Professional Documents
Culture Documents
of the
1 Curriculum
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. State the meaning of the term „curriculum‰;
2. Discuss the philosophical considerations in formulating a curriculum;
3. Discuss the psychological considerations in formulating a curriculum;
and
4. Discuss the social and economic considerations in formulating a
curriculum.
X INTRODUCTION
Look at the scenario in Figure 1.1. If you were the teacher how would you answer
the question posed by the parent?
ACTIVITY 1.1
Browse the Internet or use reference books to find out what „curriculum‰
means.
While doing Activity 1.1, you would have come across many different definitions
of the term „curriculum‰. The word curriculum is derived from an ancient Latin
word currere which means „running course‰. Over time the word curriculum
has come to mean „sequence of courses or learning experiences.‰ Many attempts
have been made to provide more specific definitions of curriculum.
From the above definitions we can conclude that a curriculum has the following
elements:
Now, if you were a curriculum developer and had to formulate a new science
curriculum where would you start? How would you decide the learning
objectives and choose what content is relevant? How would you choose suitable
instructional strategies and learning experiences to fulfil the curriculum?
In this topic, you will learn about the philosophical, psychological, social and
economic considerations in formulating a curriculum. A sound understanding of
this will reflect on how you think and approach the teaching and learning
process in your classroom. You will also be able to give informed answers to
parents if the need arises.
Learning in schools in any country is guided by its national goals and philosophy
which reflect the desires of the nation. In Malaysia there is a written philosophy
known as The National Philosophy of Education. The National Philosophy of
Education is shown in Figure 1.2. Read through it carefully and think about how
it can guide curriculum development.
ACTIVITY 1.2
For example, in science at the primary level, there is more concern with the
systems and processes that affect the learnerÊs life without giving the principles
and theories behind them. At higher levels, the physical, chemical and biological
systems and processes are described in terms of the principles and theories that
explain them. The level of complexity increases as the mental capacity of the
learner develops. Learning experiences increase in intensity and complexity with
increased manipulative skills. Thus the physical condition of the learners also
influences the selection of subjects and experiences.
You would remember from your earlier modules that there are many different
explanations of how humans learn. There are four major psychological schools of
thought of how learning occurs that have had an impact on curriculum. These
schools of thought are Behaviourism, Cognitivism, Humanism and
Constructivism. Study Table 1.1 which shows the four major psychological
orientations of learning and the main proponents.
Do you recall the main principles of these theories? The principles of these
learning theories are used as a guide to select the content and strategies of the
curriculum. A brief description of these theories is as follows.
(a) Behaviourism
In behaviourism, the main task of the teacher is to arrange the classroom
and learning activities so as to enhance connection between a stimulus and
response. Behaviour that is positively reinforced will be repeated and
information presented in small amounts can reinforce and shape the
formation of the behaviour desired.
TOPIC 1 FORMULATION OF THE CURRICULUM W 7
(b) Cognitivism
Cognitivism explains how information is received, assimilated, stored and
recalled in the brain. There should be a step-by-step structured method of
teaching and learning. Teachers should present easier and simpler
materials to be followed later by complex and difficult materials. Teachers
should also teach from whole to part. The learners should develop some
kind of a frame of reference that will help them relate an aspect of what is
learned to its other aspects as well as to their previous experiences. What
has been taught earlier should be related to what is currently being taught.
Memory can be improved by making meaningful connections between
what is known and what is new.
(c) Humanism
The learner is a person who has feelings, attitudes and emotions, according
to humanistic theories. Emotions such as self-efficacy, self-assurance,
intrinsic and extrinsic motivation determine how a pupil approaches
learning.
(d) Constructivism
In constructivism, learners are not passive recipients of information but are
active agents engaging in constructing their own knowledge. Pupils should
not be treated as passive learners but rather as active learners exploring
and going beyond the information given. They should be provided with
authentic and challenging projects that encourage them to work with other
students and teachers. Cooperative, collaborative and group investigation
methods allow pupils to discuss ideas and misconceptions with their peers
and teachers. Learning is enhanced when pupils learn how to learn
together.
ACTIVITY 1.3
Identify which learning theories were used to select the content and
teaching strategies in the primary science curriculum for one selected
year.
8 X TOPIC 1 FORMULATION OF THE CURRICULUM
Read the statement given above. Do you see the importance of education in the
development of Malaysian social and economic capital?
So what do you think society wants from the curriculum? The main societal
consideration in Malaysia is that the curriculum must promote a sense of
national pride and identity. In Malaysia, which has a heterogeneous ethnic
population, the school curriculum is expected to promote a sense of cohesion and
unity amongst the various ethnic groups. The curriculum must assist the
individual to understand the process of harmonisation and develop values and
attitudes such as compassion, understanding, tolerance, sensitivity and
awareness. The curriculum should also be able to impart social norms, social
order and morality.
The design of the curricular materials should be of relevance to the culture of the
society. For example, would pupils in Malaysia need to learn about the customs
of the Eskimo people in detail? It would not be relevant to them. On the other
hand, they would need to learn the beliefs, values and culture of the various
ethnic groups in Malaysian society to promote understanding and tolerance of
other cultures in the society that they live in.
TOPIC 1 FORMULATION OF THE CURRICULUM W 9
ACTIVITY 1.4
The children you teach will one day be employed. Schools need to meet the
workforce demands of a changing world. The 21st century world is a
technologically advanced world. Modern careers require skills that are
technologically complex. There is a demand for skilled and literate workers.
Successful workers in the modern world must possess both an understanding of
electronic technology, and the ability to work more cooperatively with others to
solve problems of a highly intricate nature, are able to communicate their ideas
confidently.
The curriculum offered has to provide appropriate education for the students to
develop the skills, knowledge and attitudes required by the workforce so as to
sustain the countryÊs progress with a competent labour force. It is therefore
important that serious consideration is given to economic demands when
designing the curriculum.
10 X TOPIC 1 FORMULATION OF THE CURRICULUM
SELF-CHECK 1.1
2. A country has been using the same curriculum for the last 10
years. Do you think this is a good practice? Why?
x Schools, through their teaching of the curriculum, can shape and mould a
society.
Taba, H. (1962). Curriculum development: Theory and practice. New York, NY:
Harcourt, Brace, & World.
Tanner, D., & Tanner, L. (1995). Curriculum development: Theory into practice
(3rd ed.). Englewood Cliffs, NJ: Merrill.
X INTRODUCTION
What should Cik Lee do? What documents should she refer to in planning the
teaching of the subject? Yes, she should study the science curriculum. She should
refer to the primary science syllabus and curriculum specifications for Year Four.
Then only should she look at the textbook and other resources to plan the
lessons.
In this topic you will be looking at the details of any science curriculum goals of
a science curriculum, the contents of the curriculum, how to teach them, the
language of science, the concept of scientific literacy and the issues pertaining to
the science curriculum.
ACTIVITY 2.1
Recall how science was taught when you were in primary school. Take
time to list down the characteristics of the science lesson.
Goal 2: Understand the facts and unifying concepts of the life, physical and
earth/space sciences.
NEW ZEALAND
There are five overarching integrated aspects of science that those seeking to
identify goals for science education should consider: scientific literacy,
attitudes and interests towards the environment, doing science, science as a
career and communication in science.
The following goals were developed for all Canadian pupils, regardless of
gender or cultural background, to have an opportunity to develop scientific
literacy.
If you analysed all the curricula above, the goals underlying science curriculum
and instruction are the same. The goals can be classified into the following
categories: scientific knowledge, scientific methods, social issues, personal needs,
and career awareness.
(e) Science education should inform pupils about careers in the sciences:
Scientific research, development, and application continue through the
work of individuals within science and technology and through the
support of those not directly involved in scientific work.
ACTIVITY 2.2
Study our primary science curriculum. Compare and contrast the aims
stipulated in the curriculum with the curricula that you have just read.
18 X TOPIC 2 ISSUES IN SCIENCE EDUCATION
The content of science for primary school children should be an interplay among
concepts, scientific reasoning, the nature of science, and doing science. Although
science concepts are important as a basic foundation of science knowledge,
children need to begin to build an understanding of basic concepts and how they
connect and apply to the world in which they live. It could be done through
hands-on activities where the children are actively exploring and finding out the
concepts. These first-hand experiences help them to find answers to problems
themselves by exploring their own environment.
