UNIT 1 : SCIENCE CURRICULUM

UNIT 1 : THE MALAYSIA SCIENCE AND SCIENCE PRACTICAL

CURRICULUM ANALYSIS

Concept mapping

1.1 Objective :
1.1.1 knowing the National Philosophy of Education and Philosophy of Science
Education
1.1.2 Knowing the needed for the curriculum
1.1.3 Understanding the element in science curriculum

1.2 National philosophy of education

Education in Malaysia is ongoing efforts towards developing the potential in a holistic

and integrated manner, so as to produce individuals who are intellectually, spiritually,

emotionally and physically balanced and harmonious based on firm belief in develop to God.

Such an effort is designed to produce Malaysian citizen who are knowledgeable and competent,

who posses high moral standards and who are responsible and capable of achieving a high level

of personal well being as well as able to contribute to the harmony and betterment to the family,

society and nation at large.

1.3 National science education philosophy

In consonance with the National Education Philosophy,

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Science education in Malaysia nurtures a Science and technology Culture by focusing on the

development of individuals who are competitive, dynamic, robust and resilient and able to

master scientific knowledge and technological competency

1.4 Introduction

Malaysia is cognizant of the priorities being given throughout the world to science and

technology. As the country prepares to join the ranks of developed nations by 2020, it has placed

on its national agenda the creation of a scientific and progressive society that is innovative,

forward looking and one that is not only a consumer of technology, but also a contributor to the

scientific and technological civilization on the future. With the advent of information technology

and a knowledge-based economy, it is imperative to produce knowledgeable workers. Mastery of

science and technology among the young is crucial, as this will provide the necessary pool of

technocrats who have the capabilities and creativity to take the lead in the various technology

related activities. The implications on the school curriculum are obvious.

Science is a core subject in the school curriculum and comprises science for primary,

science for secondary, physics, biology, chemistry and additional science. The science

curriculum is developed centrally. At the primary and lower secondary levels, science is

compulsory to all while at the upper secondary level, students either take core science or choose

science electives.

1.5 Aims for the science education

The National Philosophy of Science Education states that, ‘In consonance with the

National Education Philosophy, science education in Malaysia nurtures a science and technology

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culture by focusing on the development of individuals who are competitive, dynamic, robust and

resilient and able to master scientific knowledge and technological competency’. With this

philosophy, science education, therefore, is aimed at developing the potentials of individuals in

an overall and integrated manner so as to produce Malaysian citizens who are scientifically and

technologically literate, competent in scientific skills, practice good moral values, capable of

coping with the changes of scientific and technological advances and be able to manage nature

with wisdom and responsibility for the betterment of mankind.

The main aim of science at the primary level is to lay the foundation for building a

society that is culturally scientific and technological, caring, dynamic and progressive. This is to

be achieved through providing opportunities for students to acquire sufficient skills, knowledge

and values through experiential learning that inculcates the sense of responsibility towards the

environment and a high regard of nature’s creation. Emphasis is given on the mastery of

scientific skills needed to study and understand the world. Scientific skills refer to process skills

and manipulative skills. Science continues to be offered as a core subject to all students at the

lower secondary level. The curriculum at this level further develops, nurtures and reinforces

what has been learned at the lower primary level. Particular emphasisis given on the acquisition

of scientific knowledge, mastery of scientific and thinking skills, inculcation of moral values

concurring with he premise that man is entrusted with the responsibility of managing the world

and its resources wisely. This will enable pupils to understand and appreciate the role of science

and its application in daily living as well as for the development of the nation.

Technical education is aimed at developing the potentials of students who have the

interest and inclination towards a technology-oriented program in an effort to produce a highly

knowledgeable and competent workforce in various technical and engineering fields. Vocational

education aims at providing students with general and technical subjects towards providing them

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with employable skills and a good foundation for admission into polytechnics and other

institutions of higher learning.

1.6 Elements of a science discipline

Although in a wider sense, cultural content is seen as a source of curriculum, we shall be

concerned only with the elements of a science discipline as curricular resources. We suggest that

choices from the elements of a science discipline are potential resources which will have a

cascading effect on all other stages of the educational process to extent that potential is realized.

It may be observed most directly in statements of intended learning outcomes. For questions on

the role of laboratory work, one needs to examine the results of instructional planning decisions

about which goals are to be met in laboratory class work versus goals met in other class work.

The elements of a science discipline are many, but Schwab identified the structure of

science education practices to date. This knowledge is two kinds- ‘knowledge how’ (labeled

substantive knowledge and syntactic knowledge by Schwab). In a very important sense the

laboratory in professional science is where much of the structure of scientific knowledge is

made, modified or radically changed. Questions follow about to extend to which student science

can or should reflect professional science.

However, we have to understood the need to move beyond the traditional elements of a

scientific discipline into one of the areas describe by Schwab as a significantly neglected. Part of

the scientist drive may come from a deep love of the subject areas being investigate, a desire to

find out what makes them things work, or believe that scientific procedures provides at least one

avenue by which dependable knowledge can be generated. Within the cognitive apparatus of a

scientist these dispositions or commitments provide the motivation to use successfully what

skills and knowledgeable are possessed.

