This document discusses four key issues in developing a national science curriculum:
1) Selection of science content that focuses on developing scientific competencies rather than extensive knowledge coverage.
2) Ensuring science learning is relevant by incorporating contemporary issues and everyday contexts.
3) Integrating general capabilities like problem-solving, communication and IT alongside scientific understanding.
4) Aligning assessment with the intended curriculum to accurately reflect what students have learned rather than just factual knowledge.
This document discusses four key issues in developing a national science curriculum:
1) Selection of science content that focuses on developing scientific competencies rather than extensive knowledge coverage.
2) Ensuring science learning is relevant by incorporating contemporary issues and everyday contexts.
3) Integrating general capabilities like problem-solving, communication and IT alongside scientific understanding.
4) Aligning assessment with the intended curriculum to accurately reflect what students have learned rather than just factual knowledge.
This document discusses four key issues in developing a national science curriculum:
1) Selection of science content that focuses on developing scientific competencies rather than extensive knowledge coverage.
2) Ensuring science learning is relevant by incorporating contemporary issues and everyday contexts.
3) Integrating general capabilities like problem-solving, communication and IT alongside scientific understanding.
4) Aligning assessment with the intended curriculum to accurately reflect what students have learned rather than just factual knowledge.
(SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah)
TAJUK 1 Isu-isu dalam Pendidikan Sains
SINOPSIS Topik ini membinangkan beberapa isu!isu dalam pendidikan sains" #su! isu ini berkai$an dengan ma$lama$ pendidikan sains, kandungan pendidikan sains, penga%aran sains dan li$erasi sain$i&ik" HASIL PEMBELAJARAN 1"'engenal pas$i dan membinangkan isu!isu dalam pendidikan sains" (" )nalisis kesan!kesan isu!isu *ang berkai$an dengan pendidikan sains dalam penga%aran sains di sekolah!sekolah rendah" KERANGKA TAJUK-TAJUK Raja 1!" Ke#an$ka %ajuk 1 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) ISI KAN&UNGAN 1!" Isu- isu Ku#ikulum Sains Preparing a national science curriculum that will help school students develop their scientific competencies alongside their acquisition of science knowledge requires attention to four issues. 1. Selection of science content (knowledge, skill, understanding and values) There is a consistent criticism that many of the prolems and issues in science education arise from the structure of science curricula which tend to e knowledge!heavy and alienating to a significant numer of students. " curriculum that covers an e#tensive range of science ideas hampers the efforts of even the est teachers who attempt to provide engaging science learning for their students. The effect of such knowledge!laden curricula is for teachers to treat science concepts in a superficial way as they attempt to cover what is e#pected in the curriculum. $ather than developing understanding, students therefore have a tendency to rely on memorisation when taking tests of their science learning. The challenge is to identify the science concepts that are important and can e realistically understood y students in the learning time availale. %ne of the realities faced in science education is that scientific knowledge is rapidly increasing. &hile this is valuale for our society, it adds to the pressure on the science curriculum. There is a reluctance to replace the old with the new. $ather, there is a tendency to simply add the new science ideas to the traditional ones. "ccompanying this desire to retain the traditional knowledge ase is a feeling that understanding this content e#emplifies intellectual rigor. %viously such a situation is not sustainale. The consequence is that many students are losing interest in science. The question then needs to e asked' what is important in a science curriculum( This paper argues that developing science competencies is important, understanding the ig ideas of 2 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) science is important, e#posure to a range of science e#periences relevant to everyday life is important and understanding of the ma)or concepts from the different sciences is important. *t is also acknowledged that there is a core ody of knowledge and understanding that is fundamental to the understanding of ma)or ideas. The paper also proposes that it is possile to provide fle#iility and choice aout the content of local science curriculum. The factors that influence this choice include conte#t, local science learning opportunities, historical perspectives, contemporary and local issues and availale learning resources. *n managing this choice, there is a need to e conscious of the potential danger of repetition of knowledge through a student+s school life and ensure repetition is minimised and that a alanced science curriculum is provided for every student. ,inally, when selecting content for a national science curriculum it is important to determine how much time can reasonaly and realistically e allocated to science and within this time constraint what is a reasonale range of science concepts and skills for learning in primary and secondary school. -. $elevance of science learning a curriculum is more likely to provide a asis for the development of scientific competencies if it is relevant to individual students, perceived to have personal value, or is presented in a conte#t to which students can readily relate. *nstead of simply emphasising what has een descried as .canonical science concepts+, there is a need to provide a meaningful conte#t to which students can relate ("ikenhead -//0). ,urthermore, students will e etter placed to understand the concepts if they can e applied to everyday e#periences. To provide oth conte#t and opportunities for application takes time. To increase the relevance of science to students there is a strong case to include more contemporary (and possily controversial) issues in the science curriculum. *n doing so, it is important to note that the comple#ity of some scientific issues means that they do not have clear!cut solutions. 