Planning & Implementation of Chemistry Curriculum (TKP 3013)

INTRODUCTION TO TEACHING
CHEMISTRY

Sistem pendidikan kita bukanlah sebuah kilang

yang beroperasi berdasarkan pada input-output
- di mana murid merupakan bahan mentah,
guru sebagai mekanik, kurikulum sebagai
proses penghasilan, dan pengetua sebagai
pengurus kilang. Kita tidak mahu menjadi
sebagai negara barat yang maju dalam serba
bidang tetapi mundur dari segi moral dan
akhlak. Perlu diingat:

Apabila……
Seorang PEGUAM membuat kesilapan,
mangsanya akan berada di dalam
PENJARA / TALI GANTUNG;
Seorang DOKTOR membuat kesilapan,
mangsanya akan berada di dalam
TANAH (KUBUR);
Seorang GURU membuat kesilapan,
kesilapan yang sama akan DIULANG
OLEH MURIDNYA !

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

SCIENCE:
Knowledge about the world, based on examination and
testing, and on facts that can be proved (Longman
Dictionary, 2001).

 Science is a discipline comprising knowledge, skills and

scientific attitudes and noble values.
 Science is more of an inquiry attitude, observation and
reasoning about this world (Compton).
 Science is a set of attitudes, a thinking concerning facts,
rather that what is stated about facts (Skinner).

SCIENCE

Product of Knowledge Process of Inquiry Set of Values

Result of man’s effort

to find rational Emphasises method Involves emotional
explanation about the to acquire and intelectual
phenomena that occur knowledge attitudes
naturally

 Content of science  Curious  Flexible and open

 Facts, generalization  Questions: Why, what, minded
or concepts when and how  Interested and
 Principal to make  Basic Process Skills inquisitive
prediction  Integrated Process  Honest and truthful
 Law and theory Skills  Systematic and
 Manipulative Skills confidence

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

NATIONAL SCIENCE EDUCATION

PHILOSOPHY

In consonance with the National

Education Philosophy, science
education in Malaysia natures 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
technology competency.

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

SCIENCE LITERACY
Provide students with scientific understanding of the
natural world through knowledge of basic concepts of
science, scientific mode of inquiry and the nature of
science endeavour. Includes the values and attributes.

The scientifically literate person:

 Understand the nature of scientific knowledge
 Accurately applies appropriate science concepts,
principles, laws and theories in interacting with his
universe
 Uses processes of science in solving problems,
making decisions, and furthering his own
understanding of the universe
 Interacts with the various aspects of his universe in
a way that is consistent with the values that
underlie science.
 Understand and appreciates the joint enterprises of
science and technology and the interrelationship of
these with each other and with other aspects of
society.
 Has developed a richer, more satisfying, more
exciting view of the universe as a result of his
science education and continues to extend his
education throughout life.
 Has developed numerous manipulative skills
associated with science and technology.

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

CHEMISTRY:

The science that deals with the materials of the

universe and the changes that these material
undergo.
 Chemist are concern with the study of matter -
the structure of materials and how they interact.
 Chemistry aims to explain patterns in the
behaviour of materials by formulating rules,
theories, and laws to reveal the underlying nature
of matter.

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

Tips for Science Teaching-Learning Process

 Almost all science / chemistry concepts that

are being taught in the classroom are
abstract in nature.

 The concept of teaching is not as simple as

that of ‘buying’ and ‘selling’. Teaching is like
driving a car: You have to think of many
things all at once.

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

 Pupils learn better if:

They have prerequisite ideas / prior knowledge
about what they are going to learn.
The concepts are interesting, meaningful and can
be applied in daily life.
They are given the opportunity to involded in
“hands-on”’ activities – i.e. they are taught to
“find out” things for them-selves: “Experiental
Learning”.
 There is no single method of teaching for
every concepts / topics: Different concepts /
topics should be approached differently.

 Teachers should be creative, competent

and committed enough in their field.

 To improve teaching, teachers should reflect

and evaluate their previous teaching.
Armstrong’s View for The
Learnig of Science

“Don’t look at a text-book: Avoid most

of them as you would poison. Their
methods are as a rule detestable and
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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

destructive of all honest effort towards

development of powers of selfhelpful-
ness …. You must never be satisfied
with lectures alone if you wish to do
more than spend your time pleasantly
…. The students of any branch of
natural science must go to the bench
and work hard there”.

(Armstrong, 1886: 43, 50)

Teachers’ Knowledge About

Effective Teaching

 Knowledge about content

 Knowledge about broad principles and

strategies of classroom management and
organisation

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

 Knowledge about curriculum materials

and programs

 Knowledge about the teaching of

particular content topics

 Knowledge about pupils

 Knowledge about educational contexts,

ranging from the classroom group to aspects
of the community

 Knowledge about educational aims and

values

The Concept of Creative Science Teaching

 Creavity is “the capacity to see new relationships, to

entertain out-of-the-ordinary ideas and to free our
intuition from traditional ways of thinking” – in short,
creativity is associated with freedom and intelligence.

 Creativity exists within all of us, albeit to different

degrees. When your life is calm and your work becomes
routine, you tend to appreciate your free time and use it
creatively. For examples by adopting a hobby such as
gardening, needlework, sailing or mineral study.

