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在马来西亚,与科学教育相关的想法是与现有的政策,这是专门为学生准备考试。有一些正式的推荐规范科学教学的建构主义教学,如掌握学习、科学过程技能、思维能力、元认知、自主、自学和自我评估的学习别人,如果进行适当的保证成功有效的经验教训。当前科学思维是寻找对的范例,更包容我们生活的世界存在的多样性(Revathi,R et al,2003)。科学也被视为一个意义的决策,如美国、加拿大国家的过程中,澳大利亚和南非(埃肯海德,2000)科学的教学方法,把学习者的文化和语言的轴承实施。例如,科学课堂需要是一个有趣的和多话语的教师和学生共同创造知识。然而,这样的做法或功能是不常见的马来西亚科学课程的想法,以产生一代,在科学上是理想的能力似乎是困难的,这似乎表明,有必要对马来西亚的科学课程进行审查。从课程目标到评估问题,一切都变得至关重要,需要重新评估。科学话语的特点与功能,包括提出假设,设计调查,收集数据,得出结论,并将结果(Chamot和O’Malley,1994),这些基本上都是由教师在课堂上强调的技能。可悲的是,在学生的日常生活中应用并不明显,尤其是在马来西亚背景下。


In Malaysia, the idea associated with science education is intended to be in-line with existing policies which is specifically to prepare students for examination. There are a few officially recommended practices for science teaching such as constructivist teaching, mastery learning, science process skills, thinking skills, and metacognition, self-directed, self-paced and self-assessed learning and others that, if carried out properly can ensure the successful and effective lessons. Current thinking in science is looking towards a paradigm that is more inclusive of the diversity that exists in our life-worlds (Revathi, R et al, 2003). Science is also perceived as a process of meaning-making and countries such as the United States, Canada, Australia and South Africa (Aikenhead, 2000) are implementing science teaching approaches that incorporate learners’ cultural and linguistic bearings. For example the science classroom needs to be one that is interesting and multi-discursive which permits the teacher and students to work together in creating knowledge. However, such an approach or a feature is not common in the Malaysian science curriculum.The idea to produce a generation that is ideally competent in science seems difficult and this seems to suggest that there is need for Malaysian science curriculum to be reviewed. From the objectives of the curriculum to the issues of assessment, everything becomes crucial and needs thorough reevaluation. The features and function of science discourse include formulating hypotheses, designing investigations, collecting data, drawing conclusions and communicating results (Chamot & O’Malley, 1994) and these are the skills which are basically being emphasized by the teacher in the classroom. Sadly, the application is not obvious in the students’ daily life especially in the context of Malaysia.


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