3 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) %ften, the relevant science knowledge is limited or incomplete so that the questions can only e addressed in terms of what may e possile or proale rather than the certainty of what will happen. 1ven when the risks inherent in making a particular decision are assessale y science, the cultural or social aspects also need to e taken into consideration. The school science curriculum should provide opportunities to e#plore these comple# issues to enale students to understand that the application of science and technology to the real world is often concerned with risk and deate ($ennie -//0). Science knowledge can e applied to solve prolems concerning human needs and wants. 1very application of science has an impact on our environment. ,or this reason, one needs to appreciate that decisions concerning science applications involve constraints, consequences and risks. Such decision!making is not value! free. *n developing science competencies, students need to appreciate the influence of particular values in attempting to alance the issues of constraints, consequences and risk. &hile many students perceive school science as difficult, the inclusion of comple# issues should not e avoided on the asis that there is a potential for making science seem even more difficult. The answer is not to e#clude contemporary issues, ut rather to use them to promote a more sophisticated understanding of the nature of science and scientific knowledge. *t is important to highlight the implications of a science curriculum that has personal value and relevance to students. This means that the curriculum cannot e a .one si2e fits all+, ut rather a curriculum that is differentiated so that students can engage with content that is meaningful and satisfying and provides the opportunity for conceptual depth. *n this respect the science curriculum should e uilt upon knowledge of how students learn, have demonstrated relevance to students+ everyday world, and e implemented using teaching and learning approaches that involve students in inquiry and activity. &ithin the fle#iility of a science curriculum that caters for a road cohort of students and a range of delivery conte#ts, there is a need 4 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) to define what it is that students should know in each stage of schooling. *n this way, students can uild their science inquiry skills ased on an understanding of the ma)or ideas that underpin our scientific endeavour. 3. 4eneral capailities and science education There is an argument, ased on research within science education, that curriculum needs to achieve a etter alance etween the traditional knowledge!focused science and a more humanistic science curriculum that prepares students for richer understanding and use of science in their everyday world (,ensham, -//0). 5eyond the science discipline area there is also pressure in some "ustralian )urisdictions to develop a roader general school curriculum that emraces the view of having knowledge and skills important for future personal, social and economic life. &hile there is much value in such futuristic frameworks, there is the danger that the value of scientific understanding may e diminished. 6nless the details of the general capailities refer specifically to science content, the importance of science may e overlooked and the curriculum time devoted to it decrease. The science curriculum can readily provide opportunities to develop these general capailities. Such general capailities as thinking strategies, decision!making approaches, communication, use of information and communication technology (*7T), team work and prolem solving are all important dimensions of science learning. There is an increasing numer of teachers who will require assistance to structure their teaching in ways that enale students to meld the general life capailities with the understanding and skills needed to achieve scientific competencies. Such assistance will e found in the provision of quality, adaptale curriculum resources and sustained effective professional learning. 5 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) 8. "ssessment &hen a curriculum document is prepared there is an e#pectation that what is written will e what is taught and what is assessed. 6nfortunately, there is sometimes a considerale gap etween intended curriculum, the taught curriculum and the assessed curriculum9 what can e assessed often determines what is taught. This disconnect is a result of the different pressures and e#pectations in education system. "n ovious goal in curriculum development is that the intended, taught and assessed dimensions of curriculum are in harmony. The importance of assessment in curriculum development is highlighted in the process referred to as .ackward design+ in which one works through three stages from curriculum intent to assessment e#pectations to finally planning learning e#periences and instruction (&iggins : ;cTighe, -//<). This process reinforces the simple proposition that for a curriculum to e successfully implemented one should have a clear and realistic picture of how the curriculum will e assessed. "ssessment should serve the purpose of learning. 7lassroom assessment, however, is often translated in action as testing. *t is unfortunate that the summative end!of!topic tests seem to dominate as the main tool of assessment. Senior secondary science assessment related to university entrance has long reinforced a content!ased summative approach to assessment in secondary schools. To improve the quality of science learning there is a need to introduce more diagnostic and formative assessment practices. These assessment tools help teachers to understand what students know and do not know and hence plan relevant learning e#periences that will e eneficial. Summative testing does have an important role to play in monitoring achievement standards and for accountaility and certification purposes, ut formative assessment is more useful in promoting learning. "ssessment should enale the provision of detailed diagnostic information to students. *t should show what they know, understand and can