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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
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,
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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
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
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
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.
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
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
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
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
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
made, modified or radically changed. Questions follow about to extend to which student 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
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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
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.
learning outcomes stress scientific enquiry. Lucas (1971) differentiated four different
meaning for the term scientific enquiry : (1) scientists’ techniques and procedures for
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
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
laws, principles, theories and generalization. with the greater understanding of this,
teachers will be able to develop more effective instructional environments that should
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
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
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
6.4.1 Observing
– Using the sense of hearing touch, smell, taste and sight to collect information
6.4.1 Classifying
differences.
6.4.1 Inferring
6.4.1 Predicting
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– Stating the outcome of a future event based on prior knowledge gained through
6.4.1 Communicating
collected data.
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
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
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can be seen in Figure. Various methods can be used to inculcate scientific and thinking
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
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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-
one’s own and friend’s safety, and towards the environment, appreciation of the
of a healthy and clean life style and the realization that science is one of the ways to
Question
B. To made a new generation that will contribute money and knowledge to country.
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individuals that can be independent with the patriotism in their heart and to have a
A. To lay the foundation for building a society that is culturally scientific and
B. Every student must have the values include showing interest and curiosity
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
gather information
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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?
B. providing students with general and technical subjects towards providing them
C. pupils to understand and appreciate the role of science and its application in daily
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C. i , iii, and iv
D. all above
References
Amritage, Philip and Fasemore, Johnson. (1977). Laboratory Safety: A Science Teacher’s
Chisman, Dennis (1987) Preliminary Issues, Practical Secondary Education: Planning for
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.
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.
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