Jolibee

How Does The Jollibee Compete To Mc Donald In cheap Food Industry In Phillipine A. Foundation McDonald’s and Jollibee are two inexpensive food ties that contend to selling cheeseburgers in the Philippines. McDonald’s is an American claimed organization while Jollibee was established in Philippine. Jollibee has in excess of 500 stores in the Philippines and 25 in different nations, selling the greater part a million burgers consistently and McDonald's has around 250 outlets in the Philippines. Jollibee has accomplishment to be the biggest food organization in Philippine, with deals of 21. 7 billion pesos, or $397 million, in 2004, up 13. percent from a year sooner. Jollibee respecst to the nearby tastes, dissimilar to McDonald’s which was compelled by its commitment to stay devoted to its center items, Jollibee was adaptable. This case tell how the opposition among McDonald’s and Jollibee utilize their system to overwhelmed both nearby and global market. Jo llibee ,which was a Filipino chain of eateries, had to change their technique with the section of McDonalds in Philippines, which later changed the organization into a worldwide organization. The organization confronted genuine difficulties with their universal introduction. B.Case Issues McDonald’s gets well known in Indonesia on the grounds that operational effectiveness, greatness administration, and furthermore innovative advertising system. McDonald’s give 24 hours administrations, conveyance administrations, and give some toys for kids when purchase their item. This circumstance differentiate in Phillipines. In 1975, Tony Tan Caktiong and his siblings opened a frozen yogurt store which developed to burgers and other inexpensive food. Despite the fact that imitated United States sorts of menu, he built up their own image named jollibee. Jollibee has numerous accomplishment. In 1981, Jollibee entered the rundown of the best 1,000 corporations.In 1984, it was the be st 500 rundown and commanded neighborhood inexpensive food showcase. The quality of Jollibee is recognize what their clients need. They offer rice, spaghetti and sauce which is appropriate with Fillipino's taste when the other inexpensive food not offer it. Jollibee has menu variety such sausage, French fries and progressively asian menus. Jollibee entered the market 80s when Philipines was in the enormous issues. They vigorously put resources into the quantity of their stores around then thus, when McDonald’s entered, it was past the point of no return, McDonald’s lost such a large number of areas and Jollibee could delighted in zero rivalry in certain areas.Jollibee made by Fillipino, so the other Fillipino who eats it will feel glad and give passionate fulfillment advantage. C. Business Environment Analysis (External and Internal) STRENGTHS * Jollibee comprehend what their clients need. While other fastfood eateries never offer rice and spaghetti in Phillipines, Jol libee offers it as their dishes. * Jolibee command the nearby market in Phillipines WEAKNESSES * Only overwhelmed the phillpines advertise, hard to extension to remote. * The advertising aptitudes are not viable * Poor co-appointment between the national and universal units. Has assortment of item however sells in various market OPPORTUNITIES THREATS * Phillipines is one of agrarian nation, get crude materials is simpler * Increase grocery stores will diminish the transportation cost * Competition with neighborhood and universal organizations * Develop their business to abroad D. Showcasing and Human Resource Manajemen Marketing Jollibee contend McDonald’s with these thing : * Jollibee was the first to enter the market * His cost is less expensive than his rival * Know the flavors of customer and be flexibleJolibee ought to rival KFC and McDonald’s which have high brand an incentive to entered universal market. There are such huge numbers of opponents to entered the wo rldwide market, Jollibee ought to have development showcasing technique to sells his item. The achievement key are acceptable food, acceptable help and sensible cost. Jollibee fabricate advantage serious to get more buyer. The organization has great inward money related assets however a specific code ought to be kept up in the relationship with the franchisee. HR Human assets be the significant factor to be achievement in arrange a business.Excellence HR will give enormous effect on the business. Both serve to satisfy the objectives, needs of representatives, and to guarantee that they have the important assets to effectively finish their obligations. Jollibee has compose his HR with : * Jollibee gives first rate benefits in the entirety of its outlets. * Making fun and inviting condition. * Do tough enrollment and determination strategies to staff to man its outlets * Training programs furnish its staff with the fundamental abilities expected to all the more likely play out their u ndertakings. * Give more remuneration to his staffWith these systems, Jollibee can make an exclusive requirements and greatness administrations of workplace . E. Taking everything into account, Jollibee has accomplishment to contend with McDonald’s in Philliphines , however in International market McDonald’s still be the champ. The business give clients more by being touchy and receptive to their changing tastes and needs by adding a nearby flavor to his item extend. By and large, these progressions surely kept Jollibee on top of things, as 10 years later, their prosperity would be so extraordinary as to gather the Entrepreneur of the Year Award by Ernst and Young for originator Tony Tan Caktiong.Reference : http://www. docshare. com/doc/122235/Jollibee-Foods-Corporation-Strategic-Manageme http://www. docstoc. com/docs/9481476/McDonalds-Company-Background-Products-Competitors-And-Positioning http://www. jollibee. com. ph/about-us http://favoritefilipinofoods. blog. com /2011/07/09/mcdonald%E2%80%99s-or-jollibee-what-is-the-better-natural way of life for-you/http://www. kaskus. us/showthread. php? p=166683666 http://en. wikipedia. organization/wiki/McDonald%27s

What Is Impression Management Children And Young People Essay

What Is Impression Management Children And Young People Essay In this part, we will examine about the recorded foundation of impression the board, trailed by the definition and extent of impression the board. There are various allegories that used to portray individuals that utilization impression the board strategies. As per Shakespeares As You Like It : All the world is a phase, and all the people simply players , he thinks about the world to a phase and life to a play, actually implies that our life is only a show as it were. Be that as it may, Shakespeare just deciphered it as a dramatic similarity however not a human science hypothesis. The term was first adjusted into human science from the theater by Erving Goffman, who grew the majority of the related phrasing and thoughts in his 1959 book, The Presentation of Self in Everyday Life.â Thus, the showy similarity was being changed into dramaturgy, a strategy for breaking down social connection as though the members were performing on a phase. Dramaturgyâ is aâ sociologicalâ perspective beginning fromâ symbolic interactionism , and normally utilized in microsociologicalâ accounts of social connection in regular daily existence. Erving Goffman (1922-1982), apparently the most unique American scholar of the second 50% of the twentieth century, the representation of life as theater is wealthy in importance. He considered all to be collaboration as, here and there, especially like a fantastic play. He was not, in any case, as worried about clearing speculations about the human condition as he is substantially more worried about the points of interest of day by day life-the small scale level connections between people that, when taken together, establish the human experience. At this miniaturized scale level, he contends, the world is considerably more like a phase than we generally figure it out. Goffman expressed that it is difficult to examine people groups selves disconnected from their social circumstances. He composes, This self itself doesn't get from its owner, however from the entire scene of his activity. . . this self is a result of a scene that falls off, and not a reason for it. Oneself, at that point, as a performed character, isn't a natural thing that has explicit area. . . [the individual and his body] only give the peg on which something of community oriented assembling will be hung for a period. Also, the methods for creating and keeping up selves don't live inside the peg. (Goffman, 1959, pp. 252-253) In this way, the key unit of social investigation isn't the individual but instead as the group ,which is answerable for the production of impression of reality in social set-tings. A people groups activity is continually relying on the circumstance and the individuals, yet we couldn't generally watch or even discover the more profound heart of an individual. While Goffman (1959) applied dramaturgy as an apparatus for smooth collaborations, the hypothesis at that point changes into a more application structures. Some social analysts like Edward Jones marked dramaturgy as filling increasingly explicit needs for impression the board. Impression the board is fairly an applied humanism hypothesis that accentuation on the vital, for example, picking up power and impacting others. During the 1970s, the impression the board point of view turned out to be mainstream among research center situated exploratory social clinicians and in the mid 1980s, increasingly hierarchical investigations rose to utilize the impression the executives system. Most experimental investigations on impression the board focus on the situational or individual factors that impact a specific impression the board conduct or strategies that influence results like advancements, execution examination appraisals, and profession achievement. What is impression the executives ? Impression the board is characterized as the procedure by which individuals endeavor to impact the pictures that others have of them (Rosenfeld, Giacalone Riordan, 1995). As indicated by humanist Erving Goffman, people resemble entertainers, which act before everybody (crowd) to draw in their attentions.They utilize their encounters as a script,to manage day by day exercises. Generally a content contains of fundamental data that individuals put away in their brain like the people in question, the circumstances and the significance of a scene. Without a script,the circumstance may become chaos,and the entertainers behavious may get disordered as well.When individuals take part in social intereactions, it is known as exhibitions. The presentation comprises of a blend of verbal and non verbal practices, affected by entertainers cooperation intentions. In the following section, we will talk about increasingly about impression the executives conduct. Impression the board practices In this chapter,we will examine about various kinds of impression the board that exist,followed by Jones and Pittmans (1982) impression the board scientific classification. As indicated by Leary and Kowalski( 1990) there are two kinds of impression the executives behaviours:verbal impression the board conduct and non verbal impression the executives behaviour.Non verbal conduct contains articulations like grin, yawns, and so forth that can mirror the sentiment of the entertainers without the utilization of words. Though for verbal impression the executives behaviour,it is characterized as something contrary to non verbal conduct since it includes the activity of the entertainers to impact the others. Verbal impression the executives can isolate into 2 classes, emphatic impression the executives and cautious impression the executives.. Self-assured impression the executives is a strategy that to uncover a great picture on the other. It likewise further separation into 2 sub-classes, that is other-centered (ensuring that the objective like himself) and self-centered (expect to himself to make it appears that he has a potential expertise and groups a decent characteristics on others). For guarded impression the board, it is for the most part used to fix or ensure ones picture. Jones and Pittman Taxonomy E.E Jones was the main humanist who research the social conduct. He accepted that the Ingratiation has the biggest capacity to impact others so as to build their appeal of themselves. Jones and Pittman later built up another 4 classes of self-introduction methodologies that will for the most part take part in our day by day life so as to impact the others. There are: Intimidation, Self-advancement, Exemplification and Supplication. Ingratiation The most well-known and most considered impression the executives strategy is ingratiation. It is otherwise called fascination the board . As indicated by Jones, ingratiation is where the ingratiator discover what the crowd finds appealing in an individual and afterward give it to them. It is generally utilized by everybody in our day by day activities.People participate in ingratiation to improve their own real force in a relationship. Ingratiation can be a fruitful method of impacting others