STS PHILOSOPHY AND APPROACH

Introduction:

The philosophy and approach of STS (science, technology and society) is the unifying concept of science, technology and society with the concept of acquiring knowledge, skills and attitudes so that the goals of science education can be achieved by a coherent and integrated manner.

Its contrasted with traditional science curriculum where science content (ie physics, chemistry and biology) is taught in isolation from "technology" and "society".

The main aim of this approach is to help students appreciate the implications of scientific and technological development to the society.

How to implement it?

1. Any suitable social, technological, environmental and ethical issues (eg balanced diet, air pollution, nuclear energy, drugs abuse, animal experimentation, genetic engineering, green technology, energy conservation,etc) can be used as the focus for the teaching and learning of a particular science content (eg classes of food- proteins, fats; metal, energy, animal, plants, cells, structure of atom, chemical bonds, acids and bases, heat, light, energy, etc).

2. T&L should be student-centered through active learning involving group work, cooperative learning, inquiry-discovery, investigational work, constructivist approach , problem-based learning (PBL) etc.

Advantages of STS approach ( to rectify the inadequacies of traditional science curriculum)

1. to increase public (science for all policy) and students' interest and motivation in learning science and technology (for eg in Malaysia, ratio (science) 60 : 40 (arts) )

2. reflects the multidisciplinary nature of science and technology and provides a wide interpretation of science and technology (ie a "big picture" of science)

3. provides a contextual, problem solving and consideration of social, ethical and values in learning science and technology.

4. provides a balance view of science as a formal abstract concepts with the concrete and operational aspect and taught in a connected and meaningful manner. ( ie view science a human activity).

5. to increase intellectual capabilities such as critical and creative thinking

and development scientific and technological inquiry; prepare future scientists, engineers, technologists and citizens with good level of scientific literacy.

6. (In the context of Malaysia) to develop a creative, holistic, integrated and balanced person intellectually, spiritually, emotionally and physically as formulated in the National Education Philosophy(NEP).

In STS curriculum, traditional science content should not be "watered down", but it should be embedded in a social and technological context.

Discuss with suitable examples to what extent the STS philosophy and approach has been implemented in science education curriculum in Malaysian secondary schools .

OUTCOME-BASED CURRICULUM AND MATHEMATICS EDUCATION

Introduction:

1. OBE is a student-centered learning philosophy introduced by William Spady (1994) - the father of OBE. It is an educational movement accepted worldwide especially in developed countries such as UK, USA, Australia, etc. A change from inputs (time, materials, textbook,

computer, teaching etc) to outcomes (what we expect students to know and be able to do?).

2. Basic premise - all students can learn and succeed although some may take a little longer than the others.

3. OBE 4 main principles : clarity of focus on outcomes; design backward; high expectations for success; expanded learning opportunities for success.

How to implement ? :

1. Focus on outcomes - cognitive, affective and psychomotor (National Education Philosophy/NEP, vision, mission, Program educational objectives/PEO- few years (4-5 years after graduation), program learning outcomes/PLO (upon graduation), course/subject learning outcomes/CLO (upon subject completion - what do I want my students to be able to do as a result of my teaching in this subject ), not on processes (what TL approaches or activities do I adopt to achieve the intended LO- active learning, cooperative learning, problem- based learning, inquiry-discovery etc) or inputs (resources available to the students).

2. Design backward - outcomes as a starting point (ie from NEP...CLO) , deliver forward (from or in the classroom/ labs etc ,ie teaching and learning activities are directed towards the achievement of the desired outcomes). OBE does not specify or require any particular approach/methods of teaching and learning. It is flexible. Students should be given more opportunities or chances to achieve the LOs. Outcomes drive the learning. Time is not the main factor or obstacle.

3. Outcome - based assessment and evaluation ( tests, projects, general exam, tracers study, alumni, stakeholders feedback, etc). Standards of performance should be raised and made achievable.

The whole process of OBE does not end only with assessment, continuous quality improvement (CQI) is a must.

OBE principles should be implemented consistently, systematically, creatively and simultaneously through out the school curriculum.

Discuss critically the strengths and weaknesses of implementing the OBE principles in mathematics curriculum.

