Malaysian and Steiner Waldorf Science Curricular Practices: A Comparative Study and Implications for The Design of Science Teacher Education

University Education/ Science Education Research (Registration 606254)

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ABSTRACT

The National Science Education Philosophy in Malaysia emphasises on nurturing a Science

and Technology culture by focusing on the development of individuals who are competitive,

dynamic, robust and resilient and able to master scientific knowledge and technological

competencies. However, the way science curriculum is implemented in schools has been

claimed as the cause of unsuccesful achievement of the mission and vision of Malaysian

science education. On the other hand, the Steiner Waldorf curriculum is known for its

educational emphasis on creativity and development of students. This paper reports a study

conducted by a group of Malaysian teacher educators and teacher trainees to compare the

curricular practices in science education, namely the Malaysian Integrated Science

Curriculum and the Steiner Waldorf curriculum. It investigates the science curriculum of

Steiner education in the United Kingdom (UK) and compares the Steiner with the Malaysian

science curriculum. The research employs qualitative approach whereby data were obtained

primarily through interviews and observations. General findings suggest that both public

Malaysian and UK schools adhere strictly to a prescribed curriculum; teacher-oriented and

the focus is given by the teachers to complete the syllabus and student’s assessment. On the

contrary, Steiner education has its own science curriculum which is dissimilar to other public

schools in the UK albeit all their students will later have to sit for the same GCE O and A

levels. Other findings suggest that the science taught in Malaysian school appear to be

content-laden and puts emphasis on theorical before practical aspects while Steiner

classrooms are more pragmatic, creative and practical-based, with the theories being covered

much later after the students have conducted their own experiments on specific science

topics. Cultural differences in learning are also observed between the Malaysian and Steiner

classrooms. The paper highlights the strengths of both curricular practices that can be

extracted to design an effective and viable science education teaching module for Malaysian

teacher trainees. Guidelines for such a module will be presented as the recommendation of

the research.

Keywords: Curricular practices, Science education, Steiner Waldorf education, teacher

education

Malaysian and Steiner Waldorf Science Curricular Practices: A Comparative

Study and Implications for The Design of Science Teacher Education

Muhamad Furkan Mat Salleh, Nabilah Abdullah, Nor Aziah Alias, Mohamad

Hisyam Ismail

Science Education Department,

Faculty of Education, Universiti Teknologi MARA, Campus Section 17, 40200

Shah Alam, Selangor Darul Ehsan

[email protected]

mailto:[email protected]


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1. Introduction

Science knowledge and its application are two elements common and central to sound

development of a country. Faced with the increasing needs to overcome local and global

issues such as increasing demand for food and renewable source of energy, diminishing

ecosystem services, and climate changes, just to name a few, have forced many countries to

continuously invest in science and technology-related projects aimed at achieving

sustainability. Solutions to these sustainability problems require each nation and her people

to critically acquire knowledge from scientific research and appropriate technologies (ICSU,

2002). In other words, science learning - the ability of students to acquire science knowledge

and skills and understand “...much of what we experience such as understanding of causes

and effects, being able to predict what consequences will follow from an act and being able to

explain why somethin happen” (White, 1988, p9) – is critical for the development of a nation.

The science curriculum for Malaysian secondary school has been designed with many

objectives in mind. In addition to providing students with the knowledge and skills in science,

developing thinking skills and strategies to enable them to solve problems, and making

decisions in everyday life (Ministry of Education Malaysia, 2002), the curriculum also seeks

to inculcate noble values and love for the nation. Although science learning has to a certain

extent been successful, there are growing studies which indicated otherwise. Some reported

findings include students’ lacking in critical thinking and problem solving skills, teacher-

centered lessons (Zakaria & Ikhsan, 2007), examination-oriented teaching, and lack of

pedagogical variations. Syed-Zain (n.d) highlighted that the way science curriculum is

implemented in schools has been claimed as the cause of unsuccesful achievement of the

objectives and mission of Malaysian science education.

