2004
Based on the findings of the study, and based on a consideration of the factors that would create a scientifically literate society, this research proposes several recommendations, which are discussed in the following areas:
Although it is the view of this research team that the responsibility for fostering interest in and positive attitudes towards science lies with various parties and not just one alone, nevertheless, the school is a very important socializing agent, and attitudes towards a subject are often formed when one is in school. A child's first contact with science in school is probably through the teacher of science. A teacher who is enthusiastic about science will most likely be able to induce the same enthusiasm for science in his or her student.
Hence, it is important to ensure that science is effectively taught in schools such that students appreciate the value of science and so that they would see the relevance of science to everyday life. This recommendation is supported by the findings of the study, which shows that 42.3% of Malaysians think that science subjects are tough and 32.4% perceive that the approach in teaching S&T is too academic (Appendix 8).
In this regard, in-service and pre-service science teaching courses should be conducted for teachers, where the emphasis should not only be on the effective delivery of content, but also on fostering an appreciation for science among their students, which is often overlooked in a teacher's attempt to cover syllabus content. These courses should also place emphasis on helping teachers convey to their students the importance of science and the relevance of science to their lives, which would subsequently help the teachers to motivate their students to learn science. Many teachers are aware of the importance of motivating their students to learn science, but Fostering Awareness of and Interest in Science through Education
may not know how to go about doing so. Thus, it would be very helpful to science teachers if modules could be developed and workshops conducted aimed at helping them foster an appreciation for science among their students.
Another factor that contributes to a student's appreciation for and interest in science is the wise selection and use of the proper textbooks. In this regard, it is also important to ensure that science textbooks are written in such a manner that they help to foster, among students, an interest in and appreciation for science. Many textbooks focus on conveying the content of science, but not really on developing an appreciation for science by providing examples of the relevance of science and its concepts to everyday events and situations - and hence to their lives.
Hence, it is important that the relevant agencies ensure that science textbooks meet the above criteria - and carefully review the drafts of these books to ensure that they do - before they are accepted for publication as part of the science textbook program. It is also important to identify well-written textbooks that meet the above criteria (these could either be locally written textbooks or those published internationally) to be used as benchmarks. Finally, we suggest that respective schools and their teachers be allowed to choose the books that they would like their students to use, as this will ensure that in the long run, quality will prevail. Allowing schools the freedom of choice in the selection of textbooks would encourage publishers to publish better quality books that would give them an edge in the market; and hence would discourage complacency, which is likely to occur if publishers are assured an equal share of the pie - regardless of the quality of their books.
In the effort to ensure quality in the teaching of science, the Ministry of Education has introduced various programs and initiatives such
as in-service training through workshops and short courses, and the provision of adequate and appropriate teaching aids to help teachers of science meet this objective. This is commendable - especially with the implementation of the policy of teaching mathematics and science in English - as there is a likelihood that many teachers, especially those in the rural schools, have difficulty explaining and clarifying mathematics and science concepts in English, although they may have been effective teachers of these subjects when teaching in Bahasa Melayu. If such is the case, there is every reason to believe that the teaching of mathematics and science in English may not as effective as it should be. Hence, it is hoped that these efforts would help teachers of science overcome some of their difficulties in teaching in English.
Finally, with regard to ensuring the quality of science education, we are in total support of the recommendations made by the UiTM consultants in the Public Awareness of Science and Technology Malaysia 2000 study, in which they recommended the establishment of a high-powered independent council, which is responsible for overseeing the science and technology agenda in education.
