INTRODUCTION

EDUCATION SYSTEM IN MALAYSIA

Ministry of education
EDUCATION SYSTEM IN IRELAND

Department of education and skills

TIMSS result in Science

Malaysia Ireland

2009 [52 out 2009 [20 out

of 65 of 65
countries] countries]

2011 [55 out 2011 [22 out

of 74 of 74
countries] countries]
THEMES
Malaysia Curriculum Specification
 List of Form 4 Themes

1. Introducing chemistry.
2. Matter around us.
3. Interaction between chemicals.
4. Production and management of manufactured
chemicals.
 Comparison between themes
in form 4 and 5

FORM 4 FORM 5

1. Introducing chemistry 1. Interaction between chemicals

2. Matter around us 2. Production and management of manufactured

chemicals

3. Interaction between chemicals

4. Production and management of manufactured

chemicals
Ireland curriculum specification
Number & arrangement of topics
FORM 4
1. Introduction to Chemistry
2. The structure of the atom
3. Chemical formulae and equations
4. Periodic table of elements
5. Chemical bonds
6. Electrochemistry
7. Acids and bases
8. Salts
9. Manufactured substances in industry
 FORM 4 FORM 5
1. Introduction to Chemistry 1. Rate of reaction
2. The structure of the atom 2. Carbon compounds
3. Chemical formulae and equations 3. Oxidation and reduction
4. Periodic table of elements 4. Thermochemistry
5. Chemical bonds 5. Chemicals for consumers
6. Electrochemistry
7. Acids and bases
8. Salts
9. Manufactured substances in industry
 ORDINARY LEVEL
1. Periodic table & atomic structure
2. Chemical bonding
3. Stoichiometry, formulas & equations
4. Volumetric analysis
5. Fuels & heats of reaction
6. Rates of reaction
7. Organic chemistry
8. Chemical equilibrium
9. Environmental chemistry : water
Option 1A: additional industrial chemistry
Option 1B : atmospheric chemistry
Option 2A : materials
Option 2B : additional electrochemistry & extraction of metals
 FORM 4 ORDINARY LEVEL
1. Introduction to Chemistry 1. Periodic table & atomic structure
2. The structure of the atom 2. Chemical bonding
3. Chemical formulae and equations 3. Stoichiometry, formulas & equations
4. Periodic table of elements 4. Volumetric analysis
5. Chemical bonds 5. Fuels & heats of reaction
6. Electrochemistry 6. Rates of reaction
7. Acids and bases 7. Organic chemistry
8. Salts 8. Chemical equilibrium
9. Manufactured substances in industry 9. Environmental chemistry : water
Option 1A: additional industrial
chemistry
Option 1B : atmospheric chemistry
Option 2A : materials
Option 2B : additional electrochemistry
& extraction of metals
 Why topics in Ordinary Level
are more complicated than Form
4?
Junior certificate science
syllabus (chemistry)
LEARNING OBJECTIVE
AND
LEARNING OUTCOME
CONTENTS

 DEFINITION OF LEARNING OUTCOME AND LEARNING OBJECTIVE

 CHARACETRISTIC OF GOOD LEARNING OBJECTIVE AND LEARNING OUTCOME
 COMPARISON BETWEEN IRELAND AND MALAYSIA
 IMPROVEMENT FOR CURRICULUM SPECIFICATION OF MALAYSIA
 LET’S RECAP!

 LEARNING OBJECTIVE?
 LEARNING OUTCOME?
 WHAT ARE THE CHARACTERISTIC OF GOOD LEARNING
OBJECTIVE?
 WHAT IS THE CHARACETRISTIC OF GOOD LEARNING
OUTCOME?
LEARNIN • WHAT STUDENTS WILL
G BE EXPECTED TO LEARN
OBJECTIV BY THE END OF SCHOOL.

E
LEARNIN • SIGNIFICANT AND
G ESSENTIAL LEARNING
THAT LEARNER HAVE
OUTCOM ACHIEVED.
E
 CHARACTERISTIC OF
GOOD LEARNING OBJECTIVE

MEASURAB ACTION-
SPECIFIC
LE ORIENTED

REASONABL TIME
E BOUND
 CHARACTERISTIC OF
GOOD LEARNING OUTCOME

AUDIENCE BEHAVIOUR

GOOD
LEARNING
OUTCOME

CONDITION STANDARD
EXAMPLE

GOOD LEARNING OUTCOME

• After attending the lecture and studying the

assigned handouts,participants will state two
types of chemical bonds.

BAD LEARNING OUTCOME

• To understand the type of chemical bond

THE POSSIBLE LEARNING OUTCOMAE

 At the end of the video, students able to explain the formation of

ionic bond.
 At the end of the video, students can state the arrangement of ion
that produced.
 At the end of the video, students able to list 3 characteristics of
ionic bond.
MALAYSIA VS IRELAND
WHICH ONE IS BETTER?
OVERVIEW
OVERVIEW
LEARNING OBJECTIVE

Have the learning

objective
LEARNING OBJECTIVE

There is no learning
objective.
LEARNING OUTCOME

There is not complete

learning outcome
LEARNING OUTCOME

There is no specific
learning outcome
WHAT IS YOUR OPINION ABOUT THESE
TWO
DIFFERENT LEARNING OUTCOME?
ANY SUGGESTIONS?

Create a complete and good learning outcome

Add time allocation

Scientific key concepts
Conformity with curriculum aims and objectives
Accuracy, clarity and development of concept

Form 4

Form 5
Appropriate level of difficulty
Reference and self directed-learning
Fostering positive values and attitudes
Inclusion of learning activities
Facilitating students to integrate OR
apply new knowledge
MISCONCEPTION
S
 “An elephant is like a wall!”
- exclaimed the blind man feeling the body of an elephant.
“No, No,” cried another blind man pulling the tail.
“An elephant is like a rope!”
“You are all wrong, an elephant is like a fan!”
- said yet another stroking the ear of the elephant. *
LET’S WATCH A
VIDEO !
 Chu, C. K., & Hong, K. Y. (2010). Misconceptions in the teaching of chemistry in secondary schools in
Singapore & Malaysia, pp 1-10. Retrieved from http://eprints.sunway.edu.my/id/eprint/76

 Origins of misconceptions are categorized into 4 categories ;

i) Present understanding of chemical knowledge is inadequate to
explain concepts
ii) Over-simplifications of concepts to facilitate understanding
iii) Bad chemistry
iv) Vernacular misinterpretations of concepts.
 i) Present understanding of chemical knowledge
is inadequate to explain concepts

Explanations were purely based on observations without experiment

 ii) Over-simplifications of concepts
to facilitate understanding

 Draw a line to represent a bonding

But, how to represent anti-

bonding???

In fact, it involved mathematical calculation. (type

of bond, type of hybrid etc)
iii) Bad in chemistry
iv) Vernacular misinterpretations of concepts.
LET’S WATCH A
VIDEO.. Again !
HOW TO SOLVE A MISCONCEPTION ?
HOW TO SOLVE A MISCONCEPTION ?

1. ANIMATION

2.