TASK 1 : COMPARISON BETWEEN SPECIAL PROJECT AND MAN AND HIS ENVIRONMENT

Special Project (1968 -1984) Objective To raise the teaching standard of science and mathematics. Changes in the teaching approach to instill in children the interest in investigating and understanding the world Help teachers to gain more confidence in using the inquiry approach.

Aim To instill, satisfy and sustain the natural desire of children to learn by giving them opportunities to investigate their environment activity, within their ability to understand and appreciate the environment. To develop inclination towards and appreciation for the world we live in. To obtain useful background information on the environment. To understand the need to converse natural materials which are useful. To understand cause and effect relationship. To develop the ability to observe accurately, to listen carefully and to evaluate effectively. To develop healthy inclinations so as to use free time meaningfully. To provide service and facilities to science teachers.

Man and His Environment (1985 1993) Objective To cover the three areas, namely, communication, man and his environment, and individual self development. Learn about and understand the various aspects of basic knowledge man and his surroundings Learn about and understand the interaction between man and man, man and his environment, and between the elements in the environment. Understand and develop awareness and sensitivity of the cause and effect of changes occurring in society and in the environment Develop thinking, reasoning, questioning, evaluating and decision-making skills to understand and deal with man and his environment Develop and instill a positive attitude in using knowledge and skills in solving problems and issues related to self, society and the environment Develop and instill a positive attitude and value in appreciating the important and need the to live together in harmony within the context of a plural Malaysian society

Aim To help the students to acquire knowledge and understanding of man and his environment with emphasis on the knowledge of the Malaysian society. To create in children the awareness that man needs to live in harmony with his environment. To enable children to function effectively in their society and physical environment. To instill the childrens characteristics that reflect the national identity in line with the principles of Rukunnegara

To convey knowledge, understanding, awareness, appreciation, and sensitivity towards man, society and his surroundings, including related issues and phenomena. To develop skill of understanding and solving problems that might crops up from time to time.

TASK 2 : COMPARISON BETWEEN SCIENCE IN MALAYSIA AND AUSTRALIA

MALAYSIA 1. AIMS To provide students with the knowledge and skills in science. Enable them to solve problems and make decisions in everyday life based on scientific attitudes and noble values. To enable them to pursue formal and Informal further education in science and technology. To develop a concerned, dynamic and progressive society with a science and technology culture that values nature and works towards the preservation and conservation of the environment. AUSTRALIA To provide learning experiences through which students will: Acquire scientific knowledge and skills and develop understanding about phenomena within and beyond their experience. Develop an appreciation of science as a human activity and apply their understanding to their everyday life.

Develop positive values about and attitudes towards themselves, others, lifelong learning, science and the environment

MALAYSIA 1. OBJECTIVES

AUSTRALIA

1. Acquire knowledge in science and Knowledge and Understanding technology in the context of natural Students will develop knowledge and phenomena and everyday life experiences. understanding of: 2. Understand developments in the field of science and technology. 3. Acquire scientific and thinking skills. 4. Apply knowledge and skills in a creative and critical manner for problem solving and decision making. 5. Face challenges in the scientific and technological world and be willing to contribute towards the development of science and technology. 6. Evaluate science and technology related information wisely and effectively. 7. Practice and internalize scientific attitudes and good moral values. the history of science the nature and practice of science applications and uses of science implications of science for society and the environment current issues, research and development models, theories and laws, and structures and systems related to the physical world, matter, the living world, and Earth and space. interactions within the physical world, matter, the living world and Earth and space.

MALAYSIA

AUSTRALIA

8. Realize the importance of inter- Skills dependence among living things and the management of nature for survival of Students will develop skills in working mankind. scientifically through: planning investigations 9. Appreciate the contributions of science conducting investigations and technology towards national communicating information and development and the well-being of understanding mankind. developing scientific thinking and problem-solving techniques 10. Realize that scientific discoveries are working individually and in teams. the result of human endeavor to the best of his or her intellectual and mental Values and Attitudes capabilities to understand natural phenomena for the betterment of mankind. Students will develop positive values and attitudes towards themselves, others, learning as a lifelong process, science and the environment.

MALAYSIA

AUSTRALIA Provides a distinctive view and way of thinking about the world. Provides students with the opportunity to examine the impact on their lives of scientific knowledge and its application to their communities and surroundings.

2. RATIONALE

The aspiration of the nation to become an industrialized society depends on science and technology. It is envisaged that success in providing quality science education to Malaysians from an early age will serve to spearhead the nation into becoming a know ledge society and a competitive player in the global arena.

