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ASSIGNMENT / TUGASAN

________________________________________________________________________
HBSC1103 V2
TEACHING AND LEARNING OF SCIENCE / PENGAJARAN DAN PEMBELAJARAN SAINS
SEPTEMBER 2015 SEMESTER

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INSTRUCTIONS TO STUDENTS / ARAHAN KEPADA PELAJAR
1. This assignment contains only ONE (1) question that is set in both Malay and English. / Tugasan ini
mengandungi SATU (1) soalan sahaja yang disediakan dalam bahasa Melayu dan bahasa Inggeris.
2. Answer in Malay or English. / Jawab dalam bahasa Melayu atau bahasa Inggeris.
3. Learners are to submit assignment only in MsWord format unless specified otherwise. Please refrain from
converting text/phrases into picture format such as .gif / .jpeg / print screen / etc. / Anda dikehendaki
menyerahkan tugasan dalam format MsWord melainkan dinyatakan sebaliknya. Anda tidak dibenarkan
untuk menukar teks/frasa tugasan tersebut kepada format grafik seperti .jpeg / .gif / print screen / dan
lain-lain format berkaitan.
4. Download the language version of the assignment template concerned from the MyVLE for preparation
and submission of your assignment. Your assignment should be typed using 12 point Times New Roman
font and 1.5 line spacing. / Muat turunkan templat tugasan versi bahasa yang berkenaan daripada
MyVLE untuk penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan
menggunakan saiz fon 12 Times New Roman dan langkau baris 1.5.
5. Your assignment should be between 2500 to 3000 words excluding references. Do not copy the
assignment question and instructions to your answer. Only assignment answer developed within the
approximate word limit will be assessed. The number of words should be shown at the end of your
assignment. / Tugasan anda hendaklah mengandungi 2500 hingga 3000 patah perkataan tidak termasuk
rujukan. Bilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. Jangan menyalin soalan
dan arahan tugasan dalam jawapan anda. Pemeriksa tidak akan membaca jawapan tugasan yang
melebihi had patah perkataan yang dibenarkan. Jumlah perkataan hendaklah dinyatakan di penghujung
tugasan anda.
6. You must submit your assignment ONLINE via the MyVLE. Refer to the portal for instructions on the
procedures to submit your assignment online. You are advised to keep a copy of your submitted
assignment and proof of the submission for personal reference. / Anda dikehendaki menghantar tugasan
SECARA ONLINE melalui MyVLE. Sila rujuk kepada portal untuk arahan mengenai prosedur
penghantaran tugasan secara online. Anda dinasihatkan menyimpan salinan tugasan yang dihantar dan
bukti penghantaran untuk rujukan sendiri.
7. You can submit your assignment ONCE only in a SINGLE file. The file must be in MS-WORD format.
Please ensure that you submit the CORRECT and latest version of file. File which is wrongly submitted
must be re-submitted online before the deadline. / Anda hanya boleh menghantar tugasan SEKALI
sahaja dalam SATU fail. Fail tugasan yang dihantar mestilah dalam format MS-WORD (filename.doc).
Sila pastikan fail adalah VERSI TERKINI yang BETUL. Fail yang tersalah hantar hendaklah dihantar
semula secara on-line sebelum tamat tempoh penghantaran.

8. Your assignment must be submitted between 2nd 15th November 2015. Submission after 15th
November 2015 will NOT be accepted. / Tugasan anda hendaklah diserahkan antara 2hb 15hb
November 2015. Serahan selepas 15hb November 2015 TIDAK akan diterima.
9. Your assignment should be prepared individually. You should not copy another persons assignment. You
should also not plagiarise another persons work as your own. / Tugasan hendaklah disiapkan secara
individu. Anda dilarang meniru tugasan orang lain. Anda juga dilarang sama sekali memplagiat kerja
orang lain sebagai kerja sendiri.
10. Please take note that PENALTY will be imposed on late submission of assignment as specified in the
Registrars Office circular 6/2012 (Refer to Registrars Announcement in myVLE). / Sila ambil maklum
tentang PENALTI yang akan dikenakan ke atas penghantaran lewat tugasan seperti yang tertera di
pekeliling pejabat Pendaftar 6/2012 (Rujuk Registrars Announcement di myVLE).
11. Please ensure that you keep the RECEIPT issued upon submisson of your assignment as proof of
submission. Your assignment is considered as NOT submitted if you fail to produce the submission receipt
in any dispute arises concerning assignment submission. / Anda perlu memastikan RESIT yang
dikeluarkan bagi penghantaran tugasan disimpan sebagai bukti penghantaran. Kegagalan
mengemukakan resit dalam sebarang isu yang timbul berkaitan penghantaran tugasan akan
mengakibatkan tugasan dianggap TIDAK dihantar.

