COURSE INFORMATION (SCE551)

Course Information
Course: School Science
Semester: March – July 2019 Phone: 012-2703907
Core Person En. Muhamad Furkan Mat Salleh Email: furkan@salam.uitm.edu.my
/Instructor:
Office Hours By appointment
Texts Compulsory Texts
Ministry of Education Malaysia (2012) Integrated Curriculum for Secondary
School Science Form 1 - 5: CDD, Ministry of Education Malaysia.
Current school science textbooks: Forms 1-6

Additional Readings
Driver, R., Guesne, E., and Tiberghien (1985) Children’s Ideas in Science. Open
University Press, Milton Keynes
Osborne, R. and Freyberg (1989) Learning in Science, Hienemann.
Keely, P.D. (2008) Science Formative Assessment: 75 Practical Strategies for
Linking Assessment, Instruction, and Learning, London: Corwin.
Tweed, A. (2009) Designing Effective Science Instruction: What Works in Science
Classrooms, National Science Teachers Association

Course Description

This course reviews in detail the science curriculum as specified in the Malaysian Standard and Integrated
Curriculum for Secondary Schools Science. It encompasses the various components of the curriculum,
including its philosophy, goals and objectives. Students will examine the thematic contents of the curriculum
from the perspectives of (i) learning outcomes (ii) key scientific concepts, (iii) suggested learning activities,
and (iv) assessment. Exploration of students’ misconceptions in various major ideas in science will be
emphasized.

Course Outcomes

Upon completion of SCE551, a student will be able to :

CO1: illustrate in depth understanding of the Malaysian Standard and Integrated Curriculum for Secondary
School Science;
CO2: evaluate critically the four main components of the Malaysian Standard and Integrated Curriculum for
Secondary School Science from the perspectives of (i) the learning outcomes (ii) the content (iii)
suggested learning activities and (iv) the assessments
CO3: evaluate possible misconceptions of students in science learning;
CO4: organize specific science lesson grounded on guided discovery principle.

Assessment Methods Weightage CO1 CO2 CO3 CO4

Methods
30%
E1: Weekly Presentation (WP) √ √

30%
E2: Lesson Book Development (LBD) √ √

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 40%
E3: Misconception Assignment (MA) √

Program PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
Outcomes √ √ √ √ √ √ √ √
Program Outcomes
1. Ability to acquire and apply the relevant scientific content knowledge in science teaching and
learning.
2. Ability to acquire, apply, and create relevant pedagogical content knowledge in science teaching and
learning.
3. Ability to plan, and facilitate learning in science classroom
4. Ability to use science laboratory apparatus/equipments and some basic computer software
5. Ability to recognize the role and impact of science education in the perspective of learning, teaching
and curriculum at large
6. Ability to recognize and apply values, ethics and professionalism in the teaching profession
7. Ability to communicate clearly and effectively in science classroom teaching
8. Ability to work as a team and motivate others.
9. Ability to identify, devise a plan, execute and verify solutions of a science based issues/problems.
10. Ability to undertake life-long learning and attain knowledge of contemporary issues.
11. Ability to acquire and apply managerial and entrepreneur skills in teaching profession.

CS CTPS LLIM TS ES EM LS
Soft Skills
√ √ √ √ √ √
Assessment WP/MA/ LBD/MA WP/MA LBD WP/MA WP/MA
LBD

Soft Skills
1. Communication Skills (CS)
2. Critical Thinking and Problem Solving Skills (CTPS)
3. Life-long learning and informational Management (LLIM)
4. Team work (TS)
5. Entrepreneurship (ES)
6. Professional Ethics and Moral (EM)
7. Leadership Skills (LS)

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 Learning Activities and Measurable Outcomes
The course will be organized into four main learning units
Learning Unit Assessment Expected Outcome
1. Students are required to During the presentation students 20% for the individual work
choose a science topic, must demonstrate critical A score of 16.0 – 20% will show evidence of
analyze the scope of the awareness of the content, critical work quality reflective of 80% and above in the
topic, submit power and creative analysis of relevant grading matrix.
point slides issues, and display their conceptual A score of 14.0 – 15.9% will show evidence of
presentation as well as understanding of the topic work quality reflective of between 70 -79% in
engage in a 120 minutes understudied. the grading matrix.
lead discussion.
A score of 12.0 – 13.9% will show evidence of
work quality reflective of between 60 - 69% in
the grading matrix.
A score of 0 – 11.9% will show evidence of
work quality reflective of between 0 - 59% in
the grading matrix.
----------------------------------------------------------
10% for the group work
A score of 8 – 10% will show evidence of work
quality reflective of 80% and above in the
grading matrix.
A score of 7 – 7.9% will show evidence of work
quality reflective of between 70 - 79% in the
grading matrix.
A score of 6 – 6.9% will show evidence of work
quality reflective of between 60 – 69% in the
grading matrix.
A score of 0 – 5.9% will show evidence of work
quality reflective of between 0 - 59% in the
grading matrix.

