Inquiry-Based Science Education (IBSE) in Malaysia
Transcript of Inquiry-Based Science Education (IBSE) in Malaysia
Dr. Ahmad Rafee bin Che Kassim
Deputy Director
Educational Planning and Research Division
Ministry of Education Malaysia
Inquiry-Based Science Education (IBSE)
in Malaysia
Develop holistic and integrated potential of individuals
• Intellectually, spiritually, emotionally and physically
balanced and harmonious
• Firm belief in and devotion to God.
• Knowledgeable and competent
• Possess high moral standards
Education in Malaysia
• Learn about themselves and the environment
• Acquire knowledge and skills in science and technology
• Enable pupils to apply these knowledge and skills based
on scientific attitudes and noble values
• To make decisions and solve problems
in everyday life
Aims of the science curriculum in
Malaysia
(a) Knowledge, Understanding and Application,
(b) Skills and Processes
(c) Ethics and Attitudes.
Inquiry is founded on three integral
domains
• View science as meaningful and useful
• Student as an inquirer
• Students enjoy
and value science
Science Curriculum
• Impart the excitement and value of science
• Facilitators and role models
• Creates a learning environment
Teacher is the leader of inquiry
• Scientists and students engage in to study the world
• Critical aspects:
1. the what (content)
2. the how (process)
• Go beyond the facts and
the outcomes
Scientific inquiry
Provide students the opportunities to:
• Ask questions
• Be actively engaged
• Formulate and communicate
Scientific Inquiry
Degree of responsibility students have in:
1. Posing and responding to:
• Questions,
• Designing investigations
• Evaluating
2. Communicating their learning
Inquiry-based learning
• Learn science concepts, principles, and theories;
• Develop science process skills
• Attitudes for scientific inquiry.
• Teachers can incorporate the
features of Question, Evidence,
Explanation, Connections and
Communication and provide students with experiences
Primary purpose for inquiry-based
instruction
• Hands-on learning, from concrete to abstract.
• Meaningful learning experiences
• Cultivate students interest and
curiosity in science
Teachers role
1. Concept Cartoon
2. Concept Mapping
3. Cooperative Learning
4. Demonstration
5. Field Trip
6. Games
7. Investigation
8. Problem Solving
16 suggested approaches of inquiry-
based learning
9. Projects
10. Questioning
11. Role Play, Drama, Dance
and Movement
12. Stories
13. Strategies for Active and
Independent Learning
(SAIL)
16 suggested approaches of inquiry-
based learning
14. Information and Communication Technologies
15. National Education
16. Ethics and Attitudes
Challenges
Factors underlying the declining enrolment
and quality of student outcomes in STEM
Limited awareness about STEM
Perceived difficulty of STEM
Content-heavy curriculum
Inconsistent quality of teaching and learning
Limited and outdated infrastructure
Misconceptions
• Misconception 1: All science taught
through student-directed inquiry.
• Misconception 2: Inquiry cannot be
carried out by students effectively.
• Misconception 3: Inquiry teaching
always occur with hands-on
activities.
Implementation of IBSE in Malaysia
• 1960s – Conducting experiments
• 1960s to 1980s – Science as separate subject, Primary School
• 1983 onwands (KBSR) – Science infused with Geography,
History & Civic (Man and his Environment).
• 1992 - Science as separate subject again.
- Science inquiry programmes in Teachers Training
Institutes and Universities
Implementation of IBSE in Malaysia
• Core strategies: Inquiry and
conduction experiments
• Matriculation Programme
• TIMSS 2007 & TIMSS 2011: students not regularly
conduct experiments
Way Forward
• Future generation: critical, creative, innovative
• IBSE teacher training
• Move from rote learning to constructive
approaches.
Inquiry: Learning through Discovery
• Find information
• Question
• Investigate
• Draw conclusion
• Thinking skills and scientific skills are developed further.
Conclusion
• Every student needs to develop skills of inquiry and learn
how to continue acquiring knowledge throughout their lives.
• Higher-order thinking skills and the ability to innovate are
especially critical in a rapidly evolving technological world