Continuity and progression of students' science learning from primary to secondary school

Abstract

Transition is the process through which students leave a phase of his or her life to another. Studies (eg. Osborne, Simon & Collins, 2003) found that there is a decline in students' interest in science and school in general during this transition period. The phenomenon is not new since it has been documented since the 1970's (Yager, 1996). Learning science at primary school in many Asia countries focuses on retention of knowledge presented in textbooks and it is the top priority of instruction (Cheng. 1999) and Malaysia is of no exception. Students found difficulty in learning science at secondary level despite getting good grades in Science at primary level (Puziah Mohd.Nawi, 2006). If transition is addressed appropriately, the process could improve the continuity and progression of students' learning (Braund & Driver, 2005). The study generally aims to unravel the challenges students faced in learning Science when they enter secondary school. This study is the first phase of a three phase project which focuses on the science learning in both primary and early secondary school learning environment. Specifically, the study seeks to answer the following questions: i. What is the nature of science learning environment in Year 6 as compared to Form 1 science learning environment? ii. What are the challenges students faced in learning science in Form 1?