In the search for alternative solutions to improve science teaching and learning,

educationalists have tried implementing different teaching and learning models and methods

in schools. Albeit not compulsory, among the pedagogical approaches recommended by the

Ministry of Education include mastery learning, constructivism, cooperative learning,

inquiry-discovery learning, and multiple intelligence approach. These strategies have been

used in science classes across the nation and have, to a certain extent, helped improve science

learning but with minimal impact. Teachers’ tendency to use the stated approaches also tend

to cease, often succumbing to more pressing needs of concluding the required syllabus within

a given time frame. Nonetheless, the call for examining reasons why teachers in schools are

unable to promote lasting understanding, sustain interest, develop critical thinking and

creativity, as well as instill good values among Malaysian learners stays relevant. A way of

ascertaining the much needed improvement aspects of curriculum implementation would be

via scrutinizing how other models of curriculum were able make lasting, profound impact of

science learning. For comparison purposes, the Steiner Waldorf curriculum was chosen based

on its far-reaching educational emphasis on students’ development and creativity.

2. Background of the Study

With the rapid advances in science and technology, the syllabi for science subjects at the

elementary and secondary levels have been structured to accommodate new discoveries and

recent proven theories. As in many countries, the Malaysian School Science curriculum has

largely been western centric with knowledge been partitioned into areas and acquired through

empirical, objective measures and reasoning. Traditional science curriculum involves

teaching science in separate disciplines and in the case of the American system, is referred to

as the “layer cake approach” as it allows students to learn the different disciplines at


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successive grade levels (Druger, 1999). There have been several moves towards integrated

science (Botstein, n.d.) and holistic science learning (Orion, 2007). To some, Science should

be interdisciplinary (Fortus, 2008) while others focus on the science education goals relevant

to the 21st century. Schunn (2009) for instance espoused (1) science as inquiry and (2) science

and technology as two most relevant goals. Different focus and approaches surface as

science education becomes available to many. Science curriculum reforms in America and

Australia have called for Science for All which basically stress on scientific literacy and

accessible science to all members of society (Bybee, 1995; Michie & Linkson, 1999). Of late,

educators and researchers have indulged in spirituality in science education (Solomon, 2003:

Jane, 2004) and the incorporation of indigenous knowledge in Science (Michie & Linkson,

1999; Stay, 2001; Michie, 2009).

Research in Science teacher education have largely been on how concepts are understood or

misunderstood (Mosothwane, 2009) and how best to teach these concepts and later apply

them to everyday life. New models of teaching science have also continuously been

generated based on constructivist, behaviourist and sociocultural perspectives. Science

teacher trainees are endlessly trained to utilize the latest technology and techniques in their

teaching. Windschitl (2009) proposes how science teacher education will have to evolve to

meet the requirements of the 21st century. He suggests science teachers to be trained to

learn how to solve problems in collaboration with others;

engage students in productive metacognitive strategies about their own learning;

place some learning decisions and activities in the hands of students that were

formerly determined by the teacher; and

depend for success on monitoring of student thinking about complex problems and

rely on ongoing targeted feedback to students.

(Windschitl, 2009, pp. 61)

In addition to being receptive to global needs and keeping abreast of scientific progress, local

and national needs remain imperative in the design and implementation of science

curriculum. A value based science education is essential in the Malaysian classroom as

outlined by the Malaysian Education Philosophy. On the other hand, creativity and

innovation has become the Malaysian national agenda. There is a dire need to establish a

training program for science teachers that respond to the various elements. In order to do this,

the researchers sought to study an alternative approach in science education that is not only

relevant to current needs but espouses spirituality, values and holistic development of the

student. For this purpose, the Steiner Waldorf curriculum was chosen based on its far-

reaching educational emphasis on learners’ development and creativity. The ensuing

paragraphs briefly describe the background of both Steiner Waldorf education and that of the

Malaysian system.

