comparison of malaysia and uk education

1.0 Introduction

Education is the responsibility of the federal government. The national education

system encompasses education beginning from pre-school to university. According to the

dictionary, “to educate” means “to bring up and train the mind and way of thinking” and

“education” means “the act or process of educating”. So education is quite an important

thing which can brighten people’s mind, enlarge their knowledge and lift their ability of

some certain areas.

The idea of curriculum is hardly new but the way we understand and theorize it

has altered over the years and there remains considerable dispute as to meaning. In Latin

curriculum was a racing chariot; currere was to run. The definition of curriculum offered

by John Kerr and taken up by Vic Kelly in his standard work on the subject is 'All the

learning which is planned and guided by the school, whether it is carried on in groups or

individually, inside or outside the school. Meanwhile according to the book of “

Understanding and Using Assessment to Improve Student Learning” written by Susan

M.Butler and Nancy D.McMunn, curriculum can be defined as a plan that outline a

method for instruction and learning or a conceptual framework that outline a definite

learning goals and expectations. Curriculum tells what students should know and be able

to do after they have practiced instruction and before they are assessed. It also facilitates

teachers to prepare their coursework to produce a greater student learning.

Nevertheless, changes in the world are resulting in changes in curriculum design.

The new curriculum that had been revealed is different from the traditional curriculum.

The new curriculum emphasized of depth understanding and solve the problems more

that coverage the topics and overemphasis on knowledge which is been emphasized in

traditional curriculum. Meanwhile the focus of the new curriculum is more on the results

compare to the traditional curriculum that focus on the activities. As the conclusion, if

teachers do not use the state or district curriculum, his students will not fare well on state

or district measures of achievement. Since the implemented curriculum and measures of

student achievement are so closely allied, it is important that the school or district

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develop a quality curriculum. The educational systems of our country, Malaysia with one

of the big countries in the world, UK are very complicated in some degree. There are a

lot of similarities and differences between them. They both have advantages and

disadvantages in each phase of education.

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2.0 History of Science Curriculum Development

2.1 In Malaysia

A decade before the end of the British rule, the educational system in Malaya was

reorganized along the lines of the Barnes Report of 1951. Up to that point of time,

Malaya's educational system lacked uniformity in curriculum and an articulated rationale

for a policy which would be relevant to the political and socio-economic goals of the

people. The country's three principal ethnic communities which are Malays, Chinese and

Indians ran their own schools, the latter two often importing a syllabus used in the

countries of their origin. The Barnes Report recommended a national school system,

which would provide primary education for 6 years in Malaya and English, hoping that

over a period of time, the attraction to have separate schools in Chinese and Tamil would

wane and disappear. The reaction of the Chinese community to the Barnes Report was

not totally positive. While the community agreed with the basic recommendation that

Malay be treated as the principal language, it felt that there should be some provision to

recognize Chinese and Tamil as important components of a new definition of Malaya's

national identity.

Early science education that had been found in schools was begin from year of

1931, which the contents only include the Basic Science Curriculum as a preparation of

life. On 1941, the implementation of science program was stopped because of the Second

World War. In year 1956, “ Penyata Razak ” was implemented in all school which state

that science subject must be followed by all students in all level. Before this, traditional

curriculum just only emphasized on getting the knowledge and basic skills which are

reading, writing and numbering through apprenticeship system. This curriculum were

being taught formally which more to concept “ helping teachers do the homework and

working at paddy field and orchard, memorizing Al-Quran, learning Jawi so that students

know how to pray ”.

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Follows are the chronology of development science curriculum in Malaysia school :

1969 : Union Science Curriculum ( Kurikulum Sains Paduan) for lower secondary school

which based on the Union Science Scottish was implemented at 22 schools.

1972 : Modern Pure Science Curriculum ( biology, physic and chemistry ) for upper

secondary school which based on Nuffield O-Level Curriculum was implemented.

1980 : Integrated Curriculum For Secondary School had been legislated.

1983 : Integrated Curriculum For Primary School was fully implemented.

1989 : Integrated Curriculum For Secondary School had been used by all secondary

school.

1999 : Smart School had been introduced and PEKA had replaced the Paper 3

examination for Biology, Physic and Chemistry.