in the event that it is utilized admirably. Terrorizing Individuals who take part in terrorizing attempt to increase social force by being dreaded. The intimidator attempt to persuade his objective that he is hazardous. Thusly, he will pick up regard from his objectives. Terrorizing is well on the way to happen in working field, family, school and so on. Self-advancement Dissimilar to ingratiation who need to be loved, self advancement center more around being competent.The on-screen character for the most part center more around explicit aptitudes that they have, for example, playing an instrument to pull in others. The self-advertiser needs to persuade others and depict a picture of skill among everyone.The point when utilizing this procedure is normally a prompt one, for example, getting conceded into college or finding another line of work. Epitome The ingratiator needs to be preferred, the self advertiser needs to be viewed as able, the intimidator needs to be dreaded, and the exemplifier needs to be appreciated and respected.He needs to be viewed as trained and genuine Usually the exemplifier consistently come right on time grinding away or takes work home everyday.They need everybody realizes that they try sincerely and take part in self sacrifice.By doing as such, the others will feel regretful in light of the fact that they are not equivalent to the exemplifier. The objective will some way or another help the exemplifier by doing likewise at some point or another. Petition The last self introduction procedure would be request. It is where somebody abuses their weaknesses.The supplicator will in general look for help or compassion from others. Typically it is utilized by those impaired individuals, who cannot perform every day exercises regularly. Petition is simply the contrary advancement. In view of day by day real factors, fundamentally examine how addresses, guardians, government officials and artistes take part in impression the board. In this part, we will talk about in insights concerning the topic of this task (which is expressed previously). Artistes As we referenced in past parts, everybody take part in impression the board in their day by day lifes, particularly the artistes.There are three sorts of procedures artistes use to deal with their impressions, they are ingratiation, self advancement, and petition. The vast majority of the artistes use ingratiation strategy to pull in their fans. Artistes do it through make up, wearing provocative garments, costly adornments to depict a sound look. This gives a phony picture towards people in general on the engaging quality of the famous people. For instance, Nicole Kidman won't step out from her home with no make up. Envision if the fans see their venerated images genuine look with no make up, they may feel shock and frustrated, and this may make them bolster another craftsman rather than the first one. That is the reason we generally observe the artistes in overwhelming make up or wonderful garments, yet never observe them in typical looks. Other than ingratiation, artistes likewise utilize self advancement methodology while taking part in impression the board. Artistes do it by advancing themselves and depict a picture of skill among them. This will show the distinction between the big names. They need the crowd to remember them for the abilities, not just their physical appearance. For example, Tom Cruise is one of the most notable male on-screen character

Thoughts from the Other Side

Thoughts from the Other Side I know Ive practically disappeared off the blogs BUT I promise I have had good reasons! As some of you may know, Ive been studying abroad at the other Cambridge, Cambridge University, for the past almost 6 months. Here at Cambridge, instead of having finals at the end of each semester, like we do at MIT, they have ALL their finals from classes they took in their fall term (Michaelmas term) and spring term (Lent term) at the end of the year (Easter term). Since each student generally takes 5 classes a term, most third year engineering students have 10 exams. ALSO, these 1.5 hour exams are pretty much  100% of your grade in the class. Yeah But I was lucky and only had 5 exams since I came in during the middle of the year. Of course, I say only 5 and thats more than Ive ever taken at MIT. Anyways, one of the attractive portions of the Cambridge-MIT Exchange is that we get this 5 week long break between Lent Term and Easter Term but Third year engineers have their exams at the beginning of the term which means we spend a lot of time over break reviewing our notes and studying. I wasnt as crazy as some of the people here who would stay in the library until midnight and be back in the library at 7 am but it was a pretty boring month of my life. We tried to keep ourselves sane by exercising a lot and reminding ourselves that this was going to be us after our exams were finished After all, we only had four weeks of projects. How bad could those be? So we just forced ourselves to buckle down and do the work When I finally walked out of my last final, this was me: I was so happy. It was an amazing feeling. One of the traditions here at Cambridge is that people spray their friends with champagne after they get out of their last exam. Ernesto R. 15, whos on the exhange with me, got these great photos of my friends getting sprayed For two glorious days, us engineers relaxed and enjoyed the sunshine. It was magical. Then projects started and only then did I realize In true Cambridge fashion, projects have turned out to be A TON OF WORK (ie, Im working on the weekends) which can be described in no other manner than just sad. The amount of people I see in the department computer lab during odd hours is sad. My eyes are sad from staring at a computer screen for such long hours. So. much. sad. I feel like a tiny bit of my soul dies every time I walk into lab, but that might just be because Im feeling my days here are numbered. That all being said, I have been making time to do some awesome things at night :) Ive baked a ton of really delicious desserts with my friends and explored the city. (Ernesto R. 15  and Teresa L. 15 have pretty much been my baking buddies.) Thats one of the great things that Ive really enjoyed about Cambridge- Being able to explore such a beautiful little city on bike and having time to bake tons of delcious things. I do like how I have more time for myself here- which I think is really important to learn more about myself. So thats why I havent been blogging too much.  But those of you reading the blogs are probably here expecting to read about MIT and not Cambridge University, so Ive compiled some interesting revelations about MIT during my time here that I thought Id share. 1. MIT wants to help you succeed. Part of this comes down to the fact that Ive adjusted to learning in the MIT system, but I do feel like there are more ways at MIT where you can get help if you want to. Office hours (an hour or two where professors or teaching assistants are available to help students with questions if they have any) have literally saved me so many times during my time at MIT. When Im just stuck beyond all belief on a problem, it was easy to get help if I needed it. We dont have office hours at Cambridge, and I found that I really missed them. At Cambridge, they have these things called supervisions, where you and another student meet with a graduate student to review your assigned work. While I did enjoy the smaller group sizes I never felt they were as helpful as office hours because you couldnt get help while you were working on your assigned work. I did have FANTASTIC supervisors though, and they did a good job of making sure I understood the problems I did incorrectly during the hour review. It was also nice to be able to ask all the questions you did have about your work, because sometimes in office hours there are too many people to be able to ask all your questions. On another note, I felt like there was more of an emphasis on mental health at MIT. People talk about it more and are more aware of the stresses of a difficult academic environment. Plus, we have resources where people who are struggling can go get help. That being said, at Cambridge, youre assigned a director of studies at your college who you can talk to about these kinds of things. It is nice knowing you have one person who knows you a little better and might be easier to talk to about personal matters. 2. Your peers want to help you succeed. MIT students definitely collaborate a lot more than here at Cambridge. We have these bi-weekly problem sets (which are called examples papers here), and I found that most people dont really work together on them. Maybe its beacuse examples papers not graded and only for your own learning, but I dont think many people really worked on things together in the same way they did at MIT. People at MIT are more willing to admit that theyre struggling with something and work with you on the tough problems. Ive missed that collaborative work environment here. Additionally, Ive found Cambridge students are more competitive when it comes to grades (they refer to them as marks), but not overtly so. Here, your marks are pretty much public, so everyone knows how youre doing. Its a little weird, because sometimes it feels like it makes people less willing to help each other get better marks. At MIT,  people generally dont know other students grades (unless youve explicitly asked them) which is nic e. That all being said, the Cambridge engineers Ive met here are awesome people, and I wouldnt have been able to transition to the new learning environment as quickly without them! 3. The work is long and hard, but thats how you learn. As weird as it sounds, I think I learn best when I had those darn weekly problem sets. The constant feed of work actually helped me keep more accountable about learning the material and gave me a LOT of experience working on problems (which I just felt I lacked here). Nothing was worse than getting to the beginning of time to study for exams here and actually feeling like I could do very little (but that might have been because I wasnt doing enough revision of my notes during the term). Ive never felt that way about MIT final exams, since we usually have only a day or two before they begin, and I think I have the weekly problem sets to thank for that. Although I used to complain about the lack of time to study for exams, the truth is I probably never never really needed that much time. I think it really comes down to the fact that Im not used to the self studying style here at Cambridge. I think a lot of the students here are used to it, which is amazing! I wish I could sit down and study with the same focus that they have. 4. MIT has incredible resources that they let you use The amount of software and equipment available to MIT students is amazing. After spending time here at Cambridge, Im so thankful about at all the software we can get through MIT (like Microsoft Office, Solidworks, etc). Im also so thankful for all the neat projects, experiments, and research that Ive gotten to do through MIT. For example last semester, I took 2.008 (a Design and Manufacturing class) in which I got to use an injection molding machine to make yo-yos. Thats something that people dont do get to do here. A larger majority of the work is done on the computers. I miss my hands-on work! All that being said, I really have loved my experience here at Cambridge University. I like how to Cambridge culture doesnt revolve around work. People work hard, but also spend a lot more time doing things they enjoy outside of work whether that be running, biking, drawing, baking, cooking, reading, etc. Its nice to be in an environment where people can separate work and life a little better. PLUS people actually hang out during the week! Crazy. Ive also met some incredible people and participated in some Cambridge traditions that Im going to miss when I go back. One of the Cambridge traditions Ill definitely miss will be formals, which are these three course dinners that each college hosts during the week. My friends and I went to Jesus College formal a couple days ago. Here we all are in our snazzy gowns. Andy, Teresa L. 15, Sarah M. 15, a blurry Ernesto R. 15, Nati, and I at Jesus formal. Im not ready to leave yet! The good news is that after next Saturday, I will be done with projects and everyone wil be done with their exams! Normally at the end of finals, all the MIT students are pretty much like.. . so everyone wants to leave MIT as soon as possible, arrive at home, then sleep for a million hours. But here at Cambridge, everyone celebrates with Garden Parties and these massive celebrations called May Balls (which are actually in June. Silly Cambridge). I cant wait!

Procedural and Restorative Justices Changing Jail Time.