Scientific skills are the tools that need to be acquired by the children so that they
could do the activities. Thus, broadly the content should contain a skills section
and a content section.
We should also remember that not all pupils would end up as scientists as
their careers. Thus the content should cover just enough concepts so that
they become ‰scientifically literate‰. Consequently, the science curriculum
should be oriented more towards developing awareness among the
learners about the interface of science, technology and society, sensitising
them, especially to the issues of environment and health, and enabling
them to acquire practical knowledge and skills to enter the world of work.
ACTIVITY 2.3
What are the themes used in our primary science curriculum? Discuss
with your classmates.
The nature of science should be the most, or at least, a big consideration when
deciding on the pedagogy when teaching science.
The main complaint of pupils about science is that it is not sufficiently relevant.
What is learnt in the science classroom is only used in the classroom and has no
connection with the real world, although science is in fact the study of the natural
world.
For activities to be meaningful and engaging they should help the understanding
of things pupils have encountered directly in their day-to-day experience and
indirectly through films and television programmes. It should be possible for
children to make a link between new experiences and previous experiences.
There can be a dilemma here in relation to whether science activities should be
taken from real-life events often complex and with several ideas involved or
whether they should be „tidied up‰ to demonstrate certain relationships or
principles. Some degree of abstraction from real events is generally necessary,
but it should always be possible for the children to link what is learned to real
events.
Inquiry-based is the essence of science teaching and learning. It „fits‰ with the
nature of science. Pupils should be actively engaged in exploring the concepts
through hands-on activities. Pupils learn effectively when they are actively
engaged in the discovery process, often working in small groups. They should be
provided opportunities to have direct experience with common objects,
materials, and living things in their environment. Good instruction focuses on
understanding important relationships, processes, mechanisms and applications
of concepts.
Teachers act as facilitators. Managing inquiry during a lesson is not the only
thing that a science teacher must do. Her work starts before the lesson begins.
She decides the concepts and the skills that should be developed during the
lesson. Then, throughout the lesson, the teacher should be listening to the
discussion about the concepts and observing the skills as the pupils are doing
their work. This information or formative assessment can later be used as
feedback for the teacher and pupils about learning. Have they understood the
lesson? Have they mastered the skills? Do the concepts need to be explored
again? These are some of the questions that the teacher can answer from
formative assessments.
TOPIC 2 ISSUES IN SCIENCE EDUCATION W 21
SELF-CHECK 2.1
Children are clear about what they are finding out and what they
are learning by doing so.
Children reflect and report on how and what they have learned.
Not all learning in science involves inquiry. There are some things, such as
conventions, names and the basic skills of using equipment, that are more
efficiently learned by direct instruction. If you want your pupils to know how to
use the thermometer, or the measure correctly the length of a room using a metre
rule, then demonstrating and explaining to them the skills would be more
appropriate, followed by practice in using the skills.
22 X TOPIC 2 ISSUES IN SCIENCE EDUCATION
ACTIVITY 2.4
Which of the following strategies would have high impact for primary
science?
Enthusiasm from
teacher
Uniform on individual
interests
Group work
Hands-on experiences
In summary there is no one best method to teach any subject. Although the
inquiry-based method is considered a very good method to teach science, if
pupils are not equipped with the knowledge, skills and attitude, then it is not the
effective method to choose. You, as the teacher, know best what works and what
does not work with your pupils.
TOPIC 2 ISSUES IN SCIENCE EDUCATION W 23
SELF-CHECK 2.2
Yes! Scientific literacy means that a person can ask, find, or determine answers to
questions derived from curiosity about everyday experiences. It means that a
person has the ability to describe, explain, and predict natural phenomena. A
24 X TOPIC 2 ISSUES IN SCIENCE EDUCATION
Skamp (2004) mentioned that Feasey and Gott (1996) suggest two elements that
can provide a foundation for a scientifically literate individual.
(a) Factual background which relates to the understanding of key ideas and
facts in science. A sound knowledge and ability to apply such concepts in a
range of contexts is essential.
Why do you think we need to be scientifically literate? One of the main reasons is
that the society we live in depends to an ever-increasing extent on technology
and scientific knowledge that makes it possible. Decisions we make every day
have the capacity to affect energy consumption, our personal health, natural
resources, and the environment ultimately our well-being and that of our
community and the world. Individual decisions may not seem to be critical, but
when they are multiplied by 300 million nationwide, or nearly seven billion
worldwide, they have the power to change the face of the planet (Scearce, 2007).
ACTIVITY 2.5
There are a number of ways language can make understanding science more
difficult, such as alternative meanings of words, pupilsÊ lack of appropriate
vocabulary, the specialised vocabulary used by scientists, and English as a
second language. Pupils may begin to separate school explanations and home
explanations. Or, pupils may begin to believe they are unable to learn science it
is just too difficult to figure out. Still others may reject the scientific explanation
as too difficult and accept their own, or their community's explanation instead.
Force We talk about force as one However, the everyday use of the term
aspect of a field of influence force includes such phrases as, „I was
surrounding objects. That is, forced to go to bed without my dinner‰,
a force field is a complex „Someone forced their way into the
system of pushes and pulls. house‰, „My mom works in the police
force,‰ and in the movies, „May the
force be with you.‰
The language used by scientists to communicate their work reflects the nature of
science. Scientific language used by scientists includes:
(a) Appeals to evidence. E.g., „Based upon the evidence gathered in this
investigation, ....‰
(b) Expressions about the validity and reliability of the evidence. E.g., „The
design called for the control of ....‰, „A new technology allowed for ....‰,
„This procedure ....‰, „The skill of the technician was such that we were
able to ....‰,
(c) Appeals to prominent scientists. E.g., „Ian Stirling found in his research
that ....‰
(e) Expressions of (un)certainty. E.g., „This was an initial study ....‰, „The
sample size was small but ...‰,
(g) Appeals to logical reasoning. E.g., „If ..., then ....‰, „If ... and ...., then
....‰, "Logical consistency requires that ....‰
These characteristics are typically found in scientific research papers and ideally
in science educational materials such as science textbooks. Popular science
magazines and newspaper articles about science often take liberties with
scientific language by translating it into more common everyday language. This
translation often removes important aspects about the nature of science, or
worse, misrepresents the nature of science. Two common problems with popular
science articles are a lack of expression of appropriate uncertainty (tending to
more absolute statements) and confusion between evidence and interpretation.
Evidence is the ultimate authority in science even though all evidence is
uncertain to some degree. Expressions such as „facts‰, „exactly‰, „absolutely‰ or
„we proved ‰ are not appropriate in the context of a scientific investigation.
Evidence can support or fail to support a prediction and/or hypothesis, but
cannot „prove‰ either. „Proof‰ is considered too absolute and does not connote
the uncertainty accompanying all scientific evidence and knowledge. Table 2.2
shows more examples of the use of scientific language.
Our interpretation of the evidence is that Accepting that all knowledge is uncertain,
This accepted concept leads us to believe Having a high degree of confidence in the
that evidence, it is appropriate to
Logical and consistent reasoning suggests In this correlational (not cause and effect)
that study
Source: http://www.crystaloutreach.ualberta.ca/en/ScienceReasoningText/Scientific
Languageaspx
ACTIVITY 2.6
(a) Taken from the ordinary English Energy, work, power, salt, base, fruit
vocabulary.
(b) Taken virtually unchanged from Latin words: axis, fulcrum, larva, radius,
another language. locus, nimbus, cortex, cerebrum, pelvis,
cornea
Many of the Greek or Latin terms
have retained their original meaning Greek words: thorax, stigma, iris, helix
but in some cases the meanings have
been restricted and rendered more
precise.
(c) Those which have been invented. Ester for a compound formed by the
interaction of an alcohol and an organic
acid.
In learning the language of science, pupils need to learn not only a specialised
vocabulary but also how words go together and when to use this way of
communicating. The challenge is to teach these „rules of the game‰ whilst still
valuing the ways of using language that the pupils bring to the classroom. The
role of teachers is to help pupils build bridges between their known and familiar
ways of using language, and academic ways of using language.
