Emotions In The Things They Carried Essay Example for Free

Emotions In The Things They Carried Essay In his story â€Å"The Things They Carried†, Tim O’Brien, enlightens the reader with the many faces and emotions of men. Although men are normally thought upon as the stronger of the two sexes; physically and emotionally, O’Brien lets us realize that this is not so. Men are weak in even the strongest of situations. And in this case, the situation is war. War is the main theme of the story. Masculinity in the story The ‘soldiers’ mentioned are victims of many emotions, for example, love, hatred, stress, depression, etc. They realize how important love and real-life relationships are. Most men who are prey to long lost love, try to let go of their past and focus only on their duties in vain. As they walk through the streets of Vietnam, they carry with themselves the basic necessities of survival and souvenirs to remind them of home. During these marches, they dispose of some of their supplies because they are aware that they will soon gain much more. War is like a game to the soldiers, there are always winners and losers. It can be played with many different tactics. It is all a matter of luck and strategy. But it is not all that bad. Some of the soldiers, who leave, return soon because the peace ‘hurts’ them too much. And for some, the war is far too much to handle. This is mainly due to the losses they experience. Death is a frightening incident which occurs most often bringing with it tears of pain and stress. The soldiers are afraid of killing as well. The first kill is always the hardest to bear. These soldiers imagine what kind of a life their enemies led before getting involved into such a situation. Deep, dark marks are left within the hearts of these soldiers as they spend endless days on the battlefields. Voegele quotes OBrien as talking about fear, In many respects this was the heaviest burden of all, for it could never be put down. (Voegele). The soldiers have dreams about escaping the brutal nature and reality of war because they are unable to remove fear from their hearts. Most of the time, there are petty quarrels that take place, some leading to physically fights, which soon lead to renewed friendships, trust and written pacts, and then ending in death and sorrow. Voegele quotes OBrien provides the weight of the objects which the soldiers carry by saying The weapon weighed 7.5 pounds unloaded, 8.2 pounds with its full 20 round magazine. The riflemen carried anywhere from 12 to 20 magazinesadding on another 8.4 pounds at minimum, 14 pounds at maximum. (Voegele). The story above portrays the masculine romance of the soldier as it portrays the tough and brutal nature of their experience in war. These soldiers have to be tough and brave in the battlefield in order to prove that they are worthy males. Experience of war OBrien gives a graphic portrait of the experience of war by mentioning the weight of the things which the soldiers carry. The soldiers also have to face other external factors like the weather during the time of war They carried the sky. The whole atmospherethey carried gravity. (Voegele). However according to OBrien the soldiers have several emotional problems which are much heavier for them than the physical things they carry. Grief, terror, love, longing these were intangibles, but the intangibles had their own mass and specific gravity, they had tangible weigh. (Voegele). Many different stories are discussed and the lust for women is often brought up during camp talks. But many stories of lost and dead soldiers are never spoken of. Sometimes out of fear, sometimes out of respect, and sometimes out of sheer disappointment and misunderstanding. These stories, burdened by the soldiers sometimes drive them into a negative attitude. Most of these soldiers tend to commit suicide. That night when Kiowa got wasted, I sort of sank down into the sewage with him (O’Brien, pg. 156). The author describes his feelings of when he lost a true friend due to a sudden attack. Kiowa had drowned into the depths of the sewage during this attack. Although O’Brien had tried to help, the smell was excruciating to him. In the story, there is also specifically rumors of a girl smuggled into Vietnam by a soldier are brought up. This ‘soldier’ had to spend a large sum of money into getting his girlfriend there. He warned about how dangerous it was. All the men are duly jealous of the young couple. Superstition is common among the men. They keep certain ‘things’ with them at all times, believing these items may bring them luck. To a few of them, they actually do bring luck! But religion is also a big part of these soldiers’ lives. They chat about how one day; they would like to be monks and priests, and about how they would like to help people and be kind to them instead of killing anyone and anything that came in their way. As the war wages on, the soldiers try to find amusement in the harshness around them. The camps they set around for themselves are of unpleasant surroundings. From the ruthless weather, to the creepy crawlies and even then unbearable stenches, these soldiers have witnessed it all. They joke about the