2003 : Science subject had been taught in English at the level of Standard 1, Form 1 and

Form 6 ( Lower ).

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2.2 In United Kingdom

History has a distinctive contribution to make to the aims of the national

curriculum. The Education Reform Act of 1988 is widely regarded as the most important

single piece of education legislation in England, Wales, and Northern Ireland since the

'Butler' Education Act 1944. Scottish education legislation is separate from that of the

rest of the UK. It also forms the basis for the United States' No Child Left Behind Act of

2001. The main provisions of the Education Reform Act are Grant Maintained Schools

(GMS) were introduced. Primary and Secondary Schools could, under this provision,

remove themselves fully from their respective Local Education Authorities and would be

completely funded by central government. Secondary schools also had limited selection

powers at the age of 11. Then, the Local Management of Schools (LMS) was introduced.

This part of the act allowed all schools to be taken out of the direct financial control of

Local Authorities. Financial control would be handed to the head teacher and governors

of a school. The National Curriculum (NC) was introduced also 'Key Stages' (KS) were

introduced in schools too. At each key stage a number of educational objectives were to

be achieved. An element of choice was introduced, where parents could specify which

school was their preferred choice. League tables, publishing the examination results of

schools, were introduced. Controls on the use of the word 'degree' were introduced with

respect to UK bodies. The Act uses a common technique in UK legislation in that it

makes it illegal to offer or advertise any qualification that appears to be, or might be

mistaken for a UK degree. This restriction is then removed in respect of qualifications

from bodies on a list maintained by Statutory Instrument.

At the end of 2000 there were 937,000 pre-school places available - 264,000 in

day nurseries, 353,000 in playgroups and other settings and 320,000 with child minders.

The government has promised to improve the quality of education available for this age

group and to increase the quantity of available places. All four year olds are now

promised a part-time place of five morning or afternoon sessions per week, and the

government has set a target of providing a place for two thirds of three year olds by 2002.

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3.0 Aims and Objective of Science Curriculum

3.1 In Malaysia

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

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

This is to be achieved through providing opportunities for students to acquire sufficient

skills, knowledge and values through experiential learning that inculcates the sense of

responsibility towards the environment and a high regard of nature’s creation. Emphasis

is given on the mastery of scientific skills needed to study and understand the world.

Scientific skills refer to process skills and manipulative skills. At the lower primary level,

elements of science are integrated across the curriculum. Science is taught as a subject at

the upper primary level (years 4, 5, 6); 150 minutes per week is given to this subject.

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

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

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

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

science or choose science electives.

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

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

technology culture by focusing on the development of individuals who are competitive,

dynamic, robust and resilient and able to master scientific knowledge and technological

competency’. With this philosophy, science education, therefore, is aimed at developing

the potentials of individuals in an overall and integrated manner so as to produce

Malaysian citizens who are scientifically and technologically literate, competent in

scientific skills, practice good moral values, capable of coping with the changes of

scientific and technological advances and be able to manage nature with wisdom and

responsibility for the betterment of mankind.

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The aim and objectives of science curriculum in United Kingdom consists of four

elements which are :

Promoting pupils’ spiritual, moral, social and cultural development through

science

Promoting key skills through science

Promoting other aspects of the curriculum

3.2.1 Promoting pupils’ spiritual, moral, social and cultural development through

science

Science provides opportunities to promote:

spiritual development, through pupils sensing the natural, material, physical world

they live in, reflecting on their part in it, and exploring questions such as when

does life start and where does life come from?

moral development, through helping pupils see the need to draw conclusions

using observation and evidence rather than preconception or prejudice, and

through discussion of the implications of the uses of scientific knowledge,

including the recognition that such uses can have both beneficial and harmful

effects

social development, through helping pupils recognize how the formation of

opinion and the justification of decisions can be informed by experimental

evidence, and drawing attention to how different interpretations of scientific

evidence can be used in discussing social issues

cultural development, through helping pupils recognize how scientific discoveries

and ideas have affected the way people think, feel, create, behave and live, and

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drawing attention to how cultural differences can influence the extent to which

scientific ideas are accepted, used and valued.