As offenders are getting released from their prison and re-integrating into the community, the issue at hand now is how the judicial branch and/or community can keep them from reentering the correction system. This re-entry issue may be the effect of society labeling offenders as â€Å"dangerous individuals,† once they have committed a crime. In the criminal justice system, the focus is publicizing the criminals’ wrongdoings and punishing those behaviors. The defendants’ crime is then spread throughout the community from attorneys to the courts then to the media. As a result of this spreading, people’s attitudes change towards the offenders--treating them like they are not human--and people start to distance themselves from the offenders making them feel like outcasts in their communities. This societal isolation caused by labeling can result in re-entry. Classical theory of labeling suggests that formal societal reaction to crime can be the cause of the development of one’s criminal career; however, modern theorists have predicted that several different processes cause the involvement of offenders in crime and deviance to increase. [1] Base on these theories, in recent years, the procedural and restorative justice approaches have been working on demolishing the stigma associated with offenders. Procedural justice is the process of making and implementing fair decisions, so parties involved in the matter can feel affirmed with the outcomes, [2] while Restorative justice is aShow MoreRelatedPrison Reform Topic Paper : Prisons6604 Words   |  27 PagesLaw Review, 2010). Which approach is the most effective for a society that decides to punish? What do we do about those who commit crimes? This questions seems to have a more definitive answer in the US. The last four decades of American criminal justice have been shaped by the public appeal to get tough on crime (Colgan, 2006). Since the mid-1970s, the United States has engaged in a race to incarcerate that has resulted in a prison population expanded to a level previously unknown in any democratic

information system - 1104 Words

1, Distinguish data from information and describe the characteristics used to evaluate the value of data? Data versus Information 1 ,Data 2, information 3,knowledge. 1, Data raw facts, such as an employee s name and number of hours worked in a week, inventory part numbers, or sales orders .several types of data can be used to represent these facts Data Represented by alphanumeric data numbers, letters, and other characters image data graphic images or pictures audio data sound, noise, or tones video data moving images or pictures 2.Information: a collection of facts organized in such a way that they have additional value beyond the value of the facts themselves. 3. Knowledge : is an awareness and†¦show more content†¦Availability Availability enables authorized users—persons or computer systems—to access informationwithout interference or obstruction, and to receive it in the required format. 4. Accuracy Information has accuracy when it is free from mistakes or errors and it has the value thatthe end user expects. If information has been intentionally or unintentionally modified, it is no longer accurate. 5. Authenticity, Authenticity of information is the quality or state of being genuine or original, rather than areproduction or fabrication. Information is authentic when it is in the same state in which itwas created, placed, stored, or transferred. Consider for a moment some common assumptionsabout e-mail. 6. Utility The utility of information is the quality or state of having value for some purpose or end.Information has value when it can serve a particular purpose. This means that if information is available, but not in a format meaningful to the end user, it is not useful. 7. Possession The possession of information is the quality or state of ownership or control of someobject or item. Information is said to be in one’s possession if one obtains it, independent of format or other characteristics.While a breach of confidentiality always results in abreach of possession, a breach of possessionShow MoreRelatedInformation System877 Words   |  4 PagesQuestion 1: How are information systems transforming business amp; what is their relationship to globalization? *Describe how information systems have changed the way businesses operate and their products and services. *Identify three major information system trends. *Describe the characteristics of a digital firm. *Describe the challenges and opportunities of globalization in a â€Å"flattened† world. 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Kssr Sains Free Essays

string(164) " have demonstrated relevance to tudents’ everyday world, and be implemented using teaching and learning approaches that involve students in inquiry and activity\." TAJUK 1| Isu-isu dalam Pendidikan Sains| SINOPSIS Topik ini membincangkan beberapa isu-isu dalam pendidikan sains. Isu-isu ini berkaitan dengan matlamat pendidikan sains, kandungan pendidikan sains, pengajaran sains dan literasi saintifik. HASIL PEMBELAJARAN 1. We will write a custom essay sample on Kssr Sains or any similar topic only for you Order Now Mengenal pasti dan membincangkan isu-isu dalam pendidikan sains. 2. Analisis kesan-kesan isu-isu yang berkaitan dengan pendidikan sains dalam pengajaran sains di sekolah-sekolah rendah. Kerangka Tajuk-tajuk Rajah 1. 0 Kerangka tajuk ISI KANDUNGAN 1. Isu- isu Kurikulum Sains Preparing a national science curriculum that will help school students develop their scientific competencies alongside their acquisition of science knowledge requires attention to four issues. 1. Selection of science content (knowledge, skill, understanding and values) There is a consistent criticism that many of the problems and issues in science education arise from the structure of science curricula which tend to be knowledge-heavy and alienating to a significant number of students. A curriculum that covers an extensive range of science ideas hampers the efforts of even the best teachers who attempt to provide engaging science learning for their students. The effect of such knowledge-laden curricula is for teachers to treat science concepts in a superficial way as they attempt to cover what is expected in the curriculum. Rather than developing understanding, students therefore have a tendency to rely on memorisation when taking tests of their science learning. The challenge is to identify the science concepts that are important and can be realistically understood by students in the learning time available. One of the realities faced in science education is that scientific knowledge is rapidly increasing. While this is valuable for our society, it adds to the pressure on the science curriculum. There is a reluctance to replace the old with the new. Rather, there is a tendency to simply add the new science ideas to the traditional ones. Accompanying this desire to retain the traditional knowledge base is a feeling that understanding this content exemplifies intellectual rigor. Obviously such a situation is not sustainable. The consequence is that many students are losing interest in science. The question then needs to be asked: what is important in a science curriculum? This paper argues that developing science competencies is important, understanding the big ideas of science is important, exposure to a range of science experiences relevant to everyday life is important and understanding of the major concepts from the different sciences is important. It is also acknowledged that there is a core body of knowledge and understanding that is fundamental to the understanding of major ideas. The paper also proposes that it is possible to provide flexibility and choice about the content of local science curriculum. The factors that influence this choice include context, local science learning opportunities, historical perspectives, contemporary and local issues and available learning resources. In managing this choice, there is a need to be conscious of the potential danger of repetition of knowledge through a student’s school life and ensure repetition is minimised and that a balanced science curriculum is provided for every student. Finally, when selecting content for a national science curriculum it is important to determine how much time can reasonably and realistically be allocated to science and within this time constraint what is a reasonable range of science concepts and skills for learning in primary and secondary school. 2. Relevance of science learning a curriculum is more likely to provide a basis for the development of scientific competencies if it is relevant to individual students, perceived to have personal value, or is presented in a context to which students can readily relate. Instead of simply emphasising what has been described as ‘canonical science concepts’, there is a need to provide a meaningful context to which students can relate (Aikenhead 2006). Furthermore, students will be better placed to understand the concepts if they can be applied to everyday experiences. To provide both context and opportunities for application takes time. To increase the relevance of science to students there is a strong case to include more contemporary (and possibly controversial) issues in the science curriculum. In doing so, it is important to note that the complexity of some scientific issues means that they do not have clear-cut solutions. Often, the relevant science knowledge is limited or incomplete so that the questions can only be addressed in terms of what may be possible or probable rather than the certainty of what will happen. Even when the risks inherent in making a particular decision are assessable by science, the cultural or social aspects also need to be taken into consideration. The school science curriculum should provide opportunities to explore these complex issues to enable students to understand that the application of science and technology to the real world is often concerned with risk and debate (Rennie 2006). Science knowledge can be applied to solve problems concerning human needs and wants. Every application of science has an impact on our environment. For this reason, one needs to appreciate that decisions concerning science applications involve constraints, consequences and risks. Such decision-making is not value-free. In developing science competencies, students need to appreciate the influence of particular values in attempting to balance the issues of constraints, consequences and risk. While many students perceive school science as difficult, the inclusion of complex issues should not be avoided on the basis that there is a potential for making science seem even more difficult. The answer is not to exclude contemporary issues, but rather to use them to promote a more sophisticated understanding of the nature of science and scientific knowledge. It is important to highlight the implications of a science curriculum that has personal value and relevance to students. This means that the curriculum cannot be a ‘one size fits all’, but rather a curriculum that is differentiated so that students can engage with content that is meaningful and satisfying and provides the opportunity for conceptual depth. In this respect the science curriculum should be built upon knowledge of how students learn, have demonstrated relevance to tudents’ everyday world, and be implemented using teaching and learning approaches that involve students in inquiry and activity. You read "Kssr Sains" in category "Papers" Within the flexibility of a science curriculum that caters for a broad cohort of students and a range of delivery contexts, there is a need to define what it is that students should know in each stage of schooling. In this way, students can build their science inquiry skills based on an understanding of the major ideas th at underpin our scientific endeavour. 3. General capabilities and science education There is an argument, based on research within science education, that curriculum needs to achieve a better balance between the traditional knowledge-focused science and a more humanistic science curriculum that prepares students for richer understanding and use of science in their everyday world (Fensham, 2006). Beyond the science discipline area there is also pressure in some Australian jurisdictions to develop a broader general school curriculum that embraces the view of having knowledge and skills important for future personal, social and economic life. While there is much value in such futuristic frameworks, there is the danger that the value of scientific understanding may be diminished. Unless the details of the general capabilities refer specifically to science content, the importance of science may be overlooked and the curriculum time devoted to it decrease. The science curriculum can readily provide opportunities to develop these general capabilities. Such general capabilities as thinking strategies, decision-making approaches, communication, use of information and communication technology (ICT), team work and problem solving are all important dimensions of science learning. There is an increasing number of teachers who will require assistance to structure their teaching in ways that enable students to meld the general life capabilities with the understanding and skills needed to achieve scientific competencies. Such assistance will be found in the provision of quality, adaptable curriculum resources and sustained effective professional learning. 