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1.6.1 Technical skill

Technical skills are the sine qua non of the laboratory. If students technical skills

fail then it can be difficult to retrieve the experimental technique, manual dexterity and

orderliness. If this is done then it becomes easier to establish performance criteria, to plan

teaching permitting practice and feedback and to plan evaluations.

Several research-based studies shows that improvement of technical skills may be

obtained via manipulation of the condition of learning (such as provision of criteria,

practice or feedback). Schemes for content analysis showed a great variation in the

extend to which different aspects of technical skills are emphasized in science curriculum

materials. This can be linked to the earlier observation that secondary and to a greater

extent, tertiary teachers regard technical skills as a relatively low priority and perhaps not

fully worth systematic attention in curriculum materials. This can be linked to the earlier

observation that secondary and perhaps not to a greater extent, tertiary teacher. Students,

on the other hand, seems to regard technical skills as scientifically and vocationally very

important.

1.6.2 Scientific inquiry

Here we focus first on student learning activities to be provided when intended

learning outcomes stress scientific enquiry. Lucas (1971) differentiated four different

meaning for the term scientific enquiry : (1) scientists’ techniques and procedures for

enquiry, (2) scientific logic, (3) teaching-learning emphasizing probing, questioning,

designing of technique to gather information, (4) combinations, e.g. using technique (3)

to teach about enquiry as in. Tamir (1983) reported considerable confusing by teachers

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amongst these different meaning. In laboratory work, what is needed is for course planner

to choose or design exercises which require students to utilize enquiry skills such as

formulating hypothesis and designing and executing experiments. As well as such

implicit teaching, there should be explicit teaching about enquiry.

Content analysis techniques provide course planners with a tool for monitoring

the level of scientific enquiry in intended learning activities (and thus the match between

intended outcomes and activities). The scheme developed by Herron (1971) describe

laboratory exercises for their levels for openness for inquiry

1.6.3 Scientific knowledge

Science educators are increasingly to understand how laboratory actually

influence the learning of scientific knowledge- particular symbols or facts, concepts,

laws, principles, theories and generalization. with the greater understanding of this,

teachers will be able to develop more effective instructional environments that should

result in intended student learning outcomes being more likely achieved.

It is now recognize that different instructional strategies are needed to promote the

learning of different type of scientific knowledge. For example, learning a new concept

requires the prior learning of subordinate concepts, where are facts more readily learned

if associated if meaningful context and need not to subordinately related. Simply

including a laboratory experiment in the instructional process is insufficient. Of

significant importance is the need to clearly identify the intended learning outcomes for

students. This influences how the experiment to be conducted, the nature of the questions

to be asked and the kind of student involvement. Recent studies, have explored the

student perception of science laboratory experiments and have highlighted that often only

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able students appear strongly link the appropriate scientific knowledge associate with

this, rather than leaving the students make such linked themselves. When students

conduct in an experiment in a small group, each student has a somewhat different

experience. There is no standard laboratory experiments. Exploring the impact of such

differences on the learning of scientific knowledge is a significant challenge.

1.6.4 Scientific skills

Science emphasis inquiry and problem solving. In inquiry and problem solving processes,

scientific and thinking skills are utilized. Scientific skills are important in any scientific

investigation such as conducting experiments and carrying out projects. Scientific skills

encompass science process skills

6.4.1 Observing

– Using the sense of hearing touch, smell, taste and sight to collect information

about an object or phenomenon.

6.4.1 Classifying

– Using observation to group objects or events according to similarities or

differences.

6.4.1 Measuring and using numbers

– Making quantitative observation using numbers and tools with standardized

units. Measuring makes observation more accurate.

6.4.1 Inferring

– Using past experiences of previously collected data to draw conclusions and

make explanations of evets.

6.4.1 Predicting

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– Stating the outcome of a future event based on prior knowledge gained through

experiences and collected data.

6.4.1 Communicating

– Using words or graphic symbols such as tables, graph, figures or models to

describe an action object or event.

6.4.1 Using space time relationship

– Describing changes in parameter with time, example of parameters are location,

direction, shape, size, volume, weight and mass.

6.4.1 Interpreting data

– Giving rational explanations about an object, even or pattern derived from

collected data.

1.6.5 Scientific and thinking skills

Central in the teaching-learning approach in the science curriculum at all levels is

the mastery of scientific skills, which comprise process skills, manipulative skills and

thinking skills. Process skills are mental processes that encourage critical, creative,

analytical and systematic thinking and include observing, making inferences, classifying,

measuring and using numbers, predicting, communicating, using time and space

relationships, interpreting, defining operationally, controlling variables, making

hypotheses and experimenting. Manipulative skills are psychomotor skills used in

scientific investigations such as proper handling of scientific equipment, substances, living

and non-living things. Thinking skills comprise critical thinking and creative thinking,

which when combined with reasoning lead to higher order thinking skills such as

conceptualizing, decision-making and problem solving. The operation of these strategies

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can be seen in Figure. Various methods can be used to inculcate scientific and thinking

skills. In the science curriculum, the infusion methodology is recommended. Scientific

and thinking skills are infused through science lessons in various stages. These stages

range from introducing scientific and thinking skills explicitly, applying these skills with

guidance from teachers and finally applying these skills to solve specific problems

independently.