It was proposed that this council adopt the practice of developed countries in drawing the following educational standards and overseeing their implementation:
1. Standards for science teaching
2. Standards for professional development and science teachers
3. Standards for assessment in science education 4. Standards for science content, which should
be related to the National IT agenda 5. Standards for science education programs 6. Standards for science education systems
Developing National Criteria for Scientific Literacy
The purpose of science education is to ensure that the public is scientifically literate; that is, they need to know enough about science and its concepts to benefit from science. The public needs to have a basic level of scientific literacy in order to function in a scientific and technological culture and to compete more effectively in the industrialized world. Having a certain certain degree of scientific literacy also allows the public to become an informed citizenry, who are able to participate not only in personal decision making, but in economic and political ones as well. It also empowers them to deal with issues pertaining to science, and to be discerning about technology and its attendant risks and benefits. Hence, it is of utmost importance that the public be scientifically literate in order that they may understand the world in which they live.
What constitutes scientific literacy, however, is a matter that is not very easily resolved. A key problem in considering this matter is the difficulty in arriving at a single definition or set of criteria for the concept.
However, it is essential that as a nation, we define what we mean by scientific literacy because it will determine the direction we wish to take in terms of the national science curriculum for schools as well as the direction of the intervention strategies and public awareness programs for S&T. Hence, the issue of scientific literacy - what we would like our public to be scientifically literate in, and why - should be seriously discussed by academics, scientists, and all relevant parties.
The issue of having a set of clearly articulated criteria as to what we mean by scientific literacy is especially important when assessing the public's understanding of S&T. We need to delineate what it is that the public needs to know, and why they need to know, about S&T before we can consider them to be scientifically
literate. This will also help us in specifying the various dimensions - and the items within these dimensions - to assess their understanding of S&T and other related issues. Up to this point, we have used almost the same battery of items as the NSF and Eurobarometer surveys to assess the public's awareness and understanding of and attitudes towards S&T. Although this may be important for the purposes of international comparison, it is also essential to underscore the fact that these items are an appropriate measure of the constructs only insofar as they meet our criteria for national scientific literacy. It is also important to emphasis the fact that the level of S&T awareness and understanding of the public of the “more developed” countries should not necessarily be used as a “benchmark” for Malaysia, as suggested by the Public Awareness 2000 survey, as their conception of what it means to be scientifically literate may be different from ours. As a case in point, in the assessment of the public's understanding of S&T, some of the items used in the NSF survey such as, “Man, as we know him today, developed from an earlier animal species”, and, “The earth began with a big explosion” are disputable as scientific facts. They are, instead, theories - with as many adherents as there are opponents - and hence, should not have been used to test the respondents' understanding of S&T, as responses to these statements reflect a person's philosophical position than his or her understanding of the issue.
To improve the standard of science education and to ensure that its curriculum meets the needs of society and nation, it is essential that a curricular review be periodically conducted.
Indeed, the findings of the study suggest that there are several areas that warrant attention.
Firstly, we need to look at whether the need for science has been adequately addressed in the teaching of science in schools and whether it Periodic Curricular Review
is reflected in the science syllabus as well as textbooks. This issue is of utmost importance because unless a student sees and understands the need for science, he or she is less likely to be interested in learning science. Hence, establishing the need for science is crucial, and teachers and textbook writers should address this issue, especially at the start of a new semester or learning sequence.
As mentioned earlier, the findings of the study shows that 42.3% of Malaysians think that science subjects are tough and 32.4% perceive that the approach in teaching S&T is too academic. This suggests that our approach has been to impart the content of science at the expense of developing an appreciation for science. Indeed, our findings parallel that of the House of Lords Select Committee on Science and Technology (2002) study, in which they reported the UK students' lack of interest in the sciences, and the fact that many respondents felt that the science curriculum is “too heavy” and
“unengaging”. In this regard, it might be useful to think of the aims of formal science education, as proposed in the Jenkin report of the UK, as being:
To prepare the most talented pupils [at science subjects] for science at university and beyond, and
To develop “scientific literacy” or “science for citizenship” for all pupils.
It might also be worthwhile to look into the Nuffield 21st Science project for 14-16 year olds, in which the differences between “science for citizens” and “science for scientists” are reflected in the syllabus, and in which the students study:
The practices which produce science
The reasoning used to develop a scientific argument
The issues that arise when science is put to use Data and limitations of it
Correlation and causes p
p
p p p p p
p p p p
Creating Awareness of S&T Through S&T Programs
Theories
The scientific community Risk
Making decisions about science and technology.