(a) Practise Using and Build Perceived Usefulness of the Scientific Model or
Idea
Encourage activities which promote pupil experience with the language of
scientific discourse. Focus on helping pupils to identify scientific terms that
are new to them or terms where their meanings remain unclear. Encourage
pupils to practise language patterns that assist them to describe events,
objects, and processes, to make predictions and to draw conclusions.
Encourage short verbal reporting by pupils or presentations to their peers
where particular scientific terms should be used.
Science educators must be aware of all these changes. They need to rethink the
science curriculum, the pedagogy and assessment in the science classroom today
as the practice of science education needs to be proactive and relevant to pupils
and prepare them for life in the present and in the future.
One of the issues that had and is still faced by science education in our country is
Issue C Interest in, and about science. Professor of Mathematics, CK Raju, a
visiting professor at the Mathematics department in Universiti Sains Malaysia
(USM), calls for a review of teaching methods for science stream subjects as a
way to raise pupilsÊ interest, following reports that the percentage of science
stream pupils had dropped to 29 per cent in 2012 (New Straits Times 19
February 2012).
The same issue is also commented by Prof. Datin Dr Azizan Baharuddin, the
Deputy Director-General of Institute of Islamic Understanding Malaysia. This
issue perhaps needs elaboration and continued engagement because in the
context of the K-economy and MalaysiaÊs developmental policies, science,
technology and innovation are critical drivers. The current data seems to show
that our manpower needs in important areas such as engineering, ICT, health
and agriculture are still far from adequate as our unfulfilled needs range from 30
percent to 50 percent. (The STAR, February 28, 2012).
ACTIVITY 2.7
3. As a science teacher, list out different ways that you can adopt to
raise the interest of these pupils.
4. Choose any of the issues in Table 2.4. Research and find out the
current status of the issue in our country.
x Knowing the goals of science education will make it easier for a curriculum
planner to plan the appropriate curriculum needed.
x It also makes it easier for a teacher to plan how to teach and assess the
teaching and learning of science.
TOPIC 2 ISSUES IN SCIENCE EDUCATION W 33
x The skills section would help children to work scientifically. This would
develop skills of enquiry during the investigative work.
x Different countries have different ways of organising the basic concepts that
should be taught in primary science.
x The science content should cover just enough concepts so that they become
„scientifically literate‰ as not all pupils are going to be working as scientists.
x Managing inquiry during a lesson is not the only thing that a science teacher
must do. She should first plan the lesson before acting as facilitator during
the lesson.
x Teaching methods used in teaching other subjects are also used in science
teaching when necessary.
x Scientific literacy means that a person has the ability to describe, explain, and
predict natural phenomena.
34 X TOPIC 2 ISSUES IN SCIENCE EDUCATION
x The use of scientific language and terminology enables scientists around the
world to communicate effectively with each other.
x There are a number of ways language can make understanding science more
difficult, such as alternative meanings of words, pupils' lack of appropriate
vocabulary, the specialised vocabulary used by scientists, and English as a
second language.
x Scientific words in English may be divided into three groups: those taken
from the ordinary English vocabulary; those taken virtually unchanged from
another language; and those which have been invented.
Carin, A., & Sund, R. B. (1989). Teaching science through discovery (6th ed.).
Belmont: Thomson Wadsworth.
Esler, W.K., & Esler, M. K. (2001). Teaching elementary science (8th ed.). Belmont:
Thomson Wadsworth.
WhoÊs getting it right and WhoÊs getting it wrong in the debate about science
literacy? Retrieved from http://www.csicop.org/specialarticles/show/
whos_getting_it_right_and_whos_getting_it_wrong_in_the_debate_about_
science/
Topic X Historical
3 Development
of the Science
Curriculum
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Describe the historical development of the science curriculum;
2. Analyse the strengths and weaknesses of Nature Study, Special
Project, Man and the Environment, KBSR and KSSR curricula; and
3. Compare and contrast the Nature Study, Special Project, Man and the
Environment, KBSR and KSSR curricula.
X INTRODUCTION
TOPIC 3 HISTORICAL DEVELOPMENT OF THE SCIENCE CURRICULUM W 37
The Malaysian school science curriculumÊs main aim is national unity and to
produce a workforce that can contribute to the development of the nation. The
pattern of changes and development in science education in Malaysia is largely
based on National Education Policies and current trends in science teaching.
Study Table 3.1 which shows the different primary science curricula in Malaysia
and the years they were implemented.
In this topic you will learn about the historical development of the primary
science curriculum in Malaysia. You will be able to compare the past science
curricula with the present science curriculum and understand the rationale for
the changes.
38 X TOPIC 3 HISTORICAL DEVELOPMENT OF THE SCIENCE CURRICULUM
ACTIVITY 3.1
Pupils were asked to learn the facts and laws of nature through careful
observation and classification of nature. However, the curriculum ignored much
of the natural environment that had an impact on pupilsÊ lives. The teaching
approach mainly focused on textbooks and rote learning. There was a need to
teach science that linked together ideas from all fields of science and relate to
studentsÊ surroundings and everyday experiences.
The science curriculum was only made uniform and official after 1956 when the
Razak Report recommended that a single syllabus be implemented in schools.
The Nature Study curriculum was replaced by the Primary Science curriculum in
1965. This new curriculum was adapted for local needs from the Nuffield Junior
Science Project, United Kingdom (1964). The Primary Science curriculum focused
on mastery of scientific facts.
Many primary science teachers especially in rural schools had poor educational
backgrounds and had not received adequate teacher training in science content
and methodology. They had been trained as general subject teachers and as such
the teaching of science was textbook-centred focusing on rote learning and
memorisation. The academic achievement in science of pupils was weak
especially in the rural areas. Can you see that a change was needed to overcome
these problems?
TOPIC 3 HISTORICAL DEVELOPMENT OF THE SCIENCE CURRICULUM W 39
The Primary School Special Project used new teaching approaches but the
content remained the same as it was assumed that the teachers had mastered the
content. The focus was to help teachers gain more confidence in using the inquiry
approach so as to be able to instil an interest and understanding in pupils of the
world around them.
In 1971, the Ministry of Education formulated the Primary School Syllabus for
Science. Its content did not differ much from the previous curriculum, except for
the aspects of the teaching-learning approach, strategy and methods. The Special
Project was introduced in schools for Standard 1 in 1970. Services and facilities
were provided to the teachers as support. Study Figure 3.1 which shows the
services and facilities given to science teachers under the Special Project.
ACTIVITY 3.2
The CDC published teacherÊs guides called Buku Panduan Khas Alam dan
Manusia for Years Four, Five and Six. These teachersÊ guides specified the
curriculum in detail by listing objectives to be achieved by pupils for each topic.
It also contained suggested lesson plans and teaching-learning strategies. Dewan
Bahasa dan Pustaka also published Alam dan Manusia textbooks for each year.
Did you teach this curriculum or do you have any experience of it? What do you
think the constraints of this curriculum were? There were physical constraints
when implementing this curriculum such as large class size and lack of facilities.
There was also inadequate in-service training and professional support. Due to
this, teachers lacked competency in integrating subject content and using an
inquiry approach. Teachers were also stressed and overburdened.
ACTIVITY 3.3
What were the strengths and weaknesses of the Man and Environment
(Alam dan Manusia) Curriculum?
The Integrated Curriculum for Primary Schools was formulated to improve and
enhance the standard of education in primary schools and to achieve the
aspirations of the National Philosophy of Education (NPE). The aims of this
primary school science curriculum were to:
(a) Provide opportunities for pupils to learn about themselves and the
environment through everyday experiences and scientific investigations;
(c) Enable pupils to apply these knowledge and skills based on scientific
attitudes; and
(d) Acquire noble values to make decisions and solve problems in everyday
life.
Science was taught as both content and a process which included scientific
knowledge, scientific skills, thinking skills and scientific attitude and values. A
thematic approach was used. School-based assessment in the form of PEKA
(Penilaian Kemahiran Amali) was introduced to measure the pupilsÊ mastery of
science process skills and manipulative skills. The science curriculum
emphasised constructivism, the inquiry-discovery approach and the use of
technology.
However in 2009, this policy was changed and the medium of instruction for
Science and Mathematics reverted to the Malay language (Bahasa Malaysia).