3.2.2 Promoting key skills through science

Science provides opportunities for pupils to develop the key skills of:

communication, through finding out about and communicating facts, ideas and

opinions in a variety of contexts

application of number, through collecting, considering and analyzing first-hand

and secondary data

IT, through using a wide range of ICT

working with others, through carrying out scientific investigations

Improving own learning and performance, through reflecting on what they have

done and evaluating what they have achieved

problem solving, through finding ways to answer scientific questions with

creative solutions.

3.2.3 Promoting other aspects of the curriculum

Science provides opportunities to promote:

thinking skills, through pupils engaging in the processes of scientific enquiry

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enterprise and entrepreneurial skills, through pupils learning about the work of

scientists and of the ways in which scientific ideas are used in technological

products and processes

work-related learning, through studies of science-based industrial and commercial

enterprises and through contacts with local scientists, engineers and workplaces

education for sustainable development, through developing pupils’ skills in

decision making on the basis of sound science, the exploration of values and

ethics relating to the applications of science and technology, and developing

pupils’ knowledge and understanding of some key concepts, such as diversity and

interdependence.

3.3 Comparison of aims and objectives

In Malaysia, science is a core subject in the school curriculum and comprises

science for primary, science for secondary, physics, biology, chemistry and additional

science. The objectives of it to put down the base for structuring a society that is racially

scientific and technological, gentle, vibrant and progressive. However, in United

Kingdom, the main aims that can be summarized is they want to develop students to be

more spiritual, moral, social and culture through science. Both country have the same

aims which want their students to be culturally scientific so that the knowledge of science

is not being used for the useless things.

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4.0 Contents of Science Curriculum

4.1 In Malaysia

4.1.1 Level of Education in Malaysia

Level Description

Pre-school

· Not compulsory, no formal preschool

program however aid based programs in rural

communities are provided by the government

· In most cases only wealthy families can

afford to send children to private preschools

· Religious schools also provide pre-school

programs in the country

· Residential buildings have been converted as

pre-schools as no formal training or

certification is needed to start one

· Some private schools have pre-school

sections

Primarily Education

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6 to 12 years old

Year 1 to Year 6 also known as Standard 1 to

Standard 6

Level One - Year 1 to Year 3

Level Two – Year 4 to Year 6

· Mandated by Malaysian law and handled by

the Ministry of Education

· Divided into the national schools and

vernacular schools

· Mixed medium of instruction

Science and Mathematics in Standard 1 are

taught in English, other subjects taught in

Malay

· Students take a standardized test, PriAprily

School Evaluation Test (Ujian Penilaian

Sekolah Rendah or UPSR) that tests Malay

comprehension, written Malay, English,

Science, and Mathematics

UPSR not compulsory but administered by

most vernacular schools to allow for re-

integration of students into national schools

for secondary education

Secondary Education

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13 to 18 years old

· Composed of 5 years of schooling known as

Form 1 to Form 5

· Public secondary schools are extensions of

the national schools

· Students can take up Form 6 or the

matriculation program after the SPM

Tests administered

At the end of Form 3:

· Students take the Lower Secondary

Evaluation or the Penilaian Menengah

Rendah (PMR)

· Test results determine the placement of

students into either the Science Stream or the

Arts Stream

Science stream commonly more desirable

than the arts stream and students July shift

from the science stream to the arts stream but

not vice versa

At the end of Form 5:

· Students are required to take the Sijil

Pelajaran Malaysia (SPM) or the Malaysian

Certificate of Education examination, before

graduating secondary school

SPM is based on the old British ‘School

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Certificate’ examination which later became

the General Certificate ‘O’ Levels

examination

Form 6

· Consists of 2 years of study:

o Lower 6 – Tingkatan Enam Rendah

o Upper 6 – Tingkatan Enam Atas

· Students are required to take the Sijil Tinggi

Persekolahan Malaysia (STPM) or Malaysian

Higher School Certificate examination

equivalent to the General Certificate of

Education ‘A’ Levels examination or the

Higher School Certificate

· STPM internationally recognized and July

be used to enter private local universities for

undergraduate courses

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4.1.2 Content of primary science curriculum

The basic knowledge of the primary school science program (years 4 to 6) is organized

around five areas of study, as shown in Table 1.