Our present science curriculum does distinguish between science for “science stream”
students, which is often referred to as “pure science”, and science for “arts stream” students, which is often referred to as “general science”.
However, it is still necessary and worthwhile to review the curriculum to determine whether we would be able to achieve the aim of scientific literacy for all students as well as cater to those who aim to pursue careers in science. For both these aims, however, it is important to ensure that we do not compromise the interest of the students in science at the expense of the delivery of the content of science.
The findings also show that Malaysians do not have a very good understanding of the following concepts: “Antibiotics kill not only viruses but also bacteria” (15.5%); “Milk that is contaminated by radioactivity is safe to drink after it is boiled” (15.1%); and “All radio activity is man-made” (13.4%) (Appendix 9). This suggests that these issues should be covered in the curriculum and emphasized, as they are important issues, and should be regarded as one of the basic elements of scientific literacy. It is important for the public to have a good understanding of issues such as the action of antibiotics and the nature and effect of radioactivity as it would affect the kind of action or decisions they would take in situations pertaining to their health.
The results of the study indicate only about one third of Malaysians are aware of S&T programs. Hence, greater efforts should be made
to reach the public, and to raise their awareness of S&T. In order to do so, barriers hindering the development of the public's interest in, and awareness of S&T need to be identified. Such barriers will have to be addressed and overcome when designing any program intended to increase the public's awareness. We should take the opportunity to use people or organizations that 'move' public opinion. Such individuals or organizations will be able to assist the government in creating pockets of support and commitment that will create the momentum and mass for even greater success for S&T programs. Such individuals may come from public figures such as celebrities, activists, etc.
Organisations such as interest groups, etc., can also be used to mobilize opinions that support S&T initiatives.
Another opportunity to improve S&T programs and to make them more attractive to the public is by getting them involved in the initiatives that reflect topics that relate to local themes - in the words of the focus group participants, “berkaitan dengan budaya setempat', or 'turun ke padang”. It was noted by the participants in many of the focus group discussions that S&T is a very wide-ranging subject, and it touches many aspects of an individual's life. The S&T programs can be improved by addressing the issues that matter to the public the most; that is, S&T needs to touch not only the minds, but also the hearts and the pockets of the people. Focusing on issues that touch the pockets or lives of the public will attract immediate attention, hence creating a higher level of awareness and subsequently, participation.
Finally, the eighteen programs as identified in the study and in the previous studies generally focus on the academic mind-set and very little on the practical or applied mind-set.
As an example, the Speech Presentation by the
winner of National Young Scientist, the Science Essay Contest, the Science Award, the S&T Writing Award, and, to name but a few, will only attract students already interested in S&T and not those who may be from streams other than the science stream.
Similarly, programs such as the Science and Technology Congress, Science Exhibitions, Inventions, and Research, Financial Incentives for S&T Activities, and Science Seminars will only attract the academic and not the majority of the public who may have little interest in science.
It should be noted that while these are excellent programs, they focus mainly on the academic, and in doing so, may be missing a larger section of the public, who are already not very aware of S&T. Thus, it is very important that S&T Awareness programs be developed that focus on different sections of the Malaysian public.
Below, we present our recommendations for S&T Awareness Programs that focus on specific sections of the Malaysian public:
Given the fact that S&T is a very comprehensive and wide topic, and given the fact that the public consists of diverse groups of individuals, we need to use different approaches in delivering knowledge or in implementing strategies and programs, or they risk being considered as uninteresting or even irrelevant to their lives. For example, a big segment of the population that we would like to become more scientifically literate comes from the rural folk and the lower income group who are more likely not to have obtained a very high level of education, and who have, utmost in their minds, their survival and economic well-being. Hence programs should focus on touching their 'hearts' and 'pockets'. The 'hearts' of this segment of the population will most likely refer to what will be of Special Initiatives for Rural Folk and Lower Income Group
immediate benefit to them and their families, while the 'pockets' of this group will be related to the opportunities for and creation of additional income.