2. Students will work In developing their creative lesson
individually and book, students must first identify a
produce a chapter of a specific theme for the content of
specific science topic their lesson book and creatively
that consists of content display their ability to apply the
and a set of questions knowledge gained from this course
related to the content. to come out with the lesson as well
Students will also work as questions related to the content
in the group of 4/5 to of the lesson.
compile the chapters in
a book.
Students are also required to
compile the lessons/chapters have
prepared as a book. In group, the
students need to work on
standardization of the book format
and subsequently design and
produce a book cover for the
compiled work. The final product
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20% for the individual work
A score of 16.0 – 20% will show evidence of
work quality reflective of 80% and above in the
grading matrix.
A score of 14.0 – 15.9% will show evidence of
work quality reflective of between 70 -79% in
the grading matrix.
A score of 12.0 – 13.9% will show evidence of
work quality reflective of between 60 - 69% in
the grading matrix.
A score of 0 – 11.9% will show evidence of
work quality reflective of between 0 - 59% in
the grading matrix.
----------------------------------------------------------
10% for the group work
A score of 8 – 10% will show evidence of work
quality reflective of 80% and above in the
grading matrix.

Bachelor Of Science Education (Honours)

@Hak Cipta Universiti Teknologi Mara
 should resembles the book that
available in market in term of its
quality and design.
3. Students will work in a In their writing, students will
group of 3/4 to conduct display their ability to use the
a case study related to information gathered and their
misconceptions of knowledge effectively in order
science concepts and explain the product they have
construct tangible developed on a facts sheet.
materials that can
address the
misconceptions
Students are required to produce
tangible materials addressing
misconceptions that can improve
science learning.
Additionally, students are required
to demonstrate how the products
they develop will address
misconceptions and enhance
science learning.
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A score of 7 – 7.9% will show evidence of work
quality reflective of between 70 - 79% in the
grading matrix.
A score of 6 – 6.9% will show evidence of work
quality reflective of between 60 – 69% in the
grading matrix.
A score of 0 – 5.9% will show evidence of work
quality reflective of between 0 - 59% in the
grading matrix.
10% for the written report
A score of 8 – 10% will show evidence of work
quality reflective of 80% and above in the
grading matrix.
A score of 7 – 7.9% will show evidence of work
quality reflective of between 70 - 79% in the
grading matrix.
A score of 6 – 6.9% will show evidence of work
quality reflective of between 60 – 69% in the
grading matrix.
A score of 0 – 5.9% will show evidence of work
quality reflective of between 0 - 59% in the
grading matrix.
-----------------------------------------------------------
20% for the tangible product
A score of 16.0 – 20% will show evidence of
work quality reflective of 80% and above in the
grading matrix.
A score of 14.0 – 15.9% will show evidence of
work quality reflective of between 70 -79% in
the grading matrix.
A score of 12.0 – 13.9% will show evidence of
work quality reflective of between 60 - 69% in
the grading matrix.
A score of 0 – 11.9% will show evidence of
work quality reflective of between 0 - 59% in
the grading matrix.
------------------------------------------------
10% for oral presentation
A score of 8 – 10% will show evidence of work
quality reflective of 80% and above in the
grading matrix.
A score of 7 – 7.9% will show evidence of work
quality reflective of between 70 - 79% in the
grading matrix.
A score of 6 – 6.9% will show evidence of work
quality reflective of between 60 – 69% in the
grading matrix.
A score of 0 – 5.9% will show evidence of work
quality reflective of between 0 - 59% in the
grading matrix.
 Grading Policies
The grading scale as explained in the course catalog will be used:
80-100% = A 65-69% = B 50-54% = C
75-79% = A- 60-64% = B-
70-74% = B+ 55-59% = C+
Note: Plagiarized work will automatically be graded between 0 – 49% (F)
Weekly Presentation Students will demonstrate a critical awareness of the content,
(WP) critical and creative analysis of a relevant issue, and display their 30%
conceptual understanding of the topic presented.
Lesson Book Students will display their ability to critically analyze a specific topic
Development (LBD) and apply the information and knowledge gained from this course
to contstruct a chapter of a specific science content. Additionally 30%
students will also require to compile the chapters to form a book
that resembles the one that available in the market.
Misconception Students will display their ability to use the information gathered
Assignment (MA) and their knowledge effectively in order to produce tangible
materials addressing specific misconception subsequently to
improve science learning. Additionally, students are required to
40%
explain the product they have produced on a fact sheet. It is also an
evidence of their ability to communicate effectively in writing.
Students are also required to demonstrate how the products they
develop will address misconceptions and enhance science learning.