times they had almost died or had cried out of fear of facing death during combat. Most of these men undergo many changes, especially in their personalities. Some of the soldiers like Norman Bowler were decent and law abiding citizens when they were civilians. But this man transformed himself into a heartless creature and around his neck he carried a thumb which had been removed from the body of a Viet Cong guerilla fighter. The Viet Cong guerilla fighter was only a teenager. Bowler was very proud of his first kill. But there were also others, like Lieutenant Jimmy Cross, who had been sensitive during their civilian life. But the effects of war do not change them into animals. They stay the same, lovable humans, hoping for an escape into the arms of their loved ones. But when they face their enemies, regardless of their age or gender, these soldiers are emotionless beasts. They even torture human babies, mostly orphan infants, brutally. O’Brien refers to the babies as a ‘young water buffalo’. Readers will find the story to be devoid of any emotions as the American soldiers engage in torture and brutality for sports and recreation. However, these men tend to feel awful afterwards. They think over what they have done and regret these events so much that they end up hurting themselves in order to finally escape this reality. While some, make all the killing seem like child’s play. And later, all these men share and relate their own life stories to the people they kill during the war. This, according to O’Brien, brings them back to life. He based his life on one motto, Once youre alive, you cant ever be dead (O’Brien, pg. 244). Tim O’Brien does not believe in death. The soldiers, even tough are fighting day and night for their country; feel that it is useless to wage this war. They cannot find any real reasons as to why they are there, except that they were appointed to this duty without any consideration. This lack of purpose also drives the men into insanity. When finally, the war comes to an end, the soldiers return home to again lead a ‘normal civilian’ life. But the bitter memories of Vietnam prevent these men from ever being sane again. The war has cast a heavy shadow over the hearts of these once good-willed, god-fearing men. Although, most of the story is fictional, Tim O’Brien portrays to his readers the cruelty of war. He wants people to understand how it felt to experience death, so that they could finally accept it. He tries to share his feelings and the feelings of his fellow soldiers through detached words. He talks of the torture and pain, the crying and screaming, the innocent civilian families watching their loved ones being put to death in front of their eyes aware that their turn is soon to come. The experience of war is romanticized in the novel as the author provides an account of the experiences of soldiers. These soldiers are living in hell but they have a clear concept of the culture of war. They know that they are making history by becoming participants of war. Conclusion This story clearly states that even men are feeble creatures who fall victim to emotions no matter what they do. The life of a soldier may seem to be filled with hardships and killing. But no one really knows the truth behind the lifeless eyes. We, civilians wonder what it might be like out their on the battlefield and how these soldiers live their lives without emotion. When, in reality, they share as much emotion as any normal human being would. They fear the blood shed around them. Some display their feelings and confess their love and fears, while others decide to hide themselves by displaying a merciless attitude. Every experience is hard for them. Every new day is a bigger challenge. If the cards are not played right, there is a loss, sometimes many losses. The story is an important reminder about the horrors and brutalities of war. It tells us how war changes the experiences of soldiers. Works Cited O’Brien. Tim. The Things They Carried. Broadway. (1998) Voegele, Jason. Thoughts on The Things They Carried. Copyright  © Jason Voegele Retrieved 16th August 2008 http://www.jvoegele.com/essays/things.html

Exploring Premenstrual Syndrome in Criminal Law

Exploring Premenstrual Syndrome in Criminal Law Premenstrual Syndrome (PMS) has played a part in the malady of a womens life for many years. The development of Biological Theories has made law enforcement, attorneys, and even society study the connection biology has with individuals, particularly women for this manuscript, who commit crime. With the research gathered and studies performed, the court system has yet to adopt PMS as a suitable reason for defense. Until further evaluations of PMS can be studied, the validity of the previous test results will more than likely be questioned when introduced in court and it will be less likely to be generally accepted. Biological Theory Analysis: Exploring Premenstrual Syndrome in Criminal Law Crime in America happens any and everywhere, all the time and there will always be a lawyer out there trying to get criminals a lesser punishment or no jail time for their crime. An individuals biology comes into question when attorneys are