PROGRAMME & ABSTRACT BOOK CPRN 2022

10 Paper 3 by SEAMEO QITEP in SCIENCE Progress on Mapping of Current State Climate Change Education Implementation in SEAMEO Member Countries 1 Adella Anfidina Putri, 2 Reza Setiawan, 3 Elly Herliani, 4 Heri Setiadi & 5 Septian Karyana 1,2,3,4&5 SEAMEO QITEP in Science, Indonesia Early phase of study has been conducted. Aim of this study is to identify and map current state of implementation of Climate Change Education (CCE) in SEAMEO Member Countries. As the initial result from Indonesian elementary and junior secondary level science curriculum analysis, it was found that 36% of primary science subject and 48% of lesson in secondary level are potential to be integrated with climate change issues. Most of the topics identified are potential to be integrated contextually. The following phase will be the addition of the Indonesian science curriculum for upper secondary level documents as well as science curriculum documents from other SEAMEO member countries. Instrument to assess teachers’ readiness to implement CCE integration to the curriculum will also be developed and disseminated through online platform. Result of this research will serve as recommendations of CCE implementation regulations in SEAMEO Member Countries. Paper Presentation: Session 2 Day 1: 28 March 2022 (Monday), 1430 - 1530 | Moderator: Warabhorn Preechaporn Paper 4 by SEAMEO RECSAM STEM PaDL Framework: A Tool for Enhancing Students Design Thinking and 21st Century Skills 1 Deva Nanthini Sinniah, 2 Dominador D. Mangao, 3 Nelson Cyril, 4 Khar Thoe Ng, 5 Sivaranjini Sinniah & 6 Sharfuddin Abdul Shukor 1,3,4,5&6 SEAMEO RECSAM, Malaysia, 2 Philippine Normal University, Philippines This research was conducted to explore the STEM Planning and Design Learning (PaDL) Framework towards the students in Penang. The STEM PaDL Framework consists of two models – one for Teacher Lesson Planning and one for Student Design Learning. The Teachers Planning model comprises four (4) stages, namely: (1) create enthusiasm with the class , (2) planning for teaching , (3) design learning process for students , and (4) reflection . On the other hand, the four (4 stages) in the Design Learning process model for students include: (1) empathising , (2) developing design ideas , (3) prototyping/modelling , and (4) proposing solution . Training of Trainers workshop was conducted among the Science and Mathematics teachers in one of the primary schools in Penang. Teachers explored and understood the essence of both models by attending training of trainer’s workshops. Then a lesson exemplar was developed to illustrate the STEM PaDL Model and followed by an exploration of students learning and thinking. The students build solution prototype based on their sketches. Students’ exploration revealed that they were able to execute the Design Learning Process by looking at the behavioural sequencing of the prototype production in the online classroom. In conclusion, the STEM PaDL framework consisting of design learning process is a unique teaching and learning framework as it is comprised with two harmonious and complementary models.