Integrated Curriculum For Secondary Schools

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; maintaining a democratic way of life;

creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and

diverse cultural traditions; building a progressive society which shall be orientated towards modern science and technology;

The people of Malaysia pledge their united efforts to attain these ends guided by the following principles:

• BELIEF IN GOD
• LOYALTY TO KING AND COUNTRY
• SUPREMACY OF THE CONSTITUTION
• RULE OF LAW
• GOOD BEHAVIOUR AND MORALITY

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated

manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious

based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are

knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high

level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the

nation at large.

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy,

science education in Malaysia nurtures

a Science and Technology Culture by focusing

on the development of individuals who are competitive,

dynamic, robust and resilient and able

to master scientific knowledge and technological competency.

INTRODUCTION

As articulated in the National Education Policy, education in

Malaysia is an on-going effort towards developing the potential

of individuals in a holistic and integrated manner to produce

individuals who are intellectually, spiritually, emotionally and

physically balanced and harmonious. The primary and

secondary school science curriculum is developed with the

aim of producing such individuals.

The Level Two Primary School Science curriculum is

designed to stimulate pupils’ curiosity and develop their

interest as well to enable pupils to learn more about

themselves and the world around them through pupil-centered

activities.

The curriculum is articulated in two documents: the

syllabus and the curriculum specifications. The syllabus

presents the aims, objectives and the outline of the curriculum

content for a period of 3 years for Level Two Primary School

Science. The curriculum specifications provides the details of

the curriculum, which includes the aims and objectives of the

curriculum, brief descriptions on thinking skills and thinking

strategies, scientific skills, scientific attitudes and noble values,

teaching and learning strategies, and curriculum content. The

curriculum content covers the learning objectives, suggested

learning activities, learning outcomes, notes and vocabulary.

AIMS

The aim of the primary school science curriculum is to develop

pupils’ interest and creativity through everyday experiences

and investigations that promote the acquisition of scientific and

thinking skills as well as the inculcation of scientific attitudes

and values.

OBJECTIVES

The Level Two Primary School Science Curriculum aims to:

1. Stimulate pupils’ curiosity and develop their interest about

the world around them.

2. Provide pupils with opportunities to develop science

process skills and thinking skills.

3. Develop pupils’ creativity.

4. Provide pupils with basic science knowledge and concepts.

5. To provide learning opportunities for pupils to apply

knowledge and skills in a creative, critical and analytical

manner for problem solving and decision-making.

6. Inculcate scientific attitudes and positive values.

7. Foster the appreciation on the contributions of science and

technology towards national development and well-being

of mankind.

8. Be aware of the need to love and care for the environment.

SCIENTIFIC SKILLS

• Science emphasises inquiry and problem solving. In inquiry
• and problem solving processes, scientific and thinking skills
• are utilised. Scientific skills are important in any scientific
• investigation such as conducting experiments and carrying out
• projects.
• Scientific skills encompass science process skills and
• manipulative skills.
• Science Process Skills
• Science process skills enable pupils to formulate their
• questions and find out the answers systematically.
• Descriptions of the science process skills are as follows:
• Observing Using the sense of hearing,
• touch, smell, taste and sight to
• find out about objects or events.
• Classifying Using observations to group
• objects or events according to
• similarities or differences.
• Measuring and
• Using Numbers
• Making quantitative
• observations by comparing to a
• conventional or nonconventional
• standard.
• Making
• Inferences
• Using past experiences or
• previously collected data to draw
• conclusions and explain events.
• Predicting
• Making a forecast about what
• will happen in the future based
• on prior knowledge gained
• through experiences or collected
• data.
• Communicating Using words or graphic symbols
• such as tables, graphs, figures
• or models to describe an action,
• object or event.
• Using space-time
• relationship
• Describing changes in
• parameter with time. Examples
• of parameters are location,
• direction, shape, size, volume,
• weight and mass.
• Interpreting data Giving rational explanations
• about an object, event or pattern
• derived from collected data.
• Defining
• operationally
• Defining concepts by describing
• what must be done and what
• should be observed.
• Controlling
• variables
• Naming the fixed variables,
• manipulated variable and
• responding variable in an
• investigation. The manipulated
• variable is changed to observe
• its relationship with the
• responding variable. At the
• same time, the fixed variables
• are kept constant.
• Making
• Hypotheses
• Making a general statement
• about the relationship between a
• manipulated variable and a
• responding variable to explain
• an observation or event. The
• statement can be tested to
• determine its validity.
• Experimenting
• (design a fair test)
• Planning and conducting
• activities to test a hypothesis.
• These activities include
• collecting, analysing and
• interpreting data and making
• conclusions.
• Manipulative Skills
• Manipulative skills in scientific investigation are psychomotor
• skills that enable pupils to:
• · Use and handle science apparatus and substances.
• · Handle specimens correctly and carefully.
• · Draw specimens and apparatus.
• · Clean science apparatus.
• · Store science apparatus.
• THINKING SKILLS
• Thinking is a mental process that requires an individual to
• integrate knowledge, skills and attitude in an effort to
• understand the environment.
• One of the objectives of the national education system
• is to enhance the thinking ability of pupils. 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.
• Thoughtful learning is achieved if pupils are actively
• involved in the teaching and learning process. Activities should
• be organised to provide opportunities for pupils to apply
• thinking skills in conceptualisation, problem solving and
• decision-making.
• Thinking skills can be categorised into critical 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.