Rudolf Steiner is an Austrian philosopher who had went through lonely life as he was

growing up. Claimed to have had spiritual vision opened to him in youth, Steiner sought to

find means of getting his fellow-men to understand his experiences in the spiritual world,

only to discover in Goethe a method of natural science that eventually helped explain and

make others understand the spiritual essentials of the world of facts. In other words, it was his

effort to make clear the link between natural and spiritual science that had gradually led to

learning method which addresses "The need for imagination, a sense of truth and a feeling of

responsibility” (Oppenheimer, 1999), the three forces perceived as the ‘nerve’ of education;


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the road to knowledge that is sought by the soul of modern man (Unger, 2004).

Characteristically, Steiner’s curriculum is responsive to the developmental phases of

childhood, encourages free thinking, and nurtures imagination within children. For Steiner,

the whole person - mind, body and spirit - must be given strong emphasis and integrated into

the educational process as well as into life. For that reason, method of investigation or

learning in Steiner school may start from certain experiences of everyday consciousness –

integrating the practical, artistic and conceptual elements - in order to recognize the spiritual

elements of the world.

The Malaysian education, on the other hand, is founded on the National Education

Philosophy (NEP). After going through a long period of colonization under the British rule,

Malaysians were beleaguered with racial dissent and disunity issues from 1950s to 1970s

which impeded the nation’s growth and progress. Realizing the need to be one united nation

for development to take place, the education system went through a number of reforms before

finally settling on the following agreed-upon philosophy as basis for educational direction:

"Education in Malaysia is an on-going effort towards further developing the

potential of individuals in a holistic and integrated manner, so as to produce

individuals who are intellectually, spiritually, emotionally and physically balanced

and harmonious, based on a firm belief in and devotion to God. Such an effort is

designed to produce Malaysian citizens who are knowledgeable and competent,

who possess high moral standards, and who are responsible and capable of

achieving high level of personal well-being as well as being able to contribute to

the harmony and betterment of the family, the society and the nation at large."

The National Philosophy of Science Education states that, ‘In consonance with the National

Education Philosophy, science education in Malaysia nurtures a science and technology

culture by focusing on the development of individuals who are competitive, dynamic, robust

and resilient and able to master scientific knowledge and technological competency’ ( Syed

Zin, 2003). The underlying assumption of the NEP is that only by producing qualified human

resources with the above-mentioned characteristics would the economic, scientific and

technological intensification and advancement take place according to plan. What was left

open is the modus operandi by which the philosophy may be achieved.

3. The Study

This study, which was conducted by a group of Malaysian teacher educators and teacher

trainees, investigated the science curriculum of Steiner education in the United Kingdom

(UK) and compares the Steiner with the Malaysian science curriculum. The research employs

qualitative approach whereby data were obtained primarily through interviews, observations

and document analysis. Two trainee teachers were given the opportunity to visit a Steiner

Waldorf school in Plymouth on student exchange program in the months of November and

December, 2009. Specifically, they observed how teaching and learning took place, the

school atmosphere as well as numerous activities that took place in the Steiner classrooms.

During the school visit, the teacher trainees also collected relevant documents such as books,

leaflets and brochures which lend support to their video-recorded observations as well as had

short interviews cum discussions with the teachers to further enhance their understanding of

Steiner Waldorf curriculum and education system. In addtition to the observations, the

teacher trainees visited the Steiner Waldorf Department at the University of Plymouth as

well. There, they were invited to partake in academic discussions with the local students and


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lecturers. Most of the questions asked were pre-structured, focusing on the differences

between Malaysian and Steiner Waldorf education. For further clarifications, follow-up

interviews via electronic means were also carried out upon the teacher trainees’ return to

Malaysia. Similar observations and interviews were carried out in Malaysian schools a couple

of months prior to the UK trip. The teacher trainees also had in-depth interviews with local

experts on science curriculum implementation in Malaysia.

Objectives of Study

As earlier mentioned, this study aims to compare the Malaysian and Steiner Waldorf science

education. Specifically, it seeks to answer the following research questions:

i. What are the characteristics of Steiner Waldorf science class?

ii. How do the Steiner Waldorf science curricular practices differ from those of

Malaysian?

