ULANGKAJI PEPERIKSAAN AKHIR

Hints PPS 2883:

1. Baca semua bahan nota kuliah 14 minggu (sbg asas) dgn rujukan tambahan sendiri

2. Konsep rekabentuk kurikulum

3. Langkah langkah pembinaan kurikulum matematik

4. Model model kurikulum matematik

5. Perspektif matematik dan rekabentuk kurikulum

6. Kurikulum matematik KBSM dan Sekolah Bestari

7. Kurikulum berasaskan OBE /pendidikan berasaskan hasil

8. Kurikulum matematik di negara negara maju eg UK dan USA

9. Penambahbaikan kurikulum matematik

10. Kurikulum terkini dan masa depan

11. Pilih 4 soalan sahaja (masa 3 jam)

Hints MPS 1163:

1. Baca semua bahan nota kuliah 14 minggu (sbg asas) dgn rujukan tambahan sendiri

2. Isu epistemologi, sosial dan etika dlm sains dan teknologi

3. Sains sbg suatu falsafah dan pendekatan pengajarannya

4. Evolusi/fasa perkembangan sains dan pengaruhnya thd pendidikan sains

5. Pemikiran saintis dan teknologis

6. Kemahiran berfikir dan kemahiran saintifik

7. Konsep sains, teknologi dan masyarakat (STS) dan pendidikan

8. Model kurikulum sains, teknologi dan masyarakat (STS)

9. Pengajaran sains berasaskan konteks sosial dan teknologi

10. Pendidikan sains dan teknologi untuk kesejahteraan sosial dan ketinggian etika

11. Pilih 4 soalan shj ( masa 3 jam)

Hints SPS4342:

1. Baca semua bahan nota kuliah 14 minggu (sbg asas) dgn rujukan tambahan sendiri

2. Perspektif matematik dan kaitannya dgn P&P

3. Aktiviti aktiviti utama dlm P&P matematik

4. Teori tingkahlaku dan kognitif dlm pendidikan matematik

5. Pendidikan matematik KBSM dan Sekolah Bestari

6. Pendekatan konstruktivis dlm P&P matematik

7. Metakognitif dlm pendidikan matematik

8. Pembelajaran kooperatif dlm P&P matematik

9. Kajian tindakan dlm pendidikan matematik

10. Isu dan trend terkini dlm pendidikan matematik

11. Pilih 4 soalan shj ( masa 2 jam)

SELAMAT BELAJAR DAN MAJU JAYA

MORAL AND ETHICAL ISSUES IN SCIENCE AND TECHNOLOGY

Introduction:

Science and technology in itself is neutral- in whatever forms and usage, it should always be for the betterment of humankind. Science as a "tool" for better understanding of natural phenomena whereas technology as a "tool" for example to increase productivity and reduce cost of production in any types of industries.

Although the development of science and technology has a lot of advantages especially

in the present context of knowledge-based technology intensive culture, the questions of moral values and ethics are very essential and central so its will require an increasing emphasis on the teaching of values, moral and ethics in the school.

The question of values and ethics should be of major concern at all levels of education, for example the realization that the misplaced or misused of military technology may result in human tragedy, advancement in genetic engineering (eg human cloning or transfer of genes etc) may conflict with moral values and ethics of the society,

negative impact of ICT /internet such as pornography, security, plagiarism and piracy; mass destruction by nuclear, chemical and biological weapons, problems related to global warming or greenhouse effect, intellectual property rights, and so on.

How to minimize negative impact of science and technological advancement through education?

New education movement- expanded concept of humanism philosophy:

The first and the most important principle of this education movement is the doctrine of individual responsibility - each individual is responsible for everything he or she does. It is an ethical philosophy that elevates the individual to the global level, for example we are all responsible for preserving the environment, avoiding nuclear warfare, eliminating poverty, face the challenge of extremism, terrorism , intolerance, etc.

In other words science and technological education philosophy should primarily concern with our humanity - ie with our worth as individuals and with the processes that will make us more human and more civilized through self- regulated moral philosophy.

Discuss critically the implementation and the challenges of humanism philosophy in the context of science and technological education in Malaysia.

Choose one article on moral and ethical issues in science and technology from any international journal and summarize it to at least five main points.

CURRICULUM EVALUATION

Introduction:

There are four levels of curriculum process:

1. Intended/planned/written/formal curriculum

2. Implemented/interpreted/taught curriculum

3. Assessed/tested curriculum

4. Attained/learned curriculum

Evaluation is the process of obtaining necessary information/data for making judgments or decisions about the curriculum (including the written curriculum, subject matter, T&L, assessment, resources etc) as whether to maintain, revise, realign, improve, or to replace the existing curriculum (which maybe outdated) with a new one.

There are three main purpose of curriculum evaluation :

1. To investigate whether the curriculum as designed, planned and implemented is producing the desired results/outcomes (eg better student performance, contribution to the national , human development etc).

2. To provide constant/regular feedback or identify problems and propose possible solutions during the implementation of the curriculum.

3. To identify the strengths and weaknesses of the curriculum after the implementation of the whole curriculum.

Changes in society, advances in science and technology as well as in the subject matter, new understandings about students and learning, new demands from stakeholders (such as employers and government) etc may result in the need of curriculum change (depending on the scale of change; improvement/re-alignment (small)/reformation (medium)/transformation/engineering (major) - discuss with examples

Comprehesive curriculum evaluation should be done periodically (eg 5 year-cycle) and the process of re-designing (repeat the process of designing ) the curriculum should be based on evidences/data-driven or research findings.