The recommended strategy is to use 'influencers', such as respected public figures in delivering the S&T message which must highlight the economic benefits (e.g. the possibility of increased income) of S&T. The government or its representatives should also come up with S&T activities that would give additional income for rural families. This may include collective farming using modern techniques; the use of productive new seeds produced through research; using the right fertilizers for optimum crop yield, etc. The essence of these activities and programs is to create a sense of ownership and participation among the rural folk to help them achieve a higher level of S&T literacy. Rural folk should also be encouraged to participate in educational tours informing them of the latest in the applications of S&T in farming, aquaculture, pest-control, etc., and of the benefits of S&T.
Given the importance of the media such as the TV, radio, and the newspaper as sources of information, these issues should be given not just ample, but proper coverage.
Also, because TV is the most relied upon source of information by the Malaysian public, special programs on S&T on the above issues should be developed by the local TV channels such as RTM, because these programs will reach a larger number of rural folk, will be more relevant to them, and will appeal to them more as the programs will be conveyed in a language that they can understand.
The fact that women form a significant section of the population needs to Special Initiatives for Women
be given attention in creating a more 'scientifically literate' society as they are the primary 'influencers' in shaping the learning input for their children. Initiatives that matter to women, especially mothers, will include programs that focus on developing healthy, inquisitive, and intellectually-capable children, and those that help them to understand the growth requirements of their children. Programs should especially focus on the child-raising practices that foster an inquisitive and critical mind in our young, while still maintaining a healthy respect for authority, and these practices should be contrasted with some of our traditional and current child raising practices that might dampen inquisitiveness and the spirit of inquiry among children. In coming up with these programs, due consideration should be given to the fact that women also differ with regard to intellectual ability and interest, and hence programs should be developed to take into consideration this aspect.
The programs should also focus on the opportunities for women in S&T, and to
“demystify” S&T for women. The successes of women in the field of S&T should be given ample coverage, as this will motivate women to go into S&T, and reduce the perception among many that S&T is more suitable for males. Many do not realize that there are many capable women are involved in as well as heading S&T related professions such as those in PORIM, the Rubber Research Institute, MINT, and so on, as well as those in the fields of medicine, pharmacy, and chemistry, among others. Focusing on aspects such as the research that is being carried out by these institutions (and many of these have been done by women), and which have contributed to the many benefits that we now take for granted, would not only inform the public of the great strides have been made in research in our country, but that women are also capable of producing such research. Hence, focusing on women personalities who have made it in the
field would enable them to be seen as role models among our female population.
Given the fact that the highest percentage of the Malaysian public watch the TV3 channel (90.6% of the respondents surveyed watched TV3 up to 3 hours in a day), followed by TV2 and NTV7, opportunities should be taken to produce local programs that would cater to women, as these programs can be produced in a language that the majority of them can understand and appreciate. Also, given the fact that newspapers are read by a substantial percentage of the population, and given the fact that the majority of women read women's magazines such as Wanita, and so on, efforts should be taken to include write-ups on women in newspapers and in women's magazines. We suggest that directives be given to government agencies as well as the corporate sector to distribute information on the achievements of their staff to the respective newspapers or magazines so that they would be aware of these achievements.
As previously mentioned, the highest percentage of the Malaysian public watch the TV3 channel, followed by TV2 and NTV7.
Hence, RTM and NTV7 can play a very big role in developing the public's awareness of and interest in S&T. Although the main objective of television is to provide entertainment to the masses, it also has an equally important role, which is to educate the public on various issues, especially if these are government-owned channels. Our local TV channels should therefore devote a certain segment of their programs on S&T. These programs should not only be geared toward the general public, but also toward specific segments of our population, such as women, children, and the rural folk.
Recommendations for Media