Topic

KBSR Science
Curriculum I

LEARNING OUTCOMES
By the end of this topic, you should be able to:
1.

State the aims of primary school science;

2.

List the objectives of primary school science;

3.

Describe the scientific skills that are listed in the science curriculum;

4.

Identify thinking skills encompassed in any given scientific skill;

5.

Explain various teaching methods used in science teaching and

learning; and

6.

Relate between KBSR Science Curriculum with National Philosophy,

National Science Philosophy and Vision 2020.

X INTRODUCTION
Science is always viewed as a difficult subject, full of abstract concepts that need
to be remembered. But if we start introducing science as early as possible and
with the right approach, children will end up being innovative scientists
contributing to the nation.
Young children are naturally curious and constantly exploring the world around
them. Classroom science provides the opportunity for children to extend this
natural curiosity and building of theories. With the help of teachers, children can
develop a greater appreciation and understanding of the natural world.

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In this topic we will study the KBSR Science Curriculum. We will look at the
aims, objectives, scientific skills, scientific attitudes and values, the teaching and
learning strategies that can be used in the science classroom. Lastly, we will
discuss how the National Philosophy, Science Education Philosophy and Vision
2020 relate to one another.

4.1

KBSR SCIENCE CURRICULUM

Science is being offered as one subject in primary schools in Malaysia. It has

undergone a few changes in the last few years. It was first introduced as KBSR
Science under the Man and His Environment component of the curriculum in
1994. When it was first introduced, the subject was taught in Years Four, Five and
Six. Later, the subject was taught starting from Year One to Year Six. Then, in
2003, the government introduced Pengajaran dan Pembelajaran Sains dan
Matematik Dalam Bahasa Inggeris (P
PPSMI) (the teaching and learning of science
and mathematics in English).
The policy was the result of a Cabinet meeting on July 19, 2002 under the
administration of the fourth prime minister, Tun Dr Mahathir bin Mohamad.
According to the Ministry of Education, the policy would run in stages, starting
with the 2003 school session, pioneered by all students of Year One at primary
education level, and Form One at the secondary education level. The teaching of
science in English was then fully implemented in secondary schools in 2007, and
in primary schools in 2008. Under this policy, the science curriculum itself did
not change, only the language of instruction. But in 2009 this policy was
discontinued.

4.2

CURRICULUM SPECIFICATIONS OF KBSR

SCIENCE SYLLABUS

In this subtopic, we will look at the KBSR curriculum specifications.

4.2.1

Aims and Objectives

The aims of the primary school science curriculum are to provide opportunities
for pupils to learn about themselves and the environment through everyday
experiences and scientific investigations, to acquire knowledge and skills in
science and technology and to enable pupils to apply these knowledge and skills
based on scientific attitudes and noble values to make decisions and solve
problems in everyday life. It is hoped that this curriculum will develop the

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potential of individuals in an overall and integrated manner so as to produce

Malaysian citizens who are scientifically and technologically literate, competent
in scientific skills, practise good moral values, capable of coping with the changes
in scientific and technological advances and be able to manage nature with
wisdom and responsibility for the betterment of mankind.
Emphasis is given to the mastery of scientific skills needed to study and
understand the world. Scientific skills refer to process skills and manipulative
skills.
The curriculum also aims to provide a strong foundation in science and
technology to prepare pupils for the learning of science in secondary school.
(a)

Level One
The aim of the Primary School Science Curriculum for level one is to
develop students interest in science and to nurture their creativity and
their curiosity.
The objectives of the Primary School Science Curriculum for Level One are
to:

(b)

(i)

Stimulate pupils curiosity and develop their interest in the world

around them;

(ii)

Provide pupils with opportunities to develop science process skills

and thinking skills;

(iii)

Develop pupils creativity;

(iv)

Provide pupils with basic science knowledge and concepts;

(v)

Inculcate scientific attitudes and positive values; and

(vi)

Create awareness on the need to love and care for the environment.

Level Two
The aims of the Primary School Science Curriculum for level two are to
produce human beings who are experienced, skilful and morally sound in
order to form a society with a culture of science and technology and which
is compassionate, dynamic, and progressive so that people are more
responsible towards the environment and are more appreciative of natures
creations.