trying to build a defense against any type of criminal activity. Schmalleger (2007) states that Biology Theory is a theory that maintains the basic determinants of human behavior, including criminality, are constitutionally or physiologically based and often inherited. There are several aspects that biological theories cover; however, the focus of this manuscript will be on body chemistry. Body Chemistry is the category that Premenstrual Syndrome (PMS) would be classified under. The definition of PMS will be examined, in depth and how it is connected to a womens life. Next, there will be a discussion on the symptoms that can occur in a womens body and further investigations on PMS cases that have been tried successfully. Furthermore, there will be a section addressing the opposing views of using PMS as a defense. Literature Review In order to discuss PMS, a definitive definition of this syndrome was needed. The definition was acquired from a known and highly recommended site called WebMD (20010) and this website has been providing informative information for many years. Along with the PMS definition, there was also a list of common symptoms that were provided that occurs when women are on their menstrual cycle. Cullen and Agnew (2006) essential readings have an article that was delivered by David Rowe and it discusses the biological theories of nature and the exposure to individuals physical counter parts. Schmalleger (2007) speaks about the many aspects of biological theories of crime causation and its many assumptions; along with the body type of criminals and its beginning stages of phrenology. Phrenology was first introduced in the 19th century and had the western world thinking more about the minds of criminals and punishment (Rafter, 2008). There has been some debate among professionals when addressing the disorder of PMS. Gallant, Popeil, Hoffman, Chakraborty, Hamilton (1992) have performed a study that showed no significant difference between women under the influence of PMS to women who were not. Despite this, there have been studies performed on the effects of other syndromes that have been connected to PMS. Gehlert, Song, Chang, Hartlage (2009) studied the prevalence of Premenstrual Dysphoric Disorder (PMDD) and the effects it has on women and Gallant, Popeil, Hoffman, Chakraborty, Hamilton (1992) have participated in daily studies to confirm Late Luteal Phase Dysphoric Disorder (LLPDD). Other research has been reviewed and compared to Dr. Katherina Dalton, an expert on PMS analysis and the effects that woman have while experiencing Premenstrual Syndrome (PMS) symptoms. Downs (2002) researched the Culpability of the PMS defense and its evolvement into psychosis if not treated. Ostovich, and Sabini (2005) performed a study that compared men and women and the effects gender has when going through or reaching puberty in its final stages. Easteal (1991) discusses PMS in the courtroom and how the effects of PMS may cause automatism in certain women. There are sections that cover the controversy the disorder brings to women in society and its credibility issues men have about women and crime. Davidson (2000) explores several cases that have been tried in different judicial system and have had successful outcomes while trying to introduce a hormonal defense that connects PMS and postpartum psychosis. Discussion Biological Theory Biological Theories make several assumptions which include (1) the brain being an organ of the mind and the locus of personality, (2) the basic determinants of human behavior, include criminal tendencies, constitutionally or genetically based (3) observed gender features may be partially the result of biological differences between the sexes and racial groups, (4) much of human conduct is fundamentally rooted in instinctive behavior, (5) basic determinants of human behavior, include criminality, from generation to generation (inherited), (6) biological roots have become increasingly disguised, (7) some human is the result of biological propensities from developmental stages, and (8) interplay among heredity, biology, and the social environment provides the nexus for any realistic of crime causation (Schmalleger, 2006). With that being said, biological theories began being dissected into stages to focus on the brain. Franz Joseph Gall was one of the first criminal anthropologists that studied the human skull and that study was called Phrenology. Many followed after his discovery and Rafter (2008) developed a book that described a diagnosis of criminality and other abnormalities by studying the contours of the skull. Although the skull had a number of interesting assumptions, phrenology eventually phased itself out as one of the crucial theories in identifying biological connections in crime. In time, analyst such as David Rowe gathered data on certain aspects of research that focused on the chemical messages, or neurotransmitters that transmit signals between neurons in the brain, e.g., serotonin, and the hormones that help regulate such things as responding to stressors (Cullen, Agnew, 2006). PMS means what? PMS stands for Premenstrual Syndrome and the debate over using this ailment as an