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4.1.3 Content of secondary science curriculum

Science continues to be offered as a core subject to all students at the lower

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

what has been learned at the lower primary level. Particular emphasis is given on the

acquisition of scientific knowledge, mastery of scientific and thinking skills; inculcation

of moral values concurring with the premise that man is entrusted with the responsibility

of managing the world and its resources wisely. This will enable pupils to understand and

appreciate the role of science and its application in daily living as well as for the

development of the nation. The time allocated is 200 minutes per week. At the upper

secondary level, students are offered science electives (biology, chemistry, physics and

additional science) in addition to the core science. While the traditional pure sciences

have been in the curriculum for a longtime, additional science is relatively new. It

comprises elements of physics, chemistry, biology, earth science, agriculture,

oceanography and space science. Those taking two or more electives are not required to

study core science. The electives tend to be favored by students who have acquired good

passes at the national examinations taken at the end of lower secondary level of

schooling. Elective sciences at this level are allocated 160 minutes per week. Table 2

breaks down the allocation of time for science subjects. The contents of science

curriculum at the upper secondary level are organized around specific themes as shown in

Table 3.

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4.2.1 Key Stage 1

During key stage 1 pupil observe, explore and ask questions about living things,

materials and phenomena. They begin to work together to collect evidence to help them

answer questions and to link this to simple scientific ideas. They evaluate evidence and

consider whether tests or comparisons are fair. They use reference materials to find out

more about scientific ideas. They share their ideas and communicate them using scientific

language, drawings, charts and tables.

4.2.1.1 Syllabus

Knowledge, skills and understanding

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Teaching should ensure that scientific enquiry is taught through contexts taken from the

sections on life processes and living things, materials and their properties and physical

processes.

Scientific enquiry

-Ideas and evidence in science

-Planning

-Obtaining and presenting evidence

-Considering evidence and evaluating

Life processes and living things

-Life processes

-Humans and other animals

-Green plants

-Variation and classification

-Living things in their environment

Materials and their properties

-Grouping materials

-Changing materials

Physical processes

-Electricity

-Forces and motion

-Light and sound

4.2.2 Key Stage 2

During key stage 2 pupils learn about a wider range of living things, materials and

phenomena. They begin to make links between ideas and to explain things using simple

models and theories. They apply their knowledge and understanding of scientific ideas to

familiar phenomena, everyday things and their personal health. They begin to think about

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the positive and negative effects of scientific and technological developments on the

environment and in other contexts. They carry out more systematic investigations,

working on their own and with others. They use a range of reference sources in their

work. They talk about their work and its significance, and communicate ideas using a

wide range of scientific language, conventional diagrams, charts and graphs.

4.2.2.1 Syllabus


Teaching should ensure that scientific enquiry is taught through contexts taken

from the sections on life processes and living things, materials and their properties

and physical processes.

Scientific enquiry


-Investigative skills

-Planning

-Considering evidence and evaluating


-Life processes

-Humans and other animals

-Nutrition

-Circulation

-Movement

-Growth and reproduction

-Health

-Green plants

-Growth and nutrition

-Reproduction

Variation and classification

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Living things in their environment

-Adaptation

-Feeding relationships

-Micro-organisms


-Grouping and classifying materials

-Changing materials.

-Separating mixtures of materials

Physical processes

-Electricity

-Simple circuits

-Forces and motion

-Types of force

-Light and sound

-Everyday effects of light

-Seeing

-Vibration and sound

The Earth and beyond

-The Sun, Earth and Moon

-Periodic changes

4.2.3 Key Stage 3

During key stage 3 pupils build on their scientific knowledge and understanding

and make connections between different areas of science. They use scientific ideas and

models to explain phenomena and events, and to understand a range of familiar

applications of science. They think about the positive and negative effects of scientific

and technological developments on the environment and in other contexts. They take

account of others’ views and understand why opinions may differ. They do more

quantitative work, carrying out investigations on their own and with others. They

evaluate their work, in particular the strength of the evidence they and others have

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collected. They select and use a wide range of reference sources. They communicate

clearly what they did and its significance. They learn how scientists work together on

present day scientific developments and about the importance of experimental evidence

in supporting scientific ideas.

