SEMESTER 2 : SCE3104 Primary Science Curriculum and Pedagogies Scope and sequence

Week 1 Topic Content

Primary Science Curriculum in Malaysia

Issues in Science Education

Lecture (2 hours) Overview of course expectations, and assessments

The goals of science education Content of science education Teaching of science Scientific literacy Historical Development of the Primary Science Curriculum in Malaysia Nature Study Special Project Man and the environment KBSR science

Tutorial (1 hour) Gather information about issues in science education (goals,content, teaching, scientific literacy ) and discuss the effects on primary school science teaching. * Group work (Fleer & Hardy, 2001: Chapter 2)

ISL (2 hours) Identify relevant science reference books in the library Access the internet to gather current information on issues in science education. Find out the factors that influence the development of each of the 4 primary science curriculum in Malaysia.

Remarks Assessment: Weighting Coursework: 50% Examination: 50%

Primary Science Curriculum in Malaysia

Refer to each of the Primary Science Curriculum in Malaysia to consider both positive and problematic aspects of each. List for each of the 4 primary science curriculum : (a) the advantages and strengths of each curriculum; (b) the disadvantages and problems of the curriculum; and (c) identify how the curriculum are related to one another (what the curriculum have in common). Draw up a table that enable you to readily compare the advantages and disadvantages of the various curriculum; and the key features that demonstrate the relationship among the curriculum. * Group work

Assessment criteria based on the report: Content 1. (a):2% 1. (b):2% 1. (c): 2 % language: 2% organisation: 2% Total- 10%

Primary Science Curriculum in Malaysia

Malaysian Primary Science Curriculum I

Objectives Learning outcomes Emphases skills, content, values Content organization-themes, learning areas

Examine the current Primary Science Curriculum. (a) In development of the current Primary Science Curriculum, find out whether the government adopted the 4 earlier curriculum, modified them or developed its own distinct approach. (b)Examine the statements of aims and objectives. Do they develop students knowledge and understanding in science, skills and values and attitudes? (c)What is the rational for science education for young children in Malaysia? *Group work Examine the current textbooks on Primary Science Curriculum for Years 1 to 5. (a) Do the textbooks reflect the needs intended in the Primary Science Curriculum? (b) Discuss what emphasis is given to the goal of children developing a sound understanding and deep appreciation of the nature of science. *Group work

Gather information about the process of development of the current Primary science Curriculum in Malaysia.

Primary Science Curriculum in Malaysia

Malaysian Primary Science Curriculum II

Teaching and Learning Strategies Learning activities Assessment procedures

Further reading on teaching strategies, learning activities and assessment procedures as stated in the current Primary science Curriculum in Malaysia. Discussion and report writing of activity

Group 1

Strategies of teaching and learning science

Teaching and Learning strategies for primary science :

Inquiry approach Discovery approach

Discovery approach: Students do an activity to demonstrate human sounds. The students record their responses and views in a science journal. Then, they appraise the discovery approach. *Individual work (Fleer & Hardy, 2001: Chapter 6)

Group 2

Strategies of teaching and learning science

Teaching and Learning strategies for primary science:

Cooperative learning

(Esler & Esler, 2001: Chapter 3) Have groups research and design a truly healthy breakfast that reflects knowledge of the nutrition food pyramid. Groups can be challenged to prepare portions of their proposed breakfast that can be sampled by the rest of the class. Groups present their findings to the rest of the class. *Group work (Esler & Esler, 2001: Chapter 3)

Further reading on cooperative learning in science

Group 3

Strategies of teaching and learning science

Teaching and Learning strategies for primary science:

Investigation Experiment Demonstration Discrepant event

1. Compare and contrast investigation, experiment, demonstration and discrepant event. 2. Select one concept in the Primary School curriculum to investigate and plan a discrepant event to teach the concept. 3. Make a shoebox kit to organize the materials. Place all materials and an activity card in the box with an index containing a list of materials taped to the outside of the box. 4. Demonstrate the activity to your peers. * Group activity 5. Write a reflective journal of about 100 words of your experience * individual work
(Esler & Esler, 2001: Chapter 3)

Further reading on activities involving investigation, experiment, demonstration and discrepant events.

Knowledge-based coursework Date due: 1 Oct. 07 Assessment criteria: Acquisition of knowledge:25% Mastery of knowledge:40% Transfer of knowledge:20% Personality:15% Total- 100%

Group 4

(Martin, R.; Sexton, C.; Gerlovich, J.,2002:pg 50 54)

Strategies of teaching and learning science

Teaching and Learning strategies for primary science:

Project-based learning

Strategies of teaching and learning science

Teaching and Learning strategies for primary science:

Science fair Story-telling Field-trip Educational technology

Discuss as a group how you would tell the class about project-based learning and doing a project. Demonstrate an example of a project-based learning. *Group work Select one concept in the Primary School curriculum to investigate and write a story using educational technology. Tell the story to your peers. * Group activity
(Esler & Esler, 2001: pg 144 151)

Review literature on project-based learning.

Website: iEARN

Group 1

Discuss how you would plan a field-trip or a science fair.

Group 3

10 11 12

MID-SEMESTER BREAK SCHOOL-BASED EXPERIENCE Strategies of teaching and learning science Teaching and Learning strategies for primary science:
Multiple Intelligence

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Teaching science for all children:

Cultural diversity and gender differences

strategies for adapting science instruction to children with cultural differences Technique for teaching science to

Refer to the Primary Science School Curriculum: Identify a science activity you would do with children. Discuss how you can teach the same concepts using different multiple intelligence . *Group work Science is taught in English in the primary schools. (a) Discuss how can you help non-English speaking students? (b) As a teacher, if your students are culturally different from you, how can you help them to learn science?