EVALUATION / PENILAIAN
This assignment accounts for 40% of the total marks for the course and shall be assessed
based on the Rubrics or Answer Scheme attached. You would be given feedback on the
assignment before the Final Semester Examination commences. /
Tugasan ini menyumbang sehingga 40% daripada jumlah markah kursus berkenaan dan
akan dinilai berdasarkan kepada Rubrik atau Skema Jawapan yang dilampirkan. Anda
akan diberikan maklum balas tentang tugasan ini sebelum Peperiksaan Akhir Semester
bermula.
PLAGIARISM: MARKS DEDUCTION / PLAGIARISME: POTONGAN MARKAH
Warning: The submitted assignment will automatically undergo a similarity check. If
plagiarism is detected, marks would be deducted as follows: /
Amaran: Tugasan yang diserahkan, secara automatik, akan disemak untuk menentukan
kadar pertindihan. Jika plagiarisme dikesan, markah akan dipotong seperti berikut:
No. /
Bil.
1.
2.
3.
4.

Similarity Percentage /
Kadar Pertindihan
0 30
30.01 50
50.01 70
70.01 - 100

Marks Deduction /
Potongan Markah
0
5
10
100

ASSIGNMENT QUESTION
Meaningful learning occurs if students can relate their learning with their daily experiences.
One of the meaningful learning approaches used is the Science, Technology and Society
(STS) approach (KPM, 2014). However, recently Science, Technology, Engineering and
Mathematics (STEM) education has become one of the suggested learning approaches in
science education (Amadio, 2015).
Discuss the meaningful learning of STS and STEM approaches in the context of Malaysia
science education. Your answer should compare and contrast the characteristics of both
approaches as well as the current implementation in Malaysia.
Based on ONE of the constructivist model teaching plan, briefly describe how to use STS
approach, with appropriate teaching and learning method, to achieve the school Science
educations learning outcomes or learning standards chosen. Justify the STS approach in your
teaching plan.

Reference:
Kementerian Pendidikan Malaysia, KPM (2014). Kurikulum Standard Sekolah Rendah:
Dokumen Standard Kurikulum Dan Pentaksiran Sains Tahun 6 (Draf). Putrajaya:
Bahagian Pembangunan Kurikulum.
Amadio, M. (2015). STEM education and the curriculum: Issues, tensions and challenges.
Paper presented in International STEM High-level Policy Forum on Evidence-based
Science Education in Developing Countries, Kuala Lumpur, 26-27 May 2015.
http://www.akademisains.gov.my/download/STEM%20education%20and
%20curriculum.pdf (Accessed 20 August 2015.)
[Total: 40 marks]

SOALAN TUGASAN
Pembelajaran yang bermakna akan berlaku jika murid dapat menghubungkaitkan apa yang
dipelajari dengan kehidupan harian mereka. Salah satu pendekatan pembelajaran yang
bermakna adalah pendekatan Sains, Teknologi dan Masyarakat (Science, Technology and
Society - STM) (KPM, 2014). Tetapi kini pendidikan secara Sains, Teknologi, Kejuruteraan
dan Matematik (Science, Technology, Engineering and Mathematics - STEM) merupakan
salah satu cadangan pendekatan pembelajaran dalam pendidikan sains (Amadio, 2015).
Bincangkan pembelajaran yang bermakna dalam konteks pendekatan STS dan STEM dalam
pendidikan sains di Malaysia. Jawapan anda hendaklah membanding beza ciri-ciri kedua-dua
pendekatan dan pelaksanaan semasa di Malaysia.
Berpandukan kepada SATU perancangan model pengajaran secara konstruktivist, terangkan
secara ringkas bagaimana menggunakan pendekatan STS, dengan kaedah pengajaran dan
pembelajaran yang sesuai, untuk mencapai hasil pembelajaran atau standard pembelajaran
pendidikan Sains sekolah yang dipilih. Justifikasi pendekatan STS berkenaan dalam
perancangan pengajaran anda.
Rujukan:
Kementerian Pendidikan Malaysia, KPM (2014). Kurikulum Standard Sekolah Rendah:
Dokumen Standard Kurikulum Dan Pentaksiran Sains Tahun 6 (Draf). Putrajaya:
Bahagian Pembangunan Kurikulum.
Amadio, M. (2015). STEM education and the curriculum: Issues, tensions and challenges.
Paper presented in International STEM High-level Policy Forum on Evidence-based
Science Education in Developing Countries, Kuala Lumpur, 26-27 May 2015.
http://www.akademisains.gov.my/download/STEM%20education%20and
%20curriculum.pdf (Diakses pada 20 Ogos 2015.)

