The Reformation of Science Curriculum in Malaysia

Dr. Nooraida Yakob

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INTRODUCTION
What is Science? Science is a body of knowledge Science is a way of knowing based on experimental or observational evidence and its interpretation. Science is a discipline largely defined by its primary method the scientific method.

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What is curriculum
Is a defined and prescribed course of studies or

the set of courses, and their content, offered at a school or university is prescriptive- based on a more general syllabus which specifies what topics must be understood and to what level to achieve a particular grade or standard. For example, an elementary school might discuss how its curriculum, or its entire sum of lessons and teachings, is designed to improve national testing scores or help students learn the basics.
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Science Curriculum in Malaysia

Consist of TWO documents :
Syllabus- presents the aims, objectives and the

outline of the curriculum content.

Curriculum specification learning objectives,

suggested learning activities, learning outcomes, motes and vocabulary

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THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a

greater unity of all her peoples; to maintaining a democratic way of life; to creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich and diverse cultural traditions; to building a progressive society which shall be oriented toward modern science and technology.

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NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort

towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high level of personal wellbeing as well as being able to contribute to the 28 December 2013 betterment of the family, society and the nation at

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education

Philosophy, 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.

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Reformation in science curriculum

KLSR/KLSM
KBSR/KBSM Revised KSSR/KSSM ?

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In Primary School
After 1957 KLSR 1983 - Kurikulum Baru Sekolah Rendah (KBSR) 1993 - Kurikulum Bersepadu Sekolah Rendah

(KBSR)
2003 - KBSR (revised) 2011 - Kurikulum Standard Sekolah Rendah
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(KSSR)

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In Secondary School
After 1957 - KLSM 80s- KBSM 1989 KBSM What are the differences between :
KBSR/KBSM new KBSR/KBSM integrated

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The Development of Science Education

Science curriculum development in Malaysia is

greatly influenced by worlds science development Initially more emphasis on teaching science facts only. Practical activities have been downloaded in the textbook and discussed in practice only.

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The Development of Science Education in Primary School

Before 1979, primary school science education

was introduced as a subject intended for students to learn facts and concepts and to foster students' ability to use facts and processes in Science. In 1979, the Ministry of Education has revised primary school curriculum. Cabinet Committee to Review the Implementation of Education Policy 1979 has proposed that the primary school curriculum is designed according to three areas, namely communications, man and environment and individual self-development.
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The Development of Science Education in Primary School

As a result- Kurikulum Baru Sekolah Rendah

(KBSR) was implemented in 1983(focusing on reading, writing and computing skill) Several subjects were combined, including Science. Science subjects have been combined with Health, History, Geography, and Civic into a new subject called Man and Environment.

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The Development of Science Education in Primary School

Unfortunately, teachers found it difficult to integrate

the five components that originate from different disciplines

Ministry of Education considers the two subjects,

namely Kajian Tempatan and Science should be established to replace Man and Environment subjects.
As planned, science subjects have been reviewed in

all primary schools in 1994.

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In 2003
ETEMS
medium of instruction- ENGLISH Globalization need

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The Development of Science Education in Secondary School

Did not changed much except for the medium of

instruction
ETEMS - 2003 MBMMBI - 2012
Primary and secondary schools

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KLSR and KLSM

KLSR/KLSM implemented by 1957 80s planned

based on subject content. The content that is often not related to each subject with other subjects and the details contained in the syllabus is too much. This situation burden the students and getting bored to learn science. In general, KLSR/KLSM is beyond the capabilities of many students.

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KLSR/KLSM
Among the biggest weakness is the content of

KLSM/KLSR
its contents over emphasize the material in

preparation for achieving excellence.

This emphasis has created deficiencies in the

preparation for spiritual excellence. From the pedagogical aspect, the KLSR and KLSM focus on learning by rote approach and was influenced by behaviorism belief. Aspect like the understanding, practice and appreciation was not emphasized.
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KLSR/KLSM
According to the Cabinet Committee Report

(1980), the science curriculum does not emphasize the use of science in life and do not seek to perfection of human, as conceived by the National Education Philosophy.

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KLSR/KLSM
Most of the existing subjects in KLSM was

continued in KBSM.
However, the organization of content and

emphasis is different between KBSM and KLSM.

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KBSR/KBSM
KBSR/KBSM designed to ensure that all

subjects meet the requirements of the role of intellectual, spiritual, emotional, physical and social - National Philosophy.
Through the subjects, all of these aspects will

develop together and show the relationship between one another.