demonstrate. *t should also show what they need to do to improve. *t should e noted that the important science learning aspects concerning 6 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) attitudes and skills as outlined in the paper cannot e readily assessed y pencil and paper tests. ,or that reason, it is important to emphasise the need for a variety of assessment approaches. &hile assessment is important, it should not dominate the learning process. Structure of the curriculum There is value in differentiating the curriculum into various parts that are relevant to the needs of the students and the school structure (,ensham, 1==8). <. *n regard to the school structure, the nature of the teacher+s e#pertise ecomes a factor to consider. ,or early childhood teachers, their e#pertise lies in the understanding of how children learn. Secondary science teachers have a rich understanding of science while senior secondary teachers have e#pertise in a particular discipline of science. 1ach part would have a different curriculum focus. The four parts are' > early childhood > primary > )unior secondary > senior secondary. ?eveloping scientific competencies takes time and the science curriculum should reflect the kinds of science activities, e#periences and content appropriate for students of different age levels. *n sum, early science e#periences should relate to self awareness and the natural world. ?uring the primary years, the science curriculum should develop the skills of investigation, using e#periences which provide opportunities to practice language literacy and numeracy. *n secondary school, some differentiation of the su!disciplines of science may e appropriate, ut as local and community issues are interdisciplinary, an integrated science may e the est approach. Senior secondary science curricula should e differentiated, to provide for students who wish to pursue career!related science speciali2ations, as well those who prefer a more general, integrated science for citi2enship. 1arly 7hildhood 7urriculum focus' awareness of self and the local natural world. @oung children have an intrinsic curiosity aout their immediate world. They have a desire to e#plore and investigate the things around them. Purposeful play is an 7 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) important feature of their investigations. %servation is an important skill to e developed at this time, using all the senses in a dynamic way. %servation also leads into the idea of order that involves comparing, sorting and descriing. -. Primary7urriculum focus' recognising questions that can e investigated scientifically and investigating them. ?uring the primary years students should have the opportunity to develop ideas aout science that relate to their life and living. " road range of topics is suitale including weather, sound, light, plants, animals, the night sky, materials, soil, water and movement. &ithin these topics the science ideas of order, change, patterns and systems should e developed. *n the early years of primary school, students will tend to use a trial and error approach to their science investigations. "s they progress through their primary years, the e#pectation is that they will egin to work in a more systematic way. The notion of a .fair test+ and the idea of variales will e developed, as well as other forms of science inquiry. The importance of measurement will also e fostered. 3. Aunior secondary7urriculum focus' e#plaining phenomena involving science and its applications. ?uring these years, the students will cover topics associated with each of the sciences' earth and space science, life science and physical science. &ithin these topics it is e#pected that aspects associated with science for living, scienceinquiry and contemporary science would e integrated in the fields of science. &hile integration is the more proale approach, it is possile that topics may e developed directly from each one of these themes. ,or e#ample, there may e value in providing a science unit on an open science investigation in which students conduct a study on an area of their choosing. &hile there may e specific topics on contemporary science aspects and issues,teachers and curriculum resources should strive to include the recent science research in a particular area. *t is this recent research that motivates and e#cites students. *n determining what topics students should study from the road range of possiilities, it is important to e#ercise restraint and to avoid 8 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) overcrowding the curriculum and providing space for the development of students+ science competencies alongside their knowledge and understanding of science content. Topics could include states of matter, sustances and reactions, energy forms, forces and motion, the human ody, diversity of life, ecosystems, the changing earth and our place in space. The ig science ideas of energy, sustainaility, equilirium and interdependence should lead to the ideas of form and function that result in a deeper appreciation of evidence, models and theories. There are some students ready to egin a more specialised program science in )unior secondary and differentiation as early as @ear = may need to e considered to e#tend and engage these students+ interest and skills in science. 8. Senior Secondary. There should e at least three common courses across the country' physics, chemistry and iology. There could also e one roader!ased course that provides for students wanting only one science course at the senior secondary level. *t could have an emphasis on applications. The integrating themes of science for life, scientific inquiry and contemporary science should e emedded into all these courses where realistically possile. %ther specialised courses could also e provided. 1#isting courses in the states and territories are among the possiilities availale. Bational adoption would improve the resources to support the individual courses. (Sumber+ ,a$ional Curriulum -oard ((00.)" Bational Science 7urriculum' *nitial advice" Re$rie/ed 10 Sep$" (000 &rom 111"aara"edu"au2/er/e23"""2 S'ien'e 3#ni$ial3)d/ie3Paper"pd&) 9 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) La%ian 1" -aa kandungan dia$as" 2. ,*a$akan isu!isu dalam pendidikan sains *ang di$emui dalam kandungan di a$as" 3" -inang dan $uliskan re&leksi seban*ak dua halaman $en$ang kesan daripada isu!isu penga%aran sains rendah" Mem(ua% N)%a 'engumpul makluma$ mengenai li$erasi sains dan hubungann*a dengan pendidikan sains dari buku a$au in$erne$" 'embina pe$a minda un$uk men*a$akan makluma$ *ang anda $elah berkumpul" " "
