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S. Chee, Choy,
Kolej Tunku Abdul Rahman
Oo Pou, San,
Kolej Tunku Abdul Rahman
Abstract
The Europe Commission (EC) has initiated a number of studies to
research the decline in the take-up of science and science literacy among
European students. One of the projects is called ‘Science Education for
Diversity’ (SED), funded under EC’s Seventh Framework Programme
(FP7). This project hopes to find ways to improve science education in
order to respond more effectively to the new student diversity, especially
among students in the European classrooms who are more diverse as a
result of immigration. Lebanon, India, Turkey and Malaysia, where there
is a rich diversity of cultures and yet science remains as a popular career
choice, were invited to join in the study with the United Kingdom (UK)
and the Netherlands in this project. The aims of the study are to
understand the differences in the Education Systems of the partner
countries as well as finding new approaches to science education that
would appeal to all students using the Design-Based Approach. This
paper is written based on part of the findings in Work Package 2 (WP2)
out of a total of 7 work packages of the SED project. It will discuss the
differences in education systems and curriculums as well as the different
approaches to teaching science in the various partner countries.
Introduction
The Europe Commission (EC) has initiated a number of studies to research the
decline in the take-up of science and science literacy among European students. One of the
projects is called ‘Science Education for Diversity’ (SED), funded under EC’s FP7. This
project hopes to find ways to improve science education in order to respond more effectively
to the new student diversity, especially among students in the European classrooms who are
more diverse as a result of immigration. Lebanon, India, Turkey and Malaysia, where there is
a rich diversity of cultures and yet science remains as a popular career choice, were invited to
join in the study with the United Kingdom (UK) and the Netherlands in this project. The aims
of the study are to understand the differences in the Education Systems of the partner
countries as well as finding new approaches to science education that would appeal to all
students using the Design-Based Approach.
In this paper we will attempt to highlight the varying emphasis in the education
system and science curriculum among the six countries as well as their core values and
approaches to teaching science. The core values and approaches used to teach science in
Malaysia will also be compared to the other countries. This paper will comprise of three
sections: firstly an overview of the education systems in the partner countries; secondly the
science curriculum and thirdly the core values and approaches used in science education
which will include the use of teaching methodologies in the classroom.
Student Diversity
In the Netherlands, depending on the type of school, students may be refused entry.
The Dutch primary schools can be divided in to ‘black’ or ‘white’ schools with the former
have a greater population of its students from non-western immigrant families (Griethuijsen
et al, 2011). Segregation is not as strong in secondary school as they draw students from a
larger neighbourhood. In Malaysia a similar situation exists in the primary schools which are
divided into the national and national type schools that are publically funded. The national
type schools comprise of the Chinese and Tamil schools where many students of these
ethnicities are enrolled. Most of the Malay students are enrolled in the national schools (Ng et
al, 2011). When students progress to secondary schools the lines of ethnicity in schools are
not as defined similar to the Netherlands.
The ethnic divide in primary schools in the other partner counties is not as evident.
These countries have either very few ethnic minorities or they are integrated with the native
population like in the UK (Morgan, 2011). However, in India there are special provisions
made for certain tribes in the rural areas to ensure that these students can obtain an education
(Choksi et al, 2011a).
The Netherlands
In the Netherlands, emphasis is placed on the need for students to apply their
knowledge of science to their work. Special emphasis is also placed on their approach to
learning science with the female gender. The number of females opting into science related
jobs is lower when compared to the norm in other European countries. Over the years there
has been a radical change in the approach to teaching science. There is a decrease in the
reliance on high stakes tests (Griethuijsen et al, 2011).
Focus was already on science education for females as there was a decline in numbers
as early as in the 1980s. This decline was attributed to the differences in learning styles and
interests between girls and boys (Griethuijsen et al, 2011). This was further researched and
explained in 1994 that the differences could be due to the nature of technology and the
teaching methods and approaches used. Hence, it was not because of the attitudes of females
but more because of the teaching approach used. This has resulted in teaching methods where
emphasis was placed on application to real life, group work and report writing. In secondary
schools students are expected to take subject clusters and a report is to written in their final
year on a topic that fits within that cluster (Griethuijsen et al, 2011). Emphasis is also on self-
study in the last few years of secondary school.