4.2.3.1 Syllabus





Scientific enquiry



-Planning


-Considering evidence

-Evaluating


-Cells and cell functions

-Humans as organisms

-Nutrition

-Movement

-Reproduction

-Breathing

-Respiration

-Health

Green plants as organisms

-Nutrition and growth

-Respiration

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Variation, classification and inheritance

-Variation

-Classification

-Inheritance


-Adaptation and competition

-Feeding relationships


Classifying materials

-Solids, liquids and gases

-Elements, compounds and mixtures

Changing materials

-Physical changes

-Geological changes

-Chemical reactions

Patterns of behaviour

-Metals

-Acids and bases

Physical processes

Electricity and magnetism

-Circuits

-Magnetic fields

-Electromagnets

Forces and motion

-Force and linear motion

-Force and rotation

-Force and pressure

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Light and sound

-The behaviour of light

-Hearing

-Vibration and sound


-The solar system

Energy resources and energy transfer

-Energy resources

-Conservation of energy

4.2.4 Key Stage 4 (Single)

During key stage 4 pupils learn about a wider range of scientific ideas and consider

them in greater depth, laying the foundations for further study. They explore how

technological advances relate to the scientific ideas underpinning them. They consider the

power and limitations of science in addressing industrial, ethical and environmental

issues, and how different groups have different views about the role of science. When

they carry out investigations they use a range ofapproaches and select appropriate

reference sources, working on their own and with others. They do more quantitative work

and evaluate critically the evidence collected and conclusions drawn. They communicate

their ideas clearly and precisely in a variety of ways. They see how scientists work

together to develop new ideas, how new theories may, at first, give rise to controversy

and how social and cultural contexts may affect the extent to which theories are accepted.

4.2.4.1 Syllabus





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Scientific enquiry



-Planning



-Evaluating


Cell activity

Humans as organisms

-Nutrition

-Circulation

-Nervous system

-Hormones

-Homeostasis

-Health

Variation, inheritance and evolution

-Variation

-Inheritance

-Evolution





-Atomic structure

Changing materials

-Useful products from organic sources


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-The periodic table

-Chemical reactions

-Rates of reaction

-Reactions involving enzymes

Physical processes

Electricity

-Circuits

-Mains electricity

Waves

-Characteristics of waves

-The electromagnetic spectrum

-Sound and ultrasound


-The solar system and the wider universe


-Energy transfer

-Electromagnetic effects

Radioactivity

4.2.5 Key Stage 4 (Double)

During key stage 4 pupils learn about a wider range of scientific ideas and

consider them in greater depth, laying the foundations for further study. They explore

how technological advances relate to the scientific ideas underpinning them. They

consider the power and limitations of science in addressing industrial, ethical and

environmental issues, and how different groups have different views about the role of

science. When they carry out investigations they use a range of

approaches and select appropriate reference sources, working on their own and with

others. They do more quantitative work and evaluate critically the evidence collected and

conclusions drawn. They communicate their ideas clearly and precisely in a variety of

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ways. They see how scientists work together to develop new ideas, how new theories

may, at first, give rise to controversy and how social and cultural contexts may affect the

extent to which theories are accepted.

4.2.5.1 Syllabus


Teaching should ensure that scientific enquiry is taught through contexts taken from the

sections on life processes and living things, materials and their properties and physical

processes.

Scientific enquiry



-Planning



-Evaluating


Cell activity

Humans as organisms

-Nutrition

-Circulation

-Breathing

-Respiration

-Nervous system

-Hormones

-Homeostasis

-Health

Green plants as organisms

-Nutrition

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-Hormones

-Transport and water relations

Variation, inheritance and evolution

-Variation

-Inheritance

-Evolution



-Energy and nutrient transfer



-Atomic structure

-Bonding

Changing materials

-Useful products from organic sources

-Useful products from metal ores and rocks

-Useful products from air

-Quantitative chemistry

-Changes to the Earth and atmosphere


-The periodic table

-Chemical reactions

-Rates of reaction

-Reactions involving enzymes

-Reversible reactions

-Energy transfer in reactions

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Physical processes

Electricity

-Circuits

-Mains electricity

-Electric charge

Forces and motion

-Force and acceleration

-Force and non-uniform motion

Waves

-Characteristics of waves

-The electromagnetic spectrum

-Sound and ultrasound

-Seismic waves


-The solar system and the wider universe


-Energy transfer, work, power, energy, electromagnetic effects.