[Jumlah: 40 markah]

ASSIGNMENT RUBRICS
HBSC1103 V2 TEACHING AND LEARNING OF SCIENCE
SEMESTER SEPTEMBER 2015
Criteria

Weightage

Introduction
0.5

STS and STEM


approaches in
Malaysia science
education

Description on
appropriate
constructivist model
teaching plan and
appropriate
teaching and
learning method
chosen

3.0

3.0

0
No introduction
stated.

No discussion on
STS and STEM
approaches in
Malaysia science
education.

No details are
given to describe
the constructivist
model teaching
plan and teaching
and learning
method chosen.

Low

Fair

Above average

Excellent

The introduction doesnt


preview the structure of
the paper as well as the
important terms.

The introduction previews


the structure of the paper
with some important
terms clearly stated.

Only a fraction of the


fact on STS and STEM
approaches in Malaysia
science education are
being discussed clearly.
The compare and
contrast between
characteristics of both
approaches as well as the
current implementation
in Malaysia is explained
insufficiently and
vaguely.

Some STS and STEM


approaches in Malaysia
science education are
discussed clearly.
The compare and
contrast between
characteristics of both
approaches as well as
the current
implementation in
Malaysia is briefly
explained and vaguely.

The introduction
previews the structure of
the paper with most
important terms clearly
stated.
Most STS and STEM
approaches in Malaysia
science education are
being discussed
clearly.
The compare and
contrast between
characteristics of both
approaches as well as
the current
implementation in
Malaysia is well
explained and clear.

Most of the chosen


constructivist model
teaching plan and
teaching and learning
method given are
inappropriate.
The description and
elaboration are mostly
not sufficient and
relevant.

Some of the chosen


constructivist model
teaching plan and
teaching and learning
method given are
appropriate.
Some of the description
and elaboration are
sufficient and relevant.

The introduction
previews the structure
of the paper with all the
important terms clearly
stated.
STS and STEM
approaches in
Malaysia science
education are
discussed clearly and
comprehensively.
The compare and
contrast between
characteristics of both
approaches as well as
the current
implementation in
Malaysia is
comprehensive and
well supported with
evidence.
All of the chosen
constructivist model
teaching plan and
teaching and learning
method given are
appropriate.
All of the description
and elaboration are
sufficient and
relevant.

Most of the chosen


constructivist model
teaching plan and
teaching and learning
method given are
appropriate.
Most of the
description and
elaboration are
sufficient and

Max
Mark
s
2

12

12

Appropriate school
Science educations
learning outcomes
or learning
standards
Justification of the
STS approach in the
teaching plan

Conclusion
Organisation and
References

0.5

2.0

0.5
0.5

No details are
given to describe
each of the
outcomes or
standards.
There is no
statement of
justification.

Most of the outcomes or


standards given are not
relevant.

Some of the outcomes or


standards given are
relevant.

Weak justification of the


STS approach in the
teaching plan. Insufficient
level of understanding
towards the approach and
irrelevant ideas are
presented.

Decent justification of the


STS approach in the
teaching plan. Sufficient
level of understanding
towards the approach and
some of the ideas
presented are relevant and
current.
Some part of the
conclusion is clear and
recognisable.
Some of the writing is
organized.
Some references adhered
to the APA style.

No conclusion
stated.

Most of the conclusion is


not clear.

Not relevant or
not listed.

Most of the writing is not


organized.
References are mostly not
adhered to the APA style.

relevant.
Most of the outcomes or
standards given are
relevant and
comprehensive.

All the outcomes or


standards given are
relevant and
comprehensive.

Excellent justification of
the STS approach in the
teaching plan.
Sufficient level of
understanding towards
the approach and most
of the ideas presented
are relevant and current.
Most part of the
conclusion is clear and
well summarized.
Most of the writing is
organized.
Most of the references
adhered to the APA style
and current.

Excellent justification
of the STS approach in
the teaching plan.
In-depth level of
understanding towards
the approach and all of
the ideas presented are
relevant and current.
All part of the
conclusion is clear and
well summarized.
All writing is
organized.
All references adhered
to the current APA
style.
Total

40