This approach to teaching science is continued at university level where greater
emphasis is place on working in groups, writing report, presenting and problem centred
projects. There is also strong collaboration with industries in order to provide them with
personnel that fit the needs of a particular industry. In all, science education in the
Netherlands has evolved into one that is hands-on and application based that is interested in
developing individuals that are able to problem solve as well as articulate in the science field
of their choice.
Turkey
The emphasis in Turkish schools is to cater to the needs of individual students as well
as meeting the needs of the nation as a whole. In the new curriculum that was introduced in
academic year 2005, a contemporary scientific approach as well as catering to the different
needs of students was taken into account. In this new curriculum, schools become self-
monitoring, self-developing and will also follow new innovations. The reforms have resulted
in the revision of the content material of the elementary and secondary school curriculum to
make them more constructivist and inquiry-based (Bag & Gencer, 2011). The aim was to
nurture scientifically and technologically literate persons.
With the introduction of the new curriculum, seven areas of learning are emphasised
as mentioned the previous section on Secondary and Primary School Curriculum. The seven
areas are based on a spiral approach that is student centred with teaching activities that are
applied consisting of multiple assessment methods and techniques. In this new curriculum,
new alternative measurement and evaluation techniques such as student portfolio, group
activities and peer evaluation are used (Bag & Gencer, 2011). Although Turkey is very
forward looking in its approach to learning science, students are required to study biology,
chemistry and physics rather than having more applied subject as in the Netherlands.
India
In India, science is a compulsory subject for all students however, the content and
process of teaching the subject varies from state to state. This approach to teaching science
was initiated in 1960 with the objective of acquiring knowledge about science and developing
holistic attitudes towards the study of science (Choksi et al, 2011a). In 2005, the primary
levels the approach to teaching science is integrated and is more focused on the process of
learning science rather than the product. At this level the objective of the curriculum is to
nurture the curiosity of the child towards the world and to engage in exploratory and hands-
on activity to acquire basic cognitive and psycho-motor skills (Choksi et al, 2011). At this
level there are no formal periodic tests and no awarding of grades or marks and no detention.
The syllabus at this level is child-centred and is framed within a social constructivist
perspective. At the upper primary level the focus is on students learning science using hands-
on experiences. Activities at this level include group activities, discussion with peers and
teacher as well as displaying their work through exhibitions in school and neighbourhoods
(Choksi et al, 2011a)..
At the secondary level, students are engage in learning science through hands-on
experiences with systematic experimentation as a tool for discovering principles of
theoretical principles and working on significant science projects. In the higher secondary
level, science is again, like in Turkey and UK, are divided into three individual disciplines:
biology, chemistry and physics. Experimentation at this level is still emphasised together with
investigative projects and creating awareness of creative pitfalls.
Lebanon
Lebanon has had to face many rebuilding problems after its war from 1975-1989. In
the process rebuilding the country and uniting its citizens, national unity is emphasised as
well as the reforming of public policies (BouJaoude et al, 2011). Added to this its youth also
need to acquire the necessary knowledge and technical skills for functioning in a world that is
scientifically and technologically advanced. The approach of science education is basically to
educate its youth to be able to function and compete in a scientifically advanced society.
Emphasis is to give students hands-on and minds-on experience when learning science. The
science education system in Lebanon is relatively examination oriented beginning in grade 9.
This will culminate in the award of a school certificate.
The Lebanese science curriculum also emphasise the need to develop positive
attitudes towards learning science. In order to achieve this, the curriculum attempts to
develop students into lifelong learners of science through experiential learning (BouJaoude et
al, 2011).
Malaysia
The teaching approach in Malaysia used to focus on knowledge acquisition and was
content-driven. The curriculum and textbooks were also factual and knowledge based. In the
1980’s with the introduction of new curriculum which integrated people and environmental
factors into the teaching of science, the focus changed to more applied teaching of the
subject. However, the curriculum has been ineffective due to implementation problems.