4.3 Comparison of the contents of science curriculum

First at the primary school, as shown above, the syllabus from UK is more

advance, because at the age of 5-7 (key stage 1) the students were started to learn Science

subject. So they were exposed to the foundation or basic in science earlier. For instance,

at key stage 1 they will learn about scientific enquiry, Life processes and living things,

Materials and their properties and Physical processes. They will continue learn about the

topics further in key stage 2. In Malaysia the students will start to learn Science at the age

of 7 (year 1). But the topics that they learn were too basic and not as advance as learning

science in UK. They will start to learn about science in more details at year 4. So, at this

year they will learn and investigate about the living world, the physical world, the

material world, earth and universe and the technology.

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At the secondary school, in UK, the students will learn more details about the

same topics in the primary school. But there are some additional topics that they have to

learn for instance, radioactivity and cell activity. In Malaysia, at the lower secondary they

will learn more details topics that they had learn in primary school. Meanwhile, at the

upper secondary, the students will be introduce to four specific science subjects which are

additional science, physics, chemistry and biology. At this stage which means at form 4,

they will choose any subjects that they want to learn according to their PMR result. In

UK all the students are compulsory to learn the science subject, but in Malaysia the

students are given opportunity to choose the science elective subjects based on their

result. If the result is not qualified for students to take the science elective, they have to

choose the additional science as their major subject. Hence, the students also will be

exposed towards the practical laboratory which consists in biology, chemistry, physic or

additional science subject.

5.0 Teaching and Learning Strategies in Science Curriculum

5.1 In Malaysia

The effectiveness of cooperative learning in mathematics and science is well

established by research. Cooperative learning created many learning opportunities that do

not typically occur in traditional classrooms. According to Nor Azizah (1996),

cooperative learning has the potential in science classroom because of the following

factors:

science students always work in group during science experiment in the

laboratory therefore what they need is the skill to work in group

science laboratory is spacious with intact desk and chairs.

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science classes are usually two periods with 40 minutes each, enough time for

cooperative learning

during experiment many values can be inculcated such as cleanliness and

trustworthy

Science teachers need to try cooperative learning in order to enhance scientific skills

and to increase achievement in science. Since it is impossible here to summarize the vast

literature on cooperative learning, the author would only focus on selected studies done

locally. Central to the goals of cooperative learning in science and mathematics education

is the enhancement of achievement, problem solving skills, attitudes and inculcate values.

How cooperative learning affects student achievement and problem solving skills was

investigated by Effandi (2003). This study of intact groups compares students’

mathematics achievement and problem solving skills. The experimental section was

instructed using cooperative learning methods and the control section was instructed

using the traditional lecture method. Cooperative group instruction showed significantly

better results in mathematics achievement and problem solving skills. The effect size was

moderate and therefore practically meaningful. He also found that students in the

cooperative learning group had a favorable response towards group work. He concluded

that the utilization of cooperative learning methods is a preferable alternative to

traditional instructional method.


The programmes of study set out what pupils should be taught, and the

attainment targets set out the expected standards of pupils’ performance. It is for schools

to choose how they organise their school curriculum to include the programmes of study

for science.

The programmes of study set out what pupils should be taught in science at key

stages 1, 2, 3 and 4 and provide the basis for planning schemes of work. When planning,

schools should also consider the general teaching requirements for inclusion, use of

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language, use of information and communication technology, and health and safety that

apply across the programmes of study. The Knowledge, skills and understanding in each

programme of study identify the four areas of science that pupils study:

scientific enquiry

life processes and living things

materials and their properties

physical processes.


from the sections on life processes and living things, materials and their properties and

physical processes. The Breadth of study identifies contexts in which science should be

taught, makes clear that technological applications should be studied, and identifies what

should be taught about communication and health and safety in science. Schools may find

exemplar schemes of work at key stages 1, 2 and 3 helpful to show how the programmes

of study and attainment targets can be translated into practical, manageable teaching

plans.