Sena#ai Semak 10 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) 4a1ab u%ian di ba1ah bagi mengu%i $ahap li$erasi sain$i&ik anda" Tes% )* S'ien%i*i' Li%e#a'+ )ns1er eah 5ues$ion 1i$h 6$rue6 i& 1ha$ $he sen$ene mos$ normall* means is $*piall* $rue and 6&alse6 i& i$ is $*piall* &alse" 1" Sien$is$s usuall* e7pe$ an e7perimen$ $o $urn ou$ a er$ain 1a*" (" Siene onl* produes $en$a$i/e onlusions $ha$ an hange" 3" Siene has one uni&orm 1a* o& ondu$ing researh alled 8$he sien$i&i me$hod"9 4 Sien$i&i $heories are e7plana$ions and no$ &a$s" :" ;hen being sien$i&i one mus$ ha/e &ai$h onl* in 1ha$ is %us$i&ied b* empirial e/idene" <" Siene is %us$ abou$ $he &a$s, no$ human in$erpre$a$ions o& $hem" =" To be sien$i&i one mus$ ondu$ e7perimen$s" ." Sien$i&i $heories onl* hange 1hen ne1 in&orma$ion beomes a/ailable" 0" Sien$is$s manipula$e $heir e7perimen$s $o produe par$iular resul$s" 10" Siene pro/es &a$s $rue in a 1a* $ha$ is de&ini$i/e and &inal" 11" )n e7perimen$ an pro/e a $heor* $rue" 1(" Siene is par$l* based on belie&s, assump$ions, and $he nonobser/able" 13" #magina$ion and rea$i/i$* are used in all s$ages o& sien$i&i in/es$iga$ions" 14" Sien$i&i $heories are %us$ ideas abou$ ho1 some$hing 1orks" 1:" ) sien$i&i la1 is a $heor* $ha$ has been e7$ensi/el* and $horoughl* on&irmed" 1<" Sien$is$s> edua$ion, bakground, opinions, disiplinar* &ous, and basi guiding assump$ions and philosophies in&luene $heir perep$ion and in$erpre$a$ion o& $he a/ailable da$a" 11 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) 1=" ) sien$i&i la1 1ill no$ hange beause i$ has been pro/en $rue" 1." )n aep$ed sien$i&i $heor* is an h*po$hesis $ha$ has been on&irmed b* onsiderable e/idene and has endured all a$$emp$s $o dispro/e i$" 10" ) sien$i&i la1 desribes rela$ionships among obser/able phenomena bu$ does no$ e7plain $hem" (0" Siene relies on dedu$ion (7 en$ails *) more $han indu$ion (7 implies *)" (1" Sien$is$s in/en$ e7plana$ions, models or $heore$ial en$i$ies" ((" Sien$is$s ons$ru$ $heories $o guide &ur$her researh" (3" Sien$is$s aep$ $he e7is$ene o& $heore$ial en$i$ies $ha$ ha/e ne/er been dire$l* obser/ed" (4" Sien$i&i la1s are absolu$e or er$ain" Ja,a-an 1" T 0" T 1=" ? " ,#)n$ . A/ (" T 10" ? 1." T 1 ,#)n$ . A 3" ? 11" ? 10" T 0 ,#)n$ . A- 4" T 1(" T (0" ? 1 ,#)n$ . B/ :" T 13" T (1" T 2 ,#)n$ . B <" ? 14" ? ((" T 3 ,#)n$ . B- =" ? 1:" ? (3" T 4 ,#)n$ . 5 ." ? 1<" T (4" ? 6 ,#)n$ . & 7 )# m)#e ,#)n$ . 8 Rujukan ?leer, '", @ Aard*" T" ((001)" Science for 7hildren' ?eveloping a Personal 12 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) "pproach to Teaching" (( nd Edi$ion)" S*dne*+ Pren$ie Aall" Pg 14< B 14=) ,a$ional Curriulum -oard ((00.)" Bational Science 7urriculum' *nitial advice" Re$rie/ed on10 Sep$" (000 &rom +111"aara"edu"au2/er/e23"""2 S'ien'e 3#ni$ial3)d/ie3Paper"pd& AaCen, R"'" ((00()" &hat is scientific literacy( Re$rie/ed on 10 Sep$" (000 &rom + h$$p+22111"gmu"edu2robinson2haCen"h$m Tama$ Topik 1 TAJUK 0 Ku#ikulum Sains Pendidikan Renda Mala+sia SINOPSIS Topik ini menggariskanse%arah perkembangankurikulumsainssekolah rendahdi 'ala*sia" Kurikulum di 'ala*sia $elah melaluibeberapaperubahandariKa%ian)lam Semula%adi, Pro%ek Khas, )lam dan 'anusiadanSainsK-SRsekarang HASIL PEMBELAJARAN 1" 'en*a$akan perubahan dalam kurikulum sains sekolah rendah di 'ala*sia" (" 'en*a$akan rasional un$uk perubahan dalam kurikulum sains sekolah rendah di 'ala*sia" 3" 'embandingbeCakan kekua$an dan kelemahan se$iap kurikulum sains sekolah rendah *ang $elah diperkenalkan di 13 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) 'ala*sia" KERANGKA TAJUK Ra%ah ( + Kerangka Ta%uk!Ta%uk 0!" Sains Sek)la Renda9 Men$im(as kem(ali Dalam se%arah perkembangan pendidikan sains sekolah rendah di 'ala*sia, ia boleh disimpulkan baha1a perubahan kurikulum adalah sa$u ino/asi (Kemen$erian Pela%aran dan E,ESCF, 10..G SE)'EF! RECS)', 10.3G SE)'EF!RECS)', 10=3)" Perubahan ini %uga merupakan mul$idimensi dalam er$i ka$a lain ia meliba$kan sekurang! kurangn*a $iga dimensi dalam pelaksanaann*a (?ullan, 1001)" Komponen!komponenn*a adalah seper$i beriku$+ (i) penggunaan bahan!bahan kurikulum *ang disemak semulaa$au baharu a$au ber$eknologiG (ii) penggunaan pendeka$an baharuG (iii) pengubahsuaian kepera*aan, on$ohn*a, andaian pedagogi dan $eori berkenaan polisi baharu a$au ino/asi" 14 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) Di 'ala*sia, semua perubahan kurikulum *ang berlaku akan dilaksanakan oleh Kemen$erian Pendidikan dan akan disebarkan kepada semua sekolah!sekolah di negara ini" 0!1 Kajian Alam Semulajadi Pada akhir abad kesembilan belas hingga per$engahan abad kedua puluh, sains dia%ar di sekolah rendah sebagai Ka%ian )lam Semula%adi, meliba$kan penge$ahuan $en$ang &ak$a!&ak$a dan hukum!hukum alam semula%adi sebagai asas pen*iasa$an sain$i&ik. This approach had the advantage that students were encouraged to learn through careful oservation and classification, ut it ignored much of the natural environment that had an impact on students+ lives(Kee/es and )ikenhead, 100:)" Penga%aran sains di peringka$ sekolah rendah $elah dilaksanakan dalam semua bidang (bo$ani, biologi, sains bumi, kimia dan &iCik) seara beransur!ansur dan dihubungkai$kan dengan perseki$aran dan pengalaman seharian murid" 0!0 P#)jek Kas Ka%ian)lam Semula%adi $elahdigan$ikan dengansuka$an pela%aranSainsRendahpada $ahun 10<:" #no/asiini $elah diadap$asikandariBuffield Aunior Science pro)ect,6C (1=08),$e$apidisesuaikandengan keperluan$empa$an" Kurikulumberasaskan sub%ek, di mana$umpuan adalahpadapenguasaanpenge$ahuan sain$i&ikdan bukann*airi!irimurid" Keban*akanguru!gurusainsdisekolah rendah, $eru$aman*adi ka1asan luar bandar mempun*ai la$ar belakangpendidikan *ang rendah ($erdiri 15 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) darigredenamhinggasembilaniai$uhan*a enamhinggasembilan $ahunpersekolahanasas) $e$api%uga $elahmenerima la$ihanpro&esional*ang$idak menukupidalamme$odologisains dan kandungan dalam ma$a pela%arani$usendiri" 'ereka %ugadila$ih sebagai guru un$ukmenga%arsemuama$a pela%aransekolahrendah" -an*akamalan dalam bilik dar%ahberpusa$kanbuku $eks danpengha&alanno$a" Penapaian pres$asi murid!murid didapa$i lemah di sekolah!sekolah rendah luar bandar, $eru$aman*a dalam bidang sains, maka Kemen$erian Pela%aran $elah memperkenalkan Pro%ek Sains Rendah Khas (Pro%ek Khas) pada $ahun 10<." Pro%ek ini menggunakan pendeka$an baharu un$uk penga%aran sains bagi suka$an pela%aran *ang sedia ada" Rasional memperkenalkan pendeka$an penga%aran *ang baharu dan bukann*a perubahan kurikulum adalah kerana Kemen$erian Pela%aran mendapa$i baha1a guru!guru sudah biasa dengan suka$an pela%aran *ang sedia ada" Hangkah ini $elah mengurangkan $rauma guru!guru $erhadap perubahan kurikulum" Kurikulum $elah diambil daripada 7ouncil Science < ! 