acceptable defense has been the topic of many argumentative discussions between professionals. WebMD (2010) defines PMS as the physical and psychological symptoms that occur in the week before a womens menstrual period. There are over 150 common symptoms of PMS that most women experience and they categorized into three parts: Physical, Emotional, and Behavioral. Some of PMS symptoms include leg and stomach cramping, abdominal bloating, pack pain, Acne, breast swelling, anxiety, dizzy spells, anger, crying, Libido changes, accident prone, social isolation, hysteria, headaches, depression, mood swings, fatigue, insomnia, and many others (Easteal, 1991). For most women these symptoms appear for a short period of time, usually a week before the menstrual period and they disappear during or right before the cycle begins. Late Luteal Phase Dysphoric Disorder The American Psychiatric Association (APA) began indentifying mental disorders of individuals and recording the data to one day create a manual that would assist medical professionals on how to classify certain syndromes by their symptoms. Late Luteal Phase Dysphoric Disorder (LLPDD) was developed to the DSM III-R to provide a systematic set of criteria for establishing a premenstrual mood disorder (Gallant, et. al., 1992). Some of the symptoms that women have to have include being sad, tearful, angry, anxiety, fatigue, insomnia, change in appetite, difficult concentrating as well as many other physical maladies. LLPDD was created so that professionals would be able to distinguish it from Premenstrual Syndrome (PMS) and diagnose criteria that included psychological disturbances that seriously interfered with work, ordinary social activities, relationships, and arise during the luteal phase of the menstrual cycle, ending within a few days of the onset of menstruation (Downs, 2002). Pr emenstrual Dsyphoric Disorder (PMDD) became the new name for LLPDD and the new studies aimed to determine the prevalence of PMDD using all four DSM-IV research diagnostic criteria (Gehlert, et., al., 2009). For the full diagnostic criteria of LLPDD, see Appendix A. PMS Based Defenses There have been cases as early as the late 1800s where a case of Premenstrual Syndrome (PMS) have been used in court. The cases used PMS as a opener for the suspect to eventually plead temporary insanity. Insanity has many variations of its clinical interpretation, however, this manuscript will utilize the WebMD (2010) definition, which states insanity as the lack of understanding or having the mental capacity to enter into a rational state of normal responsibility. In the United States (US) two fundamental requirements are common to test for when determining insanity. The two fundamental elements are: (1) the defendant must suffer from a mental disease or defect, and (2) a casual relationship must exist between the disease or defect and the criminal offense (Downs, 2002). There is a defense that the US has recognized that is somewhat similar to an insanity plea and it is called automatism. Those who have studied insanity have connected the definition of automatism to insanity which states that individuals have an unconscious state of mind when committing a crime. Some researchers, such as Ostovich, Sabini (2005) have tried to link the beginning stages of puberty to account for some of the outburst of crime latter scene in women and men. The study explored the young adults first encounters with adult social and sexual behavior, attitudes, and work environment but the examination did not have enough evidence to support its claim. Another defense strategy is the diminished capacity (DC) diagnosis. Unlike automatism, a DC diagnosis is to focus on trying for a lesser sentence for the criminal act and not the conduct. If the defense handles the case with care and understanding, charges for heinous crimes will be reduced, which has been proven in several cases in England (Downs. 2002). Use in the Courtroom The studies that have been performed on women and their experiences with Premenstrual Syndrome (PMS) have evolved into PMS being used as a defense in criminal cases. Davidson (2000) devised a section in his research that takes a deeper look into PMS in the courtroom. The majority of these cases took place overseas and has people across the globe interested in how the system had derived at some of their conclusions. One of the most notorious cases involved a woman named Craddock. Craddock was a barmaid in 1980 and she had murdered one of her co-workers. Craddock had many other crimes under her belt and she possessed a diary that kept a record of her violent behavior. An expert on PMS, Dr. Katherina Dalton was asked to review Craddocks case and determine if PMS had played a part in her crime. Cradock was found guilty of manslaughter (based on a plea of diminished capacity) and not murder due to the experts testimony that PMS turned Craddock into a ranging lunatic. Later, a judge had further reduced her sentence by allowing Cradock to not receive any jail time but to be placed on probation and medical treatment of progesterone. Progesterone is one of the medications that has been given to women to alleviate some of