Abstract
Problem-solving is a critical competency in an increasingly technologically-mediated world. However, Malaysian students’ weak performance in science-related problem-solving could be related to the instruction they received. Hence, this study investigates the instructional strategies, digital tool use, and problem-solving beliefs of secondary school science teachers in 2023 using a cross-sectional survey involving 419 secondary school science teachers. The learning skills questionnaire, grounded in modes of thinking framework, was employed. Descriptive analyses were employed to examine patterns of digital mindtool use, problem-solving strategies, and teacher beliefs. Results indicate that teachers reported frequent use of digital tools and high engagement with analogizing, modelling, causal reasoning, and argumentation strategies. However, beliefs about problem-solving reflected persistent misconceptions with an overemphasis on memorization. The findings highlight a misalignment between instructional practices and underlying beliefs, underscoring the need for professional development that integrates cognitive theory with digital pedagogy.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 4, April 2026, Article No: em2808
https://doi.org/10.29333/ejmste/18153
Publication date: 01 Apr 2026
Online publication date: 18 Mar 2026
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