4. Assessment When a curriculum document is prepared there is an expectation that what is written will be what is taught and what is assessed. Unfortunately, there is sometimes a considerable gap between ntended curriculum, the taught curriculum and the assessed curriculum; what can be assessed often determines what is taught. This disconnect is a result of the different pressures and expectations in education system. An obvious goal in curriculum development is that the intended, taught and assessed dimensions of curriculum are in harmony. The importance of assessment in curriculum development is highlighted in the process referred to as ‘backward design’ in which one works through three stages from curriculum intent to assessment expectations to finally planning learning experiences and instruction (Wiggins McTighe, 2005). This process reinforces the simple proposition that for a curriculum to be successfully implemented one should have a clear and realistic picture of how the curriculum will be assessed. Assessment should serve the purpose of learning. Classroom assessment, however, is often translated in action as testing. It is unfortunate that the summative end-of-topic tests seem to dominate as the main tool of assessment. Senior secondary science assessment related to university entrance has long reinforced a content-based summative approach to assessment in secondary schools. To improve the quality of science learning there is a need to introduce more diagnostic and formative assessment practices. These assessment tools help teachers to understand what students know and do not know and hence plan relevant learning experiences that will be beneficial. Summative testing does have an important role to play in monitoring achievement standards and for accountability and certification purposes, but formative assessment is more useful in promoting learning. Assessment should enable the provision of detailed diagnostic information to students. It should show what they know, understand and can demonstrate. It should also show what they need to do to improve. It should be noted that the important science learning aspects concerning attitudes and skills as outlined in the paper cannot be readily assessed by pencil and paper tests. For that reason, it is important to emphasise the need for a variety of assessment approaches. While assessment is important, it should not dominate the learning process. Structure of the curriculum There is value in differentiating the curriculum into various parts that are relevant to the needs of the students and the school structure (Fensham, 1994). 5. In regard to the school structure, the nature of the teacher’s expertise becomes a factor to consider. For early childhood teachers, their expertise lies in the understanding of how children learn. Secondary science teachers have a rich understanding of science while senior secondary teachers have expertise in a particular discipline of science. Each part would have a different curriculum focus. The four parts are: †¢ early childhood †¢ primary †¢ junior secondary †¢ senior secondary. Developing scientific competencies takes time and the science curriculum should reflect the kinds of science activities, experiences and content appropriate for students of different age levels. In sum, early science experiences should relate to self awareness and the natural world. During the primary years, the science curriculum should develop the skills of investigation, using experiences which provide opportunities to practice language literacy and numeracy. In secondary school, some differentiation of the sub-disciplines of science may be appropriate, but as local and community issues are interdisciplinary, an integrated science may be the best approach. Senior secondary science curricula should be differentiated, to provide for students who wish to pursue career-related science specializations, as well those who prefer a more general, integrated science for citizenship. Early Childhood Curriculum focus: awareness of self and the local natural world. Young children have an intrinsic curiosity about their immediate world. They have a desire to explore and investigate the things around them. Purposeful play is an important feature of their investigations. Observation is an important skill to be developed at this time, using all the senses in a dynamic way. Observation also leads into the idea of order that involves comparing, sorting and describing. 2. PrimaryCurriculum focus: recognising questions that can be investigated scientifically and investigating them. During the primary years students should have the opportunity to develop ideas about science that relate to their life and living. A broad range of topics is suitable including weather, sound, light, plants, animals, the night sky, materials, soil, water and movement. Within these topics the science ideas of order, change, patterns and systems should be developed. In the early years of primary school, students will tend to use a trial and error approach to their science investigations. As they progress through their primary years, the expectation is that they will begin to work in a more systematic way. The notion of a ‘fair test’ and the idea of variables will be developed, as well as other forms of science inquiry. The importance of measurement will also be fostered. 3. Junior secondaryCurriculum focus: explaining phenomena involving science and its applications. During these years, the students will cover topics associated with each of the sciences: earth and space science, life science and physical science. Within these topics it is expected that aspects associated with science for living, scienceinquiry and contemporary science would be integrated in the fields of science. While integration is the more probable approach, it is possible that topics may be developed directly from each one of these themes. For example, there may be value in providing a science unit on an open science investigation in which students conduct a study on an area of their choosing. While there may be specific topics on contemporary science aspects and issues,teachers and curriculum resources should strive to include the recent science research in a particular area. It is this recent research that motivates and excites students. In determining what topics students should study from the broad range of possibilities, it is important to exercise restraint and to avoid overcrowding the curriculum and providing space for the development of students’ science competencies alongside their knowledge and understanding of science content. Topics could include states of matter, substances and reactions, energy forms, forces and motion, the human body, diversity of life, ecosystems, the changing earth and our place in space. The big science ideas of energy, sustainability, equilibrium and interdependence should lead to the ideas of form and function that result in a deeper appreciation of evidence, models and theories. There are some students ready to begin a more specialised program science in junior secondary and differentiation as early as Year 9 may need to be considered to extend and engage these students’ interest and skills in science. . Senior Secondary. There should be at least three common courses across the country: physics, chemistry and biology. There could also be one broader-based course that provides for students wanting only one science course at the senior secondary level. It could have an emphasis on applications. The integrating themes of science for life, scientific inquiry and contemporary s cience should be embedded into all these courses where realistically possible. Other specialised courses could also be provided. Existing courses in the states and territories are among the possibilities available. National adoption would improve the resources to support the individual courses. (Sumber: National Curriculum Board (2008). National Science Curriculum: Initial advice. Retrieved 10 Sept. 2009 from www. acara. edu. au/verve/_†¦ /Science_Initial_Advice_Paper. pdf) | Latihan| 1. Baca kandungan diatas. 2. Nyatakan isu-isu dalam pendidikan sains yang ditemui dalam kandungan di atas. 3. Bincang dan tuliskan refleksi sebanyak dua halaman tentang kesan daripada isu-isu pengajaran sains rendah. | | Membuat Nota| Mengumpul maklumat mengenai literasi sains dan hubungannya dengan pendidikan sains dari buku atau internet. Membina peta minda untuk menyatakan maklumat yang anda telah berkumpul. | . . Senarai Semak Jawab ujian di bawah bagi menguji tahap literasi saintifik anda. Test of Scientific Literacy Answer each question with ‘true’ if what the sentence most normally means is typically true and ‘false’ if it is typically false. 1. | Scientists usually expect an experiment to turn out a certain way. | | 2. | Science only produces tentative conclusions that can change. | | 3. | Science has one uniform way of conducting research called â€Å"the scientific method. | | 4| Scientific theories are explanations and not facts. | | 5. | When being scientific one must have faith only in what is justified by empirical evidence. | | 6. | Science is just about the facts, not human interpretations of them. | | 7. | To be scientific one must conduct experiments. | | 8. | Scientific theories only change when new information becomes available. | | 9. | Scientists manipulate their experime nts to produce particular results. | | 10. | Science proves facts true in a way that is definitive and final. | | 11. An experiment can prove a theory true. | | 12. | Science is partly based on beliefs, assumptions, and the nonobservable. | | 13. | Imagination and creativity are used in all stages of scientific investigations. | | 14. | Scientific theories are just ideas about how something works. | | 15. | A scientific law is a theory that has been extensively and thoroughly confirmed. | | 16. | Scientists’ education, background, opinions, disciplinary focus, and basic guiding assumptions and philosophies influence their perception and interpretation of the available data. | 17. | A scientific law will not change because it has been proven true. | | 18. | An accepted scientific theory is an hypothesis that has been confirmed by considerable evidence and has endured all attempts to disprove it. | | 19. | A scientific law describes relationships among observable phenomena but does not explain them. | | 20. | Science relies on deduction (x entails y) more than induction (x implies y). | | 21. | Scientists invent explanations, models or theoretical entities. | | 22. | Scientists construct theories to guide further research. | 23. | Scientists accept the existence of theoretical entities that have never been directly observed. | | 24. | Scientific laws are absolute or certain. | | Jawapan 1. T|   9. T | 17. F |   Ã‚  Ã‚  | 0 wrong = A+| 2. T | 10. F | 18. T |   Ã‚  Ã‚  | 1 wrong = A| 3. F  | 11. F | 19. T |   Ã‚  Ã‚  | 2 wrong = A-| 4. T | 12. T | 20. F |   Ã‚  Ã‚  | 3 wrong = B+| 5. T | 13. T | 21. T |   Ã‚  Ã‚  | 4 wrong = B| 6. F | 14. F | 22. T |   Ã‚  Ã‚  | 5 wrong = B-| 7. F | 15. F | 23. T |   Ã‚  Ã‚  | 6 wrong = C| 8. F | 16. T | 24. F |   Ã‚  Ã‚  | 7 wrong = D| | | | | 8 or more wrong = F| Rujukan Fleer, M. , Hardy. T. (2001). Science for Children: Developing a Personal Approach to Teaching. (2nd Edition). Sydney: Prentice Hall. Pg 146 – 147) National Curriculum Board (2008). National Science Curriculum: Initial advice. Retrieved on10 Sept. 2009 from :www. acara. edu. au/verve/_†¦ /Science_Initial_Advice_Paper. pdf Hazen, R. M. (2002). What is scientific literacy? Retrieved on 10 Sept. 2009 from : http://www. gmu. edu/robinson/hazen. htm | Tamat Topik 1| TAJUK 2| Kurikulum Sains Pendidikan Rendah Malaysia | SINOPSIS Topik ini menggariskansejarah perkembangankurikulumsainssekolah rendahdi Malaysia. Kurikulum di Malaysia telah melaluibeberapaperubahandariKajianAlam Semulajadi, Projek Khas, Alam dan ManusiadanSainsKBSRsekarang HASIL PEMBELAJARAN 1. Menyatakan perubahan dalam kurikulum sains sekolah rendah di Malaysia. 2. Menyatakan rasional untuk perubahan dalam kurikulum sains sekolah rendah di Malaysia. 3. Membandingbezakan kekuatan dan kelemahan setiap kurikulum sains sekolah rendah yang telah diperkenalkan di Malaysia. Kerangka Tajuk Rajah 2 : Kerangka Tajuk-Tajuk ISI KANDUNGAN 2. 0Sains Sekolah Rendah: Mengimbas kembali Dalam sejarah perkembangan pendidikan sains sekolah rendah di Malaysia, ia boleh disimpulkan bahawa perubahan kurikulum adalah satu inovasi (Kementerian Pelajaran dan UNESCO, 1988; SEAMEO-RECSAM, 1983; SEAMEO-RECSAM, 1973). Perubahan ini juga merupakan multidimensi dalam erti kata lain ia melibatkan sekurang-kurangnya tiga dimensi dalam pelaksanaannya (Fullan, 1991). Komponen-komponennya adalah seperti berikut: (i)penggunaan bahan-bahan kurikulum yang disemak semulaatau baharu atau berteknologi; ii)penggunaan pendekatan baharu; (iii)pengubahsuaian kepercayaan, contohnya, andaian pedagogi dan teori berkenaan polisi baharu atau inovasi. Di Malaysia, semua perubahan kurikulum yang berlaku akan dilaksanakan oleh Kementerian Pendidikan dan akan disebarkan kepada semua sekolah-sekolah di negara ini. 2. 