13 pro)ect, 6C(1=0D) dan pro%ek!pro%ek sains *ang lain di )merika S*arika$, seper$i Science! " Process "pproach (10<=), *ang $elah dilaksanakan pada masa i$u, $e$api disesuaikan dengan keperluan $empa$an" #a menekankan penga%aran berpusa$kan murid, berorien$asikan ak$i/i$i, dan pembela%aran penemuan melalui penggunaan buku ker%a" #a %uga men*ediakan perkhidma$an sokongan guru *ang ber$erusan dalam melaksanakan suka$an pela%aran*ang sedia ada, $eru$aman*a di ka1asan luar bandar" -uku Panduan guru, buku ker%a dan bahan!bahan *ang digunakan adalah berorien$asikan pen*iasa$an $elah dihasilkan un$uk Dar%ah Sa$u ke Dar%ah Enam" Ke$ua Pengarah Pela%aran pada masa i$u, Aa%i Aamdan bin Sheikh Tahir, menulis dalam halaman pengenalan semua buku panduan, 16 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) E%)ective of this Special Pro)ect is to equip teachers with new teaching methodology in the hope of generating pupils who will e ale to e#periment and think and really know all the concepts that will e taught y the teacher. "ll the activities suggested in the guide!ook will reduce the pupils+ reliance on rote learning and encourage them to gain e#periences in a concept that is taught. *t is hoped that pupils will e attracted to science not only in the primary schools ut also in the secondary schools.F (Standard %ne Science 4uide!ook, 1=D1) Pada $ahun 10=0, sa$u pelan $indakan $elah disediakan ber$u%uan un$uk menen$ukan $arikh bagi melengkapkan se$iap &asa dalam pro%ek khas ini" Pens*arah!pens*arah mak$ab la$ihan guru dan guru!guru sekolah sains rendah $elah dihan$ar berkursus di luar negara un$uk mendapa$kan pengalaman $erus berkenaan model kurikulum dan bahan!bahan *ang digunakan di sana dan membua$ pen*esuaian un$uk keperluan $empa$an" )pabila kembali ke $anahair, mereka dipin%amkan ke Pusa$ Sains, kini Pusa$ Perkembangan Kurikulum (CDC) un$uk menulis dan men*ediakan buku panduan guru" Penulisan buku panduan mengiku$i pola umum" Per$ama, suka$an pela%aran s$andard *ang diberikan $elah dika%i semula dan dibinang bersama semua kaki$angan *ang $erliba$ dalam pendidikan sains seper$i pens*arah uni/ersi$i, pela$ih guru, pemeriksa sekolah, pembangun kurikulum dan guru!guru" Topik!$opik *ang disusun semula(%ikaperlu), dan %enis pengalaman *ang boleh disediakan bagi murid!murid $elah dikenal pas$i" Se$erusn*a, pelbagai sumber $elah di$eli$i un$uk idea!idea *ang rele/an dan berguna" Kemudian, pendeka$an umum *ang digariskan $elah dilaksanakan ka%ian rin$is dan dra& $elah dika%i semula" 17 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) )khir sekali, buku panduanini $elah siap di$ulis, hasildari bengkel! bengkelpenulisan, pengumpulanbahan!bahankurikulumdariseluruhdunia, $eru$aman*a bahan!bahan daripro%ek!pro%ek*ang$elahdisokong olehpen*elidikan danka%ian rin$is *ang dikendalikandalam si$uasibilik dar%ahsebenar" 'alangn*a, bahan!bahan *angdisimpan$elahmusnah dalam kebakarandi Pusa$ Perkembangan Kurikulum seki$arbulan)pril, 100=" -eberapa sekolah!sekolah khas *ang dikenali sebagai 6pusa$!pusa$ ak$i/i$i6 $elah di$ubuhkan un$uk menampung pen*ebaran penge$ahuan dan sumber un$uk guru sekolah rendah di semua negeri" Iuru!guru %uga dila$ih un$uk men%adi %uru la$ih u$ama bagi pro%el khas ini" Pada $ahun 10=0, empa$ puluh guru dari $iga puluh pusa$!pusa$ ini $elah dila$ih khas di Kuala Humpur" Iuru!guru *ang dilan$ik sebagai %urula$ih, kemudian kembali ke sekolah!sekolah mereka masing!masing un$uk mela$ih guru! guru *ang menga%ar Dar%ah Sa$u pada $ahun 10=1 un$uk menggunakan panduan!buku dan lembaran ker%a" Ha$ihan ini di$eruskan sehingga Dar%ah Enam" Fleh i$u, %uru la$ih u$ama dan guru!guru *ang dila$ih oleh mereka dalam kursus!kursus dalam perkhidma$an bukan saha%a dila$ih, $e$api %uga ber$indak sebagai agen perubahan di sekolah!sekolah mereka dengan men*ebarkan $eknik!$eknik *ang diperoleh kepada guru!guru lain" Iuru %uga dimaklumkan $en$ang bahan!bahan penga%aran *ang $erkini dan maklum balas melalui edaran bule$in *ang dihasilkan oleh 6pusa$!pusa$ ak$i/i$i6" Soal selidik menilai %uga $elah diberikan kepada guru!guru un$uk meman$au proses pelaksanaan dan membua$ penambahbaikan berdasarkan maklum balas dan adangan" Sepan%ang pro%ek ini, pens*arah mak$ab la$ihan guru %uga $erliba$ dalam men*umbangkan kepakaran dan memberi la$ihan" ;alau bagaimanapun, kekurangan $enaga penga%ar $erla$ih menghalang aliran la$ihan dan pelaksanaan ino/asi" 4adualperanangan*ang $idak 18 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) realis$ikgagalmengambil kiramasalah*ang 1u%udsemasapelaksanaan" Haporan*angdibua$olehper1akilan'ala*siadiseminarSE)'EF!RECS)' pada $ahun 10=3ber$a%uk #no/asiDalamKurikulumSainsSekolah Rendah Dan'a$ema$ikDan'asalahPelaksanaanDi 'ala*sia" EThe cost of curriculum development and implementation has got to e paid in time, not merely in cash and personnel. The ultimate price of having to untangle knots of mis!implementation as a result of hurried efforts will e more than whatever time is saved in pushing through an ill! planned .crash programme.F ("li $a2ak, 1=D39 p. -1G) Tiada %alan pin$as un$uk pembangunan kurikulum" ;alaupun pada mulan*a diranang un$uk melengkapkan penulisan buku panduan dalam $empoh dua $ahun, $e$api akhirn*a ia mengambil masa empa$ $ahun" Proses pelaksanaan mengambil masa selama $u%uh $ahun" 0!1 Alam dan Manusia Pandangan lain mengenai pembangunan dan pelaksanaan 6Pro%ek Khas6 $elah dimin$a" Seorang *ang