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

 Creativity is normally expressed when you are solving a

problem, straightening out an emotional entanglement,
bringing together elements thought to be dissimilar and
unconnected or just simply in being able to see and
recognize an object, a person, or a pattern of an event. It
combines intelligence, sensitivity, originality and a
capacity for analysis and abstraction.

At the very least Creative Science / Chemistry Teaching

refers to activities or events that involved:

 Generation of ideas  Generalizing

 Stating the relationships  Mental images
 Predicting  Analogy
 Hypothesising  Inventing
 Synthesising

Internal process and their corresponding instructional

events, with action examples (Gagné)

Internal Instructional Action

Process Event Example

Reception 1. Gaining atten- Use abrupt stimulus

tion change

Expectancy 2. Informing pupils Tell pupils what they will

of the learning be able to do after

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

outcomes learning

Retrieval to 3. Stimulating recall Ask for recall of

working memory of prior learning previously learned
knowledge or skills

Selective 4. Presenting the Display the content with

perception stimulus distinctive features

Semantic 5. Providing “lear- Suggest a meaningful

encoding ning guidance” organization

Responding 6. Eliciting Ask pupil to perform

performance
Reinforcement 7. Providing Give informative
feedback feedback

Retrieval and 8. Assessing Require additional pupil

reinforcement performance performance, with
feedback

Retrieval and 9. Enhancing Provide varied practice

generalization retention and and spaced reviews
transfer

Characteristics of a good science / chemistry

teacher

 Curriculum /  New
Content relationships
 Teaching  Out-of-the
strategies ordinary ideas
 Pupils  New ways of
 Educational thinking
contexts Planning &
Preparation
Knowledge Creative

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

Providing
COMPETENT COMMITTED opportu-
nities

Skills Enthusiatic
& Confident Assessing
pupils per-
 Teaching  Personality formance
 Practical  Content
 Thinking  Teaching
strategies
 Contigency plans

REFLECTION

To improve the quality of

teaching by:

 Evaluating current practice

for future planning and
practice
 Identifying aspects for useful
development
 Reviewing the organisation
of time and effort
 Reviewing the strategies used
Innovation of Science Curriculum in
Malaysian Secondary School

1931 ------------- ------------------------------------------ TRADITIONAL /

NATURAL SCIENCES

1969 ------------- Integrated Science

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

1972 ------------- Pure Sciences MODERN

SCIENCE
1973 ………….  CDC was established

1974 ------------- General / Additional Sciences

1982 ------------- (Lower Secondary)

KBSM
1989 ------------- (Upper Secondary)

1999 ………….  PEKA was introduced

 Smart Schools

2002 -------------  PEKA was abolished KBSM

(Revised)

2003 ………….  PEKA reintroduced

 Teaching of Science (and
Mathematics) in English
(Standard 1, Form 1 and
Lower Six).

Science Process Manipulative

Skills Skills

SCIENTIFIC
SKILLS

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

PROBLEM
SOLVING
KBSM SCIENTIFIC
ATTITUDES
& VALUES

THINKING
SKILLS

Critical Thinking Creative Thinking

Thinking
Strategy

The Emphasis of KBSM

Knowledge Scientific Noble

 Facts Skills Values
 Conc
 Principles  Universal
 Definitions values
 Application  Intrinsic
values

Manipulative

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

Science Skills
Process Skills (Psychomotor skills used in
scientific investigations)
(Skills thich promote thinking in
a critical, creative, analytical and
systematic manner)  Use and handle scientific equipment
and substances properly
 Store scientific equipment properly
and safely
 Clean scientific equipment properly
 Handle speciment properly and
carefully
 Observe, record and measure
accurately

Basic Integrated
Science Process Science Process
 Observing  Hypothesising
 Classifying  Defining operationally
 Measuring & using numbers  Experimenting
 Collecting & recording data  Controlling variables
 Inferring  Interpreting data
 Predicting  Making conclusion and
 Using time-space relationship generalization
 Communicating

The Process of Teaching

Selection and planning of appropriate

STRATEGY approaches, methods and techniques
to deliver a lesson.

The ways of teaching or how activities

are being conducted – e.g. inquiry,
APPROACH contextual, constructivisme, mastery,

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

pupil-centered, etc.

A systematic action, by specific

procedural, taken in order to achieve
learning outcomes (objectives) – e.g.
METHOD experiment, games, discussion, co-
operative, simulation, project, visit,
analogy, mnemonics, research for the
future, resource, etc.

Skills to manage and implement a

specific teaching method – e.g.
lecture, discussion, simulation,
TECHNIQUE demonstration, games, titration,
preparation of stock solution,
recording of observation, graph-
plotting, etc.

TEACHING STRATEGIES IN SCIENCE

INQUIRY-DISCOVERY

SIMULATION

DISCUSSION
STC* DEMONSTRATION MASTERY

PROJECT THINKING GAME

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 Planning & Implementation of Chemistry Curriculum (TKP 3013)

SKILLS
EKSPERIMENT STUDY FOR
FUTURE
VISIT
PROBLEM SOLVING
RESOURCE

CONCTRUCTIVISME CONTEXTUAL

* STC: ‘Science, Technology & Community’ Appoaches

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