1Kajian Alam Semulajadi Pada akhir abad kesembilan belas hingga pertengahan abad kedua puluh, sains diajar di sekolah rendah sebagai Kajian Alam Semulajadi, melibatkan pengetahuan tentang fakta-fakta dan hukum-hukum alam semulajadi sebagai asas penyiasatan saintifik. This approach had the advantage that students were encouraged to learn through careful observation and classification, but it ignored much of the natural environment that had an impact on students’ lives(Keeves and Aikenhead, 1995). Pengajaran sains di peringkat sekolah rendah telah dilaksanakan dalam semua bidang (botani, biologi, sains bumi, kimia dan fizik) secara beransur-ansur dan dihubungkaitkan dengan persekitaran dan pengalaman seharian murid. 2. 2Projek Khas KajianAlam Semulajadi telahdigantikan dengansukatan pelajaranSainsRendahpada tahun 1965. Inovasiini telah diadaptasikandariNuffield Junior Science project,UK (1964),tetapidisesuaikandengan keperluantempatan. Kurikulumberasaskan subjek, di manatumpuan adalahpadapenguasaanpengetahuan saintifikdan bukannyaciri-cirimurid. Kebanyakanguru-gurusainsdisekolah rendah, terutamanyadi kawasan luar bandar mempunyai latar belakangpendidikan yang rendah (terdiri darigredenamhinggasembilaniaituhanya enamhinggasembilan tahunpersekolahanasas) tetapijuga telahmenerima latihanprofesionalyangtidak mencukupidalammetodologisains dan kandungan dalam mata pelajaranitusendiri. Mereka jugadilatih sebagai guru untukmengajarsemuamata pelajaransekolahrendah. Banyakamalan dalam bilik darjahberpusatkanbuku teks danpenghafalannota. Pencapaian prestasi murid-murid didapati lemah di sekolah-sekolah rendah luar bandar, terutamanya dalam bidang sains, maka Kementerian Pelajaran telah memperkenalkan Projek Sains Rendah Khas (Projek Khas) pada tahun 1968. Projek ini menggunakan pendekatan baharu untuk pengajaran sains bagi sukatan pelajaran yang sedia ada. Rasional memperkenalkan pendekatan pengajaran yang baharu dan bukannya perubahan kurikulum adalah kerana Kementerian Pelajaran mendapati bahawa guru-guru sudah biasa dengan sukatan pelajaran yang sedia ada. Langkah ini telah mengurangkan trauma guru-guru terhadap perubahan kurikulum. Kurikulum telah diambil daripada Council Science 5 – 13 project, UK(1967) dan projek-projek sains yang lain di Amerika Syarikat, seperti Science- A Process Approach (1967), yang telah dilaksanakan pada masa itu, tetapi disesuaikan dengan keperluan tempatan. Ia menekankan pengajaran berpusatkan murid, berorientasikan aktiviti, dan pembelajaran penemuan melalui penggunaan buku kerja. Ia juga menyediakan perkhidmatan sokongan guru yang berterusan dalam melaksanakan sukatan pelajaranyang sedia ada, terutamanya di kawasan luar bandar. Buku Panduan guru, buku kerja dan bahan-bahan yang digunakan adalah berorientasikan penyiasatan telah dihasilkan untuk Darjah Satu ke Darjah Enam. Ketua Pengarah Pelajaran pada masa itu, Haji Hamdan bin Sheikh Tahir, menulis dalam halaman pengenalan semua buku panduan, Objective of this Special Project is to equip teachers with new teaching methodology in the hope of generating pupils who will be able to experiment and think and really know all the concepts that will be taught by the teacher. All the activities suggested in the guide-book will reduce the pupils’ reliance on rote learning and encourage them to gain experiences in a concept that is taught. It is hoped that pupils will be attracted to scien ce not only in the primary schools but also in the secondary schools. † (Standard One Science Guide-book, 1971) Pada tahun 1970, satu pelan tindakan telah disediakan bertujuan untuk menentukan tarikh bagi melengkapkan setiap fasa dalam projek khas ini. Pensyarah-pensyarah maktab latihan guru dan guru-guru sekolah sains rendah telah dihantar berkursus di luar negara untuk mendapatkan pengalaman terus berkenaan model kurikulum dan bahan-bahan yang digunakan di sana dan membuat penyesuaian untuk keperluan tempatan. Apabila kembali ke tanahair, mereka dipinjamkan ke Pusat Sains, kini Pusat Perkembangan Kurikulum (CDC) untuk menulis dan menyediakan buku panduan guru. Penulisan buku panduan mengikuti pola umum. Pertama, sukatan pelajaran standard yang diberikan telah dikaji semula dan dibincang bersama semua kakitangan yang terlibat dalam pendidikan sains seperti pensyarah universiti, pelatih guru, pemeriksa sekolah, pembangun kurikulum dan guru-guru. Topik-topik yang disusun semula(jikaperlu), dan jenis pengalaman yang boleh disediakan bagi murid-murid telah dikenal pasti. Seterusnya, pelbagai sumber telah diteliti untuk idea-idea yang relevan dan berguna. Kemudian, pendekatan umum yang digariskan telah dilaksanakan kajian rintis dan draf telah dikaji semula. Akhir sekali, buku panduanini telah siap ditulis, hasildari bengkel-bengkelpenulisan, pengumpulanbahan-bahankurikulumdariseluruhdunia, terutamanya bahan-bahan dariprojek-projekyangtelahdisokong olehpenyelidikan dankajian rintis yang dikendalikandalam situasibilik darjahsebenar. Malangnya, bahan-bahan yangdisimpantelahmusnah dalam kebakarandi Pusat Perkembangan Kurikulum sekitarbulanApril, 1997. Beberapa sekolah-sekolah khas yang dikenali sebagai ‘pusat-pusat aktiviti’ telah ditubuhkan untuk menampung penyebaran pengetahuan dan sumber untuk guru sekolah rendah di semua negeri. Guru-guru juga dilatih untuk menjadi juru latih utama bagi projel khas ini. Pada tahun 1970, empat puluh guru dari tiga puluh pusat-pusat ini telah dilatih khas di Kuala Lumpur. Guru-guru yang dilantik sebagai jurulatih, kemudian kembali ke sekolah-sekolah mereka masing-masing untuk melatih guru-guru yang mengajar Darjah Satu pada tahun 1971 untuk menggunakan panduan-buku dan lembaran kerja. Latihan ini diteruskan sehingga Darjah Enam. Oleh itu, juru latih utama dan guru-guru yang dilatih oleh mereka dalam kursus-kursus dalam perkhidmatan bukan sahaja dilatih, tetapi juga bertindak sebagai agen perubahan di sekolah-sekolah mereka dengan menyebarkan teknik-teknik yang diperoleh kepada guru-guru lain. Guru juga dimaklumkan tentang bahan-bahan pengajaran yang terkini dan maklum balas melalui edaran buletin yang dihasilkan oleh ‘pusat-pusat aktiviti’. Soal selidik menilai juga telah diberikan kepada guru-guru untuk memantau proses pelaksanaan dan membuat penambahbaikan berdasarkan maklum balas dan cadangan. Sepanjang projek ini, pensyarah maktab latihan guru juga terlibat dalam menyumbangkan kepakaran dan memberi latihan. Walau bagaimanapun, kekurangan tenaga pengajar terlatih menghalang aliran latihan dan pelaksanaan inovasi. Jadualperancanganyang tidak realistikgagalmengambil kiramasalahyang wujudsemasapelaksanaan. LaporanyangdibuatolehperwakilanMalaysiadiseminarSEAMEO-RECSAM pada tahun 1973bertajuk InovasiDalamKurikulumSainsSekolah Rendah DanMatematikDanMasalahPelaksanaanDi Malaysia. â€Å"The cost of curriculum development and implementation has got to be paid in time, not merely in cash and personnel. The ultimate price of having to untangle knots of mis-implementation as a result of hurried efforts will be more than whatever time is saved in pushing through an ill-planned ‘crash programme. † (Ali Razak, 1973; p. 218) Tiada jalan pintas untuk pembangunan kurikulum. Walaupun pada mulanya dirancang untuk melengkapkan penulisan buku panduan dalam tempoh dua tahun, tetapi akhirnya ia mengambil masa empat tahun. Proses pelaksanaan mengambil masa selama tujuh tahun. 2. 3Alam dan Manusia Pandangan lain mengenai pembangunan dan pelaksanaan ‘Projek Khas’ telah diminta. Seorang yang bukan ahli sains, Tan Sri Profesor Awang Had Salleh (1983), yang merupakan Naib Canselor Universiti Kebangsaan Malaysia pada masa itu, telah diminta memberi komen dan mengulas mengenai kurikulum sains sekolah rendah. It does provide for what might be called science literacy, but the orientation of the syllabus is towards mastery of scientific facts with little emphasis on social and religious meaning and significance of scientific discoveries. In other words, the syllabus is cognitively orientated with little attention given to the affective domain of educational objectives†¦ The orientation of the textbooks reinforces memory work and encourages very little, if at all, enquiry skills. .. The teaching of science subjects seems to be guided almost entirely by two powerful variables, namely, examination and textbooks. † (Awang Had Salleh, 1983; p. 63 – 64) Pandangan-pandangan ini mewujudkan beberapan persoalan : â€Å"What is science education for? What kind of pupils and society do we want to produce? Pandangan-pandangan ini menyebabkan perubahan radikal dalam pendidikan sains. Ia termasuk pendekatan pelbagai disiplin kepada pendidikan sains di mana motivasi untuk belajar dipermudahkan melalui kandungan sains kepada masalah sebenar alam sekitar. Penekanan diberi kepada kemahiran asas dalam pendidikan dan sains yang merupakan sebahagian daripada isi kandungan dalam mata pelajaran. Alam dan Manusia dalam KBS R. Kurikulum itu diperkenalkan pada tahun 1982 sebagai kajian rintis dan dilaksanakan sepenuhnya di semua sekolah rendah pada tahun 1983. Terdapat tiga komponen utama dalam mata pelajaran Alam dan Manusia iaitu: manusia, alam sekitar, dan interaksi manusia dan alam sekitar. Hubungan antara ketiga-tiga komponen itu ditunjukkan dalam Rajah 1. Bersepadu adalah perkataan yang utama dalam kurikulum sebagai kaedah untuk mengurangkan beban kandungan dan komponen-komponen disiplin dalam kurikulum yang terdahulu. Bersepadu dalam merentas kurikulum merangkumi sains, sejarah, geografi, sains kesihatan dan sivik. Terdapat juga kajian persekitaran untuk mewujudkan perkaitan sains sosial kepada dunia di luar bilik darjah. Kesepaduan hubungan antara manusia dan alam sekitar wujud melalui pendekatan siasatan dalam pengajaran dan pembelajaran. Di samping itu, terdapat kesepaduan antara bidang, di mana kandungan kurikulum dimasukkan ke dalam struktur konsep dimana terdapat tema konsep tertentu melalui proses inkuiri. Komunikasi Nilai Murni Sains sosial Sains Kesihatan Manusia Dunia Fizikal Pendidikansians Kreativiti Hubungan Kemahiran Hidup alamsekitar Sains dan Teknologi Alam sekeliling Rajah 1 : Kerangka Alam dan Manusia (Source: Sufean Hussain et. al. , 1988). Mata pelajaran Alam dan Manusia menekankan tiga aspek yang luas. Pertama, untuk membangunkan pengetahuan murid mengenai manusia, alam sekitar, masyarakat dan interaksi antara mereka. Kedua, untuk meningkatkan kemahiran siasatan dan pemikiran dan penggunaan kemahiran ini dalam menyelesaikan masalah. Ketiga, untuk menerapkan nilai-nilai moral dan sikap murid-murid ke arah hidup yang harmoni dalam masyarakat majmuk (‘ Alam dan Manusia ‘ sukatan pelajaran, 1984). Terdapat lima tema utama dalam sukatan Alam dan Manusia. Ianya bertujuan supaya murid-murid dapat memahami, menghargai dan menyemai kasih sayang terhadap alam sekitar dan dengan itu, membangunkan cintakan negara. Tidak seperti Projek Khas yang diperkenalkan mulai Tahun Satu hingga Tahun Enam , Alam dan Manusia mula diperkenalkan di peringkat tahap dua iaitu dari Tahun Empat hingga Tahun Enam . Bagi melaksanakan kurikulum baru ini, diadakan kursus orientasi selama satu minggu kepada guru-guru sains . Selepas kursus itu, pihak Kementerian Pendidikan menganggap bahawa tugas mereka telah di pertanggungjawabkan kepada guru-guru dan tiada sebab untuk mereka mengatakan bahawa mereka tidak mempunyai pengetahuan yang mencukupi dan cara untuk mengajar subjek sains (Syed Zin, 1990). Batasan inovasi ini digambarkan oleh Syed Zin (1990) kajian ke atas pelaksanaannya di empat buah sekolah rendah di Negeri Sembilan, Malaysia. Antara batasan utama ialah kekurangan kompetensi guru-guru dalam mengintegrasikan kandungan subjek dan menggunakan pendekatan siasatan dalam pengajaran, kurangnya latihan dalam perkhidmatan dan sokongan profesional dari segi kakitangan dan kepakaran; kekangan fizikal seperti saiz kelas yang besar dan kemudahan yang tidak mencukupi; kurang jelas dalam reka bentuk inovasi; kekaburan dalam spesifikasi kurikulum dan skop dan jarak masa yang tidak mencukupi antara percubaan dan pelaksanaan inovasi bagi penambahbaikan yang dibuat. Akibat daripada inovasi, guru-guru telah dibebani dengan beban kerja tambahan, mengakibatkan guru menjadi cemas, hilang keyakinan dalam pengajaran, bergantung kepada buku teks dan tidak memaksimumkan penggunaan bahan-bahan kurikulum. Pelaksanaan kurikulum ini hanya berlaku sebahagian sahaja kerana guru-guru tidak menggunakan strategi pedagogi dan bahan-bahan yang dicadangkan. Guru-guru masih menekankan pemerolehan pengetahuan melalui fakta ,melalui kaedah deduktif berbanding dengan pendekatan siasatan. Tiada bukti bahawa ada perubahan dalam kepercayaan dan nilai guru ke arah inovasi. Alam dan Manusia , menekankan kurikulum humanistik iaitu kesepaduan disiplin, pendekatan siasatan dalam pembelajaran, meningkatkan kemahiran berfikir dan penerapan nilai-nilai moral. Kajian Alam Semulajadi dan Sains Rendah adalah relevan dalam pendekatan pengajaran sains. Ia dapat menarik minat kanak-kanak dan memberi makna kepada kanak-kanak kerana berkaitan dengan pengalaman harian mereka. Ia disesuaikan dengan perkembangan kognitif mereka. Dalam Projek Khas, pendekatan baru dalam pengajaran melalui penggunaan buku panduan dan bahan-bahan yang sesuai untuk membangunkan kognitif kanak-kanak diberi tumpuan. 2. 