4. Findings

4.1 Characteristics of Steiner Waldorf Science Class

This section discusses Steiner Waldorf (SW) science curricular practices. Elaborations will be

carried out according to four facets of curriculum, namely by objective, content,

implementation and assessment. As ealier mentioned, the primary objective of Steiner

education is to make learning meaningful and stays in students’ life for many years, beyond

the focus on cognitive faculties emphasized in all public schools in the UK;

“Waldorf education is far more social education than public school, public

schools educate mostly the head. Waldorf schools educate the head, the heart

and the hands. There’ much more to children than just thinking.” (Beem, n.d)

According to Graham Kennish (2009), an SW science educator, the Goethean principles

underlying science teaching in Steiner class places “… the emphasis to be on observation,

wonder and holistic thinking, preventing science becoming a subject separately from art,

religion or music.” (personal communication)

Content-wise, there is a common curriculum agreed upon by the members of SW education.

However, each Steiner school has autonomy to decide on the scope of curriculum as

highlighted by a SW science teacher during his interview with the researcher:

“There is curriculum, but not one to be followed rigidly or finished completely.

The focus is on the process not the content. Better one topic with a deep process

than many which just impart information”

To support the objectives of Steiner education, the provided or designed curriculum is wide

and balance. The scope for science content covers life sciences, biology, chemistry and

physics. However, when introducing a certain subject to learners, Steiner education always

consider appropriate timing by taking into account the learners’ maturity level and mental

development. According to Masters (1992),

“….science ‘proper’ could be said to begin in class 6 (age 11/12). The Waldorf

science program continues from this point without break for the last seven years

of the Waldorf pupil’s school career…..Children of this age are less dreamy, less


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pre-occupied with imaginative forms of thinking and more directed towards

earthly affairs. They pay more attention to precise forms of thought.” ( p.6)

Science subjects are basically introduced at an early age to allow learners become familiar

with their surroundings The learners are encouraged to develop their senses; the emphases are

on imagination, dreams and senses before subsequent development of scientific thinking. The

choice of topic in each stage is much dependent on the students’ age. It is believed that, the

earlier the exposure to scientific idea to a child, the more harm it will cause to the child as

highlighted by the following Steiner educator:

“I’m convinced that an attempt to be too scientific at too early an age can do

more harm than good” (Gebert, 1992, p.35)

The implementation of Steiner curriculum is strongly guided by its own philosophy. The

prescribed curriculum serves as a guideline. Content wise the teachers are not bound by the

rigidity of the prescribed curriculum. Nor are the teachers tied to using any specific teaching

approaches. More importantly for Steiner teachers is the accomplishment of the stated

objectives and the aims intended by the curriculum. Creativity and practical, hands-on

activities are amongst the things given extra emphasis in this education. For that reason,

imagination was integrated in lesson at an early age. Other features related to the emphasis on

creativity are the creation of students’ textbook. There are no textbooks in the lower levels of

schooling. Specific textbooks too are almost infrequently used at the upper levels of

schooling. Rather than purchasing those that are published en mass by publishers, the

available texts are actually created by students. Not only do students decide on the content

width and depth, they are also provided the avenue to express their creativity and originality

through writing. For students in the upper level of schooling, they basically have to come out

with a scrap book for each topic that they have learned.

The use of technology is something that is rarely seen in Steiner school as well. One might

see teachers preferably use chalk and talk method. However, the teachers tend to balance out

the chalk-and-talk approach with presentations and use of teaching aids like props or models

made from natural materials. The aims are to enriched the lesson and inculcate aesthetics

values to the students. Experiments were carried out by students to help them with the

kinesthetic awareness of what was learned, as well as to develop their thinking skills. The

implementation of the curriculum comes in three phases. Stage one is basically to stimulate

thinking and the rest of the stages are to assess understanding. Listening skills are strongly

emphasized since the curriculum is customarily delivered verbally. Teachers also encourage

students to think and to come out with their own model of answers. The role of teachers is not

to label students’ model of answer as incorrect but to make them correct themselves. Overall,

Steiner curriculum is basically student-centered where most of the lessons were carried out in

order to help the students feel and experience knowledge, and to aid in making sense what

they learned so that the knowledge gained is not only meaningful but also of aesthetic value

to the students.

