THE advancement of Science and Technology plays a pivotal role in our nation’s modernisation, industrialisation and development of our economic sectors.
As the country prepares to join the ranks of developed nations by 2020, education in particular Science, Technology, Engineering and Mathematics (STEM) play a vital role in preparing and equipping our young generation to compete in a global world.
Science teachers need to play a critical role in enacting the science curriculum in the classroom.
This is because the interface between the curriculum and the students is the teacher.
Our schools face challenges and problems in the teaching and learning of science.
A keen emphasis on public examinations has led to teaching being mainly geared towards passing these examinations.
Practical and experimentation are often sacrificed since these do not form a significant percentage in the overall marks.
Science being an empirical subject invites students to explore and inquire in order to gain knowledge and make conclusions on their own.
A report published by the Science, Technology and Innovation Ministry states that 39.4% of the Malaysian public thought that science subjects are difficult and perceive that the approach in teaching Science and Technology subjects is too academic.
We have yet to achieve the ratio 60:40 of science against non science policy introduced since 1960; students are shying away from science related courses even though they have the minimum requirement.
In the Trends in International Mathematics and Science Study (TIMSS) 2011 and Programme for International Student Assessment (Pisa) 2012, our students showed a dismal performance in the international arena.
Hopefully science teachers in schools would encourage their students to inquire, explore and construct scientific ideas in a critical, creative and innovative manner.
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