The Bitara-STEMTM Training of Trainer Programme is a short-term professional development programme aimed to increase STEM teachers or facilitators’ abilities to teach integrated STEM education and to increase their efficacy, beliefs and attitudes of integrated STEM teaching. The programme involves 35 facilitators, representing a broad spectrum of STEM fields. Pre- and post-test results of the participants’ beliefs, attitudes, perceived efficacy and content knowledge in the context of integrated STEM teaching revealed significant changes. The findings also revealed (i) knowledge of integrated STEM teaching to be related to facilitators’ efficacy for teaching integrated STEM and (ii) facilitators’ attitudes to be related to beliefs of integrated STEM teaching. The outcomes of this study provide evidence that a relatively short-term professional development can have a significant impact on facilitators’ beliefs, attitudes, efficacy and knowledge of integrated STEM teaching and STEM concepts. Key words: attitudes, beliefs, integrated STEM teaching, STEM Education, STEM facilitators.

Systematic literature review (SLR) relies on a thorough and auditable methodology to reduce bias and ensure high reliability. This bias can be reduced through four main processes namely identification, screening, eligibility and inclusion. The SLRs discussed in this article are related to Pupils' misconceptions and errors in trigonometry. The articles used in this review were accessed from January 2011 to January 2021. Five databases were used to screen past study articles, namely Scopus, ERIC, Dimensions, Web of Science (WoS), and Google Scholar. The systematic literature review procedure included search strategies, selection criteria, selection process, data collection, and data analysis. A total of 26 articles were identified through set criteria such as year of publication and type of language. The study found articles that determine the misconceptions in trigonometry and ways to eliminate them. The findings also discovered that learning trigonometry using manipulative materials and digital form software could eliminate misconceptions. Therefore, further research is needed and more general keywords should be used to identify the appropriate methods in determining and eliminating misconceptions in learning trigonometric components.

Mathematics is a fundamental subject to science, technology and engineering. Therefore, a good mathematics achievement is required for students to face the future challenges. However, the problem of low mathematics achievement still persists and one of the factors have been found to contribute to this problem that include teacher factors. Previous researchers have linked teacher factors with various elements such as teacher quality, teacher effectiveness, teaching practices, teacher characteristics, Teacher Pedagogical Content Knowledge (TPCK), teacher satisfaction and professional development. However, knowledge of the dominating teacher factors has been very limited in recent five years of research especially in mathematics achievement. Therefore, a systematic review will be conducted to identify the issue. The articles used in this review were accessed from January 2019 to June 2019 using the Scopus database and Clarivate Analytic Journal for Web of Science (WOS). To ensure that this review was done systematically, guidelines by Preferred Reporting Items for Systematic review and Meta-Analyzes (PRISMA) were used. It is found that the dominant of teacher factors that significant relation with student's mathematics achievement is teacher characteristics from dimension of teacher quality. Therefore, the stakeholder needs to emphasize on the teacher characteristics dimension of teacher quality to improve student's mathematics achievement.

The purpose of this study is to explore and identify the practice of applying science processes in early childhood teaching by preschool teachers with a focus on approach, interaction and environmental management. This study uses a descriptive qualitative approach. It involves 5 preschool teachers from different preschools. Teacher selection based on excellence and active involvement of preschool teacher. To be more precise, this study is referred to as a multidisciplinary study. Data collection is through interviews and is supported by document observation and analysis. Data were analyzed using Atlas. Ti 7 software to generate themes. The finding of the study concludes that the effectiveness of early science learning depends on children's mastery of science process skill. Therefore, teacher pedagogical knowledge is very important. This study is able to provide guidance on the application of science processes in early science teaching with a focus on environmental management and can be used by preschool teachers in early science teaching.

No abstract