With respect to the assessment of science learning, Steiner education views it as ‘clear

seeing, rich understanding and respectful application (Mepham & Rawson, 2000). Roles of

assessment are to support future learning, to assess healthy development of the students, and

to help to improve teaching and learning. The idea of ranking students according to their

performance is perceived as counter-productive. Summative assessment is not preferable and

the main assessment conducted is informal. An example of informal assessment is on-going

observation where through the observations made, teachers will gain idea on the progress of

students in learning.


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4.2 How Malaysian Science Curricular Practices differ from that of SW

In contrast to the Steiner schools which has the autonomy to choose and carry out its

curriculum, Malaysian science lessons strictly follow the curriculum developed by the

Malaysian Curriculum Developement Division (CDD). Science education in Malaysia offers

wide range of topics arranged thematically to help students understand, visualize and

comprehend the topics better. Nonetheless, the sequencing of topics may not be very clear to

teachers as there appear to be problems among them when trying to relate chapters being

taught. There are specific textbooks that Malaysian science learners use in the process of

learning. The Ministry of Education also invested heavily on various educational supports.

For instance, the integration of technology in Malaysian classrooms does take place but it is

very much dependent on the availability of technology and facilities. Among the common

technologies used include the computer, OHP and transparencies, and video as well as audio

equipments. Some science teachers may bring teaching aids to class but only a handful

actually develop models or courseware. Science teacher basically employ chalk and talk

method in teaching. Some integrate technology in teaching. Nonetheless, textbooks remain

the main source of reference that Malaysian science teachers use in teaching.

Although the curriculum encourages inquiry-discovery, constructivist and experiential

learning among students, the way lessons are taught and learning tools used do not quite egg

on the specified objectives. Rather, the focus has been to engender students who can excel in

public examinations. Teaching and learning take place so as to help students remember facts

and able to regurgitate information; often done with little attempt to help students relate what

they have learnt to their daily lives. The nature of students assessment being examination

oriented have actually lead to these teaching and learning approaches to science that stress

upon cognitive ability. despite teaching and learning supposedly focus on cognitive aspect,

the students’ critical thinking and problem solving skills remained un-nurtured

It is important at this point to note that the Science syllabi drawn by the Minstry for the

different stages of Malaysian Science education focus not only on mastering scientific skills

but also support the infusion of attitudes and values such as interest and curiosity towards the

surroundings, honesty and accuracy in recording and validating data and co-operation. The

current syllabi and contents of most subjects taught are adequate in perpetuating the balanced

and harmonious person. The translation of the curriculum into classroom practices has,

however, over the years evolved into more tensed, examination oriented teacher initiatives.

Hence, the affective, aesthetics and kinesthetic domains of the students are more often than

not, being sidelined. Such scenario is unfortunate when the student stands to gain a holistic

education with an awareness of his or her environment and the inculcation of moral values

with the existing Science syllabi. It is also imperative that the Science teacher education takes

into account of the multi ethnicity and multiracial mix of students in Malaysia. Abell (2000)

suggests that science teacher educators must think globally about the issues and values in

science education and act locally to affect one’s particular context. What students bring into

the classroom may be influenced by their religious and cultural beliefs. Eastern culture tends

to see knowledge and truths as already known and available to those who submit to a worthy

master or teacher. Thus teachers are seen as authoritative figures to be obeyed. This trait

could be among the many factors that generate a teacher dominant learning environment with

learners who are passive receptors. It is also the element that may have triggered the effort –

focused and pragmatic orientations to learning among Malaysian learners. On the otherhand,


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Steiner schools aim to help students draw upon their inner resources. The teachers only need

to probe and incite activities such as questioning and evaluating to bring it out.

To sum up, this comparative study revealed the strengths and the weaknesses of Malaysian

science curriculum via comparing the curriculum with that of Steiner Waldorf education.