Critical Thinking Skills

• A brief description of each critical thinking skill is as follows:
• Attributing Identifying characteristics,
• features, qualities and
• elements of a concept or an
• object.
• Comparing and
• Contrasting
• Finding similarities and
• differences based on criteria
• such as characteristics,
• features, qualities and
• elements of a concept or
• event.
• Grouping and
• Classifying
• Separating objects or
• phenomena into categories
• based on certain criteria such
• as common characteristics or
• features.
• Sequencing Arranging objects and
• information in order based on
• the quality or quantity of
• common characteristics or
• features such as size, time,
• shape or number.
• Prioritising Arranging objects and
• information in order based on
• their importance or priority.
• Analysing Examining information in detail
• by breaking it down into
• smaller parts to find implicit
• meanings and relationships.
• Detecting Bias Identifying views or opinions
• that have the tendency to
• support or oppose something
• in an unfair or misleading way.
• Evaluating Making judgements on the
• quality or value of something
• based on valid reasons or
• evidence.
• Making
• Conclusions
• Making a statement about the
• outcome of an investigation
• that is based on a hypothesis.

Thinking Strategy

Description of each thinking strategy is as follows:

• Conceptualising Making generalisations based on interrelated

and common characteristics in

order to construct meaning, concept or

model.

• Making Decisions Selecting the best solution from various

alternatives based on specific criteria to

achieve a specific aim.

• Problem Solving Finding solutions to challenging or

unfamiliar situations or unanticipated

difficulties in a systematic manner.

• Besides the above thinking skills and thinking strategies,

another skill emphasised is reasoning. Reasoning is a skill

used in making logical, just and rational judgements.

• Mastering of critical and creative thinking skills and thinking

strategies is made simpler if an individual is able to reason

in an inductive and deductive manner. Figure 1 gives a

general picture of thinking skills and thinking strategies.

Figure 1: TSTS Model in Science

Thinking Skills

Critical

· Attributing

· Comparing and

contrasting

· Grouping and

classifying

· Sequencing

· Prioritising

· Analysing

· Detecting bias

· Evaluating

· Making

conclusions

Creative

· Generating ideas

· Relating

· Making inferences

· Predicting

· Making

hypotheses

· Synthesising

· Making

generalisations

· Visualising

· Making analogies

· Inventing

Thinking

Strategies

· Conceptualising

· Making decisions

· Problem solving

Reasoning

Mastering of thinking skills and thinking strategies (TSTS)

through the teaching and learning of science can be

developed through the following phases:

1. Introducing TSTS.

2. Practising TSTS with teacher’s guidance.

3. Practising TSTS without teacher’s guidance.

4. Applying TSTS in new situations with teacher’s

guidance.

5. Applying TSTS together with other skills to accomplish

thinking tasks.

Further information about phases of implementing TSTS

can be found in the guidebook “Buku Panduan Penerapan

Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran

dan Pembelajaran Sains” (Curriculum Development

Centre, 1999).

Relationship between Thinking Skills and

Science Process Skills

Science process skills are skills that are required in the

process of finding solutions to a problem or making decisions

in a systematic manner. It is a mental process that promotes

critical, creative, analytical and systematic thinking. Mastering

of science process skills and the possession of suitable

attitudes and knowledge enable pupils to think effectively.

The mastering of science process skills involves the

mastering of the relevant thinking skills. The thinking skills that

are related to a particular science process skill are as follows:

• Science Process
• Skills
• Thinking Skills
• Observing Attributing
• Comparing and contrasting
• Relating
• Classifying Attributing
• Comparing and contrasting
• Grouping and classifying
• Measuring and Using
• Numbers
• Relating
• Comparing and contrasting
• Making Inferences Relating
• Comparing and contrasting
• Analysing
• Making inferences
• Predicting Relating
• Visualising
• Using Space-Time
• Relationship
• Sequencing
• Prioritising
• Interpreting data Comparing and contrasting
• Analysing
• Detecting bias
• Making conclusions
• Generalising
• Evaluating

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means to

inculcate scientific attitudes and noble values in pupils. These

attitudes and values encompass the following:

· Having an interest and curiosity towards the environment.

