is to identify the most prevalent needsfor in service training as perceived by secondary sci-ence teachers in terms of a) science content mastery, b)pedagogical skills, c) knowledge skills in classroomand laboratory management, d) the application andintegration of computers in science teaching and e)the usage of English in Mathematics and Science teach-ing.

This needs assessment study is essential for two pur-poses. First, in the Malaysian context, the last com-prehensive study on the needs of in service training ofscience teachers was conducted in 1983. Therefore, asmentioned above, there is a need to revisit the needs ofsecondary Malaysian science teachers. Second, for aneffective in-service training program, the program de-velopment should be directed towards meeting the statedneeds of the teachers concerns (Amir, 1993). Thus,assessing the learner needs in the planning process isan important step.

Pertinent literature review of in service needsof science teachers.The needs assessment defined in this study is specificto science teachers needs, in that we adopted Moores(1977:145) definition, which is a conscious drive,or desire on the part of the science teacher which isnecessary for the improvement of science teaching.For the purpose and context of this needs assessmentstudy, System Model put forward by Kaufman (1972),which is widely used by needs assessors, is adopted.The model identifies primary needs, summarizes thenature of primary needs, and prioritizes needs for ac-tion planning.

In terms of empirical studies on in-service needs of sci-ence teachers, there appears to be a significant differ-ence between the needs of science teachers from devel-oped countries (such as the United States) comparedto the needs of those from developing countries such asMalaysia and Jordan. It has been shown that the needsof science teachers from the developed countries (Bairdand Rowsey, 1989; Mann 1993; State of Delware; 2002)focused more on the development of students such asto motivate students, to develop strategies on devel-oping conceptual understanding and to develop strat-egies to promote analytical thinking and problem-solv-ing skills. On the other hand, the prominent needsperceived by Malaysian and Jordanian science teach-ers (Bakar, Rubba, Tomera & Zurub, 1988; Abu Bakarand Tarmizi 1995 and Idris 2001) were focused moreon self-improvement such as being creative in scienceinstruction and updating knowledge of science inno-vations in science instruction.

MethodologyThe Science Teacher Inventory Needs of Science (STIN-Zurub & Rubba, 1983) instrument was modified andadministered to 1650 science secondary teachers. A totalof 72 items was constructed to reflect the needs of sci-ence teachers in secondary schools in Malaysia. First,existing perceive needs subscale were reviewed followedby a thorough review and analysis of the needs litera-ture. Then a panel of experts in the area of scienceteaching representing Biology, Chemistry and Physicswas asked to edit, combine, suggest and eliminate items

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from the initial pool of items. Through factor analy-sis, 8 factors and were identified. The categories were:1) Managing and Administering Science Instruction,2) Diagnosing and Evaluating Learners for Science In-struction, 3) Science Teacher Self Improvement, 4)Subject matter knowledge, 5) Administering labora-tory science apparatus, 6) Planning science instruction,7) The use of ICT in Science Instruction and 8) The Useof English in Science Teaching.

FindingsData analysis indicated that the top 10 perceived needswere mainly related to the following three categories1) The Use of ICT In Science Instruction, 2) ScienceTeacher Self Improvement and 3) The Use Of EnglishIn Teaching Science. The first and third findings areobviously contextual in nature whereby these particu-lar needs arise due to the recent Malaysian govern-ment policy on the teaching of Science and Mathemat-ics. The policy requires science and mathematics tobe taught in English. 85 per cent of the respondentsstate the need to increase their proficiency in English.The policy also emphasizes the use of ICT in scienceteaching. Again, about 95 per cent of the respondentsindicated the need to increase their knowledge relatedto ICT in order to teach science effectively.

It appears that the orientation of the needs was to de-velop teachers own competency, both in English andICT, as a response to the current development. How-ever, such needs could be seen as a conscious drive onthe part of the teachers to improve science teachingthrough improving oneself first. This hypothesis is fur-ther supported by another prominent needs indicatedby the science teachers, which are related to the needfor self-improvement. The needs revolve around con-cerns such as to improve professionalism through in-service courses, to gain knowledge on innovative sci-ence teaching and to enhance ones thinking skills.It appears that over the years, Malaysian science teach-ers needs seem to still focus on the improvement ofoneself. Perhaps, the traditional notion of teachingand learning, where teachers are source of knowledge,and are still the main practice in Malaysia, determinesthe needs of the teachers.

ReferencesAbu Bakar, K., Tarmizi, R. A. (1995) Teacher prepara-tion concerns: Professional Needs of Malaysian Sec-ondary School Science Teachers, Paper presented atAnnual Meeting, Association for the Education of Teach-ers in Science, California, West Virginia, USA.

Amir Salleh (1993) Inservice training needs assessmentfor Malaysian secondary school teachers, UnpublishedPhD dissertation, University of Michigan.

Baird, W. & Rowsey, R. (1989) A survey of secondaryscience teachers needs, School Science and Mathemat-ics, 89(4):272-284.

Bakar, K., Rubba, P., Tomera, A. & Zurub, A. (1988)Jordanian and Malaysian science teachers prominentperceived professional needs: A comparison, Journalof Research in Science Teaching, 25(7): 573-587.

Idris, M.D. (2002) A study on the needs of Malaysianprimary science teachers, Master Thesis, Faculty ofEducation, Universiti Kebangsaan Malaysia, Malaysia.

Kaufman, R. (1972) Educational system planning.Englewood Cliffs: NJ: Educational Technology Publi-cations.

Mann, G. 1993. Rural secondary school science teach-ers: What they need to be successful.

Moore, K. D. (1977) Development and validation of ascience needs-Assessment Profile. Journal of Researchin Science Teaching, 14(2), 145-149.

State of Delaware High School Science Summary, 2002h t t p : / / w w w. r b s . o r g / m a t h s c i / s t a t e s / d e /needs_assessment/state/high_science_summer.html

Zurub, A.R. and Rubba, P.A. (1983) Development andvalidation of an inventory to assess science teacher needsin developing countries, Journal of Research in ScienceTeaching, 20(9):867-873.

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