4Sains KBSR. Sukatan pelajaran sains sekolah rendah dalam KBSR telah digubal berpandukan Falsafah Pendidikan Kebangsaan dan prinsip-prinsip Rukunegara. KBSR adalah pendekatan bersepadu kepada pengetahuan, kemahiran dan nilai-nilai, pembangunan keseluruhan individu, peluang sama rata untuk pendidikan dan pendidikan sepanjang hayat. Tujuan utama KBSR adalah untuk menyediakan pendidikan asas untuk semua murid-murid dan memastikan perkembangan potensi murid-murid. secara menyeluruh. Perkembangan potensi murid-murid secara menyeluruh termasuk pembangunan intelek, rohani, fizikal dan emosi serta pembangunan diri dan memupuk nilai-nilai moral serta sikap. Sukatan pelajaran sains sekolah rendah direka untuk menampung prinsip-prinsip dan matlamat KBSR. (a)Matlamat dan Objektif KBSR Matlamat sukatan pelajaran sains sekolah rendah adalah untuk memupuk budaya sains dan teknologi dengan memberi tumpuan kepada pembangunan individu yang dapat menguasai pengetahuan dan kemahiran saintifik, memiliki nilai-nilai moral, dinamik dan progresif supaya ada tanggungjawab terhadap alam sekitar dan menghargai alam semula jadi. (Buku Panduan KBSR , Kementerian Pelajaran, 1993). Ini dapat dicapai dengan menyediakan peluang pembelajaran untuk murid-murid untuk belajar melalui pengalaman supaya mereka akan dapat; membangunkan kemahiran berfikir †¢ membangunkan kemahiran saintifik siasatan †¢ meningkatkan minat terhadap alam sekitar †¢ memahami diri dan persekitaran mereka melalui pemerolehan pengetahuan, pemahaman, fakta dan konsep †¢ menyelesaikan masalah dan membuat keputusan yang bertanggungjawab †¢ menangani sumbangan dan inovas i terkini dalam bidang sains dan teknologi †¢ mengamalkan nilai-nilai moral dan sikap saintifik dalam kehidupan seharian †¢ menghargai sumbangan sains dan teknologi kepada kehidupan yang lebih baik †¢ menghargai perintah dan penciptaan alam (Buku Panduan Sukatan Pelajaran Sains Sekolah Rendah, 1993, ms. ) Menurut Lewis dan Potter (1970) objektif di atas boleh diklasifikasikan kepada tiga tujuan utama pendidikan sains. Mereka mempercayai melalui (1) latihan kemahiran proses inkuiri (2) pemerolehan fakta dan kefahaman konsep (3) sikap yang sesuai dan dihajati dapat dikembangkan. Ketiga-tiga tujuan ini dinyatakan dalam silabus PSS sebagai objektif pencapaian yang kemudian dibahagi kepada objektif umum dan khusus bergantung kepada perkembangan kognitif murid-murid. Objektif umum adalah kenyataan untuk menerangkan pencapaian objektif yang ingin dicapai dalam domain kognitif,afektif dan psikomoto. Objektif khusus adalah huraian kepada objektif umum dan dinyatakan dalam bentuk tingkahlaku yang boleh diukur. Objektif pencapaian diiringi dengan cadangan-cadangan untuk pengalaman belajar yang membolehkan guru merancang aktiviti-aktiviti yang bersesuaian bagi mencapai objektif. (b)Kemahiran proses dan kemahiran berfikir Penguasaan kemahiran proses, kemahiran manipulatif dan kemahiran berfikir adalah ditekankan dalam sukatan PSS (Primary School Science/ Sains Sekolah Rendah). Ketiga-tiga kemahiran tersebut adalah saling berkaitan dengan pemikiran secara kritikal,kreatif dan analitik . Kemahiran proses yang dikenalpasti adalah kemahiran memerhati, mengkelasan,mengukur dan menggunakan nombor,membuat inferen,membuat ramalan, berkomunikasi, mengenalpasti hubungan ruang dan masa,mengintepretasi data, mendefinasi secara operasi, mengawal dan memanipulasi pembolehubah,membina hipotesis dan mengeksperimen. Kemahiran manipulatif adalah kemahiran psikomotor seperti mengendali,membersih dan menyimpan alat radas sains, mengendali secara selamat spesimen hidup, dan melukis secara betul spesinen dan alat radas (PSS Syllabus Handbook, 1993 m. s. 3 – 5). (c)Sikap dan nilai Sukatan PSS juga untuk menyemai sikap saintifik dan nilai yang positif ke dalam diri murid seperti minat , sifat ingin tahu kepada dunia disekeliling, kejujuran, ketepatan dalam mereko, mengesahkan data,keluwesan dan keterbukaan minda,kesabaran,kerjasama,bertanggungjawab terhadap diri sendiri,orang lain dan alam sekitar,bersyukur kepada tuhan dan menghargai sumbangan sains dan teknologi perkembangan positif sikap dan nilai perlu menjadi matlamat akhir pendidikan. (PSS Syllabus Handbook, 1993, m. s. 3 – 6). Menurut Lewis dan Potter (1970), (d)Isi kandungan PSS dilihat sebagai suatu bidang ilmu dan juga sebagai pendekatan inkuiri. Sebagai suatu bidang ilmu,sains menyediakan suatu kerangka untuk murid-murid memahami persekitaran mereka melalui aplikasi prinsip sains dalam kehidupan harian. Pendekatan inkuiri membolehkan murid melakukan penyiasatan pada dunia di sekeliling mereka. Ini akan menggalakkan muridmenjadi kreatif,berfikiran terbuka,toleransi ,mencintai dan menghargai alam sekitar. Prinsip kesepaduan dikekalkan dalam sukatan PSS sejajar dengan KBSR. Wujud kesepaduan yang merentasi matapelajaran lain seperti biologi,fizik dan kimia melalui penggunaan konsep dan proses sains. Pendekatan secara tema digunakan dalam mengolah isi kandungan . Pada tahap I sekolah rendah dalam Tahun 1, isi kandungan dibahagikan kepada dua bahagian: Bahagian A dan B . Pada Tahap II sekolah rendah, tema dibina mengenai manusia dan penerokaan persekitaran. Lima bidang penyiasatan adalah: 0 Alam Hidupan 1 Alam Fizikal 2 Alam Bahan 3 Bumi Dan Alam Semesta 4 Dunia Teknologi Persekitaran hidup menyiasat keperluan asas dan proses kehidupan manusia,binatang dan tumbuhan. Alam fizikal menyentuh konsep ruang dan masa dan fenomena tenaga. Alam bahan membuat perbandingan antara bahan semulajadi dan bahan buatan manusia . unia dan alam semesta meneliti bumi dan hubungannya dengan matahari,bulan dan planet-planet lain dalam sistem solar. Akhirnya dunia teknologi, menyiasat perkembangan teknologi dalam bidang pertanian,komunikasi,pengangkutan dan pembinaan dan sumbangannya dalam kesejahteraan kehidupan manusia. Setiap bidang penerokaan adalah untuk mencapai kesepaduan dalaman secara melintang supaya apa yang dipelajari hari ini mampu dihubungkaitkan denga n apa yang dipelajari kelmarin dan apa yang akan dipelajari esok dan kesepaduan menegak supaya apa yang dipelajari dalam sesuatu bidang seharusnya berkait dengan bidang penerokaan yang lain. Satu ciri yang penting tentang sains adalah setiap murid seharusnya mencapai tahap minimum kefahaman dan pengalaman dalam setiap disiplin sains. (e) Strategi pengajaran Sukatan PSS merujuk kepada dua pandangan tentang pembelajaran sains. ; pandangan proses dan pandangan konstruktivis. Pandangan proses menyokong pendekatan inkuiri (Livermore, 1964). pandangan konstruktivis menyokong kenyataan bahawa murid mengambil bahagian secara aktif dan kreatif dalam membina ilmu kendiri berasaskan pengetahuan sedia ada mereka dari pengalaman yang lalu. (Duit dan Treagust, 1995; Harlen, 1992). Oleh yang demikian strategi pengajaran yang digunakan untuk pengajaran dan pembelajaran sains adalah pembelajaran secara penemuan di mana hasil pembelajaran adalah akiviti-aktiviti murid-murid dan bukan berpusatkan guru. Peranan guru hanya sebagai fasilitator,menyediakan pengalaman ‘hands-on’ menggalakkan murid bertanyakan soalan di mana jawapan akan di cari secara inkuiri tidak hanya menyampaikan ilmu. Guru membimbing murid untuk meneroka sendiri prinsip-prinsip dan konsep sains dengan mengguna idea sendiri untuk melakukan eksperimen,perbincangan,simulasi dan projek. PSS Syllabus Handbook, 1993, m. s. 9). (f)Bahan-Bahan Kurikulum ‘Curriculum materials are basic essentials of scientific activity in the primary school’ (The International Encyclopaedia of Education, Vol. 9). (i)Tahap I sekolah rendah (Tahun 1,2 dan 3) Dalam PSS (Primary School Science ) Tahap 1 (diimplementasi pada Januari 2003 dalam bahasa Inggeris ),bahan-bahan kukrikulum adalah dalam bentuk pakej yang mengandungi buku panduan guru ,buku aktiviti untuk murid, huraian sukatan untuk guru dan CD-ROMs sebagai sokongan dalam pengajaran dan pembelajaran. Guru-guru yang mengajar sains juga dibekalkan dengan komputer riba dan LCD untuk mengintegrasikan penggunaan teknologi ke dalam pengajaran dan pembelajaran sains. (ii)Tahap II sekolah rendah ( Tahun 4,5 and 6) Dalam tahun 4, 5 dan 6 (diimplementasi pada Disember 1994 dalam Bahasa Inggeris), bahan-bahan kurikulum adalah dalam bentuk pakej yang mengandungi buku teks guru,buku teks murid, buku pukal bimbingan dan latihan (PULSAR) untuk guru yang mengandungi 12 modul. Guru juga menggunakan pelbagai buku teks komersial,buku kerja,carta dan bahan lut sinar. g)Kumpulan sasaran PSS adalah wajib bagi semua murid-murid di sekolah rendah (h)Peruntukan masa Di sekolah rendah, matapelajaran sains diperuntukan 3 waktu seminggu selama 30 minit setiap waktu manakala di sekolah menengah diperuntukkan 5 waktu seminggu selama 30 minit setiap waktu. (i)Pentaksiran Prosedur Pentaksiran dalam KSSR terdiri dari dua bahagian: pentaksiran formatif dan pentaksiran sumatif. Murid-murid ditaksir pada tiga aspek sukatan pelajaran; pengetahuan,kemahiran,sikap dan nilai (KSSR Syllabus Handbook, 1993, m. s. 11- 12). Pentaksiran formatif adalah pentaksiran berasaskan sekolah dalam bentuk ujian bertulis,ujian amali,projek,portfolio, kerja lisan dan kerja kumpulan. Tujuan utama adalah untuk mengesan kelemahan murid dan memperkasakan pembelajaran. Pentaksiran sumatif biasanya terbahagi kepada dua iaitu pentaksiran kerja amali (PEKA) dan UPSR. PEKA adalah penilaian yang berterusan untuk mengukur sejauh mana murid-murid telah menguasai kemahiran proses sains dan kemahiran manipulatif sains (Guide to PEKA, 1997). Ianya telah di implementasi dalam tahun enam untuk tempoh enam bulan. Berdasarkan kepada penialaian berasaskan kriteria yang dibangunkan oleh Lembaga Peperiksaan Malaysia ,KPM, guru-guru merancang beberapa siri eksperimen untuk menilai murid di dalam bilik darjah. Instrumen penilaian adalah skala berkadar dan portfolio. Murid-murid dinilai pada lapan kemahiran proses; memerhati, membuat pengkelasan, mengukur dan menggunakan nombor, berkomunikasi, menggunakkan hubungan ruang-masa, mendefinisikan secara operasi, mengawal pembolehubah-pembolehubah dan menjalankan eksperimen. Mereka juga akan dinilai pada lima kemahiran manipulatif; mengguna dan mengendalikan bahan-bahan dan alat radas sains dengan betul, mengendalikan spesimen yang mati dan hidup dengan selamat, melukis specimen,bahan dan alat radas dengan tepat, membersihkan alat radas sains dengan betul, dan menyimpan bahan dan alatan sains denan baik dan selamat. Pentaksiran kepada aptitud, sikap dan nilai juga dibina dalam item ujian PEKA. Pentaksiran lain adalah UPSR, di mana ianya merupakan suatu bentuk penilaian bertujuan untuk melihat sejauh mana sistem pendidikan menyediakan murid-murid untuk kurikulum sekolah menengah. Ianya adalah ujian bertulis yang mengandungi dua bahagian; bahagian A dan bahagian B. Bahagian A mengandungi tiga puluh soalan aneka pilihan dan bahagian B mengandungi lima soalan berstruktur. Peruntukan markah untuk bahagian A adalah 30 markah dan bahagian B adalah 20 markah. Penekanan diberikan kepada soalan-soalan dalam bahagian B yang menguji kebolehan murid-murid berfikir secara kritis dan kreatif. Untuk mendapat keputusan yang baik dalam peperiksaan sains, murid harus lulus pada Bahagian B. Yang menariknya markah yang dicapai dalam PEKA, tidak menyumbang terus kepada pencapaian keseluruhan markah dalam UPSR. Ini mungkin akan menjejaskan penyalahgunaan sistem dimana penilaian dalam PEKA tidak dijalankan secara serius oleh guru-guru kerana ianya bersifat terlalu subjektif. (Reference: Tan, J. N. (1999). The Development and Implementation of The Primary School Science Curriculum in Malaysia. Unpublished PhD thesis of the University of East Anglia, Norwich, United Kingdom. ) | Latihan| 1Tulis satu laporan perubahan dalam kurikulum sains sekolah rendah di Malaysia. 2. Nyatakan rasional perubahan dalam kurikulum sains sekolah rendah di Malaysia. 3. Lukis jadual untuk membuat pembandingan bagi setiap kurikulum sains sekolah rendah yang telah dilaksanakan di Malaysia, | Memikir| Kajian kurikulum sains sekolah rendah sekarang. Bincangkan dan tulis laporan sama ada kurikulum ini adalah adaptasi, pengubahsuaian atau pendekatan baru daripada kurikulum sebelumnya. Rujukan Tan, J. N. (1999). The Development and Implementation of The Primary School Science Curriculum in Malaysia. Unpublished PhD thesis of the University of East Anglia, Norwich, United Kingdom. Pusat Pembangunan Kurikulum (2002). Huraian Sukatan Pelajaran Sains. Kementerian Pelajaran Malaysia | Tamat Topik 2| TAJUK 3| Kurikulum Sains Pendidikan Rendah Malaysia I| SINOPSIS Topik ini mengkaji objektif, hasil pembelajaran, penekanan, organisasi kandungan dan skop Kurikulum Sains Pendidikan Rendah Malaysia . HASIL PEMBELAJARAN 1. Menerangkan penekanan Falsafah Pendidikan Sains Kebangsaan. 2. Menyatakan matlamat dan objektif kurikulum sains sekolah rendah KBSR 3. Membincangkan cabaran-cabaran yang terlibat dalam menggabungkan kurikulum sains sekolah rendah KBSR dalam pengajaran sains. 4. Menjelaskan organisasi isi kandungan dalam kurikulum sains sekolah rendah KBSR Kerangka Tajuk-tajuk Rajah 3. 0 Kerangka Tajuk ISI KANDUNGAN 3. 1Objektif Matlamat kurikulum sains sekolah rendah adalah untuk memupuk minat dan kreativiti murid melalui pengalaman dan siasatan setiap hari yang menggalakkan pemerolehan pengetahuan sains dan kemahiran berfikir disamping menerapkan sikap saintifik dan nilai-nilai murni. 3. 