The in-country courses are courses offered by SEAMEO RECSAM to all SEAMEO member countries for their teachers/teacher educators to be trained in their own countries. The courses will be conducted upon request by the Ministry of Education (MOE) of the member country for either Primary or Secondary Science and Mathematics teachers/teacher educators for up to five days (30 hours) duration. 

The in-country courses will be conducted on first-come-first-served basis. The topic of the courses can be chosen from the list provided by RECSAM or can be proposed by the requesting country based on their needs. Titles of courses available for in-country training will be announced before the beginning of each fiscal year.

Special in-country courses are offered for Malaysian teachers each year in the form of workshops in RECSAM or for a specially convened course outside of RECSAM requested by a region to train their teachers/teacher educators in mathematics or science education at their premises.

  

 The Guidelines

  • The centre will offer in-country courses each year to all SEAMEO member countries for Science and Mathematics Education.
  • The requested courses must be conducted in the country requesting the course.
  • English will be used as the medium of instruction in all the courses. Participants must therefore have a working knowledge of English to fully benefit from the course.
  • Beginning Fiscal Year 2010/2011, six in-country courses will be offered to six SEAMEO member countries each fiscal year, with a maximum of one in-country training per member country per fiscal year.
  • If there are more than six member countries requesting for a particular year, preference will be given to member countries that have not benefited from the training during the previous year. In other cases, acceptance will be based on first-come-first-served basis.
  • For each in-country course, SEAMEO RECSAM will endeavour to send two facilitators.
  • RECSAM funds facilitators’ airfare and per diem but the respective MOE will provide for the other requirements.
  • The country requesting for the in-country course should:
  • Initiate negotiation with RECSAM at least 3 (three) months before the start of the programme to allow the time for consultants to prepare.
  • Provide the necessary information regarding:
    -     the number of participants (not more than 40)
    -     participants’ particulars
    -     provision of training, venue, equipment, facilities and supplies
    -     administrative services
  • Provide the facilitators:
    -     transportation, inclusive of airport transfers and transportation to training venue
    -     logistics support as required throughout the duration of the training


The following are brief description of the in-country courses conducted by RECSAM.

1. Outdoor Study:  Nature Education and/or Authentic Science Inquiry-Based Learning

This training provides participants with the opportunities to apply nature education and/or authentic science inquiry-based learning in outdoor settings to enhance teaching and learning.  It introduces participants to the implementation and the benefits of nature education and/or authentic science inquiry-based learning beyond the classroom. 

Target participants: Primary/secondary school Science teachers and educators

 

2. Questioning in Promoting Higher-Order Thinking

This training provides participants with the opportunities to enhance teaching and learning using questioning to promote higher other thinking.  It introduces participants to the definition of higher-order thinking, Bloom’s revised taxonomy for the cognitive domain, taxonomy of question types, techniques for effective questioning and developing higher-level questions in the classroom to promote higher-order thinking.

Target participants:  Primary/secondary school Science/ Mathematics teachers or educator 

 

3. Meaningful Learning in Science/Mathematics using Simulations and Mobile Devices

Mobile devices such as smart phones and tablets have emerged as powerful tools for engaging students in curriculum-related tasks. This course guides participants on how to utilise these devices for meaningful learning. An emphasis will be given on hands-on activities and the sharing of relevant strategies in using mobile devices to produce teaching/learning materials. Techniques for integrating readily available online simulation tools into science/mathematics instruction will also be presented.

Target participants: Primary/secondary Science/ Mathematics teachers or educators

 

4. Technology-enhanced Learning in Science/Mathematics

There is a growing significance of applying technology to improve students’ understanding of science/mathematics contents. This course will help the participants in developing the skills in using TEL applications and tools to improve teaching and learning. The participants will also explore the integration of readily available online tools into science/mathematics learning.

Target participants: Primary/secondary Science/ Mathematics teachers or educators

 

5. “Going back to the Fundamentals: Models and Heuristics” (for Mathematics Educators)

In today’s era, the foundation of the 21st century skills of fundamentals or even advance mathematics is laid with the basic understanding of solving a word problem. Problem solving is a lifetime activity. Problem-solving strategies, algorithms and heuristics alike, are often specific to particular content domains. Think of pre-algebra as a runway. You're the airplane and algebra is your sunny vacation destination. Without the runway you're not going anywhere. Without any strategies you cannot solve the problem. Models and Heuristic approach is one. In addressing the difficulties faced in solving the word problems, it is significantly important to put emphasis on the use of diagrams in visualising the information in the problem statements.

Target participants: Primary/Secondary Mathematics teachers or educators

 

6. Going back to the Fundamentals (Science Education): Context-based Learning and Science Process Skills

Science education aims to cultivate students' curiosity about the world and enhance scientific thinking thereby leading to scientific literacy. As learning of science has been known to be effective through the inquiry process and the inquiry approach requires the application of the science process skills, this course will equip the participants with the skills to help their students develop science process skills. They will also be exposed to using real-life examples of science-related issues or problems to provide authentic practical experience and make learning more meaningful to their students.

Target participants: Primary/secondary Science teachers or educators

 

7. Enhancing Scientific Literacy through Socio-Scientific Issues-Based Learning (SSIBL)

Socio-scientific issues-based learning combines the use of real-world controversial social issues with science contents to engage students in their learning. This approach requires students to develop a position on a controversial, real-world issue, discover evidence that supports or refutes their position, and communicate with their peers. This course equips the participants with the skills to incorporate ill-structured and open-ended science-related problems for students to carry out investigation that may not lead to specific answers. Participants will also learn the socio-scientific model as a strategy to conduct the lessons.

Target participants: Primary/secondary Science teachers or educators

 

8. 21st Century Learning in Science/Mathematics

At the turn of the 21st century, there is a shift of paradigm in the teaching and learning processes that links education to technological skills and societal needs. This move is crucial to produce socially responsible citizens who are able to utilise knowledge creatively in everyday life to solve problems, to make decisions and to improve the quality of their lives. This course equips the participants with the skills to conduct their lessons leading to the development of 21st Century skills among their students.

Target participants: Primary/secondary science/ mathematics teachers or educators

 

9. Lesson Study: Promoting Collegial Collaboration and Continuing Professional Development

Effective teaching requires good planning and implementation of thoughtful lessons. In most cases, effective lessons are designed by good teachers who spend a great deal of time reflecting on their teaching and reviewing the results from the previous classes taught on their own. Lesson Study in a form of embedded Continuing Professional Development (CPD) is widely used to harness teachers’ teaching skills more systematically through collaboration and support from colleagues in the same teaching fraternity. This course leads the participants through a series of processes in Lesson Study which include lesson planning, teaching/observation, debriefing and re-teaching.

Target participants: Primary/secondary Science/ Mathematics teachers or educators