their symptoms bring them back to some form of normalcy. In the following year, 1981, Craddock had changed her name to Smith and managed to stay out of trouble until her dosage of progesterone was reduced. Smith had threatened to kill herself and a police officer on two separate occasions. Smith was once again convicted of all charges and still not awarded prison time. In the case of Regina v. Smith, Smith received probation relying on Smiths PMS in mitigation. The first American case that used Premenstrual Syndrome (PMS) as a defense occurred in People v. Santos in 1982. Santos was being charged of child battering. The case was resolved through a plea bargain because Santos admitted to beating her child at the pre-trial. However, Santos claims that she suffered a black out due to PMS. This information was presented by the defense to the judge who still decided to plea in favor of the defendant and the case ended with Santos getting probation. Controversy PMS being applied to criminal law has bought about some resistance from a variety of people. The groups with the most to say about this topic are feminist groups. Feminist groups have their beliefs on this matter and do not want to give off the wrong impression of being un sympathetic. PMS is a disorder that should be considered under the proper conditions, as long as it does not stereotype all women and is not used frivolously for the defendants or the attorneys amusement in criminal proceedings (Easteal, 1991). There is also the concern that men who are being charged with domestic abuse will start to take advantage of PMS and use it to their advantage. In other words, men can claim that their wife become so annoying that he had to do something to make her stop. The fear of society not understanding Premenstrual Syndrome (PMS) and not realizing that all women falter to the same symptoms is what makes this syndrome so controversial. Conclusion Premenstrual Syndrome is a disorder that affects many women physically and in some cases, mentally. Several cases have applied PMS to a criminal defense and have been successful but the success came attached with mitigation to some form of insanity and as we all know, insanity is difficult to prove, not a frequently used defense and almost always raises some kind of controversy (Davidson, 2000). If more research and funding can be applied to the study of biological theories and the connection it has to women and PMS, maybe the acceptance of PMS as a criminal defense will be taken more seriously.

Hispanic, Worker, Student, Mother Essay -- Graduate College Admissions

Hispanic, Worker, Student, Mother    I am the only girl and middle child in a family of five siblings. As is common in Hispanic culture, my status was automatically placed below that of my brothers by virtue of my gender alone. Even as a teenager, I was not allowed to go out to movies alone with my friends; my younger brother was sent to keep an eye on me and report back to my mother. Needless to say, I was also not permitted to date in high school. At that time, without the social life afforded to other girls my age, I turned to academics.    Captivated by muckrakers, yellow journalism, and the sheer power of the printed word, I discovered through journalism my love for writing. The idea of writing something that would get the attention of my teenage peers, or anyone for that matter, appealed to me. In one column I wrote about gang activity at my high school. I argued for tougher disciplinary measures for gang members and against ineffective administrative procedures in dealing with gangs. However, one did not disrespect gangs in the school paper and expect it to go unnoticed. While my adviser feared for my safety, he agreed to run the column anyway. The day it ran, I walked into school with my head held high and prepared for the worst, but it never came. Instead I got people talking; talking about changes. I had succeeded in what I had intended for my writing. My senior year I became a correspondent for the El Paso Herald Post and earned an internship for the summer after graduation. Although I served as more of a gopher than a writer, no task was too small. I loved the opportunity to hang around the newsroom and witness seasoned veterans at work.    When summer ended I was terrified at the prospect ... ...e I had loved in academics. I needed to do more for my daughter and myself. In the summer of 1996, 1 walked off the job and back into the classroom.    Unlike the scared, sheltered girl fresh out of high school, I was now a single mother, a little older but far wiser. While I had longed for my mother's approval when I began college, I now had the admiration of my daughter. As her role model, I'm obligated not merely to teach her about responsibility but also to show her what is right through my actions. I have balanced academics, a child, a household, and a job (sometimes two jobs) every semester while continuing to have my writings published and making the best grades of my academic career. The decisions to keep my daughter and to raise her alone could have devastated my academic career, but instead they made me into a strong, dedicated, and balanced person.