bukan ahli sains, Tan Sri Pro&esor )1ang Aad Salleh (10.3), *ang merupakan ,aib Canselor Eni/ersi$i Kebangsaan 'ala*sia pada masa i$u, $elah dimin$a memberi komen dan mengulas mengenai kurikulum sains sekolah rendah" *t does provide for what might e called science literacy, ut the orientation of the syllaus is towards mastery of scientific facts with little emphasis on social and religious meaning and significance of scientific discoveries. *n other words, the syllaus is cognitively orientated with little attention given to the affective domain of educational o)ectives... The 19 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) orientation of the te#tooks reinforces memory work and encourages very little, if at all, enquiry skills. .. The teaching of science su)ects seems to e guided almost entirely y two powerful variales, namely, e#amination and te#tooks.F ()1ang Aad Salleh, 10.3G p" <3 ! <4) Pandangan!pandangan ini me1u%udkan beberapan persoalan + E&hat is science education for( &hat kind of pupils and society do we want to produce(9 Pandangan!pandangan ini men*ebabkan perubahan radikal dalam pendidikan sains" #a $ermasuk pendeka$an pelbagai disiplin kepada pendidikan sains di mana mo$i/asi un$uk bela%ar dipermudahkan melalui kandungan sains kepada masalah sebenar alam seki$ar" Penekanan diberi kepada kemahiran asas dalam pendidikan dan sains *ang merupakan sebahagian daripada isi kandungan dalam ma$a pela%aran" )lam dan 'anusia dalam K-SR" Kurikulum i$u diperkenalkan pada $ahun 10.( sebagai ka%ian rin$is dan dilaksanakan sepenuhn*a di semua sekolah rendah pada $ahun 10.3" Terdapa$ $iga komponen u$ama dalam ma$a pela%aran )lam dan 'anusia iai$u+ manusia, alam seki$ar, dan in$eraksi manusia dan alam seki$ar" Aubungan an$ara ke$iga!$iga komponen i$u di$un%ukkan dalam Ra%ah 1" Be#se-adu adalah perka$aan *ang u$ama dalam kurikulum sebagai kaedah un$uk mengurangkan beban kandungan dan komponen!komponen disiplin dalam kurikulum *ang $erdahulu" -ersepadu dalam meren$as kurikulum merangkumi sains, se%arah, geogra&i, sains kesiha$an dan si/ik" Terdapa$ %uga ka%ian perseki$aran un$uk me1u%udkan perkai$an sains sosial kepada dunia di luar bilik dar%ah" Kesepaduan hubungan an$ara manusia dan alam seki$ar 1u%ud melalui pendeka$an siasa$an dalam penga%aran dan pembela%aran"Di samping i$u, $erdapa$ kesepaduan an$ara bidang, di mana kandungan kurikulum dimasukkan ke dalam s$ruk$ur konsep dimana $erdapa$ $ema konsep $er$en$u melalui proses inkuiri" 20 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) Komunikasi ,ilai 'urni Sains sosial Sains Kesiha$an 'anusia Dunia ?iCikal Pendidikansians
Krea$i/i$i Aubungan Kemahiran Aidup alamseki$ar Sains dan Teknologi )lam sekeliling Ra%ah 1 + Kerangka )lam dan 'anusia (Soure+ Su&ean Aussain e$"al", 10..)" 'a$a pela%aran )lam dan 'anusia menekankan $iga aspek *ang luas" Per$ama, un$uk membangunkan penge$ahuan murid mengenai manusia, alam seki$ar, mas*araka$ dan in$eraksi an$ara mereka" Kedua, un$uk meningka$kan kemahiran siasa$an dan pemikiran dan penggunaan kemahiran ini dalam men*elesaikan masalah" Ke$iga, un$uk menerapkan nilai!nilai moral dan sikap murid!murid ke arah hidup *ang harmoni dalam mas*araka$ ma%muk (6 )lam dan 'anusia 6 suka$an pela%aran, 10.4)" Terdapa$ lima $ema u$ama dalam suka$an )lam dan 'anusia" #an*a ber$u%uan supa*a murid!murid dapa$ memahami, menghargai dan men*emai kasih sa*ang $erhadap alam seki$ar dan dengan i$u, membangunkan in$akan negara" Tidak seper$i Pro%ek Khas *ang diperkenalkan mulai Tahun Sa$u hingga Tahun Enam , )lam dan 'anusia mula diperkenalkan di peringka$ $ahap dua iai$u dari Tahun Empa$ hingga Tahun Enam " -agi melaksanakan kurikulum baru ini, diadakan kursus orien$asi selama sa$u minggu kepada guru!guru sains " Selepas kursus i$u, pihak Kemen$erian Pendidikan menganggap baha1a $ugas mereka $elah di per$anggung%a1abkan kepada guru!guru dan $iada sebab 21 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) un$uk mereka menga$akan baha1a mereka $idak mempun*ai penge$ahuan *ang menukupi dan ara un$uk menga%ar sub%ek sains (S*ed Jin, 1000)" -a$asan ino/asi ini digambarkan oleh S*ed Jin (1000) ka%ian ke a$as pelaksanaann*a di empa$ buah sekolah rendah di ,egeri Sembilan, 'ala*sia" )n$ara ba$asan u$ama ialah kekurangan kompe$ensi guru!guru dalam mengin$egrasikan kandungan sub%ek dan menggunakan pendeka$an siasa$an dalam penga%aran, kurangn*a la$ihan dalam perkhidma$an dan sokongan pro&esional dari segi kaki$angan dan kepakaranG kekangan &iCikal seper$i saiC kelas *ang besar dan kemudahan *ang $idak menukupiG kurang %elas dalam reka ben$uk ino/asiG kekaburan dalam spesi&ikasi kurikulum dan skop dan %arak masa *ang $idak menukupi an$ara perubaan dan pelaksanaan ino/asi bagi penambahbaikan *ang dibua$" )kiba$ daripada ino/asi, guru!guru $elah dibebani dengan beban ker%a $ambahan, mengakiba$kan guru men%adi emas, hilang ke*akinan dalam penga%aran, bergan$ung kepada buku $eks dan $idak memaksimumkan penggunaan bahan!bahan kurikulum" Pelaksanaan kurikulum ini han*a berlaku sebahagian saha%a kerana guru!guru $idak menggunakan s$ra$egi pedagogi dan bahan!bahan *ang diadangkan"Iuru!guru masih menekankan pemerolehan penge$ahuan melalui &ak$a ,melalui kaedah deduk$i& berbanding dengan pendeka$an siasa$an" Tiada buk$i baha1a ada perubahan dalam kepera*aan dan nilai guru ke arah ino/asi" )lam dan 'anusia , menekankan kurikulum humanis$ik iai$u kesepaduan disiplin, pendeka$an siasa$an dalam pembela%aran, meningka$kan kemahiran ber&ikir dan penerapan nilai!nilai moral" Ka%ian )lam Semula%adi dan Sains Rendah adalah rele/an dalam pendeka$an penga%aran sains" #a dapa$ menarik mina$ kanak!kanak dan memberi makna kepada kanak!kanak kerana berkai$an dengan pengalaman harian mereka" #a disesuaikan dengan perkembangan kogni$i& mereka" Dalam Pro%ek Khas, pendeka$an baru dalam penga%aran melalui penggunaan buku panduan dan bahan!bahan *ang sesuai un$uk membangunkan kogni$i& kanak!kanak diberi $umpuan" 22 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) 0!2 Sains KBSR! Suka$an pela%aran sains sekolah rendah dalam K-SR $elah digubal berpandukan ?alsa&ah Pendidikan Kebangsaan dan prinsip!prinsip Rukunegara" K-SR adalah pendeka$an bersepadu kepada penge$ahuan, kemahiran dan nilai!nilai, pembangunan keseluruhan indi/idu, peluang