TOPIC 3 HISTORICAL DEVELOPMENT OF THE SCIENCE CURRICULUM W 43
ACTIVITY 3.4
Under KSSR, primary education is divided into two levels similar to KBSR: Level
One from Years One to Three, and Level Two from Years Four to Six. Level One
KSSR focuses on the mastery of the 4Ms (Reading, Writing, Counting and
Reasoning), basic information and technology (ICT) skills, social, emotional,
spiritual, cognitive, physical development, attitudes and values. Level Two
focuses on reinforcing and the application of 4Ms, basic ICT skills, social,
emotional, spiritual, cognitive, physical development, attitudes and values.
44 X TOPIC 3 HISTORICAL DEVELOPMENT OF THE SCIENCE CURRICULUM
In Level One all knowledge disciplines are reorganised for more effective
curriculum management to form Basic Core Modules, Thematic Core Modules,
and Elective Modules. Study Table 3.3, the Thematic Core Modules were
introduced to reduce the number of subjects taken at Level One. These modules
comprise the themes of the World of Art and World of Science and Technology.
The World of Science and Technology (Dunia Sains dan Teknologi, DST) contains
elements of Science, Information and Communication Technology (ICT), and
Design and Technology (Reka Bentuk & Teknologi, RBT).
In Level Two KSSR, the curriculum is organised into Core Subjects and Elective
Subjects. All subjects are carried out in a modular way. Science is introduced as a
Core Subject at this level.
The aim of the science curriculum is to inculcate interest and develop creativity
in pupils through experiences and investigations to master science knowledge,
scientific skills, thinking skills and scientific attitude and noble values.
Study Table 3.4 which shows the differences between the KSSR and KBSR.
TOPIC 3 HISTORICAL DEVELOPMENT OF THE SCIENCE CURRICULUM W 45
ACTIVITY 3.5
Study Table 3.4. Discuss the improvements in the KSSR curriculum and
its implications on the teaching of science.
46 X TOPIC 3 HISTORICAL DEVELOPMENT OF THE SCIENCE CURRICULUM
Look at Figure 3.2 which shows the development of the science curricula in
Malaysia from 1983 until today.
SELF-CHECK 3.1
x At the end of the 19th century and until the mid-20th century science was
taught as „Nature Study‰ in primary schools.
The Nature Study did not take into account the pupilsÊ natural environment.
The teaching approach mainly focused on textbooks and rote learning.
x The Primary School Special Project was started in 1968. The main aim of this
project was to raise the teaching standard of science and mathematics in
Malaysia.
x The Primary School Special Project used new teaching approaches but the
content remained the same.
x Services and facilities were provided to the teachers as support under the
Special Project.
x Man and His Environment was one of the subjects offered in the New
Primary School Curriculum (Kurikulum Baru Sekolah Rendah) (KBSR).
x In the KSSR, Science is taught under the Thematic Core Modules at Level
One under the World of Art and World of Science and Technology.
TOPIC 3 HISTORICAL DEVELOPMENT OF THE SCIENCE CURRICULUM W 49
x The World of Science and technology (Dunia Sains dan Teknologi, DST)
contains elements of Science, Information & Communication Technology
(ICT), and Design & Technology (Reka Bentuk & Teknologi, RBT).
x The aim of the KSSR science curriculum is to inculcate interest and develop
creativity in pupils through experiences and investigations to master science
knowledge, scientific skills, thinking skills and scientific attitude and noble
values.
Wong, Francis Hoy Kee, & Yee Hean Gwee (1980). Official Reports on Education:
Straits Settlements and the Federated Malay States, 1870-1939. Singapore:
Pan Pacific Book Distributors.
ȱ ȱ ȱ
Topic
ȱ
ȱ
X KBSR Science
ȱ
Curriculum I
ȱ
ȱ
ȱ
ȱ
4
ȱ
ȱ
LEARNING OUTCOMES
ȱ
ȱ By the end of this topic, you should be able to:
ȱ
ȱ 1. State the aims of primary school science;
ȱ 2. List the objectives of primary school science;
ȱ 3. Describe the scientific skills that are listed in the science curriculum;
ȱ
4. Identify thinking skills encompassed in any given scientific skill;
ȱ
ȱ 5. Explain various teaching methods used in science teaching and
ȱ learning; and
ȱ 6. Relate between KBSR Science Curriculum with National Philosophy,
ȱ National Science Philosophy and Vision 2020.
ȱ
ȱ
X INTRODUCTION
Science is always viewed as a difficult subject, full of abstract concepts that need
to be remembered. But if we start introducing science as early as possible and
with the right approach, children will end up being innovative scientists
contributing to the nation.
Young children are naturally curious and constantly exploring the world around
them. Classroom science provides the opportunity for children to extend this
natural curiosity and building of theories. With the help of teachers, children can
develop a greater appreciation and understanding of the natural world.
52 X TOPIC 4 KBSR SCIENCE CURRICULUM I
In this topic we will study the KBSR Science Curriculum. We will look at the
aims, objectives, scientific skills, scientific attitudes and values, the teaching and
learning strategies that can be used in the science classroom. Lastly, we will
discuss how the National Philosophy, Science Education Philosophy and Vision
2020 relate to one another.
The policy was the result of a Cabinet meeting on July 19, 2002 under the
administration of the fourth prime minister, Tun Dr Mahathir bin Mohamad.
According to the Ministry of Education, the policy would run in stages, starting
with the 2003 school session, pioneered by all students of Year One at primary
education level, and Form One at the secondary education level. The teaching of
science in English was then fully implemented in secondary schools in 2007, and
in primary schools in 2008. Under this policy, the science curriculum itself did
not change, only the language of instruction. But in 2009 this policy was
discontinued.
The objectives of the Primary School Science Curriculum for Level One are
to:
(i) Stimulate pupilsÊ curiosity and develop their interest in the world
around them;
(ii) Provide pupils with opportunities to develop science process skills
and thinking skills;
(iii) Develop pupilsÊ creativity;
(iv) Provide pupils with basic science knowledge and concepts;
(v) Inculcate scientific attitudes and positive values; and
(vi) Create awareness on the need to love and care for the environment.
The objectives of the Primary School Science Curriculum for level two are
to:
ACTIVITY 4.1
Choose science activities that you have done before. Which objectives
were included in the activities?
Observing Using the senses of hearing, touch, smell, taste and sight to find
out about objects or events.
Predicting Making a forecast about what will happen in the future based on
prior knowledge gained through experiences or collected data.
SELF-CHECK 4.1
One of the objectives of the national education system is to enhance the thinking
ability of students. This objective can be achieved through a curriculum that
emphasises thoughtful learning. Teaching and learning that emphasises thinking
skills is a foundation for thoughtful learning.
Thinking skills can be categorised into critical thinking skills and creative
thinking skills. A person who thinks critically always evaluates an idea in a
systematic manner before accepting it. A person who thinks creatively has a high
level of imagination, is able to generate original and innovative ideas, and
modify ideas and products.
Thinking strategies are higher order thinking processes that involve various
steps. Each step involves various critical and creative thinking skills. The ability
to formulate thinking strategies is the ultimate aim of introducing thinking
activities in the teaching and learning process.
TOPIC 4 KBSR SCIENCE CURRICULUM I W 57
Detecting Bias Identifying views or opinions that have the tendency to support or
oppose something in an unfair or misleading way.
Predicting Making a forecast about what will happen in the future based on
prior knowledge gained through experiences or collected data.
ACTIVITY 4.2
The inculcation of scientific attitudes and noble values generally occurs through
the following stages:
(a) Stage 1: Being aware of the importance and the need for scientific attitudes
and noble values.
(c) Stage 3: Practising and internalising these scientific attitudes and noble
values.
ACTIVITY 4.3
The use of variety of teaching and learning methods can enhance studentsÊ
interest in science. Science lessons that are not interesting will not motivate
students to learn and subsequently will affect their performance. The choice of
teaching methods should be based on the curriculum content, studentsÊ abilities,
studentsÊ repertoire of intelligences, and the availability of resources and
infrastructure. Different teaching and learning activities should be planned to
cater for students with different learning styles and intelligences.
The following are brief descriptions of some teaching and learning methods.
(a) Experiment
An experiment is a method commonly used in science lessons. In
experiments, students test hypotheses through investigations to discover
specific science concepts and principles. Conducting an experiment
involves thinking skills, scientific skills and manipulative skills.