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 SCHEME OF WORK
SCHOOL SCIENCE (SCE551)

Week Topic Learner tasks

Briefing about the course
 Discussion
Lecture I  Science Process Skills
Introduction to Malaysian Integrated Science Curriculum Test
1 for Secondary School Science:  To ask students to
 National Science Education Philosophy, goals and read about STEAM &
objectives. STREAM
 Discussion on Malaysian Education Blueprint (related to
science curriculum, TIMMS & PISA, STEM)
 Scientific skills. Thinking skills.

Lecture II  Discussion
Teaching Strategies, Approaches, Methods and Techniques  Questioning
 Visual, Auditory and Kinesthetic Learners technique practice
2  Focusing on 21st century classroom (group)
 Lead questioning
Lecture III activity (individual)
Questioning Technique for Active Learning
 Socratic Dialogue
 Lead questioning activity
 Using stimulus in asking question

Lecture IV
Misconception in Science  Discussion
 Instructor to provide
3 science materials and
Lecture V get students to
Lesson Book Development briefing identify the
 The Dos’ and Donts’ misconception(s)
 Constructing objective 
 Constructing items for evaluation

Lower Secondary Science (1): Critical examination of Form  Presentation

1, 2 and 3 syllabus (Standard Curriculum for Secondary  Discussion
School)
 Coverage of the themes
4  Number and arrangement of the topics
 Learning objectives and learning outcomes
 Scientific key concepts
 Possible misconceptions across the topics

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 Upper Secondary Science(1): Critical examination of  Presentation
general science syllabus for Form 4 & 5.  Discussion
 Coverage of the themes
5
 Number and arrangement of the topics
 Learning objectives and learning outcomes
 Scientific key concepts
 Possible misconceptions across the topics

Implementation and Assessment of Lower Secondary  Presentation

Science  Discussion
 Discussion of selected topics
6  Suggested teaching strategies and learning activities
 Assessments
 Demonstration of suggested teaching strategies, learning
activities on selected topics and the assessment.
 Relation of topics to the lower secondary science syllabus.

Implementation and Assessment of Upper Secondary  Presentation

Science(1) – General Science  Discussion
 Discussion of selected topics
 Suggested teaching strategies and learning activities
7
 Assessments
 Demonstration of suggested teaching strategies, learning
activities on selected topics and the assessment.
 Relation of topics to the lower secondary science syllabus.

Upper Secondary Science(2): Critical examination of  Presentation

syllabus of Form 4 (Biology/Physics/Chemistry)  Discussion
 Coverage of the themes
8  Number and arrangement of the topics
 Learning objectives and learning outcomes
 Scientific key concepts
 Possible misconceptions across the topics

Upper Secondary Science(2): Critical examination of Form 5  Presentation

(Biology/Physics/Chemistry)  Discussion
 Coverage of the themes
9  Number and arrangement of the topics
 Learning objectives and learning outcomes
 Scientific key concepts
 Possible misconceptions across the topic

Implementation and Assessment of Upper Secondary  Presentation

Science(2) – Major based  Discussion
10  Discussion of selected topics  Submission of fact
 Suggested teaching strategies and learning activities sheet of
 Assessments

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  Demonstration of suggested teaching strategies, learning misconception
activities on selected topics and the assessment. productt.
 Relation of topics to the lower secondary science syllabus.

Introduction to Science Curriculum for O-Level, IGCSE and  Presentation

International Baccalaureate  Discussion
 Coverage of the topics
11
 Number and arrangement of the topics
 The differences with Malaysian Science Curriculum (to
include strengths and area for improvement)

 Presentation
Presentation on Students’ Misconception in Science(1)  Discussion
12  Addressing misconception on particular science concept
 Presentation and critiques on tangible products

 Presentation
Presentation on Students’ Misconception in Science(2)  Discussion
13  Addressing misconception on particular science concept
 Presentation and critiques on tangible products

Course Reflection  Submission of

14
Lesson Book
Development

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Bachelor Of Science Education (Honours)

@Hak Cipta Universiti Teknologi Mara