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The objectives of the Primary School Science Curriculum for level two are
to:
(i)

Develop thinking skills so as to enhance intellectual ability;

(ii)

Develop scientific skills and attitude through inquiry;

(iii)

Enhance natural interest in their surroundings;

(iv)

Gain knowledge and understanding of scientific facts and concepts to

assist in understanding themselves and the environment;

(v)

Solve problems and make responsible decisions;

(vi)

Handle the latest contributions and innovations in science and

technology;

(vii) Practise scientific attitudes and noble values in daily lives;

(viii) Appreciate the contributions of science and technology towards the
comfort of life; and
(ix)

Appreciate arrangement and order in nature.

ACTIVITY 4.1
Choose science activities that you have done before. Which objectives
were included in the activities?

4.2.2

Scientific Skills

You have also explored scientific skills in detail in HBSC2203  Tools in Learning
Science. Thus in this section we will just mention and list them briefly. Science
emphasises inquiry and problem-solving. In inquiry and problem-solving
processes, scientific and thinking skills are utilised. Scientific skills are important
in any scientific investigation such as conducting and carrying out projects.
Scientific skills encompass science process skills and manipulative skills.
(a)

Science Process Skills

Science process skills enable students to formulate their questions and find
the answers systematically. Descriptions of the science process skills are as
shown in Table 4.1.

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Table 4.1: Description of Science Process Skills

Observing

Using the senses of hearing, touch, smell, taste and sight to find
out about objects or events.

Classifying

Using observations to group objects or events according to

similarities or differences.

Measuring and
Using Numbers

Making quantitative observations by comparing with a

conventional or non-conventional standard.

Making Inferences

Using past experiences or previously collected data to draw

conclusions and come up with explanations of events

Predicting

Making a forecast about what will happen in the future based on

prior knowledge gained through experiences or collected data.

Communicating

Using words or graphic symbols such as tables, graphs, figures

or models to describe an action, object or event.

Using space-time
relationship

Describing changes in parameters with time. Examples of

parameters are location, direction, shape, size, volume, weight
and mass.

Interpreting data

Giving rational explanations about an object, events or pattern

derived from collected data.

Defining
operationally

Defining all variables as they are used in an experiment by

describing what must be done and what should be observed.

Controlling variables

Naming the fixed variables, manipulated variables, and

responding variables in an investigation.

Making Hypotheses

Making a general statement about the relationship between a

manipulated variable and a responding variable to explain an
observation or event. The statement can be tested to determine
its validity.

Experimenting

Planning and conducting activities including collecting,

analysing and interpreting data and making conclusions.

SELF-CHECK 4.1
What are the basic skills encompassed in the experimenting skill?

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(b)

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Manipulative Skills
Manipulative skills in scientific investigation are psychomotor skills that
enable students to:
(i)

Use and handle science apparatus and substances;

(ii)

Handle specimens correctly and carefully;

(iii)

Draw specimens, apparatus;

(iv)

Clean science apparatus; and

(v)

Store science apparatus.

4.2.3

Thinking Skills

Thinking is a mental process that requires an individual to integrate knowledge,

skills and attitude in an effort to understand the environment.
One of the objectives of the national education system is to enhance the thinking
ability of students. This objective can be achieved through a curriculum that
emphasises thoughtful learning. Teaching and learning that emphasises thinking
skills is a foundation for thoughtful learning.
Thoughtful learning is achieved if students are actively involved in the teaching
and learning process. Activities should be organised to provide opportunities for
students to apply thinking skills in conceptualisation, problem-solving and
decision-making.
Thinking skills can be categorised into critical thinking skills and creative
thinking skills. A person who thinks critically always evaluates an idea in a
systematic manner before accepting it. A person who thinks creatively has a high
level of imagination, is able to generate original and innovative ideas, and
modify ideas and products.
Thinking strategies are higher order thinking processes that involve various
steps. Each step involves various critical and creative thinking skills. The ability
to formulate thinking strategies is the ultimate aim of introducing thinking
activities in the teaching and learning process.