Assignment : Based on a particular curriculum (eg form 4 KBSM textbook), draw a curriculum mapping ie topics vs objectives according to OBE principles and explain clearly with suitable examples on how to achieve the objectives of that curriculum.

SCIENCE, TECHNOLOGY AND SOCIETY (STS)

Introduction

1. Science- the study of natural world/environment

2. Technology- the study of artificially constructed environment

2 Society- the study of social environment

Intersection of science, technology and society or science-technology-society (STS) education in school science has become a world-wide educational movement, particularly in UK, North America, and Australia in the 1970s and 1980s.

In the context of teaching and learning, students strive to understand their everyday experiences through their social environment, their artificially constructed environment, and their natural environment.

In a traditional science curriculum, science content is taught in isolation from technology and society or from students' technological and social worlds. In science- technology-society (STS)

curriculum, science content is connected and integrated with the students' everyday worlds or experiences which is more meaningful to them.

In other words, the teaching of science through STS refers to teaching about natural phenomena in a manner that embeds science in the technological and social environments of the student or science content is embedded in a social-technological context.

STS education is broader in scope than those of the traditional academic science curriculum. The main focus is on the issues and problems of science and technology within society. (eg energy - energy conservation, pollution, waste materials, ethical issues, values, etc)

STS science teaching is student centered as contrasted to the teacher or content centered in the traditional science teaching.

Discuss how STS approach has been used in the KBSM integrated science curriculum (choose any topic from form 4-5 textbook as an example) by critically analyse 3 aspects of the curriculum ( science content, skills and attitudes; teaching, learning and assessment methods) and compared with STS approach and philosophy.

SCIENTIFIC RESEARCH

Scientific research is a systematic, empirical, controlled, and critical investigation/inquiry of hypothetical propositions/relationships about the presumed relations among phenomena. The research begins with gathering information about a phenomena by careful observations on a situation (mainly by using our five senses, i.e sight, hearing, smell, taste and touch).

Based on the observations, an inference/good guess/tentative explanation of a given situation is made which may not be true. A hypothesis which identify the relationship between variables is formulated and then tested through a carefully planned and controlled experiment.

By collecting, analyzing and interpreting data, then the conclusion is made whether the hypothesis is accepted or rejected.

Scientists should adopt scientific attitudes and noble values in all their research and investigations. Observations should be done objectively,carefully and patiently. Scientists have to be rational, critical and analytical when collecting, analyzing, interpreting data and making conclusions of the research. Each of those values not only increases the validity of the research or investigations, but will also enhance one's scientific thinking and abilities to solve problems in science as well as in other fields.

TRENDS AND ISSUES OF MATHEMATICS EDUCATION IN MALAYSIA

 Background : Moving from traditional curriculum( before 1970) towards new maths curriculum                                (1970s-1990s, KBSM) to smart schools curriculum/21 st century curriculum, KSSM )

1. Introduction of Smart Schools (Sekolah Bestari)   - one of the seven flagship applications in the

    Multimedia Super Corridor (MSC) ;1995.

-  democratization of education/ education for all policy

   offering equal access or opportunities to quality education.

- it is not about technology/ICT alone but rather about "smart learning".

- full implementation in about 10, 000 schools by 2010 

2. Approach of curriculum delivery : self directed, self -paced and self- accessed.

3. Major focus - to develop 5 main smart skills:
                    learning skills (ie how to learn);
                    thinking skills ( ie critical and creative thinking skills/KBKK, HOTs).
                    facilitating skill for teachers;
                    smart assessment(criterion-based, SBA/PBS, PT3)
                    ICT competent .

4. Reduce current exam-oriented approach in teaching and learning instead moving towards on schools based assessment ,on-line assessment, holistic,criterion-referenced, multiple approaches and on-going/formative/developmental.

5. T&L should cater or accommodate different learning abilities (slow. average and fast learners),

learning and cognitive styles ( eg sensory/concrete/practical or intuitive/abstract/theories; visual or verbal; inductive or deductive;active or reflective; sequential or global/holistic learners) and the uniqueness of every individual (student-centered learning  and humanistic approach).