societhf Adventures Of Huckleberry Finn And Society :: Adventures Huckleberry Huck Finn Essays

Adventures Of Huckleberry Finn And Society "All modern American literature comes from one book by Mark Twain called Huckleberry Finn," according to Ernest Hemingway. Along with Ernest, many others believe that Huckleberry Finn is a great book, but is the novel subversive? Since this question is frequently asked, people have begun to look deeper into the question to see if this novel is acceptable for students in schools to read. First off subversive means something is trying to overthrow or destroy something established or to corrupt (as in morals). According to Lionel Trilling, " No one who reads thoughtfully the dialectic of Huck's great moral crisis will ever again be wholly able to accept without some question and some irony the assumptions of the respectable morality by which he lives, or will ever again be certain that what he considers the clear dictates of moral reason are not merely the engrained customary beliefs of his time and place." Trilling feels that Huck Finn is such a subversive character that th is will not make people believe in something totally again, because they will fear being wrong like the society in Huckleberry Finn was. I believe this and I think the subversion in the novel is established when Mark Twain begins to question the acceptable morality of society. Twain uses humor and effective writing to make Huckleberry Finn a subversive novel about society in the 19th century. Huck Finn, a boy referred to as "white trash," is a boy that has grown up believing totally what society as taught him. This passage shows an example of how society teaches him. "...And keep them till they're ransomed." "Ransomed? What's that?" "I don't know. But that's what they do. I've seen it in the books, and so of course that's what we've got to do." "Well how can we do it if we don't know what it is?" "Why, blame it all, we've got to do it. Don't I tell you it's in the books? Do you want to go to doing different from what's in the books, and get things all muddled up?" (8-9) This is a conversation between Tom Sawyer and his gang of robbers. This shows how the boys are influenced by society and believe they most follow exactly what is in the books, because that is the right way to do things.

Qualitative and Quantitative Research Essays -- Evaluation Methods

Introduction This essay aims to cover two main focus points. The first section of this essay will take an in depth look at the major differences between two research methods – Qualitative and Quantitative. I will explore when and why they are used for specific types of research and how they apply to some types of work more effectively. The second area for this essay will be based around the research question- what factors contribute to you feeling anxious during sport or exercise? I will then go on to show that the best method to use to analyse this will be by using qualitative research, and then how it can be applied to it to extract all relevant information from it. Qualitative and Quantitative Research Methods The qualitative and quantitative research methods are divided by many fundamental differences. You could suggest that these two research methods represent the two different ends of a linear spectrum. Qualitative research looks to deal with the in depth, word based side of research whereas on the other end of the spectrum quantitative research works predominantly with number based research and statistics. Birley and Moreland (1998) support this by saying that â€Å"the two methodologies reflect various paradigms and that the theoretical model that each method uses to conduct the research come from different areas†. Qualitative research involves the consideration of emotions and thought processes concerning certain situations, whilst quantitative data collection sets about using statistics and numbers to determine the results (Mosby's Dictionary of Medicine, Nursing, & Health Professions). In addition, qualitative research gives a more detailed view of a situation compared to quantitative, which only collects discrete d... ... European Journal of Sport Science. 8 (3), p143. Holt, N.L and Mandigo, J.L. (2004). Coping with performance worries among youth male cricket players. Journal of sport behaviour. 27 (1) p39-57 Kerr, J and Grange, P. (2010). Physical aggression in Australian football: A qualitative study of elite athletes. Psychology of Sport & Exercise. P11 Open Coding (No date). Available from http://www.researchproposalsforhealthprofessionals.com/open_coding.htm(06/03/12) Patton, M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage. ‘quantitative analysis’ 2009, in Mosby's Dictionary of Medicine, Nursing, & Health Professions, Elsevier Health Sciences, Philadelphia, PA, USA Silverman, D: (2006) What is qualitative research?. Interpreting qualitative data: methods for analyzing talk, text and interaction. 3rd ed., London: Sage. p.48

Healthy Eating Habits of African Americans Essay

America is an overweight nation with many being considered obese; African Americans in particular, make up a considerable fraction of the population due mainly to culturally poor eating habits and inactive lifestyles. The latest Gallup-Healthways well-being Index survey shows that up to 63. 1% of the US population was overweight or obese in 2009. That means two out of every three adults and 17% of children in this country are overweight. Out of that number, approximately 60% are African American men and 78% African American women. The survey also says that African Americans were the most likely to be obese at 36. 2% compared to a national average of 26. 