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Critical Thinking Skills

A brief description of each critical thinking skill is as follows (Table 4.2):
Table 4.2: Critical Thinking Skills

Attributing

Identifying criteria such as characteristics, features, qualities and

elements of a concept or an object.

Comparing and
Contrasting

Finding similarities and differences based on criteria such as

characteristics, features, qualities and elements of a concept or
event.

Grouping and
Classifying

Separating and grouping objects or phenomena into categories

based on certain criteria such as common characteristics or features

Sequencing

Arranging objects and information in order based on the quality or

quantity of common characteristics or features such as size, time,
shape or number.

Prioritising

Arranging objects and information in order based on their

importance or priority

Analysing

Examining information in detail by breaking it down into smaller

parts to find implicit meaning and relationships.

Detecting Bias

Identifying views or opinions that have the tendency to support or

oppose something in an unfair or misleading way.

Evaluating

Making judgments on the quality or value of something based on

valid reasons or evidence.

Making
Conclusions

Making a statement about the outcome of an investigation that is

based on a hypothesis.

(b)

Creative Thinking Skills

A brief description of each creative thinking skill is as follows (Table 4.3):

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Table 4.3: Creative Thinking Skills

Generating Ideas

Producing or giving ideas in a discussion.

Relating

Making connections in a certain situation to determine in a certain

situation to determine a structure or pattern of relationship.

Making
Inferences

Using past experiences or previously collected data to draw

conclusions and come up with explanations of events.

Predicting

Making a forecast about what will happen in the future based on

prior knowledge gained through experiences or collected data.

Making
Generalisations

Making a general conclusion about a group based on observations

made on, or some information from, samples of the group.

Visualising

Recalling or forming mental images about a particular idea,

concept, situation or vision.

Synthesising

Combining separate elements or parts to form a general picture in

various forms such as writing, drawing or artefact.

Making
Hypotheses

Making a general statement about the relationship between a

manipulated variable and a responding variable to explain an
observation or event. The statement can be tested to determine its
validity.

Making
Analogies

Understanding a certain abstract or complex concept by relating it

to a simpler or concrete concept with similar characteristics.

Inventing

Producing something new or adapting something already in

existence to overcome problems in a systematic manner.

ACTIVITY 4.2
Refer to the curriculum specifications. What are the thinking skills
encompassed in:
(a)

Observing?

(b)

Classifying?

(c)

Making inference?

(d)

Measuring and using numbers?

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Scientific Attitudes and Noble Values

Science learning experiences can be used as a means to inculcate scientific

attitudes and noble values in students. These attitudes and values encompass the
following:
(a)

Having an interest and curiosity in the environment;

(b)

Being honest and accurate in recording and validating data;

(c)

Being diligent and persevering;

(d)

Being responsible about the safety of oneself, others, and the environment;

(e)

Realising that science is a means to understand nature;

(f)

Appreciating and practising clean and healthy living;

(g)

Appreciating the balance of nature;

(h)

Being respectful and well mannered;

(i)

Appreciating the contribution of science and technology;

(j)

Being thankful to God;

(k)

Having analytical and critical thinking skills;

(l)

Being flexible and open-minded;

(m)

Being kind-hearted and caring;

(n)

Being objective;

(o)

Being systematic;

(p)

Being cooperative;

(q)

Being fair and just;

(r)

Daring to try;

(s)

Thinking rationally; and

(t)

Being confident and independent.

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The inculcation of scientific attitudes and noble values generally occurs through
the following stages:
(a)

Stage 1: Being aware of the importance and the need for scientific attitudes
and noble values.

(b)

Stage 2: Giving emphasis to these attitudes and values.

(c)

Stage 3: Practising and internalising these scientific attitudes and noble

values.

ACTIVITY 4.3
1.

Think of science activities that you can do.

2.

What are suitable attitudes and noble values that can be

incorporated in those activities?