Science at key stage 4, there are two programmes of study at key stage 4. Single science

and double science. Pupils may be taught either the single or the double science

programme of study. The requirements of either option would also be met by pupils

taking GCSE courses in all three of the separate sciences of biology, chemistry and

physics. The Government firmly believes that double science or the three separate

sciences should be taken by the great majority of pupils. Single science is intended for a

minority of pupils who have good reason to spend more time on other subject.

5.3 Comparison of teaching and learning strategies

In Malaysia, cooperative learning has been used as the one of the strategies in

teaching and learning process. Based on the research that have been done before, almost

of the teachers use the cooperative learning in class as it helps to improve the

understanding of students. For instance, science students always effort in group during

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science experimentation in the laboratory therefore what they need is the ability to

cooperate within a group. Meanwhile, in United Kingdom teaching process should

guarantee that scientific enquiry is taught through contexts taken from the sections on life

processes and living things, materials and their properties and physical processes. Both

country use different strategies as they want to fit it with their students and environments.

6.0 Assessments in Science Curriculum

6.1 In Malaysia

A new assessment system for schools will be implemented by 2010 to give way

for the change of the Malaysian education system from centralized examination, to a

combination of centralized examination and school-based assessment. With the move, it

will change the whole culture of knowledge acquisition, thus making the students find

fun in learning. Therefore, teacher will be train to get ready to use any best approach to

the students for school based assessment.

Formal education in Malaysia is provided at four levels - primary, lower

secondary, upper secondary and post secondary. The age of admission to the first year of

primary education is six years old. Promotion from grade to grade is automatic.

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Continuous schoolbased assessment is administered at all grades and at all levels.

However, at the end of each level, students sit for common public examinations. For

primary level, students need to take UPSR examination before they can enter secondary

school. Hence, when they are in Form Three they will face PMR examination to further

their study in Form 4. If they get a good result students can take a science stream subject

such as biology, physic and chemistry as their major subject. Next, they will take SPM

examination at the end of Form 5 to make sure they get the opportunity to further their

study in university. But some students can make choice to enter Form 6 level which they

have to take STPM at the end of upper 6 level. Successful completion of secondary

education can lead to a number of opportunities for further study and training at post-

secondary and tertiary levels, both in the academic and professional fields provided by

universities, colleges and other educational training institutions. The forms that

examinations and assessment take care widely recognized as determinants of educational

practices. Over the past few years, new approaches to assessment have emerged in a

number of countries. These have come primarily from a variety of overlapping debates

concerning the purposes and methods of assessment (Messick,1994) and their impact on

teaching and learning (Resnick & Resnick,1991).

Malaysia like other educational systems, has been concerned with how the changes in

assessment practices and procedures can improve teaching and learning.


Students will take national tests at the end of Key Stages 2 and 3. The tests are

intended to show if students is working at, above or below the target level for their age.

This helps the school to make plans for their future learning. It also allows schools to see

whether they are teaching effectively by comparing their pupils' performance to national

results.

Key Stage 1

Teacher assessment for students will cover:

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reading

writing

speaking and listening

mathematic

science

These assessments take account of how your child performed in Key Stage 1 tasks and

tests for seven year olds. The tasks and tests cover:

reading

writing (including handwriting and spelling)

maths

The tasks and tests can be taken at a time the school chooses. They last for less than three

hours altogether. The results are not reported separately but are used to help the teacher

assess students work. By the age of seven, most children are expected to achieve level 2.

The teacher assessment is moderated by your local authority. This is to make sure

teachers make consistent assessments of children's work.

Key Stage 2

Key Stage 2 tests for students will cover:

English - reading, writing (including handwriting) and spelling

maths - including mental arithmetic

science

These tests are taken on set days in mid-May, and last less than five-and-a-half hours

altogether.

The teacher assessment covers:

English

maths

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science

By the age of 11, most children are expected to achieve level 4.

Key Stage 3

The Key Stage 3 tests for students will cover:

English (including reading, writing and studying a Shakespeare play)

maths - including mental mathematics

science

The tests take place on set days at the beginning of May. In total, they last between seven

and eight hours.

The teacher assessment for 14 year olds covers:

English

maths

science

history

geography

modern foreign languages

design and technology

Information and Communication Technology (ICT)

art and design

music

physical education

citizenship

religious education

By the age of 14, most children are expected to achieve level 5.