sama ra$a un$uk pendidikan dan pendidikan sepan%ang ha*a$" Tu%uan u$ama K-SR adalah un$uk men*ediakan pendidikan asas un$uk semua murid!murid dan memas$ikan perkembangan po$ensi murid!murid"seara men*eluruh" Perkembangan po$ensi murid!murid seara men*eluruh $ermasuk pembangunan in$elek, rohani, &iCikal dan emosi ser$a pembangunan diri dan memupuk nilai!nilai moral ser$a sikap" Suka$an pela%aran sains sekolah rendah direka un$uk menampung prinsip!prinsip dan ma$lama$ K-SR" :a; Ma%lama% dan O(jek%i* KBSR 'a$lama$ suka$an pela%aran sains sekolah rendah adalah un$uk memupuk buda*a sains dan $eknologi dengan memberi $umpuan kepada pembangunan indi/idu *ang dapa$ menguasai penge$ahuan dan kemahiran sain$i&ik, memiliki nilai!nilai moral, dinamik dan progresi& supa*a ada $anggung%a1ab $erhadap alam seki$ar dan menghargai alam semula %adi" (-uku Panduan K-SR , Kemen$erian Pela%aran, 1003)" #ni dapa$ diapai dengan men*ediakan peluang pembela%aran un$uk murid! murid un$uk bela%ar melalui pengalaman supa*a mereka akan dapa$G K membangunkan kemahiran ber&ikir K membangunkan kemahiran sain$i&ik siasa$an K meningka$kan mina$ $erhadap alam seki$ar 23 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) K memahami diri dan perseki$aran mereka melalui pemerolehan penge$ahuan, pemahaman, &ak$a dan konsep K men*elesaikan masalah dan membua$ kepu$usan *ang ber$anggung%a1ab K menangani sumbangan dan ino/asi $erkini dalam bidang sains dan $eknologi K mengamalkan nilai!nilai moral dan sikap sain$i&ik dalam kehidupan seharian K menghargai sumbangan sains dan $eknologi kepada kehidupan *ang lebih baik K menghargai perin$ah dan penip$aan alam (-uku Panduan Suka$an Pela%aran Sains Sekolah Rendah, 1003, ms" () 'enuru$ He1is dan Po$$er (10=0) ob%ek$i& di a$as boleh diklasi&ikasikan kepada $iga $u%uan u$ama pendidikan sains" 'ereka mempera*ai melalui (1) la$ihan kemahiran proses inkuiri (() pemerolehan &ak$a dan ke&ahaman konsep (3) sikap *ang sesuai dan diha%a$i dapa$ dikembangkan" Ke$iga!$iga $u%uan ini din*a$akan dalam silabus PSS sebagai ob%ek$i& penapaian *ang kemudian dibahagi kepada ob%ek$i& umum dan khusus bergan$ung kepada perkembangan kogni$i& murid! murid" Fb%ek$i& umum adalah ken*a$aan un$uk menerangkan penapaian ob%ek$i& *ang ingin diapai dalam domain kogni$i&,a&ek$i& dan psikomo$o" Fb%ek$i& khusus adalah huraian kepada ob%ek$i& umum dan din*a$akan dalam ben$uk $ingkahlaku *ang boleh diukur" Fb%ek$i& penapaian diiringi dengan adangan!adangan un$uk pengalaman bela%ar *ang membolehkan guru meranang ak$i/i$i!ak$i/i$i *ang bersesuaian bagi menapai ob%ek$i&" :(; Kemai#an -#)ses dan kemai#an (e#*iki# Penguasaan kemahiran proses, kemahiran manipula$i& dan kemahiran ber&ikir adalah di$ekankan dalam suka$an PSS (Primar* Shool Siene2 Sains 24 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) Sekolah Rendah)" Ke$iga!$iga kemahiran $ersebu$ adalah saling berkai$an dengan pemikiran seara kri$ikal,krea$i& dan anali$ik " Kemahiran proses *ang dikenalpas$i adalah kemahiran memerha$i, mengkelasan,mengukur dan menggunakan nombor,membua$ in&eren,membua$ ramalan, berkomunikasi, mengenalpas$i hubungan ruang dan masa,mengin$epre$asi da$a, mende&inasi seara operasi, menga1al dan memanipulasi pembolehubah,membina hipo$esis dan mengeksperimen" Kemahiran manipula$i& adalah kemahiran psikomo$or seper$i mengendali,membersih dan men*impan ala$ radas sains, mengendali seara selama$ spesimen hidup, dan melukis seara be$ul spesinen dan ala$ radas (PSS S*llabus Aandbook, 1003 m"s" 3 ! :)" :'; Sika- dan nilai Suka$an PSS %uga un$uk men*emai sikap sain$i&ik dan nilai *ang posi$i& ke dalam diri murid seper$i mina$ , si&a$ ingin $ahu kepada dunia disekeliling, ke%u%uran, ke$epa$an dalam mereko, mengesahkan da$a,kelu1esan dan ke$erbukaan minda,kesabaran,ker%asama,ber$anggung%a1ab $erhadap diri sendiri,orang lain dan alam seki$ar,bers*ukur kepada $uhan dan menghargai sumbangan sains dan $eknologi perkembangan posi$i& sikap dan nilai perlu men%adi ma$lama$ akhir pendidikan" (PSS S*llabus Aandbook, 1003, m"s" 3 ! <)" 'enuru$ He1is dan Po$$er (10=0), :d; Isi kandun$an PSS diliha$ sebagai sua$u bidang ilmu dan %uga sebagai pendeka$an inkuiri" Sebagai sua$u bidang ilmu,sains men*ediakan sua$u kerangka un$uk murid!murid memahami perseki$aran mereka melalui aplikasi prinsip sains dalam kehidupan harian" Pendeka$an inkuiri membolehkan murid melakukan pen*iasa$an pada dunia di sekeliling mereka" #ni akan menggalakkan muridmen%adi krea$i&,ber&ikiran $erbuka,$oleransi ,menin$ai dan menghargai alam seki$ar" 25 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) Prinsip kesepaduan dikekalkan dalam suka$an PSS se%a%ar dengan K-SR" ;u%ud kesepaduan *ang meren$asi ma$apela%aran lain seper$i biologi,&iCik dan kimia melalui penggunaan konsep dan proses sains" Pendeka$an seara $ema digunakan dalam mengolah isi kandungan " Pada $ahap # sekolah rendah dalam Tahun 1, isi kandungan dibahagikan kepada dua bahagian+ -ahagian ) dan - " Pada Tahap ## sekolah rendah, $ema dibina mengenai manusia dan penerokaan perseki$aran" Hima bidang pen*iasa$an adalah+ )lam Aidupan )lam ?iCikal )lam -ahan -umi Dan )lam Semes$a Dunia Teknologi Perseki$aran hidup men*iasa$ keperluan asas dan proses kehidupan manusia,bina$ang dan $umbuhan" )lam &iCikal men*en$uh konsep ruang dan masa dan &enomena $enaga" )lam bahan membua$ perbandingan an$ara bahan semula%adi dan bahan bua$an manusia " dunia dan alam semes$a meneli$i bumi dan hubungann*a dengan ma$ahari,bulan dan plane$!plane$ lain dalam sis$em solar" )khirn*a dunia $eknologi, men*iasa$ perkembangan $eknologi dalam bidang per$anian,komunikasi,pengangku$an dan pembinaan dan sumbangann*a dalam kese%ah$eraan kehidupan manusia" Se$iap bidang penerokaan adalah un$uk menapai kesepaduan dalaman seara melin$ang supa*a apa *ang dipela%ari hari ini mampu dihubungkai$kan dengan apa *ang dipela%ari kelmarin dan apa *ang akan dipela%ari esok dan kesepaduan menegak supa*a apa *ang dipela%ari dalam sesua$u bidang seharusn*a berkai$ dengan bidang penerokaan *ang lain" Sa$u iri *ang pen$ing $en$ang sains adalah se$iap murid seharusn*a menapai $ahap minimum ke&ahaman dan pengalaman dalam se$iap disiplin sains" 26 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) (e) S%#a%e$i -en$aja#an Suka$an PSS meru%uk kepada dua pandangan $en$ang