4.2.5

Teaching and Learning Strategies

Teaching and learning strategies in science curriculum emphasise thoughtful

learning. Thoughtful learning is a process that helps students acquire knowledge
and master skills that will help them develop their minds to the optimum level.
Thoughtful learning can occur through various learning approaches such as
inquiry, constructivism, contextual learning and mastery learning.
Learning activities should therefore be geared towards activating students
critical and creative thinking skills and not be confined to routine or rote
learning. Students should be made aware of the thinking skills and thinking
strategies that they use in their learning. They should be challenged with higher
order questions and problems and be required to solve problems utilising their
creativity and critical thinking. The teaching and learning process should enable
students to acquire knowledge, master skills and develop scientific attitudes and
noble values in an integrated manner.
Inquiry-discovery emphasises learning through experiences. Inquiry generally
means to find information, to question and to investigate a phenomenon that
occurs in the environment. Discovery is the main characteristic of inquiry.
Learning through discovery occurs when the main concepts and principles of
science are investigated and discovered by students themselves. Through

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activities such as experiments, students investigate a phenomenon and draw

conclusions by themselves. Teachers then lead students to understand the science
concepts though the results of the inquiry. Thinking skills and scientific skills are
thus developed further during the inquiry process. However, the inquiry
approach may not be suitable for all teaching and learning situations. Sometimes,
it may be more appropriate for teachers to present concepts and principles
directly to students.
The use of variety of teaching and learning methods can enhance students
interest in science. Science lessons that are not interesting will not motivate
students to learn and subsequently will affect their performance. The choice of
teaching methods should be based on the curriculum content, students abilities,
students repertoire of intelligences, and the availability of resources and
infrastructure. Different teaching and learning activities should be planned to
cater for students with different learning styles and intelligences.
The following are brief descriptions of some teaching and learning methods.
(a)

Experiment
An experiment is a method commonly used in science lessons. In
experiments, students test hypotheses through investigations to discover
specific science concepts and principles. Conducting an experiment
involves thinking skills, scientific skills and manipulative skills.
In the implementation of this curriculum, besides guiding students to carry
out experiments, where appropriate, teachers should provide students with
the opportunities to design their own experiments. This involves students
drawing up plans as to how to conduct experiments, how to measure and
analyse data and how to present the results of their experiment.

(b)

Discussion
A discussion is an activity in which students exchange questions and
opinions based on valid reasons. Discussions can be conducted before,
during or after an activity. Teachers should play the role of facilitator and
lead a discussion by asking questions that stimulate thinking and getting
students to express themselves.

(c)

Simulation
In simulation, an activity that resembles the actual situation is carried out.
Examples of simulation are role play, games and the use of models. In role
play, students play out a particular role based on certain pre-determined
conditions. Games require procedures that need to be followed. Students
play games in order to learn a particular principle or to understand the

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process of decision-making. Models are used to represent objects or actual

situations so that students can visualise the said objects or situations and
thus understand the concepts and principles to be learned.
(d)

Project
A project is a learning activity that is generally undertaken by an
individual or a group of students to achieve a particular learning objective.
A project generally requires several lessons to complete. The outcome of
the project either in the form of a report, an artefact or in other forms needs
to be presented to the teacher and other students. Project work promotes
the development of problem-solving skills, time management skills, and
independent learning.

SELF-CHECK 4.2
Several experiments can be included while completing a project.
Explain the given statement.

(e)

Visits and Use of External Resources

The learning of science is not limited to activities carried out in the school.
Learning of science can be enhanced through the use of external resources
such as zoos, museums, science centres, research institutes, mangrove
swamps, and factories. Visits to these places make the learning of science
more interesting, meaningful and effective. To optimise learning
opportunities, visits need to be carefully planned. Students should be
assigned tasks during the visit. No educational visit is complete without a
post-visit discussion.

(f)

Use of Technology
Technology is a powerful tool that has great potential in enhancing the
learning of science. Through the use of technology such as television, radio,
video, computer, and the Internet, the teaching and learning of science can
be made more interesting and effective.
Computer simulation and animation are effective tools for the teaching and
learning of abstract or difficult science concepts. Computer simulation and
animation can be presented through courseware or webpages. Application
tools such as word processors, graphic presentation software and electronic
spreadsheets are valuable tools for the analysis and presentation of data.

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ACTIVITY 4.4
What would be the suitable methods that can be used to teach the
following learning outcomes?
Learning Outcome

Method

Specify the parts of the human body.

