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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
explanation about the phenomena that occur
naturally
Emphasises method to acquire knowledge
Involves emotional and intelectual
attitudes
Content of science Facts, generalization
or concepts Principal to make
prediction Law and theory
Curious Questions: Why, what,
when and how Basic Process Skills Integrated Process
Skills Manipulative Skills
Flexible and open minded
Interested and inquisitive
Honest and truthful Systematic and
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
Stating the relationships
Predicting
Hypothesising
Synthesising
Generalizing
Mental images
Analogy
Inventing
Internal process and their corresponding instructional events, with action examples (Gagné)
InternalProcess
Instructional Event
Action Example
Reception 1. Gaining atten-tion
Use abrupt stimulus change
Expectancy 2. Informing pupils of the learning
Tell pupils what they will be able to do after
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Planning & Implementation of Chemistry Curriculum (TKP 3013)
outcomes learning
Retrieval to working memory
3. Stimulating recall of prior learning
Ask for recall of previously learned knowledge or skills
Selective perception
4. Presenting the stimulus
Display the content with distinctive features
Semantic encoding
5. Providing “lear-ning guidance”
Suggest a meaningful organization
Responding 6. Eliciting performance
Ask pupil to perform
Reinforcement 7. Providing feedback
Give informative feedback
Retrieval and reinforcement
8. Assessing performance
Require additional pupil performance, with feedback
Retrieval and generalization
9. Enhancing retention and transfer
Provide varied practice and spaced reviews
Characteristics of a good science / chemistry teacher
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Planning & Implementation of Chemistry Curriculum (TKP 3013)
Curriculum / Content
Teaching strategies
Pupils Educational
contexts
New relationships
Out-of-the ordinary ideas
New ways of thinking
Planning &Preparation
Knowledge Creative
ProvidingCOMPETENT COMMITTED opportu-
nities
Skills
Teaching Practical Thinking
Enthusiatic & Confident
Personality Content Teaching
strategies Contigency plans
Assessing pupils per-formance
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
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Planning & Implementation of Chemistry Curriculum (TKP 3013)
1931 ------------- ------------------------------------------ TRADITIONAL / NATURAL SCIENCES
1969 ------------- Integrated Science
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).
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Planning & Implementation of Chemistry Curriculum (TKP 3013)
Science ProcessSkills
Manipulative Skills
SCIENTIFICSKILLS
PROBLEM SOLVING
KBSM SCIENTIFIC ATTITUDES & VALUES
THINKING SKILLS
Critical Thinking Creative Thinking
Thinking Strategy
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Planning & Implementation of Chemistry Curriculum (TKP 3013)
The Emphasis of KBSM
Knowledge Facts Conc Principles Definitions Application
Scientific Skills
NobleValues
Universal values
Intrinsic values
Science Process Skills
(Skills thich promote thinking in a critical, creative, analytical and systematic manner)
Manipulative Skills
(Psychomotor skills used in scientific investigations)
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
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Planning & Implementation of Chemistry Curriculum (TKP 3013)
Basic Science Process
Observing Classifying Measuring & using numbers Collecting & recording data Inferring Predicting Using time-space relationship Communicating
Integrated Science Process
Hypothesising Defining operationally Experimenting Controlling variables Interpreting data Making conclusion and
generalization
The Process of Teaching
STRATEGYSelection and planning of appropriate approaches, methods and techniques to deliver a lesson.
APPROACHThe ways of teaching or how activities are being conducted – e.g. inquiry, contextual, constructivisme, mastery, pupil-centered, etc.
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Planning & Implementation of Chemistry Curriculum (TKP 3013)
METHOD
A systematic action, by specific procedural, taken in order to achieve learning outcomes (objectives) – e.g. experiment, games, discussion, co-operative, simulation, project, visit, analogy, mnemonics, research for the future, resource, etc.
TECHNIQUE
Skills to manage and implement a specific teaching method – e.g. lecture, discussion, simulation, 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
SKILLS
EKSPERIMENT STUDY FOR
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Planning & Implementation of Chemistry Curriculum (TKP 3013)
VISIT FUTURE
PROBLEM SOLVING
RESOURCE
CONCTRUCTIVISME CONTEXTUAL
* STC: ‘Science, Technology & Community’ Appoaches
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