The current curriculum is basically using the syllabus set out in 1993 in the New
Primary School Curriculum (KBSR) and the Integrated Secondary School Curriculum
(KBSM). In that review, it was recommended that the science curriculum focus on specific
scientific knowledge acquisition with integration of application and relationship between
science and nature. In write ups from the Ministry of Education and teacher training manuals,
teaching approaches that encourages the use of skills like scientific thinking, critical thinking
analytical thinking and science processing are to be used in classrooms. However, such skills
are not obvious among the students and there is no such emphasis to be found from a review
of the literature or teaching materials.
The literature reviewed on the teaching approach in Malaysian classrooms has shown
that student centred approaches were incorporated into teaching and learning activities as
well as a more holistic approach to human development. However, the implementation of
such approaches was hindered by teachers not being able to carry out these processes
effectively (Ng et al, 2011). As such, ICT based learning was implemented with the aim of
stimulating student thinking and creativity, at the same time catering to different learning
styles. This approach was carried out not only in Smart Schools, but also in National (SK) as
well as National Type (SKJ) schools. The aim was to eventually nurture students that were
independent, self-directed and self-paced in their learning.
Even with the implementation of student centred learning, the approach in the
Malaysian system is still relatively examination oriented in that there are still examinations at
the end of six years of primary education before progressing into secondary education. In
secondary school, students are examined after the third year to stream them into the sciences
or arts, in the fifth year for placement into colleges or pre-university courses and finally in the
seventh year for direct placement into university.
Conclusion
Although the design of science curricula of all six countries was influenced by their
respective economy and industrialisation needs; two points were evident when the curriculum
was analysed over time. Firstly the emphasis on scientific skills and inculcation of scientific
reasoning in science education is obvious in UK and the Netherlands, which is noted as
distinct core values of science teaching in the two countries; and secondly, science education
has remained a core subject although all the countries has gone through several education
reforms where there has been recommend changes to the teaching approaches used.
In all partner countries student engagement with science has been at the forefront of
their teaching approaches. Most of them use student-centred approaches and emphasises
enhancing students’ experimentation and investigative skills in science. In the Netherlands
there is an obvious emphasis on the process of learning rather than the content material. In
the rest of the partner countries there is more emphasis on the content material.
Countries like the Netherlands have curriculum that is liberal and applied. Students
are taught to source for information and examination of content materials are kept to a
minimum. At the other end of the spectrum, countries like Lebanon and Malaysia are more
examination focused although there is a concerted effort to allow for a more student-centred
approach to be used. It is also interesting to note that the UK system also require students to
pass an exit examination in order to be awarded a school certificate.
References
Bag, H., & Gencer, A. S. (2011). [Education in science for diversity, WP2: TurkeyReport]. .
Unpublished Report.
BouJaoude, S., Khishfe, R., Alameh, S., & Radwan, N. (2011). [Education in science for
diversity, WP2: Lebanon Report]. Unpublished Report.
Choksi, B., Chunawala, S., & Natarajan, C. (2011b). [Education for Diversity: WP2
Synthesis Report]. Unpublished Report.
Choksi, B., Chunawala, S., & Natarajan, C. (2011a). [Education in science for diversity,
WP2: India Report]. Unpublished Report.
Griethuijsen, R. V., Eijck, M. V., & Brok, P. D. (2011). [Education in science for diversity,
WP2: The Netherlands Report]. Unpublished Report.
Ng, S. C., Choy, S. C., Oo, P. S., Chin, F. C., & Teh, L. W. (2011). [Education in science for
diversity, WP2: Malaysia Report]. . Unpublished Report.
Authors (s):
Swee Chin Ng, School of Arts and Science, Tunku Abdul Rahman College, Malaysia
email: ngsc@mail.tarc.edu.my
S. Chee Choy, Perak Branch Campus, Tunku Abdul Rahman College, Malaysia
email: choysc@mail.tarc.edu.my
Pou San Oo, Centre for Continuing Professional Education, Tunku Abdul Rahman College, Malaysia
email: oops@mail.tarc.edu.my
Fui Chung Chin, School of Social Science and Humanities, Tunku Abdul Rahman College, Malaysia
email: chinfc@mail.tarc.edu.my
Lee Wah Teh, School of Arts and Science, Tunku Abdul Rahman College, Malaysia
e-mail: tehlw@mail.tarc.edu.my