2Hasil Pembelajaran Peringkat satu Kurikulum Sains bertujuan : 1. Memupuk minat dan merangsang perasaan ingin tahu murid tentang dunia di sekeliling mereka. 2. Menyediakan murid dengan peluang-peluang untuk mengembangkan kemahiran proses sains dan kemahiran berfikir. . Membangunkan kreativiti murid. 4. Menyediakan murid dengan pengetahuan asas dan konsep sains 5. Menyemai sikap saintifik dan nilai-nilai positif. 6. Menyedari kepentingan memelihara dan menyayangi alam sekitar Peringkat dua Kurikulum Sains bertujuan : 1. Memupuk minat dan merangsang perasaan ingin tahu murid tentang dunia di sekeliling mereka. 2. Menyediakan murid dengan peluang-peluang untuk mengembangkan kemahiran proses sains dan kemahiran berfikir. 3. Membangunkan kreativiti murid. 4. Menyediakan murid dengan pengetahuan asas dan konsep sains 5. Menyediakan peluang pembelajaran untuk murid mengaplikasi pengetahuan dan kemahiran secara kreatif, kritikal dan analitikal bagi menyelesaikan masalah dan membuat keputusan. 6. Menyemai sikap saintifik dan nilai-nilai positif. 7. Menghargai sumbangan sains dan teknologi ke arah pembangunan negara dan kesejahteraan manusia. 8. Menyedari kepentingan memelihara dan menyayangi alam sekitar 3. 3Penekanan Sains menekankan penyiasatan dan penyelesaikan masalah. Dalam penyiasatan dan proses penyelesaian masalah, kemahiran dan pemikiran saintifik digunakan. Kemahiran saintifik penting dalam mana-mana penyiasatan saintifik seperti menjalankan eksperimen dan projek. Kemahiran saintifik terdiri daripada kemahiran proses sains dan kemahiran manipulasi Berfikir merupakan satu proses mental yang memerlukan seseorang individu mengintegrasikan pengetahuan, kemahiran dan sikap dalam usaha memahami alam sekitar. Salah satu objektif sistem pendidikan negara adalah untuk meningkatkan keupayaan berfikir murid-murid. Objektif ini boleh dicapai melalui kurikulum yang menekankan pembelajaran berfikrah. Pengajaran dan pembelajaran yang menekankan kemahiran berfikir adalah asas untuk pembelajaran berfikrah. Pembelajaran berfikrah dapat dicapai sekiranya murid terlibat secara aktif dalam proses pengajaran dan pembelajaran. Aktiviti perlu dirancang untuk memberi peluang kepada murid menggunakan kemahiran berfikir dalam pengkonseptualan, menyelesaikan masalah dan membuat keputusan. Kemahiran berfikir boleh dikategorikan kepada kemahiran pemikiran kritis dan kreatif. Seseorang yang berfikir secara kritis sentiasa menilai sesuatu idea secara sistematik sebelum menerimanya. Seseorang yang berfikir secara kreatif mempunyai tahap imaginasi yang tinggi, mampu untuk menjana idea-idea asal dan inovatif, dan mengubah suai idea dan produk. Strategi pemikiran adalah kemahiran berfikir aras tinggi yang melibatkan pelbagai langkah. Setiap langkah melibatkan pelbagai kemahiran berfikir kritis dan kreatif. Keupayaan untuk merangka strategi pemikiran adalah bermatlamat untuk memperkenalkan aktiviti-aktiviti berfikir dalam pengajaran dan pembelajaran . Pengalaman pembelajaran sains boleh digunakan sebagai satu cara untuk menyemai sikap saintifik dan nilai-nilai murni dalam diri pelajar. Penerapan sikap saintifik dan nilai-nilai murni secara amnya berlaku melalui perkara berikut * Menyedari kepentingan dan keperluan sikap saintifik dan nilai-nilai murni. Memberi penekanan kepada sikap dan nilai-nilai ini. * Mengamal dan menghayati sikap saintifik dan nilai-nilai murni Apabila merancang aktiviti pengajaran dan pembelajaran, guru perlu memberi pertimbangan yang sewajarnya kepada perkara di atas bagi memastikan penerapan sikap dan nilai saintifik yang berterusan . 3. 4Organisasi Kandungan Kurikulum sains dianjurkan secara bertema . Setiap tema terdiri daripada pelbagai bidang pembelajaran, setiap satunya terdiri daripada beberapa objektif pembelajaran. Objektif pembelajaran mempunyai satu atau lebih hasil pembelajaran. Hasil pembelajaran ditulis dengan menyatakan hasil tingkah laku yang boleh diukur, kriteria dan situasi. Secara umum, hasil pembelajaran bagi setiap objektif pembelajaran dinyatakan tahap kesukarannya. Walau bagaimanapun, dalam proses pengajaran dan pembelajaran, aktiviti-aktiviti pembelajaran harus dirancang dengan cara yang holistik dan bersepadu yang membolehkan pencapaian hasil pembelajaran yang pelbagai mengikut keperluan dan konteks tertentu. Guru seharusnya mengelak daripada menggunakan strategi pengajaran yang mengasingkan setiap hasil pembelajaran yang dinyatakan di dalam Spesifikasi Kurikulum. Cadangan Aktiviti Pembelajaran memberi maklumat tentang skop dan dimensi hasil pembelajaran. Aktiviti-aktiviti pembelajaran yang dinyatakan di bawah lajur Cadangan Aktiviti Pembelajaran diberi dengan tujuan untuk menyediakan beberapa panduan tentang bagaimana hasil pembelajaran boleh dicapai. Aktiviti yang dicadangkan boleh meliputi satu atau lebih hasil pembelajaran. Guru boleh mengubahsuai cadangan aktiviti yang sesuai dengan kebolehan dan gaya pembelajaran murid-murid mereka. Guru juga digalakkan mereka bentuk aktiviti pembelajaran yang inovatif dan berkesan untuk meningkatkan pembelajaran sains . | Latihan| Jawab soalan-soalan berikut. (Rujuk Kurikulum Spesifikasi Sains Rendah. ) Kurikulum Sains Pendidikan Rendah Malaysia I 1. Berikan dua dokumen penting yang mesti dirujuk oleh guru bagi memahami Kurikulum Sains Rendah. Apakah tujuan utama setiap dokumen tersebut? 2. Kurikulum Sains Rendah digubal selaras dengan Falsafah Pendidikan Kebangsaan (FPK). Nyatakan empat elemen penting yang ditekankan dalam FPK 3. Nyatakan matlamat Kurikulum Sains Rendah. Bagaimana matlamat ini selaras dengan aspirasi FPK? 4. Senarai semua objektif Kurikulum Sains Rendah. Apakah perbezaan di antara objektif kurtikulum Tahap I dan Tahap II? . Berikan tiga penekanan utama / unsur-unsur Kurikulum Sains Rendah. Bincangkan cabaran-cabaran dalam menggabungkan penekanan ini ke dalam pelajaran. 6. Senaraikan kemahiran dan nilai-nilai kurikulum yang diharap untuk dibangunkan. Mengapa kemahiran dan nilai-nilai tersebut penting? 7Dengan menggunakan pengurusan grafik yang sesuai, tunjukkan bagaimana kandungan kurikulum sa ins yang anda pilih dapat dibina. 8. Kurikulum Sains Sekolah dibina berdasarkan tema-tema tertentu. Tuliskan tema-tema tersebut untuk Tahap I dan Tahap II 9. Setiap Tema dalam kandungan kurikulum terdiri daripada pelbagai Bidang Pembelajaran. Bina Jadual Bidang Pembelajaran mengikut tema-tema yang sesuai bagi Tahun 1 hingga 6. Apakah yang dapat anda simpulkan tentang susunan bidang-bidang pembelajaran tersebut? Tema| Tahun 1| Tahun 2| Tahun 3| Tahun 4| Tahun 5| Tahun 6| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 10. Dalam Spesifikasi Kurikulum, organisasi kandungan ditunjukkan dengan menggunakan 5 lajur. Nama dan terangkan setiap tajuk lajur tersebut. 11. Kurikulum Sains Rendah mengintegrasikan pengetahuan, kemahiran dan nilai-nilai dalam pengajaran dan pembelajaran sains. Dengan memberikan contoh-contoh yang sesuai tunjukkan bagaimana seorang guru dapat mengintegrasikan ketiga-tiga elemen tersebut dalam pelajaran sains. 12. Cadangkan strategi pengajaran dan pembelajaran yang sesuai untuk kurikulum sains sekolah rendah. Berikan penerangan ringkas tentang setiap strategi tersebut. 13. Apakah tiga aspek yang dinilai dalam kurikulum sains sekolah rendah dan bagaimanakah aspek tersebut dinilai? | Bahan Bacaan dan Internet | Banding bezakan Kurikulum Sains Sekolah Rendah di Malaysia dan New Zealand dari segi objektif, penekanan dan skop. (New Zealand Primary Science Curriculum: ttp://www. tki. org. nz/r/science/curriculum/toc_e. php ) Rujukan Pusat Pembangunan Kurikulum (2002). Huraian Sukatan Pelajaran Sains. Kementerian Pelajaran Malaysia Ministry of Education, Wellington, New Zealand (2002). Science in the New Zealand Curriculum. Retrieved on 10 Sept. 2009 from: http://www. tki. org. nz/r/science/curriculum/toc_e. php | Tamat Topik 3| TAJUK 4| Kurikulum Sains Pendidikan Rendah Malaysia II | SINOPSIS Topik ini membincangkan amalan-amalan yang baik dalam pengajaran dan pembelajaran sains. Ia merangkumi pelbagai strategi, aktiviti-aktiviti pembelajaran dan prosedur pentaksiran. HASIL PEMBELAJARAN 1. Mengenalpasti masalah-masalah dalam pembelajaran sains 2. Menghuraikan pelbagai strategi, aktiviti dan pentaksiran yang boleh di implementasi dalam pembelajaran sains.. KERANGKA TAJUK Rajah 4. 0 Kerangka Tajuk ISI KANDUNGAN 4. 1Strategi Pengajaran dan pembelajaran Strategi pengajaran dan pembelajaran dalam kurikulum sains menekankan kepada pembelajaran berfikrah. Pembelajaran berfikrah adalah suatu proses yang boleh membantu murid-murid menguasai ilmu pengetahuan dan kemahiran yang akan membantu mereka untuk membangun pemikiran ketahap optimum. Pembelajaran sains berfikrar boleh dicapai melalui pendekatan yang pelbagai seperti inkuiri, konstruktivisme, pembelajaran kontektual dan pembelajaran masteri. Oleh yang demikian aktiviti pembelajaran perlu dirancangkan kepada merangsang pemikiran kraeatif dan kritis murid-murid dan tidak hanya tertumpu kepada pembelajaran secara rutin atau kebiasaan. Murid-murid harus menyedari tentang kemahiran berfikir dan strategi berfikir yang mereka gunakan dalam pembelajaran . Mereka harus di cabar dengan masalah dan soalan-soalan aras tinggi untuk menyelesaikan masalah yang memerlukan kepada penyelesaian masalah. Proses pengajaran dan pembelajaran seharusnya dapat membolehkan murid-murid menguasai ilmu pengetahuan, kemahiran dan memperkembangkan sikap saintifik dan nilai murni secara bersepadu 4. 2Aktiviti Pembelajaran Kepelbagaian kaedah pengajaran dan pembelajaran mampu meningkatkan minat murid-murid dalam pembelajaran sains. Kelas sains yang tidak menarik akan menjejaskan motivasi murid untuk belajar sains dan ini akan mempengaruhi pencapaian mereka. Pemilihan kaedah pengajaran perlu memenuhi kehendak kurikulum, kebolehan murid, kecerdasan pelbagai murid, dan kemudahan sumber pengajaran dan pembelajaran dan infrastruktur. Aktiviti-aktiviti yang pelbagai harus dirancang untuk murid-murid yang mempunyai gaya pembelajaran dan kecerdasan yang berbeza-beza. Berikut adalah penjelasan ringkas tentang kaedah pengajaran dan pembelajaran. 4. 2. 1Eksperimen Eksperimen adalah kaedah yang biasa digunakan dalam kelas sains. Semasa melaksanakan eksperimen murid-murid menguji hipotesis melalui penyiasatan untuk menemukan konsep dan prinsip sains. Semasa menjalankan eksperimen, murid-murid menggunakan kemahiran berfikir, kemahiran saintifik dan kemahiran manipulatif. Aktiviti eksperimen boleh dilaksanakan secara bimbingan guru,atau guru memberi peluang jika bersesuaian kepada murid-murid untuk merekabentuk eksperimen mereka sendiri. Ini melibatkan murid-murid merancang eksperimen, bagaimana membuat pengukuran dan menganalisis data dan pembentangan hasil eksperimen mereka. 4. 2. 2Perbincangan Perbincangan adalah suatu aktiviti dimana murid-murid bertukar-tukar soalan dan pandangan berdasarkan alasan yang jelas. Perbincangan boleh dijalankan sebelum, semasa atau selepas sesuatu aktiviti. Guru memainkan peranan sebagai fasilitator dan memimpin perbincangan untuk merangsang pemikiran dan menggalakkan murid-murid supaya menyatakan pendapat atau pandangan mereka. 4. 2. 3Simulasi Dalam simulasi, aktiviti yang dijalankan menyerupai situasi atau keadaan sebenar. Contoh aktiviti-aktiviti simulasi adalah main peranan , permainan dan penggunaan model. Di dalam aktiviti main peranan murid-murid memainkan peranan yang tertentu berdasarkan syarat-syarat yang diberikan. Permainan memerlukan prosedur yang harus diikuti. Semasa akativiti permainan murid-murid belajar prinsip-prinsip yang spesifik atau memahami proses untuk membuat sesuatu keputusan. Model digunakan untuk mewakili objek-objek atau situasi sebenar supaya murid-murid dapat membuat gambaran mental dan memahami konsep dan prinsip sains yang hendak dipelajari. 4. 2. 4Projek Projek adalah suatu aktiviti pembelajaran yang dilakukan oleh individu atau kumpulan untuk mencapai objektif pembelajaran yang khusus. Projek memerlukan beberapa sesi pengajaran untuk diselesaikan . Hasil projek boleh berbentuk laporan, artifak,atau dalam bentuk persembahan yang akan dibentangkan oleh murid-murid atau guru. Kerja projek menggalakkan perkembangan kemahiran menyelesaikan masalah, pengurusan masa dan pembelajaran individu secara bebas . 4. 2. 5Lawatan dan penggunaan sumber luaran Pembelajaran sains tidak hanya terhad kepada aktiviti-aktiviti yang dijalankan dalam kawasan sekolah sahaja. Pembelajaran sains boleh dikembangkan lagi melalui penggunaan sumber luaran saperti zoo,muzium,pusat-pusat sains,institusi-institusi penyelidikan kawasan paya bakau dan kilang-kilang. Lawatan ke tempat-tempat berikut akan menjadikan pembelajaran sains itu lebih menarik. bermakna dan berkesan. Untuk mengoptimumkan pembelajaran lawatan perlu dirancang dengan teliti. Murid-murid perlu dilibatkan dalam membuat perancangan dan tugasan yang spesifik perlu ditetapkan sebelum lawatan. Lawatan pembelajaran ini tidak akan lengkap tanpa pos-perbincangan selepas lawatan. 4. 2. 6Penggunaan Teknologi Tekno How to cite Kssr Sains, Papers

What Is Unemployment Essay Sample free essay sample