Mimic animal sounds.
Simulate animal movements.
Design a book cover.

4.2.6

Relationship between KBSR Science Curriculum

and National Philosophy, National Science
Philosophy and Vision 2020

All efforts in education in Malaysia are based on the National Philosophy of

Education (Figure 4.1). In consonant with this philosophy the National Science
Education Philosophy (Figure 4.2) is derived. With these two main references, the
KBSR Science Curriculum was formulated. The aims and objectives when
fulfilled will lead to the achievement of the two philosophies. The contents are
just the tools to achieve the aims and objectives through appropriate teaching
and learning strategies.

Figure 4.1: National Philosophy of Education

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Figure 4.2: National Science Education Philosophy

The needs of the nation are also factors to consider when formulating a
curriculum. Vision 2020 is one of the many policies introduced by the
government. What it hopes to achieve is that by the year 2020, Malaysia can be a
united nation, with a confident Malaysian society, infused with strong moral and
ethical values, living in a society that is democratic, liberal and tolerant, caring,
economically just and equitable, progressive and prosperous, and in full
possession of an economy that is competitive, dynamic, robust and resilient.
There can be no fully developed Malaysia until we have finally overcome the
nine central strategic challenges that have confronted us from the moment of our
birth as an independent nation. The challenge that is most relevant to the science
education is the sixth challenge.
The sixth is the challenge of establishing a scientific and progressive society, a
society that is innovative and forward-looking, one that is not only a
consumer of technology but also a contributor to the scientific and
technological civilisation of the future.
If all science teachers really understand the aims and objectives of primary
science curriculum, they will be able to fulfil the aspirations of the National
Philosophy of Education, the National Science Education Philosophy and the
sixth challenge of Vision 2020.

ACTIVITY 4.5
As a science teacher how would you incorporate the national philosophy,
the science education philosophy and Vision 2020 in your daily lessons?

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The main aim of the primary school science curriculum is to provide

opportunities for pupils to learn about themselves and the environment
through everyday experiences and scientific investigations.

It is also to produce Malaysian citizens who are scientifically and

technologically literate, competent in scientific skills, and practise good
moral values.

There are six objectives in Level I and nine objectives in Level II to be

achieved in the curriculum.

There are 12 science process skills and five manipulative skills to inculcate in
the curriculum.

Thinking skills can be categorised into critical thinking skills and creative
thinking skills.

Thinking skills are sub-skills of the science process skills.

Science learning experiences can be used as a means to inculcate scientific

attitudes and noble values in students.

Inquiry-discovery is the approach suitable for science learning. It emphasises

learning through experiences.

Experiment, project, discussion, simulation, visit and use of external

resources, and use of technology, are some methods recommended for the
teaching of science.

The aims and objectives of KBSR Science are based on the National
Philosophy of Education and the Science Education Philosophy. The sixth
challenge of Vision 2020 can also be achieved if the teaching and learning of
science is implemented as stipulated in the curriculum.

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Creative thinking skills

Science process skills

Critical thinking skills

Scientific attitudes and values

Discussion

Scientific skills

Experiment

Simulation

Manipulative skills

Thinking skills

National Philosophy of Education

Use of technology

Project

Vision 2020

Science Education Philosophy

Visit and external resources

Esler, W. K., & Esler, M. K. (2001). Teaching elementary science (8th ed.).
Washington: Wadsworth Publishing Company.
Green, N. P., Stout, G. W., & Taylor, D. J. (1993). Biological science (2nd ed.).
Oxford, UK: Oxford University Press.
Martin, D. J. (2006). Elementary science methods: A constructivist approach (4th
ed.). Belmont: Thomson Wadsworth.
Martin, R., Sexton, C., & Gerlovich, J. (2002). Teaching science for all children 
Methods for constructing understanding. Boston: Allyn and Bacon.
Skamp, K. (2004). Teaching primary science constructively. Southbank, Victoria:
Harcourt Brace.
Yap, K. C., Toh, K. A., Goh, N. K., & Bak, H. K. (2004). Teaching primary science.
Singapore: Pearson Prentice Hall.