pembela%aran sains"G pandangan proses dan pandangan kons$ruk$i/is" Pandangan proses men*okong pendeka$an inkuiri (Hi/ermore, 10<4)" pandangan kons$ruk$i/is men*okong ken*a$aan baha1a murid mengambil bahagian seara ak$i& dan krea$i& dalam membina ilmu kendiri berasaskan penge$ahuan sedia ada mereka dari pengalaman *ang lalu" (Dui$ dan Treagus$, 100:G Aarlen, 100()" Fleh *ang demikian s$ra$egi penga%aran *ang digunakan un$uk penga%aran dan pembela%aran sains adalah pembela%aran seara penemuan di mana hasil pembela%aran adalah aki/i$i! ak$i/i$i murid!murid dan bukan berpusa$kan guru" Peranan guru han*a sebagai &asili$a$or,men*ediakan pengalaman Lhands!on> menggalakkan murid ber$an*akan soalan di mana %a1apan akan di ari seara inkuiri $idak han*a men*ampaikan ilmu" Iuru membimbing murid un$uk meneroka sendiri prinsip!prinsip dan konsep sains dengan mengguna idea sendiri un$uk melakukan eksperimen,perbinangan,simulasi dan pro%ek" (PSS S*llabus Aandbook, 1003, m"s" 0)" :*; Baan-Baan Ku#ikulum L7urriculum materials are asic essentials of scientific activity in the primary school> (The #n$erna$ional En*lopaedia o& Edua$ion, Mol"0)" (i) Tahap # sekolah rendah (Tahun 1,( dan 3) Dalam PSS (Primar* Shool Siene ) Tahap 1 (diimplemen$asi pada 4anuari (003 dalam bahasa #nggeris ),bahan!bahan kukrikulum adalah dalam ben$uk pake% *ang mengandungi buku panduan guru ,buku ak$i/i$i un$uk murid, huraian suka$an un$uk guru dan CD!RF's sebagai 27 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) sokongan dalam penga%aran dan pembela%aran" Iuru!guru *ang menga%ar sains %uga dibekalkan dengan kompu$er riba dan HCD un$uk mengin$egrasikan penggunaan $eknologi ke dalam penga%aran dan pembela%aran sains" (ii) Tahap ## sekolah rendah ( Tahun 4,: and <) Dalam $ahun 4, : dan < (diimplemen$asi pada Disember 1004 dalam -ahasa #nggeris), bahan!bahan kurikulum adalah dalam ben$uk pake% *ang mengandungi buku $eks guru,buku $eks murid, buku pukal bimbingan dan la$ihan (PEHS)R) un$uk guru *ang mengandungi 1( modul" Iuru %uga menggunakan pelbagai buku $eks komersial,buku ker%a,ar$a dan bahan lu$ sinar" :$; Kum-ulan sasa#an PSS adalah 1a%ib bagi semua murid!murid di sekolah rendah :; Pe#un%ukan masa Di sekolah rendah, ma$apela%aran sains diperun$ukan 3 1ak$u seminggu selama 30 mini$ se$iap 1ak$u manakala di sekolah menengah diperun$ukkan : 1ak$u seminggu selama 30 mini$ se$iap 1ak$u" :i; Pen%aksi#an Prosedur Pen$aksiran dalam KSSR $erdiri dari dua bahagian+ pen$aksiran &orma$i& dan pen$aksiran suma$i&" 'urid!murid di$aksir pada $iga aspek suka$an pela%aranG penge$ahuan,kemahiran,sikap dan nilai (KSSR 28 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) S*llabus Aandbook, 1003, m"s" 11! 1()" Pen$aksiran &orma$i& adalah pen$aksiran berasaskan sekolah dalam ben$uk u%ian ber$ulis,u%ian amali,pro%ek,por$&olio, ker%a lisan dan ker%a kumpulan" Tu%uan u$ama adalah un$uk mengesan kelemahan murid dan memperkasakan pembela%aran" Pen$aksiran suma$i& biasan*a $erbahagi kepada dua iai$u pen$aksiran ker%a amali (PEK)) dan EPSR" PEK) adalah penilaian *ang ber$erusan un$uk mengukur se%auh mana murid!murid $elah menguasai kemahiran proses sains dan kemahiran manipula$i& sains (Iuide $o PEK), 100=)" #an*a $elah di implemen$asi dalam $ahun enam un$uk $empoh enam bulan" -erdasarkan kepada penialaian berasaskan kri$eria *ang dibangunkan oleh Hembaga Peperiksaan 'ala*sia ,KP', guru!guru meranang beberapa siri eksperimen un$uk menilai murid di dalam bilik dar%ah" #ns$rumen penilaian adalah skala berkadar dan por$&olio" 'urid!murid dinilai pada lapan kemahiran prosesG memerha$i, membua$ pengkelasan, mengukur dan menggunakan nombor, berkomunikasi, menggunakkan hubungan ruang! masa, mende&inisikan seara operasi, menga1al pembolehubah! pembolehubah dan men%alankan eksperimen" 'ereka %uga akan dinilai pada lima kemahiran manipula$i&G mengguna dan mengendalikan bahan! bahan dan ala$ radas sains dengan be$ul, mengendalikan spesimen *ang ma$i dan hidup dengan selama$, melukis speimen,bahan dan ala$ radas dengan $epa$, membersihkan ala$ radas sains dengan be$ul, dan men*impan bahan dan ala$an sains denan baik dan selama$" Pen$aksiran kepada ap$i$ud, sikap dan nilai %uga dibina dalam i$em u%ian PEK)" Pen$aksiran lain adalah EPSR, di mana ian*a merupakan sua$u ben$uk penilaian ber$u%uan un$uk meliha$ se%auh mana sis$em pendidikan men*ediakan murid!murid un$uk kurikulum sekolah menengah" #an*a adalah u%ian ber$ulis *ang mengandungi dua bahagianG bahagian ) dan bahagian -" -ahagian ) mengandungi $iga puluh soalan aneka pilihan dan 29 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) bahagian - mengandungi lima soalan bers$ruk$ur" Perun$ukan markah un$uk bahagian ) adalah 30 markah dan bahagian - adalah (0 markah" Penekanan diberikan kepada soalan!soalan dalam bahagian - *ang mengu%i kebolehan murid!murid ber&ikir seara kri$is dan krea$i&" En$uk mendapa$ kepu$usan *ang baik dalam peperiksaan sains, murid harus lulus pada -ahagian -" Nang menarikn*a markah *ang diapai dalam PEK), $idak men*umbang $erus kepada penapaian keseluruhan markah dalam EPSR" #ni mungkin akan men%e%askan pen*alahgunaan sis$em dimana penilaian dalam PEK) $idak di%alankan seara serius oleh guru! guru kerana ian*a bersi&a$ $erlalu sub%ek$i&" (Re&erene+ Tan, 4" ," (1000)" The De/elopmen$ and #mplemen$a$ion o& The Primar* Shool Siene Curriulum in 'ala*sia" Enpublished PhD $hesis o& $he Eni/ersi$* o& Eas$ )nglia, ,or1ih, Eni$ed Kingdom") La%ian 1 Tulis sa$u laporan perubahan dalam kurikulum sains sekolah rendah di 'ala*sia" (" ,*a$akan rasional perubahan dalam kurikulum sains sekolah rendah di 'ala*sia" 3" Hukis %adual un$uk membua$ pembandingan bagi se$iap kurikulum sains sekolah rendah *ang $elah dilaksanakan di 'ala*sia, Memiki# Ka%ian kurikulum sains sekolah rendah sekarang" 30 (SCE3104 , Kurikulum dan Pedagogi Sains Pendidikan Rendah) -inangkan dan $ulis laporan sama ada kurikulum ini adalah adap$asi, pengubahsuaian a$au pendeka$an baru daripada kurikulum sebelumn*a" Rujukan Tan, 4" ," (1000)" The ?evelopment and *mplementation of The Primary School Science 7urriculum in ;alaysia" Enpublished PhD $hesis o& $he Eni/ersi$* o& Eas$ )nglia, ,or1ih, Eni$ed Kingdom" Pusa$ Pembangunan Kurikulum ((00()" Huraian Sukatan Pela)aran Sains. Kemen$erian Pela%aran 'ala*sia Tama$ Topik ( 31