· Being honest and accurate in recording and validating

data.

· Being diligent and persevering.

· Being responsible about the safety of oneself, others, and

the environment.

· Realising that science is a means to understand nature.

· Appreciating and practising clean and healthy living.

· Appreciating the balance of nature.

· Being respectful and well-mannered.

· Appreciating the contribution of science and technology.

· Being thankful to God.

· Having critical and analytical thinking.

· Being flexible and open-minded.

· Being kind-hearted and caring.

· Being objective.

· Being systematic.

· Being cooperative.

· Being fair and just.

· Dare to try.

· Thinking rationally.

· Being confident and independent.

The inculcation of scientific attitudes and noble values

generally occurs through the following stages:

· Being aware of the importance and the need for scientific

attitudes and noble values.

· Giving emphasis to these attitudes and values.

· Practising and internalising these scientific attitudes and

noble values.

When planning teaching and learning activities, teachers need

to give due consideration to the above stages to ensure the

continuous and effective inculcation of scientific attitudes and

values. For example, during science practical work, the

teacher should remind pupils and ensure that they carry out

experiments in a careful, cooperative and honest manner.

Proper planning is required for effective inculcation of scientific

attitudes and noble values during science lessons. Before the

first lesson related to a learning objective, teachers should examine all related learning outcomes and suggested

teaching-learning activities that provide opportunities for the

inculcation of scientific attitudes and noble values.

The following is an example of a learning outcome pertaining

to the inculcation of scientific attitudes and values.

ACKNOWLEDGEMENTS

Advisors Mahzan Bakar SMP, AMP DIRECTOR

CURRICULUM DEVELOPMENT CENTRE

ZULKIFLY WAZIR DEPUTY DIRECTOR

CURRICULUM DEVELOPMENT CENTRE

Editorial Advisors CHEAH ENG JOO PRINCIPAL ASSISTANT DIRECTOR (SCIENCE AND

MATHEMATICS)

CURRICULUM DEVELOPMENT CENTRE

HO HENG LING ASSISTANT DIRECTOR (HEAD OF CORE SCIENCE

UNIT)

CURRICULUM DEVELOPMENT CENTRE

ZAIDI YAZID ASSISTANT DIRECTOR (HEAD OF ELECTIVE

SCIENCE UNIT)

CURRICULUM DEVELOPMENT CENTRE

YEAP CHIN HENG (PH.D) ASSISTANT DIRECTOR (HEAD OF CORE SCIENCE

UNIT)

CURRICULUM DEVELOPMENT CENTRE (UNTIL

JULY 2005)

Editor ZAINON ABD MAJID ASSISTANT DIRECTOR

CURRICULUM DEVELOPMENT CENTRE

PANEL OF WRITERS

CHEAH ENG JOO CURRICULUM DEVELOPMENT

CENTRE

LIM YOON KHIM SJKC KWANG HWA,

P. PINANG

HO HENG LING CURRICULUM DEVELOPMENT

CENTRE

LINDA CHENG LEAN BEE SK HUTCHINGS,

P. PINANG

ZAIDI YAZID CURRICULUM DEVELOPMENT

CENTRE

LIM SIEW PENG SK(P} METHODIST,

MELAKA

YEAP CHIN HENG

(PH.D)

CURRICULUM DEVELOPMENT

CENTRE

MAKRIN SUDI SK SAMPIR,

SABAH

ZAINON ABD MAJID CURRICULUM DEVELOPMENT

CENTRE

MARZITA OMAR SK PERMATANG BERTAM,

P.P

AIZATUL ADZWA M.

BASRI

CURRICULUM DEVELOPMENT

CENTRE

MUNISAMY A/L

SENGODAN

SJKT LADANG HENRIETTA,

KEDAH

AHMAD SALIHIN MAT

SAAT

CURRICULUM DEVELOPMENT

CENTRE

MISIAH SANUSI SK MERBAU SEMPAK,

SELANGOR

LANITA MOHD YUSOF CURRICULUM DEVELOPMENT

CENTRE

MAHENDRAN A/L

SUBRAMANIAM

SK(L) METHODIST, K.L

SALBIAH MOHD SOM CURRICULUM DEVELOPMENT

CENTRE

MOHD FAUZI HASHIM SK PAYA, PERLIS

SALINA HANUM OSMAN CURRICULUM DEVELOPMENT

CENTRE

MOHD NASHUHA JAMIDIN

(PH.D)

MP SULTAN ABD HALIM,

KEDAH