Reasonin
Critical
THINKING
Attributing
Generating Creative
Thinking
Conceptualizing ideas
Relating strategy
thinking
Comparing
Decision g thinking
SKILLS
making
and
contrasting
Problem solving
Inferring
Sequencing
Predating
Prioritizing
Hypothesization
Analyzing
Synthesization
Detecting bias
Generalization
Evaluating
Making decision
Imaging
Making analysis
Inventing

A model of thinking skills

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1.6.6 Attitudes and moral

The infusion of desirable values and attitudes is also emphasized in the teaching

approaches. Such values include showing interest and curiosity towards these

surroundings, honesty and accuracy in recording and validating data, flexibility and open-

mindedness, perseverance, being systematic and confident, cooperation, responsibility for

one’s own and friend’s safety, and towards the environment, appreciation of the

contributions of science and technology, thankfulness to God, appreciation and practice

of a healthy and clean life style and the realization that science is one of the ways to

understand the universe.

Question

1. What is the philosophy of education in Malaysia

A. Developing the potential in a holistic and integrated manner, so as to produce

individuals who are intellectually, spiritually, emotionally and physically

balanced and harmonious based on firm belief in develop to God.

B. To made a new generation that will contribute money and knowledge to country.

C. To produce a human capital that will be professional in the worlds

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D. Developing a potential in a innovative and successful races, and to produce

individuals that can be independent with the patriotism in their heart and to have a

1 Malaysia pupils in future.

1. What is the aim of the science curriculum in Malaysia?

A. To lay the foundation for building a society that is culturally scientific and

technological, caring, dynamic and progressive

B. Every student must have the values include showing interest and curiosity

towards these surroundings, honesty and accuracy in recording and validating

data, flexibility and open-mindedness.

C. To produce Malaysian citizens who are scientifically and technologically literate,

competent in scientific skills, practice good moral values, capable of coping with

the changes of scientific and technological advances and be able to manage nature

with wisdom and responsibility for the betterment of mankind.

D. To focus on student learning activities to be provided when intended learning

outcomes stress scientific enquiry

1. Which one is NOT the focus on student in scientific enquiry;

A. Scientists’ techniques and procedures for enquiry

B. Teaching-learning emphasizing probing, questioning, designing of technique to

gather information

C. Combinations, e.g. using technique

D. Using the scientific skills to solve the problems.

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1. What is main objective for the scientific skills in science curriculum?

A. To produce a good scientist in future

B. To made students become expert in scientific skills.

C. To use the correct scientific skill while doing the experiment

D. To make a student become master in science subject.

1. From the list, which one is NOT the critical thinking elements:

A. Analyzing

B. Attributing

C. Problem solving

D. Making desion

1. Which are they is the main objective for the practical practice in science education?

A. have the interest and inclination towards a technology-oriented program

B. providing students with general and technical subjects towards providing them

with employable skills and a good foundation

C. pupils to understand and appreciate the role of science and its application in daily

living as well as for the development of the nation

D. to develop more effective instructional environments that should result in

intended student learning outcomes being more likely achieved

1. Three element in thinking strategy are:

i. Concept mapping iii. Decision making

ii. Conceptualizing iv. Problem solving

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A. i, ii, and iii

B. ii, iii, and iv

C. i , iii, and iv

D. all above

References

Amritage, Philip and Fasemore, Johnson. (1977). Laboratory Safety: A Science Teacher’s

Source Book, Heinamann Education Books, London.

Chisman, Dennis (1987) Preliminary Issues, Practical Secondary Education: Planning for

Cost- Effectiveness in less Developed Countries, Commonwealth Secreteriat, London.

Fahkru’l-Razi Ahmadun, Chuah Teong Guan and Mohd Halim Shah. 2005. Safety:

Principles & Practices in the Laboratory, Penerbit Universiti Putra Malaysia, Serdang.

Hegarty-Hazel, Elizabeth (1990), The Student Laboratory and the Science Curriculum: An

Overview, The Student Laboratory and the Science Curriculum, pt.1, pg.3.

McGrath, Dennis M. (1978), Some General Considerations, Laboratory Management and

Techniques For School and Colleges, Anthonian, Kuala Lumpur-Ipoh-Singapore.

Woolnough, Brian E. (1991). Setting the scene, Practical Science, pt.1, pg.6. Woolnough,

Brian E. (1991). Setting the scene, Practical Science, pt.1, pg. 13.

Woolnough, Brian E. (1991). Setting the scene, Practical Science, pt.1, pg. 14.

K. Guy. Laboratory organization and administration. London Butterworths

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