Introduction- Unemployment is the status in which a individual is with no work. gettable to work. and is soon seeking work. An economic province marked by the truth that persons actively seeking occupations remain unemployed. Unemployment is the place of an single looking for a paying occupation but non holding one. The unemployment rate is used in economic surveies and economic indexes. The rate is determined by dividing the figure of unemployed workers by the entire civilian labour force. Unemployment is expressed as a per centum of the entire available work force. ( Lewis. 1954. Rannis and Fei. 1964 ) The degree of unemployment varies with economic conditions and other state of affairs. Unemployment does non incorporate full-time pupils. the retired. kids. or those non actively looking for a paying occupation ( Thirteenth International Conference of Labor Statisticians. â€Å"International Labor Organization: Resolution refering statistics of the economically active population. employment. une mployment and underemployment† ) . Causes of Unemployment – Open unemployment of the kind defined above is associated with capitalist economic systems. We will write a custom essay sample on What Is Unemployment? Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Preliterate communities treat their members as parts of an drawn-out household and therefore do non let unemployment. In precapitalist societies such as European feudal system. the helot. though clearly dominated and exploited by the Godheads. were neer â€Å"unemployed† because they had direct entree to the land. and the needful tools. and could therefore work to bring forth harvests ( P. Kooiman. â€Å"Some empirical theoretical accounts for markets in disequilibrium† ) . Merely as on the American frontier during the 19th century. there were twenty-four hours labourers and subsistence husbandmans on hapless land. whose state of affairs in society was slightly similar to the unemployed of today. But they were non really unemployed. since they could happen work and support themselves on the land. ( Krishna. 1976 ) Under both ancient and modern systems of slave-labor. slave-owners neer let their belongings be unemployed for long. Planned economic systems such as the old Soviet Union or today’s Cuba typically provide profession for everyone. utilizing extended overstaffing if necessary. This is called â€Å"hidden unemployment. † which is on occasion seen as a sort of underemployment. Workers’ co-ops such as those bring forthing plyboard in the U. S. Pacific Northwest do non allow their members become unemployed unless the co-op itself goes bankrupt. Since non all unemployment may be â€Å"open† and counted by authorities bureaus. official unemployment may be highly low even under capitalist economy. Poorer capitalist states lack a modern public assistance province and unemployment insurance so that it is highly difficult to afford being unemployed for really long: they frequently end up taking occupations beneath their accomplishment degrees. Those who might be counted as â€Å"unemployed† in the rich states end up alternatively being underemployed and non counted. Others argue that unemployment really increases the more the authorities intervenes into the economic system. ( Unni and Rani. 2005 ) For illustration. minimal rewards raise costs of making concern and concerns respond by lying off workers. Laws curtailing layoffs make concerns less probably to engage in the first topographic point go forthing many immature people unemployed and unable to happen work. The consequences of both actions lead to less productiveness and are claimed to incur a higher cost on society as a whole. The consequences lead to non merely higher unemployment but may increase poorness. This is why the less market oriented states of Europe frequently sustain significantly high unemployment rates in comparing to the United States ; that is. authorities induced employment through policies designed to protect the worker. The public assistance province so responds with assorted benefits that are paid for by the center and upper category which reduces their capableness to devour and is theorized to cut down the inducement to work tough and innovate. Economists like Ludwig Von Mises. Milton Friedman. Friedrich Von Hayek. and many others non merely believe that the public assistance of society lessenings with this sort of intercession but that these economic policies are non sustainable. Solutions Over the past few decennaries occupations in fabrication and agribusiness have been steadily eliminated through the usage of bigger. faster or better machines. In all the advanced states we see a switch to service occupations and this tendency is certain to transport on in the hereafter. Automatons of the hereafter may be so capable that they will be able to extinguish about all of the staying fabrication occupations. The decrease of universe military menace has led to a dramatic diminution in occupations in the so called â€Å"military-industrial complex† . Many 1000s of workers have lost their occupations. They are standing in unemployment lines now. The same goes for 1000s of former members of the armed forces of the US. One structural solution to unemployment proposes a calibrated retail revenue enhancement. or â€Å"jobs levy† . to houses where labour is more expensive than capital. This technique will switch revenue enhancement load to capital intensive houses and off from labour intensive houses. In theory this will do houses switch operations to a â€Å"golden mean† between labour intensive and capital intensive production The extra revenue enhancement gross from the occupations levy would finance labour intensive public undertakings ( Robert Struble. â€Å"Toward a Structural Solution to Unemployment: International Journal of Social Economics† ) . We must detect occupations non merely for the 1000000s of people who will be displaced from their fabrication occupations but besides for those who are no longer portion of the world-wide military-industrial composite. We must bring forth entirely new industries to provide these new occupations. We should back up four industries: atomic merger. aquicultures. robotics. and infinite. Of the four. infinite is the chiefly good known. Space engineering is a field of enterprise which is really hi-tech but need non be military in nature. We seek to promote infinite undertakings. Hydroponics is perchance the following most good known industry. Very likely everyone has eaten a hydroponically adult tomato at some clip or other. This industry is good established but little. this industry should be greatly expanded. Roboticss is besides a good established but little industry ; nevertheless. the edifice of humanoids is practically unknown. Finally. atomic merger represents the hereafter of electric power coevals. Current merger survey undertakings should be intensified to shorten the growing clip of feasible merger power atomic reactors. Types of the Unemployment- There are seven types of unemployment. Frictional unemployment occurs when a worker moves from one occupation to another. While he searches for a occupation he is sing frictional unemployment. Structural unemployment is caused by a mismatch between the location of occupations and the place of job-seekers. â€Å"Location† may be geographical. or in footings of accomplishments. The disparity comes because unemployed are unwilling or unable to alter geographics or accomplishments. Cyclic unemployment. besides known as demand lacking unemployment. occurs when there is non equal aggregative demand for the labour. This is caused by a concern rhythm recession. Technological unemployment is caused by the permutation of workers by machines or other advanced engineering. Classical or real-wage unemployment occurs when existent rewards for a occupation are set higher than the market-clearing degree. This is frequently as an consequence of authorities intercession. as with the minimal pay . or brotherhoods. Some propose that even societal tabus can avoid rewards from falling to the market uncluttering degree. Marxian unemployment is needed to promote workers to work hard and to maintain rewards down. Seasonal unemployment occurs when an business is non in demand at certain seasons ( McKee. Bell in 1986 ) . Measurement of UnemploymenT– Though many people worry about the figure of unemployed. economic experts typically focus on the unemployment rate. This corrects for the usual addition in the figure of people employed due to additions in population and additions in the labour force relation to the population. The unemployment rate is expressed as a per centum. and calculated as follows: Unemployment rate= ( unemployed workers/total labour force ) *100 % Aid for The unemployed- The most developed states have AIDSs for the unemployed as portion of the public assistance province. These unemployment benefits include unemployment insurance. public assistance. unemployment compensation and subsidies to assistance in retraining. The chief end of these plans is to relieve short-run adversities and. more significantly. to let workers more clip to seek for a good occupation ( â€Å"International Labor Organization. Bureau of Statistics. The Thirteenth International Conference of Labor Statisticians† ) . In the U. S. the unemployment insurance allowance one receives is based entirely on old income ( non clip worked. household size. etc. ) and normally compensates for tierce of one’s old income. To measure up. one must be in their several province for at least a twelvemonth and. of class. work. The system was established by the Social Security Act of 1935. While 90 % of citizens are covered on paper. merely 40 % could really have benefits. In instances of extremely seasonal industries the system provides net incomes to workers during the off seasons. therefore promoting them to remain attached to the industry. In the United States the New Deal made unemployment alleviation a top governmental precedence. The end of the Works Progress Administration ( WPA ) was to use most of the unemployed people on alleviation until the economic system recovered. Benefits Unemployment may hold advantages every bit good as disadvantages for the overall economic system. Notably. it may help avert runaway rising prices. which negatively affects about everyone in the affected economic system and has serious long-run economic costs. However the historic premise that full local employment must take straight to local rising prices has been attenuated. as late expanded international trade has shown itself able to go on to provide low-cost goods even as local employment rates rise closer to full employment ( Michael Graham Richard. Gatineau. â€Å"Reasons Why Recession is BAD for the Environment† ) . The inflation-fighting benefits to the full economic system originating from a presumed optimal degree of unemployment have been studied extensively. Before current degrees of universe trade were developed. unemployment was demonstrated to cut down rising prices. Beyond the benefits of controlled rising prices. frictional unemployment provides employers a larger applicant pool from which to choose employees better suited to the available occupations. The unemployment needed for this intent may be really little. nevertheless. since it is comparatively easy to seek a new occupation without losing one’s current 1. And when more occupations are available for fewer workers ( lower unemployment ) . it may let workers to happen the occupations that better fit their gustatory sensations. endowments. and demands. As in the Marxian theory of unemployment. particular involvements may besides profit: some employers may anticipate that employees with no fright of losing their occupations will non work every bit difficult. or will demand increased rewards and benefit. Harmonizing to this theory. unemployment may advance general labour productiveness and profitableness by increasing employers’ monopsony-like power ( and net incomes ) . Optimum unemployment has besides been defended as an environmental tool to brake the invariably accelerated growing of the GDP to keep degrees sustainable in the context of resource restraints and environmental impacts. However the tool of denying occupations to willing workers seems a blunt instrument for conserving resources and the environment — it reduces the ingestion of the unemployed across the board. and merely in the short-run. Full employment of the unemployed work force. all focused toward the end of developing more environmentally efficient methods for production and ingestion might supply a more important and permanent cumulative environmental benefit and decreased resource ingestion. If so the future economic system and work force would profit from the attendant structural additions in the sustainable degree of GDP growing. Some critics of the â€Å"culture of work† such as nihilist Bob Black see employment as overemphasized culturally in modern states. Such critics frequently propose discontinuing occupations when possible. working less. reevaluating the cost of populating to this terminal. creative activity of occupations which are â€Å"fun† as opposed to â€Å"work. † and making cultural norms where work is seen as unhealthy. These people advocate an â€Å"anti-work† moral principle for life. Mentions: hypertext transfer protocol: //www. isid. Ac. in/~bharat/Doc/Unemployment2_w. pdf. hypertext transfer protocol: //dget. nic. in/dex/empscenario. pdf