(b) Discussion
A discussion is an activity in which students exchange questions and
opinions based on valid reasons. Discussions can be conducted before,
during or after an activity. Teachers should play the role of facilitator and
lead a discussion by asking questions that stimulate thinking and getting
students to express themselves.
(c) Simulation
In simulation, an activity that resembles the actual situation is carried out.
Examples of simulation are role play, games and the use of models. In role
play, students play out a particular role based on certain pre-determined
conditions. Games require procedures that need to be followed. Students
play games in order to learn a particular principle or to understand the
62 X TOPIC 4 KBSR SCIENCE CURRICULUM I
(d) Project
A project is a learning activity that is generally undertaken by an
individual or a group of students to achieve a particular learning objective.
A project generally requires several lessons to complete. The outcome of
the project either in the form of a report, an artefact or in other forms needs
to be presented to the teacher and other students. Project work promotes
the development of problem-solving skills, time management skills, and
independent learning.
SELF-CHECK 4.2
Computer simulation and animation are effective tools for the teaching and
learning of abstract or difficult science concepts. Computer simulation and
animation can be presented through courseware or webpages. Application
tools such as word processors, graphic presentation software and electronic
spreadsheets are valuable tools for the analysis and presentation of data.
TOPIC 4 KBSR SCIENCE CURRICULUM I W 63
ACTIVITY 4.4
What would be the suitable methods that can be used to teach the
following learning outcomes?
The needs of the nation are also factors to consider when formulating a
curriculum. Vision 2020 is one of the many policies introduced by the
government. What it hopes to achieve is that by the year 2020, Malaysia can be a
united nation, with a confident Malaysian society, infused with strong moral and
ethical values, living in a society that is democratic, liberal and tolerant, caring,
economically just and equitable, progressive and prosperous, and in full
possession of an economy that is competitive, dynamic, robust and resilient.
There can be no fully developed Malaysia until we have finally overcome the
nine central strategic challenges that have confronted us from the moment of our
birth as an independent nation. The challenge that is most relevant to the science
education is the sixth challenge.
If all science teachers really understand the aims and objectives of primary
science curriculum, they will be able to fulfil the aspirations of the National
Philosophy of Education, the National Science Education Philosophy and the
sixth challenge of Vision 2020.
ACTIVITY 4.5
x There are 12 science process skills and five manipulative skills to inculcate in
the curriculum.
x Thinking skills can be categorised into critical thinking skills and creative
thinking skills.
x The aims and objectives of KBSR Science are based on the National
Philosophy of Education and the Science Education Philosophy. The sixth
challenge of Vision 2020 can also be achieved if the teaching and learning of
science is implemented as stipulated in the curriculum.
66 X TOPIC 4 KBSR SCIENCE CURRICULUM I
Esler, W. K., & Esler, M. K. (2001). Teaching elementary science (8th ed.).
Washington: Wadsworth Publishing Company.
Green, N. P., Stout, G. W., & Taylor, D. J. (1993). Biological science (2nd ed.).
Oxford, UK: Oxford University Press.
Martin, R., Sexton, C., & Gerlovich, J. (2002). Teaching science for all children
Methods for constructing understanding. Boston: Allyn and Bacon.
Yap, K. C., Toh, K. A., Goh, N. K., & Bak, H. K. (2004). Teaching primary science.
Singapore: Pearson Prentice Hall.
ȱ
ȱ ȱ ȱ
Topic
ȱ
ȱ
X KBSR Science
ȱ
Curriculum II
ȱ
ȱ
ȱ
ȱ
5
ȱ
ȱ LEARNING OUTCOMES
ȱ
ȱ By the end of this topic, you should be able to:
ȱ
1. Describe the content organisation of the KBSR science curriculum;
ȱ
ȱ 2. List the themes, learning areas, learning objectives, and learning
ȱ outcomes of Level I and Level II of the KBSR science curriculum;
ȱ 3. Explain the role of the „Suggested Learning Activities‰ column in the
ȱ curriculum specifications; and
ȱ 4. Explain the role of the „Notes and vocabulary‰ column in the
ȱ curriculum specifications.
ȱ
X INTRODUCTION
You have learnt about the background of the KBSR Science Curriculum that is
currently being implemented in our primary schools in the last topic. This
curriculum is being phased out and replaced by Kurikulum Standard Sekolah
Rendah (KSSR). This curriculum began in 2011. Thus currently this year, students
in Years One, Two and Three are using the KKSR while students in Years Four,
Five and Six are still using the KBSR Science Curriculum. We will discuss KSSR
in detail in Topic 6.
In Topic 4 we looked at the aims and objectives of the curriculum, and the main
emphases of the curriculum. In this topic we will study how those aims and
objectives are going to be achieved in any daily science lesson. Specifically, we
will look at the content organisation of the KBSR Science Curriculum. The main
reference that you need to enable you to fully understand this topic are the KBSR
Science Syllabus and the Curriculum Specifications of Level I and Level II.
68 X TOPIC 5 KBSR SCIENCE CURRICULUM II
5.1.1 Themes
The science curriculum is organised around themes. Each theme consists of
various learning areas,, each of which consists of a number of learning objectives.
A learning objective has one or more learning outcomes.
There are two themes for Level I and five themes for Level II.
TOPIC 5 KBSR SCIENCE CURRICULUM II W 69
Level I
Level II
x Investigating the Earth and the Universe (Menyiasat Bumi dan Alam
Semester)
The theme aims to provide the understanding of the Earth, Moon, Sun
and Solar System as a whole. The theme also provides understanding of
the effects of the earth, moon and sun movements and how these
movements can be beneficial to mankind.
ACTIVITY 5.1
Each theme consists of many learning areas. Fill in the various learning
areas for each theme from Year One to Year Six. (Refer to the curriculum
specifications). You can use the following table as a guide.
SELF-CHECK 5.1
Learning objectives are also statements that describe what a learner will be able
to do as a result of teaching. However, the connection between teaching and
learning is not a simple one. Just because knowledge or skills are taught does not
mean that particular knowledge or skills are learned. Many factors can interfere
with the achievement of objectives: the existing knowledge of the learner, the
relevance or usefulness of the material presented, and the skills of the teacher.
Learning objectives are aimed at the three domains of learning: knowledge, skills
and attitudes. For example:
ACTIVITY 5.2
The scope of science concepts that the students have to achieve for each learning
area is stated as learning objectives in our science curriculum specifications. The
learning objectives are worded differently in Level I and Level II. Table 5.1 shows
some examples of learning objectives.
SELF-CHECK 5.2
Study all the learning objective statements in Level I and Level II. How
do they differ?
TOPIC 5 KBSR SCIENCE CURRICULUM II W 73
For example:
Learning objective:
x What animals need to live?
Learning outcome:
x State that animals need food, water and air to stay alive.
Learning objective:
x The different foods that animals eat.
Learning outcomes:
x List the foods eaten by some animals
x State that some animals
eat plants
eat other animals
eat plants and other animals
Here is one example of a learning outcome with each of the three parts.
The student will be able to design and draft a company report using
information provided in case study materials such that the final report is
suitable for discussion at Board level.
(a) What the student will do: design and draft a company report
(b) In which context: using information provided in case study materials
(c) How well she/he will do it: suitable for discussion at Board level.
ACTIVITY 5.3
SELF-CHECK 5.1
Must you write down the three components of the learning outcomes
when you are planning the daily lesson plan? Why?
TOPIC 5 KBSR SCIENCE CURRICULUM II W 75
Learning outcomes in the cognitive domain are written using appropriate words
(verbs) that reflect the hierarchy of thinking. Table 5.2 shows a sample of such
words according to BloomÊs taxonomy.
ACTIVITY 5.4
The following learning objectives are taken from Science Year Two. Write
out the learning outcomes for these learning objectives.
If you are a new teacher or you may not be familiar with the content of the topic,
you are thus advised to just do the suggested learning activities as listed. After a
few tries, you can modify the suggested activity to suit the ability and style of
learning of your students. The suggested activities may also need to be modified
76 X TOPIC 5 KBSR SCIENCE CURRICULUM II
because you cannot get the resources, or maybe just to make learning more
meaningful when it is contextualised to things that are familiar to your students.
ACTIVITY 5.5
Teaching and
Topic Scientific Skills Values
Learning Strategy
ACTIVITY 5.6
ACTIVITY 5.7
(a) How does the description help you to plan the daily lesson plan?