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KBSR/KBSM
Science education in Malaysia is carried out

through KBSR and KBSM with the aim of building a progressive scientific society. According to the nature of science, science as a process thus the emphasis on science teaching methods are very important. Core science courses include Science, Chemistry, Physics, Biology and Additional Science should be taught with the right approach either the classroom or the laboratory.
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The biggest changes

the inculcation of values in teaching and learning
The values was implemented by all subjects in

KBSM. The approach is known as Value Across the Curriculum.

the acquisition and application of basic skills in

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daily activities restructuring the skills learned from the top to the most complex by topic the use of English in teaching Mathematics, Science, and all technical subjects for Year 1 primary school, Form 1 and Lower 6 beginning in January 2003 28 December 2013 the use of information and communication

The Failureof the science curriculum

implementation
teachers themselves do not understand the

philosophy of science education.

many teachers lack confidence and inefficient

method of inquiry because of a very large class sizes, in addition to examination stress.
problems of infrastructure, pedagogical issues

and the psychological resistance of students and teachers also have a negative impact on the implementation of the science curriculum in schools of Malaysia
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The Failure of the science curriculum

implementation
teachers tend to use the approach and the traditional teaching

strategies (didactic approach). is still centered on the teacher and be bound by traditional methods. in terms of teaching methods, teacher practice is similar to the old curriculum policy (KLSM) that stresses memorization. Other aspects such as understanding, practice and appreciation were not been emphasized there are still many teachers using traditional methods of "Chalk and Talk easier and did not need to provide/prepare teaching aids. teachers also emphasize the learning that can improve the performance by focusing on lifelong learning, thus the method of "Chalk and Talk" is used because it is saving time and the equipment is not required.
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The Failure of the science curriculum

implementation
The use of ABM / BBM
too minimal resulting in the T & L is boring and less effective.

Practical Activities for Science subjects was not practiced

less hands-on activity exercised less.

If there is a practical activity- it was done by the teacher as

demonstration
Students only learn the theory or learning science as a

history of science.
A teacher is the main figure in the classroom Students as active listeners

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Curriculum Reformation
Curriculum reform that is needed to strengthen the

teaching of science.
Holistic changes that involves changing the

organization, content, pedagogy, time allocation, assessment methods, materials and curriculum management in schools.

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Pedagogy
The approach is different from traditional

approach to the experimental activities and practical activities (hands on). Teaching strategies :
Inquiry-discovery

Constructivism
Contextual learning Mastery Learning

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Pedagogy
Teaching Methods
Experiments Discussion Simulation Project

Visits and use of external resources

Use of technology

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Practical/hands-on Activities
Practical learning can help students construct

their own knowledge. Students will adapt new knowledge and restructure it with existing knowledge to construct new knowledge. Activities hands-on and minds-on has been integrated.
involves students so that they can develop the analytical

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thinking, critical, innovative and creativity. the practical work is usually conducted in groups help students to have positive feelings and mutual respect, support and respect to each other. 28 December 2013 and develop their interpersonal skill and soft skill.

Curriculum Reformation in 2011

The new curriculum of the Primary School

(KSSR)has been implemented in primary schools

Secondary schools?

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KSSR
Insisted on an inquiry approach that emphasizes

learning through experience.

Such strategies consistent with the nature of

science itself as a field of knowledge and the inquiry methods and problem solving

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To make it success
The role of science teachers are very important
They must know their role as an agent of the reformation They must know and understant the content of a new

curriculum
Ministry of Education guide book is needed, in-service training

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Science Works in 4 Specific Ways:

Principles, Processes, Characteristics, & through a Cultural Context

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1-Science has Principles

Explain the natural world Explanations tested with evidence

from the natural world

We can learn about the natural world

by gathering evidence

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2- Science Is A Process
Scientific claims are based on reasoning, testing,

and replication; falsifiable

Parsimony THE Scientific Method? Theories are central to scientific thinking.

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3- Characteristics of Science
Conclusions are reliable,

though tentative
Science is not democratic

Science is non-dogmatic Science cannot make moral

or aesthetic decisions.

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4- Science Exists in a Cultural Context

Science is not always a direct ascent toward the

truth. Science corrects itself. Science is a human endeavor: a) Falling in love with ones own hypothesis b) Being drawn in by preconceptions

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SCIENCE EDUCATION
NOBLE VALUE ATTITUTE

KNOWLEDGE

SKILLS

CONTENT & SUBJECT MATTER

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3
COMPONENT

16 +
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1- KNOWLWDGE
THEME
LEARNING AREA

GENERAL LEARNING OUTCOME

LEVEL 1
LEVEL 2 LEVEL 3
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LEARNING OUTCOME

SPECIFIC LEARNING OUTCOME

SUGGESTED ACTIVITIES
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2- SCIENTIFIC SKILLS
Science Process Skill Manipulative Skill

Thinking Skill

Basic Science Process Skill

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Integrated Science Process Skill

Critical Thinking Skill

Creative Thinking Skill

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3- NOBLE VALUE

Moral Value +ATTITUDE

SCIENTIFIC ATTITUDES AND NOBLE VALUES

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UNIVERSAL
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Conclusion
The curriculum reformation will always happen

when there is new knowledge or new discoveries.

In addition, also happened due to the changing

needs of the society and the political demands.

Thus, a teacher must use the curriculum with their

creativity.

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