5%. Disturbingly, African Americans rank at the top of many similar health studies. This group is at a higher risk for chronic diseases. Chronic diseases are normally lifetime diseases that have no cure, but can be treated and maintained. African Americans lead all other ethnic groups in the nation in most statistics on obesity. Even though the numbers are alarming and a bit sobering, there are a variety of unhealthy habits that help contribute. The top reasons for many of these social and health issues lifestyle choices that can be prevented by proper education on health and fitness. For many Americans, poor lifestyle choices make for vulnerability to an assortment of health issues. One of the challenges for African Americans to overcome is healthy food choices. The cultural diet that many African Americans share makes this even more of a hurdle so to speak. African Americans have a rich family tradition of soul food that can present problems for today’s less active lifestyles. Many African Americans accept the notion that soul food is African-American recipes that have been handed down from generation to generation. â€Å"Soul food† meals traditionally depend on high levels of sugar, fat and salt for flavoring. Even though this may have some degree of truth to it, decreasing portion sizes and modifying recipes, can insure that blacks continue their cultural heritage of family eating traditions without expanding their waistlines. Decreasing the holesterol, fat and sodium content in their diets; African Americans can significantly reduce the risk of diabetes complications. Often these instructions by doctors and fitness experts result in dishes that can seem unfamiliar. According to the Department of Agriculture, (2002)11% of American households did not have access, at all times for to enough food for their family to support an active and healthy lifestyle. There is a direct relationship in the diets and eating habits of African Americans based on their socioeconomic status and education. African Americans have this and other cultural challenges to overcome. For example frying food is common method of cooking for African Americans due to the fast cooking time and versatility of meals that can be arranged quickly. The lack of affordability of higher quality meats, vegetables and fruits can also impact the opportunity leaner diets. A large amount of African Americans are on the poorer end of the poverty scale. Families scrambling to barely feed their households often select the cost conscious foods versus nutrition. The average African American family household income according to the Economic Census Bureau report (2007) was $33,916 compared to $54,920 for non-Hispanic White families. These issues are by no means excuses and in fact, change easily by a focus on health education and better diets alternatives. Meals can be modified by purchasing meats with less fat, fresh, green vegetables and fruit. African Americans can choose also choose better cooking methods such as baked, grilled or broiled. These methods can reduce saturated fats, cholesterol, and sodium while keeping the original, intended flavor of the food. Many cookbooks and recipes have been created to offer options and alternative to traditional soul food and unhealthy â€Å"quick† meals. African Americans of all ethnic groups in the United States have shown the most difficulty choosing diets that are low in fat and high in fruits, vegetables, and whole grains. This would require a huge change in diet quality and working against this is the greater marketability of packaged and processed foods. The packagings of processed foods seem strategically designed to attract certain demographics and African Americans do not seem to be exempt. African Americans have the highest risk of almost all diet-related disease when compared to their non-Hispanic white counterparts. Heart disease, cancer, stroke, and diabetes are all leading causes of death in blacks. It’s a well know fact that being overweight can be dangerous to our health, however African Americans have to worry more about life-threatening disease like Type 2 diabetes, high blood pressure, heart disease and certain forms of cancer. African Americans are twice as likely to be diagnosed with diabetes as non-Latin white adults. Type 2 diabetes is more prevalent in African Americans because fat interferes with body’s ability to use insulin. Death from heart disease was 30% more likely among African Americans compared to their white counterparts. (2005, CDC) The most serious forms of cancer like lung, prostate, breast, and stomach also are more likely to be a cause of death in blacks than whites. These often fatal diseases can be traced back to poor eating habits. Heart attacks are often discovered to start from blockage of arteries from high cholesterol and saturated fat. Proper screening and regular checkups is a proactive way to early detection. Many African Americans do not get blood screenings or physicals regular, let alone have a primary-care physician. Changing to more active lifestyles and a regular exercise routine are critical ingredients needed to reduce the chances African Americans have for stroke and heart attack. According to the Centers for Disease Control and Prevention, African Americans were 50% less likely to participate in active physical activity as non-Hispanic whites. Considering this, it’s of no surprise that they die from heart disease and stroke almost twice the rate of Whites also. A professor at the Pennington Biomedical Research Center in Louisiana, Robert Newton Jr. , PhD, said in his Exercise for African Americans article that one of the perceptions of African Americans have is the belief that work provides sufficient exercise. Many African Americans are blue collar workers and often do strenuous jobs. He goes on to say other so-called barriers African Africans declare prevents them from regular exercise are myths like messing up their hair styles or dislike of public showers. Whether there is any validity to these claims or not, African Americans must educate themselves on the benefits of regular exercise and the affects of an in-active lifestyle. There are many books, programs, clubs and social activities that offer the specific, specialized support African Americans need in order to improve their overall health as a group. Many unhealthy habits of African Americans can be changed by simply adding in a regular exercise routine. Regular exercise brings along with it the desire