THE GROWTH AND POTENTIAL OF SCIENTIFIC KNOWLEDGE

SCIENTIFIC KNOWLEDGE

Through science process skills and manipulating skills, scientific knowledge grows (with its potential, possible limits and a question of validity) and form the basic or the building blocks of science.

There are six main types of scientific knowledge :

1. Fact- event, phenomena, statement or information accepted to be true based on empirical evidence( eg speed of light, nucleus of an atom consists of protons and neutrons, g=9.8ms-2

etc)

2. Concept- idea or group of ideas (construct), object or process(eg density, force, momentum etc)

3. Hypothesis - general/conjectural statement of the relationship between two or more variables anticipated to be true but has to be proven empirically(eg the longer the length of the pendulum, the longer its period of oscillation)

4. Principle- generalized concept which links together a number of other concepts(eg Archimedes principle)

5. Theory- a connected/interrelated statements, concepts or principles which are generalized (have to be verified by experiment) to describe, explain and predict a phenomena.

6. Law- principle which are repeatedly and empirically proven to be true but its truthfulness may not be absolute( eg Boyle's law, Charles' law, Newton's law etc)- it is a relative truth !

Science process skills and manipulating skills should be developed through scientific method

SCIENTIFIC METHOD

The basic steps of scientific method includes:

1. Identify the problem

2. Formulating a hypothesis

3. Designing an experiment

4. Making observations

5. Recording data from the experiment

6. Analyze the data and confirming hypothesis

7. Forming conclusions

Main characteristics of the scientific method:

1. The method is systematic - this implies a procedure that is marked by thoroughness and has a certain regularity.

2. The method is empirical- grounded in reality ie based on actual data.

3. The method is objective- the results can be replicated by other scientists.

4. The method is logical- the results rationally follow from evidence.

5. The method is critical and analytical in nature

6. The method is an inquiry and investigative in nature.

There are two main types of scientific approaches which contribute to the development of scientific knowledge.

1. Inductive approach is characterized by a strictly empirical approach through repeated experiment/observation of reality in order to make a conclusion.

eg experiment : heating one end of metal rod

observation : the other end gets hot

conclusion : metal conducts heat

2. Deductive approach is a form of inference or a process of reasoning by which conclusion is drawn by logical inference from given premises.

premise: all metals conduct heat

premise : object A(new object found) is a metal

conclusion (or deduction): object A conducts heat

The wheel of science is circular, depending on where one starts the wheel ie from inductive or deductive approach. Both attempt to establish a valid and verifiable knowledge through the correct use of a scientific method. It is a process of continuous inquiry, investigation and discovery.

Pedagogical question - How best can we develop methods of teaching scientific knowledge to our
students in secondary schools?

SECONDARY SCHOOL INTEGRATED CURRICULUM (KBSM - MATHEMATICS)

Integrated curriculum model : Why integrate?

1. The main goal of KBSM (1989) is to develop potentials of the students in a holistic and integrated manner (ie intellectually, spiritually, emotionally and physically balanced)

within the context of National Philosophy of Education.

2. Mathematics should be seen as an integrated whole (ie connections or relationships of mathematical topics) not as a discrete or fragmented topics. (eg relationships between fraction, ratio, proportion and percentage)

3. Mathematics as an integral part of human experiences, activities and problem solving, emerging from everyday life, interaction with other disciplines especially with science and technology.

How to integrate?

Integration of mathematical contents through three main components ( ie thematic approach):

1. Numbers such as counting and calculating ( ie whole numbers, fractions, decimals, percentages multiples and factors etc

2. Shapes - familiarizing with topics such as angles ,lines, polygons, circle,solid , trigonometry, earth etc.

3. Relations- understanding rules, laws and relationships in the topics such as set, functions and graphs, matrix, statistics, probability etc.

How to implement in teaching and learning?

1. Teaching and learning as an integrated approach ie integration of mathematics as problem solving, mathematics as communication, mathematics as reasoning and mathematical connections.

2. Balance between understanding of concepts and mastering of skills.

3. Apply mathematical skills in real problem solving situations.

4. Inculcate historical elements into mathematics teaching and learning.

5. Emphasize on mathematical thinking strategies.

6. Using inquiry- discovery method

Discuss the factors that may lead to the problems in the implementation of the current KBSM mathematics curriculum in schools.