In United Kingdom students are assessed at the end of each stage. The most

important assessment occurs at age 16 when students pursue their GCSE's or General

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Certificate of Secondary Education. Once students complete their GCSE's they have the

choice to go onto further education and then potential higher education, or finish school

and go into the working world.

6.3 Comparison of the assessments

In Malaysia, the assessments that government has provided are in examination

style. Overall there are 4 stage of examination that need to be taken by students before

moving to another level of education. UPSR is for Standard 6 students, PMR is for Form

3 students, SPM is for Form 5 students and STPM is for upper Form 6 students. Students

are automatically goes to next level of education when there are in school. Meanwhile, in

United Kingdom students will take national tests at the end of Key Stages 2 and 3.

GCSE’s or General Certificate of Secondary Education will be taken by students at key

stage 4 when they are 16 years old. This examination is very important to students for

continuing their study to higher level of education.

7.0 Conclusion

The idea of curriculum is hardly new but the way we understand and theorize it

has altered over the years - and there remains considerable dispute as to meaning. The

curriculum should be treasured. There should be real pride in our curriculum: the learning

that the nation has decided to set before its young. Teachers, parents, employers, the

media and the public should all see the curriculum as something to embrace, support and

celebrate. Most of all, young people should relish the opportunity for discovery and

achievement that the curriculum offers. In Malaysia, the Education Act 1996 (Act 550,

Laws of Malaysia) provides the fundamental basis for curriculum policies in Malaysia. It

indicates the specific laws and provisions that give direction to curriculum documents.

These regulations are mandatory for all schools. A uniform system of education in both

primary and secondary schools has been established whereby a national curriculum is

used in all schools. Common central assessment and examinations at the end of the

respective periods of schooling are also being practiced. The national language, Malay, is

the official language of instruction. The school curriculum is expected to contribute to the

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holistic development of the individual (mental, emotional, physical, spiritual) by

imparting general knowledge and skills, fostering healthy attitudes and instilling accepted

moral values. The aim is to produce Malaysian citizens who are balanced, trained, skillful

and cherish the national aspiration for unity. The national curriculum promotes unity

through the use of a single medium of instruction (the national language) and the

provision of the same core subjects for all pupils in all schools within the National

Education System. However, the cultural diversity of different ethnic groups in Malaysia

is preserved through the existence of National Type Schools, which are allowed to use

other major ethnic languages as the medium of instruction. The integrated approach is the

main focus in the design of the Integrated Curriculum for Primary School and Integrated

Curriculum for Secondary School. The elements of knowledge, skills and values are

incorporated so as to bring the integrated development of the intellectual, spiritual,

emotional and physical aspects of the individual.

In United Kingdom, by law, all children of compulsory school age (5 to 16) must

receive a full time education that is suited to their age, ability, aptitude and special

educational needs (SEN). Until 1988 schools were free to decide what they taught their

pupils, with Religious Education being the only compulsory subject. As a result of the

Education Reform Act 1988 The National Curriculum of England was developed and

then introduced in 1992. Its aim was to make sure that all pupils had a balanced education

by stating the topics that should be taught and the standards expected to be attained by

pupils. The education system in the UK is also split into "key stages" which are Key

Stage 1 - 5 to 7 years old, Key Stage 2 - 7 to 11 years old, Key Stage 3 - 11 to 14 years

old and Key Stage 4 - 14 to 16 years old. Generally key stages 1 and 2 will be undertaken

at primary school and at 11 years old a student will move onto secondary school and

finish key stages 3 and 4.

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8.0 References

1. http://www.unescobkk.org/fileadmin/user_upload/esd/documents/workshops/

esdnet07/reports/Malaysia-UPSI__Tanjong_Malim.pdf

2. http://www.emeraldinsight.com/Insight/

viewPDF.jsp;jsessionid=0160712E69486534CA0EE098889AC367?

Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0740360503.pdf

(Educational development and reformation in Malaysia: past, present and future )

3. http://www.ibe.unesco.org/curriculum/China/Pdf/IImalaysia.pdf

4. http://curriculum.qca.org.uk/uploads/QCA-07-3344-p_Science_KS3_tcm8-

413.pdf?return=/key-stages-3-and-4/subjects/science/keystage3/index.aspx

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comparison of malaysia and uk education

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