to eat healthier. African Americans will first need to make some tough and ometimes unfamiliar choices. Choosing a family doctor or primary care physician is a positive step in the right direction. This is especially important when there are current health issues or one hasn’t been active lately. Educating themselves around the specific trends and downfalls they have as an ethnic group, can be a motivating factor in a lifestyle change. Also, developing a regular exercise routine will take firm commitment and discipline. One of the easiest ways African Americans can incorporate this into their current lifestyles is to start sneaking it into their daily activities. For example, they could take the stairs instead of the elevator at work, or go for walks during breaks or lunches. Even doing housework at a fast past can get the heart rate up and pumping. Yard work like raking leaves can provide extra-curricular activity too. Gym memberships and personals trainers can be a barrier to some African Americans due to the costs and fees associated with them. African Americans don’t have to look very far to find alternatives. Various local churches sponsor health programs or have created fitness committees to help improve their congregations health. A lot of companies sponsor mini-marathons or charity races to help a local cause and keep its staff in better physical shape. African Americans are still at the highest risk for a shorter life expectancy due to generations of poor eating habits and a lack of general health knowledge. These trends are evident in many Americans, but disproportionately still more in African Americans. With continued focus, attention and education by experts, schools, churches, even media and society as a whole, there can be a cultural shift. African Americans can close the gap between them and other ethnic groups in health statistics like obesity and body mass indexes (BMI). This is especially essential between blacks and non-Hispanic whites where the biggest gaps are evident. Chronic and diet related diseases like hypertension, diabetes, heart disease and cancer can all partly be attributed to lifestyle choices. Healthful living, proper diets, and active lifestyles can greatly improve the health of all Americans, but essentially the African American people.

Kssr Sains

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. 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 si gnificant 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 per spectives, 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. 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 ide as that 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 re adily 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 tau ght. 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 e mphasise 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 thei r 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 science 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 fa cts, 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 experiments 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. | A n 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| RujukanFleer, 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 | SINOPSISTopik 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 s ekolah rendah di Malaysia. 3. Membandingbezakan kekuatan dan kelemahan setiap kurikulum sains sekolah rendah yang telah diperkenalkan di Malaysia. Kerangka Tajuk Rajah 2 : Kerangka Tajuk-TajukISI 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 ak an 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 ke perluantempatan. 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 bah aru 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 science 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 untu k 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 pe rsonnel.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 ManusiaPandangan 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 rel igious 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 KBSR. 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 st ruktur konsep dimana terdapat tema konsep tertentu melalui proses inkuiri. Komunikasi Nilai Murni Sains sosial Sains Kesihatan Manusia Dunia Fizikal PendidikansiansKreativiti 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 se perti 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 berfik ir 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 men yeluruh 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 inovasi 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 kema hiran 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 nilaiSukatan 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 apl ikasi 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 mem buat 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 dengan 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 pro ses 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 scient ific 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 lu t 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 kepad a 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 k erana 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 Sain s. 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-tajukRajah 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 S ains 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 berf ikrah 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 m enyemai 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 ke sukarannya. 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 men ingkatkan 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 sains 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 dala m 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 sa ins. 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 pembelaj aran 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 se bagai 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 pengajar an 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