Review science activities incorporating multiple intelligence. Access the internet to gather information about strategies for adapting science

Group 4

Websites: http://www.cec.sped.o rg/ericec.htm http://www.nichcy.org http://www.cal.org/ crede/

Group 4

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Science for exceptional children :

Learner differences - field dependent and field independent

non- English speaking students Strategies to help avoid gender bias in science classroom strategies for adapting science instruction to children with different learning styles

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Science for exceptional children :

Learning disabilities

strategies for adapting science instruction to children with learning disabilities How can parents help their children study and prepare for science

*Group work (Esler & Esler, 2001: pg 151 160) (Martin, R.; Sexton, C.; Gerlovich, J. ,2002: Chapter 5) (Abruscato, 2000: Chapter 9) Refer to the Primary Science School Curriculum: Identify a science activity you would do with children, and then adapt it to the needs of a child with learner differences. *Group work (Esler & Esler, 2001: pg 151 160) (Martin, R.; Sexton, C.; Gerlovich, J. ,2002: Chapter 5) (Abruscato, 2000: Chapter 9) Refer to the Primary Science School Curriculum: Identify a science activity you would do with children, and then adapt it to the needs of a child with learning disabilities. *Group work (Esler & Esler, 2001: pg 151 160) (Martin, R.; Sexton, C.; Gerlovich, J. ,2002: Chapter 5) (Abruscato, 2000: Chapter 9)

instruction to children with cultural differences Presentation of KKBI.

Group 1

Access the internet to gather information about strategies for adapting science instruction to children with learning disabilities.

Group 2

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Science for exceptional children :

Physical disabilities

strategies for adapting science instruction to children with physical disabilities How can parents help their children study and prepare for science

Sketch the floor of a primary school classroom. Examine the floor plan carefully and make changes such as furniture and fixtures to show adaptations that could assist children with physical disabilities. *Group work (Esler & Esler, 2001: pg 151 160) (Martin, R.; Sexton, C.; Gerlovich, J. ,2002: Chapter 5) (Abruscato, 2000: Chapter 9) Role-play the following situation with your group. When you have done, discuss each situation: (a) A parent/teacher meeting regarding a gifted child whose parent is dissatisfied with your response to the childs special abilities. This parent is particularly concerned about accelerating the childs learning in science. *Group work (Esler & Esler, 2001: pg 151 160) (Martin, R.; Sexton, C.; Gerlovich, J. ,2002: Chapter 5) (Abruscato, 2000: Chapter 9) Discuss the key ideas. Make short notes. Revise past year questions. .

Access the internet to gather information about strategies for adapting science instruction to children with physical disabilities. Access the internet to gather information about strategies for adapting science instruction to gifted and talented children.

Group 3

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Science for exceptional children :

Gifted and talented

strategies for adapting science instruction to gifted and talented children How can parents help their children study and prepare for science

Raya Holidays

Group 4

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Revision

Primary Science Curriculum in Malaysia

Issues in science education. Historical Development of the

Revision for final examination

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Revision

Strategies of teaching and learning science

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Revision

Science for exceptional children

Primary Science Curriculum in Malaysia. Malaysian Primary Science Curriculum. Inquiry approach Inquiry-discovery approach Cooperative learning Investigation Experiment Demonstration Discrepant event Project-based learning Science fair Story-telling Field-trip Educational technology Multiple Intelligence Cultural diversity and gender differences Learner differences Learning disabilities Physical disabilities Gifted and talented
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Discuss the key ideas. Make short notes. Revise past year questions.

Revision for final examination

Discuss the key ideas. Make short notes. Revise past year questions.

Revision for final examination

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EXAMINATION MODERATION OF EXAMINATION SEMESTER HOLIDAYS

ACTIVITY: INVESTIGATING HUMAN SOUNDS

Discover the different ways you can make sounds with your mouth:by talking, humming and whistling. First place one hand around your neck and one on top of your head. Speak and hum loudly. What have you discovered? What is happening? When you talk what can you feel? TALKING Now blow a balloon and place it against your lips and speak. How does it feel like? What do you think is happening? Hold an empty tin in front of your mouth and place your fingertips at the bottom of the tin. Speak into the tin. What have you discovered? What does it tell you? HUMMING Hum with your mouth closed. Investigate how the sound is made and where it is coming from. Try humming with your mouth closed and pinching your nostrils.

How is the sound different from when you speak? Does air leave your mouth when you hum? WHISTLING Feel your throat as you whistle. Do your throat vibrate? What might be vibrating to make the sound? Look in a mirror as you whistle. Look at the position of your lips as you whistle. What are they like when you cant whistle, even though you blow? Whistle a high and low tune. What do you notice about your lips when you do this? What have you discovered? DISCOVERING YOUR VOCAL CORDS Fill a balloon with air. With both hands stretch the mouth of the balloon between your fingers to make a sound as the air moves out of the balloon. Watch the sides of the balloon at the opening. What do you see? What can you hear? What do you think is making the sound? Why? How do you think your vocal cords and sides of the balloon are alike? Do you think whistling and speaking have same aspects in common? Record your responses and views in your journal.

ACTIVITY: APPRAISING DISCOVERY LEARNING

Consider the following questions for this approach and make entries in your journal. 1. How did I learn in this approach? 2. What was the role of the teacher in this approach? 3. How do I feel about this approach to teaching and learning in science?
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4. In this approach, what assumptions are being made about: Pupil learning? The nature of science? (Source: Fleer, M., & Hardy. T. (2001). Science for Children: Developing a Hall. Pg 146 147)

Personal Approach to Teaching. (2nd Edition). Sydney: Prentice

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