Create opportunities for students to To inculcate noble values and the spirit of develop the skills of working scientifically patriotism. It is hoped that the educational by engaging them in thinking critically and process en route to achieving these aims creatively in problem-solving processes. would produce well-balanced citizens capable of contributing to the harmony and prosperity of the nation and its people. The Science curriculum aims at producing active learners. To this end, students are given ample opportunities to engage in scientific investigations through hands-on activities and experimentations.

MALAYSIA 3. STRATEGIES The strategies are:

AUSTRALIA Inquiry-based research assignments and

projects a) Constructivism approach b) Inquiry teaching focusing on Inquiry-based research activities can process skills mastery, probleminvolve ongoing assessment opportunities solving and decision making. c) Various teaching methods, such as: addressing a range of demands such as: Experiment In experiments, students test hypotheses through investigations to discover specific science concepts and principles. This involves students drawing up plans as to how to conduct experiments, how to measure and analyze data, and how to present the results of their experiment. Finding simple facts such as the planets in order from the sun researching definitions, descriptions and biographies comparing a range of contrasting views on a topic such as atomic theory developing explanations or evaluations of cutting-edge science such as stem cell research. Activities might involve a range of resources including library and/or internet research. Students could then be assessed on their ability to:

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 a

find information compare information sources for accuracy and relevance choose appropriate secondary sources and work critically with them to provide required

facilitator and lead a discussion by asking Fieldwork activities questions that stimulate thinking and gathering data from peers, parents getting students to express themselves. 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 or the community on specific questions or issues a local environment field trip to gather information such as biotic and abiotic features. Students could be assessed on their ability to: make and record accurate observations by describing, comparing and contrasting features collect and process data draw valid conclusions from

the process of decision-making. Models are used to represent objects or actual situations so that students can visualize the said objects or situations and thus understand the concepts and principles to be learned. Practical work 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 outcome of the project either in the form of to: a report, an artifact or in other forms needs to be presented to the teacher and other students. Visits and Use of External Resources identify and investigate a problem plan and carry out a procedure safely as an individual or in groups display a range of laboratory skills select and use appropriate equipment and technology teacher observation of student performance during first-hand investigations rotation of students through a range of skills-based activities. analysis of their data present their findings using a range of media use safe working habits in the field.

requires several lessons to complete. The Students could be assessed on their ability

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The learning of science is not limited to activities carried out in the school make and record accurate observations draw valid conclusions effectively present their findings. compound. Learning of science can be enhanced through the use of external resources such as zoos, museums, science centers, research institutes, mangrove

swamps, and factories. Visits to these Teamwork places make the learning of science more the choices students make in regard interesting, meaningful and effective. Use of Technology Through the use of technology such as television, radio, video, computer, and Internet, the teaching and learning of science can be made more interesting and effective. 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 Presentations presenting material which has been gathered, processed and analyzed recounting an experimental procedure or the results obtained making prepared or impromptu oral presentations to roles and responsibilities to meet assessment requirements the approaches students take to solve problems.

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through course ware or Web page. Application tools such, as word processors, graphic presentation software and electronic spreadsheets are valuable tools for the analysis and presentation of data. presenting role-plays preparing poster presentations making video/audio tapes and computer presentations presenting displays and models.

Peer assessment Science encourages the active involvement of students in the learning process. Opportunities exist for individual and collaborative work. Activities involving peer assessment might include: reflecting on a peer presentation evaluating the contribution of individuals to a group task such as practical work, field work and group research work in terms of: staying on task contributing constructive

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comments suggesting improvements or areas further study Self-assessment In Science students are encouraged to acquire basic skills to become self-directed learners. Opportunities exist for students to reflect on their progress towards the achievement of the syllabus outcomes. This reflection provides the basis for improving their learning.

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MALAYSIA 4. EVALUATION 1. Aspects to be evaluated Knowledge Mastering of process skills Manipulative skills Scientific attitudes and noble values. 2. Methods Multiple choice questions Sentence completion Short questions Essay questions Formal and informal observation Practical tests. 3. School based examination. and centralized

AUSTRALIA 1. Aspects to be evaluated Knowledge and Understanding Domain Skills Values and attitudes Life skills Teamwork among the students. 2. Methods Paper and Pencil test Practical work Written assignments Multimedia presentations Model making

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Presentations Creative assignments such as board games, quizzes, posters.

Group work

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