ABSTRACT
Recently, there has been a consistent drive for reform in science education. However, the change and its supportive policy have been unsatisfactory (Wilson, Taylor, Kowalski, & Carlson, 2010). The traditional approach in science education has caused students’ lack of motivation in learning science due to its nature, which consists of teacher-centered, drill-and-practice, and textbook-driven approaches (Lyons, 2006). As a result of the traditional pedagogy in science education, unfortunately, students have reported less interest in science class, whereas they have shown higher interest in hands-on learning activities with the use of scientific instruments and technology (Cazden & Beck, 2003).