There are two main types of curriculum evaluation:

1. Summative evaluation

2. Formative evaluation

Summative evaluation (sometimes called terminal, product or outcome evaluation) is conducted "at the end" of the curriculum implementation process in order to obtain a comprehensive assessment of the quality of a planned curriculum .

Formative evaluation (sometimes called continuous or ongoing evaluation) is conducted during (such as in a number of intermediate points) the curriculum implementation process

in order to obtain a feedback or a guide that can be used to "form" a better finished product.

Both evaluations are necessary depending on the purposes, time and level of generalization/the ways on how evaluation results being used.

If you are given a task to suggest for curriculum improvement from the implementation of mathematics curriculum in your school, describe what steps need to be taken in order to complete your task?

FUTURE TRENDS IN SCIENCE AND TECHNOLOGICAL EDUCATION

Three main future trends in S& T education:

1. Relationships/ interdependence of science, technology and society (STS) will be the organizational core of the curriculum vs logical progression or the structure of the discipline or as a pure science/established knowledge approach.

2. Science and technological education for human, social and nature survival (eg population growth, air quality,health and disease, water resources, energy shortages, nuclear wastes, pollution, etc ).

3. S&T education for human capital development, economic growth and providing vocational and technological skills/occupations in industrial, post- industrial era and in a global world/ information age.

Discuss what are the implications for the of science curriculum you will teach?

CURRENT TRENDS AND ISSUES OF MATHEMATICS CURRICULUM IN USA

Mathematics curriculum in the USA:

Some of the most pressing issues include the following :
1. the ongoing debate over best practices in the teaching of mathematics
2. the influence of standards on curriculum, teaching, learning and assessment
3. the increasing attention being paid to assessment and student outcomes


 Introduction/background:

i. 1983 - A Nation at Risk (a critical self - analysis of status and quality of American education).

ii. Low academic achievement of US mathematics students as compared with other nations such as
    Hong Kong and Japan.

iii. Mathematics education as a powerful indicator of technological advancement.
iv. Implementation of No Child Left Behind (NCLB 2002) policy- set high standards and expectations for all students, regardless of race, ethnicity, family, background or disability.

Moving Forward:

1. In 1985 - Project 2061 : Mathematics Standards (ie Standards-based curriculum;

NCTM Curriculum Standards (1989).

- a reaction to the apparently "low standard" of mathematics education in the USA.

2. Shift of approach in maths education - change from previous dualistic approach (ie minimal maths for the majority of students and advanced maths for a few students) to a common core of maths for all students (standard -based) throughout their school experience.

 Focus on three aspects of mathematics curriculum:

i. the processes of mathematics (eg mathematical thinking - abstraction, representation,symbolic

transformation, Higher Order Thinking (HOTs) etc: mathematical applications etc);

ii. the content or subject matter of mathematics

(ie focus on mathematical significance,

those concepts and skills that can serve as a foundation for a lifetime

of individual growth - arithmetic,algebra,geometry, analysis, discrete mathematics, probability and statistics).

iii. applications and connections of mathematical ideas

- maths should be seen as a part of human experience, emerging from everyday experience;

students should understand both the processes of maths and their interaction with science

and technology;

- students should learn to communicate in the language of maths;

- mathematics should be learning as an integrated whole- as a network of interconnected processes, concepts and procedures;

- students should learn to translate their intuitions about how things work into hypotheses and

mathematical models of the real world;

- students should learn to recognize and formulate/pose problems themselves from situations within and outside of mathematics (ie problem posing beyond problem solving- to develop creative thinkers)

apply mathematical modeling to solve problems that arise in other disciplines, such as science, technology, business etc).

The ultimate goal of teaching mathematics is to help all students develop mathematical power and to think mathematically (ie to develop powerful mathematical thinkers) and effective problem solvers ( ie not limited only to solve well defined/routine maths problems).

Discuss how the above focus of  maths curriculum in the USA can be adapted and implemented in the contexts of Malaysian schools? Give your examples.

Pertubuhan IKRAM Malaysia: Go to http://www.ikram.org.my/

Pertubuhan IKRAM Malaysia: Go to http://www.ikram.org.my/: "Go to http://www.ikram.org.my/"

PERSONAL, SOCIAL AND ETHICAL ISSUES IN SCIENCE EDUCATION

Introduction :

Personal, social and ethical issues should be the focal points of science and technological education at all levels of education.

On personal needs of the student, science teaching should develop (i) scientific knowledge, (ii) scientific process skills, and (iii) scientific attitudes and values.

Scientific knowledge - facts, concepts, definitions, laws and theories etc.

Scientific skills- process skills (observing, classifying, identifying, inferring, formulating etc and manipulative skills ( designing experiments, determining procedures, controlling variables, etc).

Scientific attitudes and values - critical mindedness, open mindedness, looks for evidence through an empirical approach, honesty, objectivity, willingness to change/flexible, suspended judgement, questioning attitudes, strong curiousity etc.

Science and technology is part of the society in which it exists. The goals and values of a society directly influence the existence and development of science and technology.

In other words science teaching should for examples; make students aware of good health practices, solve contemporary social and environmental problems (drugs abuses, food additives, ecological problems, waste of energy, water pollution, etc).