(b) What additional notes can you add that could further help to
achieve the learning objectives?
There are two themes for Level I and five themes for Level II.
The scope of science concepts that the students have to achieve for each
learning area are stated as learning objectives in our science curriculum
specifications.
x A good learning outcome should contain three parts, what the students will
do that demonstrates learning, the context within which the students will
demonstrate learning, and how well they can demonstrate their learning.
x The Notes and Vocabulary are additional guides that can further help
teachers to plan and conduct lesson plans.
Esler, W.K. & Esler, M. K. (2001). Teaching elementary science (8th ed.).
Washington: Wadsworth Publishing Company.
TOPIC 5 KBSR SCIENCE CURRICULUM II W 79
Green, N.P., Stout, G.W, & Taylor, D.J. (1993). Biological science (2nd ed.).
Oxford, UK: Oxford University Press.
Martin, R.; Sexton, C.; Gerlovich, J. (2002). Teaching Science for all children:
Methods for constructing understanding. Boston: Allyn and Bacon.
Yap, K. C., Toh, K. A., Goh, N. K., and Bak, H. K. (2004). Teaching primary
science. Singapore: Pearson Prentice Hall.
ȱ
Topic X KSSR
6
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain the concept and aims of the Primary School Standard
Curriculum (KSSR);
2. Discuss the principles and focus of the KSSR;
3. Describe the organisation and specifications of the KSSR; and
4. Discuss the implementation of the KSSR.
X INTRODUCTION
TOPIC 6 KSSR W 81
Look at the scenario above. Many parents will be asking such questions
especially when a new curriculum has been implemented. If you were the
teacher how would you go about explaining the KSSR to parents?
You would need to explain the concept, aims, main principles and focus of the
KSSR followed by its organisation and how it will be implemented. In this topic
you will learn about the Primary School Standard Curriculum, KSSR. This
knowledge will enable you to understand the curriculum fully and carry out the
teaching and learning process more effectively.
Why do you think there was a transformation of the curriculum? Try to recall
what you learnt in Topic 1 about the factors of how a curriculum is formulated.
There was a need to develop a curriculum that was on par globally with other
developed nations. KSSR was introduced as an effort to restructure and improve
the current curriculum (KBSR) to ensure that students have the relevant
knowledge, skills and values to face the challenges of the 21st century.
Pillar Description
Learning To provide the cognitive tools required to better comprehend the world and
to know its complexities, and to provide an appropriate and adequate foundation for
future learning.
Learning To provide the skills that would enable individuals to effectively participate
to do in the global economy and society.
Learning To provide self-analytical and social skills to enable individuals to develop
to be to their fullest potential psychosocially, affectively as well as physically, to
become an all-round ÂcompleteÊ person.
Learning To expose individuals to the values implicit within human rights,
to live democratic principles, intercultural understanding and respect, and peace
together at all levels of society and human relationships and also to enable
individuals and societies to live in peace and harmony.
Source: http://www.unesco.org/new/en/education/networks/global-
networks/aspnet/about-us/strategy/the-four-pillars-of-learning/
Pupils under the KSSR will be well balanced intellectually, spiritually, emotionally,
physically and socially. They will become responsible citizens, global players, and
knowledge workers. Table 6.2 shows the desired characteristics of pupils under the
KSSR.
Do you see any similarities with the principles of the KBSR? The KSSR upholds
all the principles of the KBSR because of its relevance in developing well-
balanced holistic individuals.
At Level I, teaching and learning stresses on the mastery of the 4Ms. The focus is
on literacy and numeracy at this level. Added values such as creativity and
innovation, entrepreneurship and personality development are also stressed.
SELF-CHECK 6.1
(a) Communication;
(b) Spiritual Attitude and Values;
(c) Humanitarianism;
(d) Physical and Aesthetic Development;
(e) Science and Technology; and
(f) Self-Excellence.
In Level I KSSR, all knowledge disciplines are reorganised for more effective
curriculum management to form Basic Core Modules, Thematic Core Modules,
and Elective Modules. Study Table 6.4.
x Islamic Education/
Moral Education
x These subjects are x These subjects are x Schools must offer at
compulsory. compulsory. least one language
subject based on
x Islamic Education for
teacher preparation,
Muslim pupils, and
pupilsÊ request and
Moral Education for
school infrastructure
non-Muslim pupils.
Level I emphasises the mastery of the 4Ms, basic ICT and the development of
socio-emotional, spiritual, physical, cognitive, attitudes and values.
86 X TOPIC 6 KSSR
In Level II KSSR, the curriculum is organised into Core Subjects and Elective
Subjects. Study Figure 6.1 which shows the core and elective subjects together
with the respective pillars.
In KBSR, the learning objectives were stated in terms of learning outcomes. The
KSSR, however, is formulated based on a statement of standards. The statement
of standards consists of content standards and learning standards. This was
explained in Topic 3. Content standards are specific statements on what the
students must know and can do, within a specific period of schooling. Learning
Standards are a set criteria or indicators of education quality and achievements
which can be measured for each content standard.
TOPIC 6 KSSR W 89
The KSSR requires teachers to apply classroom strategies which promote creative
and critical thinking and innovation among pupils. Teachers need to carry out
teaching and learning activities which are student-centred, provide opportunities
for pupils to master thinking and scientific skills and most importantly, provide a
fun learning environment. Teachers need to be sensitive to pupilsÊ learning needs
and be able to identify learning styles most suited to them.
ACTIVITY 6.1
SELF-CHECK 6.2
x The formulation the KSSR curriculum takes into account the National
Philosophy of Education, The National Education Policy, challenges of the
21st century, the New Economic Model (MBE), current learning theories and
the four pillars of education (UNESCO).
x KSSR stresses on the 4Ms, that is, reading (membaca), writing (menulis),
arithmetic (mengira), and reasoning (menaakul).
x At Level One, teaching and learning stress on the mastery of the 4Ms. The
focus is on literacy and numeracy at this level. Added values such as
creativity and innovation, entrepreneurship and personality development
are also stressed.
x In Level One KSSR, all knowledge disciplines are organised into three
modules, which are Basic Core Modules, Thematic Core Modules, and
Elective Modules.
x In Level Two KSSR, the curriculum is organised into Core Subjects and
Elective Subjects.
TOPIC 6 KSSR W 91
x Teachers need to carry out teaching and learning activities which are
student-centred, provide opportunities for pupils to master thinking and
scientific skills and most importantly, provide a fun learning environment.
ȱ
Topic X Teaching
Science to
7 All Children
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Define cultural diversity;
2. Discuss strategies for adapting science instructions for children with
cultural differences;
3. Define gender bias; and
4. Explain strategies to avoid gender bias in the science classroom.
X INTRODUCTION
Read the above scenario. What do you think En Razak meant? What did he mean
when he said „everyone‰?
If you study the composition of En RazakÊs class, you can see that the class is
made up of different ethnic or cultural groups. In terms of gender, there are both
males and females in his class. En RazakÊs class is a diverse class but he believes
in one very important principle, that is, everyone regardless of these differences
must have an equal opportunity to learn science.
94 X TOPIC 7 TEACHING SCIENCE TO ALL CHILDREN
In this topic, you will learn about cultural diversity and gender differences. You
will look at strategies for adapting science instruction for children with cultural
differences. You will also learn how to avoid gender bias in your science
classroom.
The strategies for adapting science instruction for children with cultural
differences are given below:
The first thing the teacher has to do is to be aware that differences exist.
Sometimes, as teachers we might overlook this and think that all pupils are
the same. The teachersÊ knowledge and understanding of culture can help
all students reach their potential. As a teacher, you need to be sensitive to
pupilsÊ learning needs and abilities, to their personal interests and
motivation as well as cultural differences and similarities.
(c) Examine All Curriculum Material for Ethnic and Cultural Bias
As a teacher you must be sensitive to racist content in reference materials
and also in classroom interactions. Use science teaching as an opportunity
to select and use curriculum materials and teaching strategies that reflect
and incorporate diversity.
ACTIVITY 7.1
2. Study each strategy given in 7.1.2 and discuss how you can apply it
to your science classroom.
