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The culture of Science, Technology, Engineering, Art and Mathematics (STEAM) teaching is still new among preschool teachers. Nevertheless, STEAM teaching is seen as challenging to be implemented if there is no clear guideline prepared by qualified experts. Therefore, a need analysis on STEAM teaching strategies ought to be conducted to ensure the implementation of STEAM teaching its related problems may be attended. This research aimed to explore experts’ perceptions about Fred Rogers’ STEAM as a STEAM teaching strategy approach as a considered method to be taught in preschools. This need analysis employed semi structured interviews with four experts. The obtained findings were categorized and analysed thematically. Five themes were identified: 1) features and needs of STEAM education, 2) inquiry-based learning 3) learning by doing activities, 4) interesting and systematic teaching strategies and 5) suitability with children’ development and practices. The research findings benefit preschool teachers in selecting and implementing STEAM teaching strategies based on experts’ opinion. Besides, it is anticipated to help teachers to conduct meaningful and effective STEAM teaching with preschool children.

Electrochemistry is difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that students can visualize and improve their understanding of chemistry by using interactive computer animation and simulation. This study reports the effect of interactive computer animation and simulation module named “Interactive Electrolysis of Aqueous Solution” (IEAS) developed to aid students in learning electrolysis. A pre and post-test control quasi-experimental design was carried out to investigate the effects of the IEAS on students’ achievement and motivation in electrochemistry topics. This study involved 62 16-years-old male students from two different secondary schools. Pre and post electrochemistry achievement tests (EAT) and pre and post- Instructional Material Motivation Surveys (IMMS) were used. For EAT, using one-way ANOVA, it shows that there was a significant difference in the post-test mean score in this study on the understanding of the electrolysis concept between students in the treatment and control groups [F (1, 60) = 5.15, p <0.05]. The qualitative results also provided evidence that the students in the treatment group had a better conceptual understanding than the control group, especially at the microscopic representation level. For the IMMS test, there was a significant difference between the treatment and control groups in terms of the mean score of the post motivation IMMS test where p <0.05 in chemistry learning [F (1,59) = 266.89, p <0.05].  Thus, it can be concluded that IEAS has an impact on enhancing the students’ understanding of the electrolysis concept, and the students are more motivated to learn electrochemistry.

<span>The purpose of this study is to investigate the effectiveness of coupled inquiry-5E approach on the understanding of meiosis concept among pre-service teachers. The research design of this study is one-group design with a pre-test -post-test-delayed post-test. A total of 31 pre-service teachers from one public university involved in this study. An instrument, Meoisis Conceptual Test with 19 items was used. Data was analysed using One Way Repeated Measure ANOVA. The result showed that there is a statistically significant effect for time, Wilks’ Lambda =.80, F (2,29) = 3.65, p&lt;.05, multivariate eta squared = .20. From the analysis, it can be concluded that there is a statistically significant effect for time. Thus, this finding showed that couple inquiry learning approach has an effect on enhancing meiosis understanding among pre-service teachers. From this study, it is suggested that couple inquiry learning approach is a good method to be used in learning abstract concept such as meiosis.</span>

It is the teacher's responsibility in paying serious attention on highlighting the 21st century way of learning in transforming the education system, focusing on equipping students with communication skills, critical thinking, and collaboration skills. This 21st century learning requires suitable teaching aids to achieve the learning objectives. Online game-based learning is considered as one of the new methods, which is capable of raising sudents' engagement and active learning. This study aimed to obtain the preuniversity students' perception on the usage of Kahoot! in enhancing their engagement and active learning in the Biology classroom. In addition, this study also aimed to identify the dominant factors that encourage students to engage in learning and facilitating sessions in order to enhance students' active learning. A quantitative research methodology using survey was implemented in this study. A total of 100 students from pre-university colleges at the northern Malaysia were involved as the sample of this study. The data were analyzed using the SPSS 24.0 to obtain descriptive analysis as well as inferential analysis. The findings indicated that the students believed that Kahoot! can attract them to participate in learning sessions and enhance the students' active learning. Students also agreed that the dominant factors that it motivates them to engage in learning and facilitate sessions, as there is a good interaction and communication between partners and teachers. Hence the findings of this study are expected to encourage teachers especially in pre-university level to integrate the usage of online game approaches such as Kahoot! in Biology subjects to enhance the students' engagement and active learning. This is in line with the needs of the current pedagogy that further stimulates the atmosphere of active learning in the classroom leading towards the revolution industry 4.0 and the 21st century learning. Research HypothesisThe research hypothesis tested for answering the research question is: H0: There is no significant correlation between students' perceptions of the implementation of Kahoot! in Biology subject in enhancing the students' engagement and students' active learning with the dominant factor that encourage students to engage in active learning. Research LimitationsFirstly, this study is limited with the pre-university students at the Northern Malaysia and does not involve all zones in Malaysia. Secondly, there are many types of online game-based learning applications that can be implemented in the classroom, however, the researcher chose Kahoot! as it is thought to be one of the most user-friendly online game based learning. Finally, this research only involved the students taking Biology subject and does not involve students learning other subjects or classes.