THE issue of waning interest in science is not peculiar to Malaysia. Developed countries such as the United States and the United Kingdom also face similar problems of young people disinterested in learning Science.
To blame English as the reason why students are not interested in science is addressing the issue simplistically since the problem has existed even when the subject was taught in Bahasa Malaysia.
The UK for example teaches Science in English and yet the phenomena of students not liking science has been of concern even in the 1990’s.
France which uses its own language as the medium of instruction also faces the same problem. In both cases science was taught in the pupils’ own language.
The difference with Malaysia is that in these countries concerted efforts were taken to address the issue whereas in Malaysia, affirmative measures fizzle out when the champion leaves the scene.
France for example had taken steps beginning in 1996 to re-emphasise inquiry-based science education right from kindergarten. This has been found to be effective in increasing interest in the subject and boosting the numbers getting involved in science.
The involvement of scientists adds credibility to the programme. The adoption of the approach by more than 50 countries is testimony of the success of the programme.
In the UK, the University of York and the Nuffield Science Foundation conducted a programme which resulted in an increase in students pursuing A-Level courses in science subjects.
The US and Japan, in an effort to raise the performance of Science education has its policy of hiring the best talents from across the world to teach science.
In Malaysia, although efforts were done to re-emphasise an inquiry-based approach in the teaching of science, such efforts were not sustained.
The introduction of the use of ICT in teaching and learning was meant to make lessons more interesting and to assist teachers in teaching abstract topics which had posed difficulty under conventional teaching methods.
Initially there was excitement when computers and lesson plans in CDs were given to schools but this was short-lived.
Complaints such as using ICT was time-consuming, and that it slowed down teaching were often cited as reasons why the usage of ICT facilities and related materials were not maximised. Teaching thus reverted to their old methods.
Even the government’s noble gesture of providing the Bayaran Insentif Subjek Pelajaran (BISP) under PPSMI for Science, Mathematics and English teachers at the rate of 10 per cent of the basic pay for non-graduate teachers and five per cent for graduates did not bring much change in classroom practice.
The money was well received but the responsibility that came with it was not executed by many. Some did not even take off and yet they are still receiving the allowance!
Hence we still hear of the same problems that existed in the early 1990’s.
As for the drop in the grades in national examinations, weren’t the questions in both English and Bahasa Malaysia and thus those who could not comprehend the questions in English could read the Bahasa Malaysia translation? Therefore the issue of not understanding the question does not arise.
The results of the Programme for International Student Assessment (Pisa) 2009+ gave a dismal picture of the performance of students in scientific and mathematical literacy. Malaysia scored 404 in Mathematical literacy (the OECD average is 496) and 422 for Scientific literacy (the OECD average is 501).
As is often the case, the blame is put on the teaching of these subjects in English. However, I have been informed that as in the national exams, the questions for Pisa 2009+ were in both English and Bahasa Malaysia, so the same logic in national examinations applies.
But what is most surprising is that Malaysian students also did not fare well in the reading component which was in Bahasa Malaysia.
Twenty-four countries scored above the OECD Average which is 493. Malaysia scored 410 and occupied 55th placing out of the 74 countries that took the test.
Even Thailand scored better.
Not only that, out of six levels, the highest score is at Level 4 with the bulk at Level 1a and Level 2.
About five per cent are below level 1b which is below the lowest level.
So the issue is not English as the medium of instruction but the fact that Malaysian students have not acquired the skills tested in this international assessment even in their own language.
It is a paradox that each year we hear of students scoring better than the previous years and yet we perform miserably by international standards.
For that reason, we should scrutinise the type of questions being set in our national examinations; perhaps they do not meet the standards of international assessments.
The final part appears tomorrow. Brickbats at feedback@mmail. com.my
First part: Recalibrating science education
To blame English as the reason why students are not interested in science is addressing the issue simplistically since the problem has existed even when the subject was taught in Bahasa Malaysia.
The UK for example teaches Science in English and yet the phenomena of students not liking science has been of concern even in the 1990’s.
France which uses its own language as the medium of instruction also faces the same problem. In both cases science was taught in the pupils’ own language.
The difference with Malaysia is that in these countries concerted efforts were taken to address the issue whereas in Malaysia, affirmative measures fizzle out when the champion leaves the scene.
France for example had taken steps beginning in 1996 to re-emphasise inquiry-based science education right from kindergarten. This has been found to be effective in increasing interest in the subject and boosting the numbers getting involved in science.
The involvement of scientists adds credibility to the programme. The adoption of the approach by more than 50 countries is testimony of the success of the programme.
In the UK, the University of York and the Nuffield Science Foundation conducted a programme which resulted in an increase in students pursuing A-Level courses in science subjects.
The US and Japan, in an effort to raise the performance of Science education has its policy of hiring the best talents from across the world to teach science.
In Malaysia, although efforts were done to re-emphasise an inquiry-based approach in the teaching of science, such efforts were not sustained.
The introduction of the use of ICT in teaching and learning was meant to make lessons more interesting and to assist teachers in teaching abstract topics which had posed difficulty under conventional teaching methods.
Initially there was excitement when computers and lesson plans in CDs were given to schools but this was short-lived.
Complaints such as using ICT was time-consuming, and that it slowed down teaching were often cited as reasons why the usage of ICT facilities and related materials were not maximised. Teaching thus reverted to their old methods.
Even the government’s noble gesture of providing the Bayaran Insentif Subjek Pelajaran (BISP) under PPSMI for Science, Mathematics and English teachers at the rate of 10 per cent of the basic pay for non-graduate teachers and five per cent for graduates did not bring much change in classroom practice.
The money was well received but the responsibility that came with it was not executed by many. Some did not even take off and yet they are still receiving the allowance!
Hence we still hear of the same problems that existed in the early 1990’s.
As for the drop in the grades in national examinations, weren’t the questions in both English and Bahasa Malaysia and thus those who could not comprehend the questions in English could read the Bahasa Malaysia translation? Therefore the issue of not understanding the question does not arise.
The results of the Programme for International Student Assessment (Pisa) 2009+ gave a dismal picture of the performance of students in scientific and mathematical literacy. Malaysia scored 404 in Mathematical literacy (the OECD average is 496) and 422 for Scientific literacy (the OECD average is 501).
As is often the case, the blame is put on the teaching of these subjects in English. However, I have been informed that as in the national exams, the questions for Pisa 2009+ were in both English and Bahasa Malaysia, so the same logic in national examinations applies.
But what is most surprising is that Malaysian students also did not fare well in the reading component which was in Bahasa Malaysia.
Twenty-four countries scored above the OECD Average which is 493. Malaysia scored 410 and occupied 55th placing out of the 74 countries that took the test.
Even Thailand scored better.
Not only that, out of six levels, the highest score is at Level 4 with the bulk at Level 1a and Level 2.
About five per cent are below level 1b which is below the lowest level.
So the issue is not English as the medium of instruction but the fact that Malaysian students have not acquired the skills tested in this international assessment even in their own language.
It is a paradox that each year we hear of students scoring better than the previous years and yet we perform miserably by international standards.
For that reason, we should scrutinise the type of questions being set in our national examinations; perhaps they do not meet the standards of international assessments.
The final part appears tomorrow. Brickbats at feedback@mmail. com.my
First part: Recalibrating science education
from The Malay Mail
by Sharifah Maimunah Syed Zin ShMaimunah
check this out: http://www.mmail.com.my/story/re-instilling-interest-science-among-children
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