Dorothy DeWitt, Arhunna Kathavarayan, Norlidah Alias, Khairul Azhar Jamaludin, Siti Hajar Halili, Hutkemri Zulnaidi, Rudi Susilana, Laksmi Dewi
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. © 2026 by the authors; licensee Modestum.
Department of Curriculum & Instructional Technology, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia; Curriculum and Instructional Technologies Development Hub, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia; Faculty of Education, National University of Malaysia, Selangor, Malaysia; Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia; Faculty of Educational Sciences, Universitas Pendidikan Indonesia, Bandung, Indonesia
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