TOPIC 7 TEACHING SCIENCE TO ALL CHILDREN W 97
Statement A Statement B
„Girls donÊt need to learn about „A woman can be a great
electricity or light‰ scientist „
Read Statements A and B above. Which statement do you agree with? If you
agreed with Statement A, then you might want to examine your belief system
about science and gender.
Let us look at how females are socialised in society. In most cultures, females are
seen to be the softer, weaker sex. Males are seen to be more dominant and
adventurous. These sex stereotyped attitudes are sometimes portrayed in school
textbooks where the female character is shown as a homemaker and child
minder, behaving passively and being helpless. The males are shown as the ones
who are more active and who go out to earn a living.
How do you treat male and female pupils in your class? Research shows that
teachers tend to interact more with male pupils. The imbalances of teacher
attention given to boys and girls are more dramatic in science classes. In one
study, boys were questioned on the subject matter 80% more often than girls
(Baker, 1986). Boys also dominate the use of equipment in science labs, often
dismantling the apparatus before the girls in the class have a chance to perform
the experiments (Rennie & Parker, 1987).
Parents, teachers, school counsellors and peers also tend to discourage females
from pursuing scientific careers. There is a low enrolment of women in advanced
science careers.
98 X TOPIC 7 TEACHING SCIENCE TO ALL CHILDREN
Firstly you need to form high expectations of all pupils and believe that both
sexes are capable in science. You would also need to give equal amounts of
attention and opportunities for success to both males and females.
The following are strategies to help you avoid gender bias in your science
classroom.
(a) Check to See that Textbooks and Other Instructional Materials You are
Using are Not Gender Biased
Select and use resources that reflect the current and evolving roles of
women and men in society. Posters, textbooks, videos and other media
should have equal representation of both males and females.
(b) Watch Out for Any Unintended Biases in Your Own Classroom Practices
For example, do you group pupils by sex or do you call on one sex more for
answers. You would also need to use teaching examples that are gender
balanced.
(c) Make Sure Your Expectations are the Same for All of Your Pupils
You must believe that both sexes can succeed in science.
SELF-CHECK 7.1
1. Explain why there is gender inequality in the instruction of
science.
Reflect on En RazakÊs aspirations for his classroom. His pupils are fortunate to
have him as their science teacher. He will provide them with learning
experiences irrespective of gender, language and cultural barriers. By having a
classroom that respects cultural diversity and avoids gender bias, you can make a
real difference in the lives of your pupils.
SELF-CHECK 7.2
x The main goal of teachers will be to provide every pupil with an equal
opportunity to learn.
x The strategies for adapting science instruction for children with cultural
differences are recognising and understanding cultural differences, varying
teaching styles, making sure teaching materials are free from cultural bias,
including the multicultural experiences in teaching, being a role model,
providing hands-on, discovery-based science experiences and promoting
healthy interaction among diverse groups.
Gender bias refers to different views of males and females, often favouring
one gender over the other.
x The strategies to avoid gender bias in the science classroom are ensuring
instructional materials are free from gender bias, ensuring there are no biases
in classroom practice, having same expectations of all pupils, using gender
free language, avoiding stereotyping jobs for pupils, modelling gender
balance and diversifying references in test questions and examples.
TOPIC 7 TEACHING SCIENCE TO ALL CHILDREN W 101
Martin, R. et al. (2008). Teaching science for all children: An inquiry approach
(5th ed.). Boston: Allyn & Bacon.
Rennie L. J., & Parker,L.H.(1987). Detecting and accounting for gender differnces
in mixed-sex and single-sex groupings in science lessons. Educational
Review, 39(1), 65-73.
Topic
ȱ
ȱ
X Strategies
ȱ
for Diverse
ȱ
ȱ
ȱ
ȱ
8 Learners
ȱ
ȱ
ȱ
ȱ LEARNING OUTCOMES
ȱ
ȱ By the end of this topic, you should be able to:
ȱ 1. Identify slow learners, gifted and talented learners, minority learners,
ȱ and learners with physical and learning disabilities;
ȱ 2. Describe strategies for slow learners;
ȱ
3. Describe strategies for gifted and talented learners;
ȱ
ȱ 4. Describe strategies for students with physical and learning
ȱ disabilities; and
ȱ 5. Describe strategies for minority students.
ȱ
X INTRODUCTION
In this topic we will discuss different groups of students that may be present in
your class or in your school. We will discuss slow learners, gifted and talented
learners, learners who have physical disabilities or learning disabilities, and
learners that come from minority groups.
ACTIVITY 8.1
What comes to your mind when you hear the term „diverse learners‰?
TOPIC 8 STRATEGIES FOR DIVERSE LEARNERS W 103
Students come from diverse cultures and ethnicities, with varied experiences and
learning styles, among other influencing factors. All these shape who they are
and how they learn.
(c) Articulate early in the course that you are committed to meeting the needs
of all students and that you are open to conversations about how to help
them learn.
(d) As teachers, it is important that we recognise our own learning styles and
cultural assumptions, because these styles and assumptions influence how
we teach and what we expect from our students. Being aware of them
allows us to develop a more inclusive teaching style.
(e) As you plan your course, and each class, prepare multiple examples to
illustrate your points. Try to have these examples reflect different cultures,
experiences, sexual orientations, genders, etc., to include all students in
learning.
104 X TOPIC 8 STRATEGIES FOR DIVERSE LEARNERS
(f) Help students move between abstract, theoretical knowledge and concrete,
specific experiences, to expand everyoneÊs learning.
Source:
http://cet.usc.edu/resources/teaching_learning/docs/teaching_nuggets_docs/
2.8_Teaching_in_a_Diverse_Classroom.pdf
Science concepts are sometimes difficult to grasp even for average students,
especially concepts related to earth sciences, force and energy. How do you
explain such concepts to slow learners?
would be easier to understand when students can see and touch real
animals rather than pictures of animals. When you say „the beak is
smooth‰, students can touch the bird and experience what smoothness is.
Slow learners need more time to understand concepts being taught to them.
So do not rush them and repeat the explanation a few times using different
methods. When you use different modes of instruction to convey the same
lesson, it is called a multimodal approach. Show pictures and videos,
conduct games and group activities and provide hands-on tools that can
reinforce learning. Have students build models, paint pictures or act out
scenes that explain an idea. Give students mnemonics that will help them
memorise the names of the planets or trigonometric ratios.
ACTIVITY 8.2
Study the following suggestions. Will these suggestions help the slow
learner to learn?
Strategies Yes No
Reduce distractions by providing a quiet, private place to
work.
Make lessons short. Limit the working time and have several
short work periods rather than one long one.
Whereas Renzulli (1997) considers three factors important for the development of
gifted behaviour: above average ability, creativity, and task commitment.. See
Figure 8.1.
Within the above average ability, Renzulli makes a difference between general
abilities (like processing information, integrating experiences, and abstract
thinking) and specific abilities (like the capacity to acquire knowledge or perform
in an activity).
Only when characteristics from all three rings work together can high
achievement or gifted behaviour be witnessed.
Gagné thinks that all talents are developed from natural abilities through
learning influenced by inner and outer catalysts. The main components of
Gagné's model, which he refined several times, are:
(b) Talent
The different fields are open to wider argumentation than the natural
abilities. Gagné thinks the following fields are relevant for school-aged
youths:
(i) Academics;
(ii) Arts;
(iii) Business;
(iv) Leisure;
(v) Social affection;
(vi) Sports; and
(vii) Technology.
(f) Chance
One last factor influencing the catalysts (intrapersonal and environmental)
and the natural abilities (gifts) is chance. Most importantly, chance
determines, through the recombination of paternal genes, which types of
giftedness a child possesses and to what extent.
ACTIVITY 8.3
Compare the three views of the concept of gifted and talented. Is the
concept of gifted and talented the same, or are they two different concepts?
A gifted student:
(a) Learns rapidly and quickly grasps new concepts;
(b) Has an excellent memory;
(c) Is creative or imaginative, e.g. produces many ideas or is highly original;
(d) Is independent may prefer to work alone;
(e) Has a keen sense of humour;
(f) May be highly motivated, particularly in self-selected tasks;
(g) Has unusual or advanced interests;
TOPIC 8 STRATEGIES FOR DIVERSE LEARNERS W 111
Source: http://www.schools.nsw.edu.au/learning/k-6assessments/oc_character.
php
ACTIVITY 8.4
(a) Differentiation
One way to help them is by doing differentiation strategies. Differentiation
within the classroom provides students with the best environment for
having their academic needs met. Differentiation is the least intrusive
intervention for gifted students, who like all students should be seen to
be „only as special as necessary‰.
(i) Content
(ii) Process
(iii) Product
x Assign tasks that are authentic and for a real audience; and
x Physical space: Can the student move freely within the room?
The school? Who has control over materials?
(b) Acceleration
Another strategy to use is acceleration strategies. Acceleration means that
the student advances in a subject more quickly than others. He/she may
complete the year's work in less time or move to a higher level earlier, with
support to fill in any gaps. Acceleration strategies include:
ACTIVITY 8.5
(c) Enrichment
You could also use enrichment strategies. Enrichment means that the
student is working on a topic in more depth or breadth than others. The
student keeps pace with the rest of his/her classmates but has more time to
explore topics of interest. Enrichment strategies include:
ACTIVITY 8.6
Choose one of the the enrichment strategies. Search and read about the
strategy. Plan the activity for a particular topic and share it with your
peers.
ACTIVITY 8.7
Why donÊt you get that module and review again this strategy. Plan a
project-based learning programme that could benefit the gifted student.
What to remember is that these students cannot learn on their own. Even though
they are rapid learners, they are still children; they still need you as a teacher to
plan and guide them, so that they can learn and develop their potential.
Challenging them is the key! Gifted students generally like a challenge, and want
to dig deeper and get more out of the material they are offered. They do not like
repetition, and have a desire to learn as much as possible.
(a) Provide them with meaningful experiences and interaction with real objects
that they can touch, hear, smell and see. They may also need guided
exploration and explanations of what they are interacting with.
Explanations will provide vocabulary associated with the experience and
will help the students make sense of what they are feeling and make
connections to previous experiences. These experiences will help develop
the studentsÊ understanding of new concepts, develop their language, and
motivate them to explore their environment which will subsequently lead
to motor development.
(b) Students should be directly involved in the activity even though they have
visual impairment. Involvement in these repeated routines will promote
independence and minimise the student's dependence on others.
(c) You should not be afraid to rearrange the classroom for the purpose of
improving the environment. Try to avoid changing it too frequently and
keep in mind that when you do rearrange the environment, you will need
to orient the student to the room. It is essential to have a well-organised
classroom that is free of visual and physical clutter..
(d) You could also provide materials that could enhance their learning by:
(i) Increasing contrast in order to view materials presented;
(ii) Increasing size of materials; and
(iii) Reducing visual clutter and increasing visual clarity.
116 X TOPIC 8 STRATEGIES FOR DIVERSE LEARNERS
Source: http://www.sess.ie/categories/sensory-impairments/hearing-impairment
There are a variety of teaching strategies that can be implemented to support the
learning experiences for a student who is deaf or hearing impaired. These can
include making adjustments to:
(c) The amount of time they are provided with to engage with new
information, work through activities and present.
ACTIVITY 8.6
Have you heard about assistive technology that could be very helpful to
students with physical disabilities? Find out and list these special
technologies that you can use in the science classroom.
Most learning disabilities fall into one of two categories: verbal and nonverbal.
People with verbal learning disabilities have difficulty with words, both spoken
and written. The most common and best-known verbal learning disability
iss dyslexia,, which causes people to have trouble recognising or processing letters
and the sounds associated with them. For this reason, someone with dyslexia will
have trouble with reading and writing tasks or assignments.
Some people with verbal learning disabilities may be able to read or write just
fine but struggle with other aspects of language. For example, they may be able
to sound out a sentence or paragraph perfectly, making them good readers, but
they can't relate to the words in ways that will allow them to make sense of what
they're reading (such as forming a picture of a thing or situation).
TOPIC 8 STRATEGIES FOR DIVERSE LEARNERS W 119
And some people have trouble with the act of writing as their brains struggle to
control the many things that go into it from moving their hand to form letter
shapes to remembering the correct grammar rules involved in writing a sentence.
People with nonverbal learning disabilities may have difficulty processing what
they see. They may have trouble making sense of visual details like numbers on a
blackboard. Someone with a nonverbal learning disability may confuse the plus
sign with the sign for division, for example. Some abstract concepts like fractions
may be difficult to master for people with nonverbal learning disabilities.
SELF-CHECK 8.1
(a) A distinct gap between the level of achievement that is expected and what
is actually achieved;
(b) Difficulties that become apparent in different ways with different people;
As a regular classroom teacher you might not have the knowledge and skill to
identify the specific learning disabilities and also probably how to manage and
teach them. What is important is when you notice that your student is not
achieving as well as the other children in your classroom; the first thing you
should do is to refer them to an expert to identify the learning disability. Then try
reading more or ask experts about the disability in order to modify your
strategies.
Learning science is demanding for most students, because of the need to learn
through experiential techniques and complexity of concepts; having a learning
disability increases the degree of difficulty. Teaching science to special needs
students must be customised to their stage of disability, along with other factors
which may affect learning disabled students.
120 X TOPIC 8 STRATEGIES FOR DIVERSE LEARNERS
Teaching effective ways to organise, revise and review science notes would be
very helpful to these students. Suggest that students highlight main ideas in one
colour and details in another colour. Then in teams, they can compare, contrast
and discuss their highlighting choices.
The first thing that you as a teacher teaching science or any other subject should
do is to help the student to acknowledge that they are different and there is
nothing wrong or inferior about being different from others. Motivation and
emotional support are what they need from you as a teacher. Then you need to
help the rest of the students to accept that there are other groups of students
different from them. This will make them feel safe and comfortable in the class,
thus making learning easier.
TOPIC 8 STRATEGIES FOR DIVERSE LEARNERS W 121
Their style of life, language, culture and origin can differ from the majority. As a
teacher you could:
(b) Show students you care by getting to know their individual needs and
strengths and sharing their concerns, hopes, and dreams;
Gender bias is sometimes an issue that could arise in your class. As a teacher you
could lessen it by:
When you are explaining a science concept, use examples that can be recognised
by the minority group as well. For example, when you are explaining examples
of plants use local plants rather than foreign plants that students cannot relate to.
When using examples, be aware and be sensitive to the fact that there is diversity
of religion in your class. For example, do not bring any sample that is connected
to pigs if there are Muslims in the class.
A guide titled ÂStrategies for Teaching Science to African American StudentsÊ has
been produced to help improve science learning of the minority group the
African American. The following are some suggestions:
(a) Permit students to bring life experiences into the science learning
environment. All students, especially minority students, tend to perform
best when content is related to previous experience.
(b) Devise science exercises and activities that foster success on the part of all
students.
(e) Recognise that cultural backgrounds may discourage some students from
active participation in the science classroom. Among some ethnic groups,
volunteering a response or comment is a sign of disrespect for authority.
(f) Present science as a subject that everyone can learn rather than as an elite
and difficult subject.
Source: http://www.easted.org/resources/aisne_science.pdf)
ACTIVITY 8.7
Lila is an orang asli child. She has just been transferred into your class.
She has been in your class for two weeks now but she does not have any
friends. She has not participated in any of the hands-on activities and she
scored low marks in a test.
x Slow learners are defined as „children who are doing poorly in school, yet
are not eligible for special education‰.
x Some strategies that can be used to manage gifted and talented students are
differentiation, acceleration, and project-based learning.
x The brains of students with learning disabilities are wired differently. This
difference affects how they receive and process information.
x Bringing their culture into the classroom will help the minority group to
learn more effectively.
124 X TOPIC 8 STRATEGIES FOR DIVERSE LEARNERS
Acceleration Minority
Differentiation Physical disability
Diversity Project-based learning
Gifted and talented Slow learner
Hearing impairment Visual impairment
Learning disability
Getting help for children with learning disabilities. Retrieved from http://www.
helpguide.org/mental/learning_disabilities.htm
Green, N. P., Stout, G.W, & Taylor, D.J. (1993). Biological science (2nd ed.).
Oxford, UK: Oxford University Press.
Martin, R.; Sexton, C.; Gerlovich, J. (2002). Teaching Science for all children
Methods for constructing understanding. Boston: Allyn and Bacon.
Yap, K. C.; Toh, K. A.; Goh, N. K.; Bak, H. K. (eds). (2004). Teaching primary
science. Singapore: Pearson Prentice Hall.