Both curricula intended to produce holistic students, all-rounded and balanced. Or in Steiner

Waldorf education, the term is known as ‘whole-person’. However, differences exist largely

due to the different philosophical intentions between the two; Steiner education is mainly

focused on developing the students’ own personality and characters which could help them to

fulfill their own dreams while the Malaysian science curriculum is intended to produce

skillful workforce towards fulfilling the nation’s aspiration. It is these differences in

philosophical intention that has actually contributed to variations in curricular

implementations as highlighted in Figure 1 below.

Aspect of

Curriculum

Steiner Waldorf Science Education Malaysian Science Education

Objective Based on Goethean philosophy

Emphasizes personalized

knowledge acquisition at learners’

own pace

Focuses on the development of

holistic individuals

Based on the National Education

Philosophy

Focuses on the development of

holistic individuals (physically,

spiritually, emotionally and

intellectually) who can contribute

back to the Malaysian society

Content Own curricular content

Depth and breadth of content to be

decided by the student and how they

would like to explore and experience

Standardized, national level content

Predetermined by a centralized

governing body (Curriculum

Development Division, CDD)

Implementation Pragmatic, creative, hands-on

Student centered teaching and learning

Syllabus driven

Theoretical before practical

More often than not teacher centered

Assessment Summatively – students take the

same national examination like the

O and A-Levels Examinations

Formatively – students are

assessed, more often qualitatively

in word or in writing, how much

improvement they have gone

through over a period of time

Formatively and summatively -

Examination oriented (with

standard grading system); students

will have their monthly tests.

At the end of Forms 3 and 5, they

will have to sit for major National

Level Examinations.

Do not quite address personal

improvement; instead learners must

make the effort to reach a certain

standard (pre-specified)

Figure 1: Comparison between SW and Malaysian science curriculum


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The implementation in Malaysian science curriculum seemed deviated from the main

objective of the curriculum. With the current practices by the people involved in the system,

the objectives of the curriculum seem hard to be achieved. The problem actually lies in the

assessment. Since Malaysian education system is exam-oriented, teachers do not have other

choices but to focus on helping the students to pass the examination. The researchers are

aware that at present the Malaysian science curriculum is undergoing critical changes in

terms of how outcomes of science learning are being assessed. With the supposedly better

and more comprehensive means of assessment covering all domains, Malaysian teachers may

now employ some good being stressed in Steiner education.

5. Implications for Science Teacher Education Design

Drawing on the comparisons made and best practices employed by the two curricular

practices, several aspects need to be taken into consideration when designing science teacher

education programs. They include:

In-service teachers need to be sent for advanced pedagogical training and re-training

so that they are aware of different approaches to science teaching. Specifically, they

need to be taught how to facilitate instead of dictate learning in classrooms.

Enhancing the science teacher’s interdisciplinary content knowledge is also pertinent

as this will aid them in bringing relevance to science classroom.

ICT based resource utilization and management is indeed pertinent in the science

teacher education program. Technology supported classrooms can easily be

transformed into an immersive, student centered learning environment if the teacher is

technology proficient.

Courses offered to pre-service teachers must include the different philosophies,

rationale and approaches in education so that they understand how educational experts

make science learning exciting and meaningful. Many aspects of Steiner’s approaches

to teaching and learning such as journaling, exploratory activities, use of questioning

as pedagogical tool, just to name a few, could be taught to Malaysian science teachers

and implemented in classrooms provided that the teachers take time to plan lessons

accordingly.

At the national level, the way science learning is assessed in schools must be totally

revamped from standardized testing focusing on the acquisition of “A”s to a different

mechanism that can detect the depth (in its entirety) and breadth (extent) of

knowledge acquisition as well as their ability to apply those knowledge. Hence

science teacher trainees must be exposed to assessments that are more qualitative and

holistic in nature. In addition, phenomenology may also be considered as a method for

investigating science learning as a holistic process as espoused by Stergaard, Dahlin

and Hugo (2008).

In terms of pedagogical approach and specific curricular activities, prospective science

teachers should be trained to

Initiate concrete to abstract learning and discovery through the use of the senses

before reading text descriptions

Design scientific instruction to be an interactive process of affect and cognition

Immerse science students in the outdoor learning environment and recognizes it as

effective as indoor learning environments

Be sensitive and accommodate culturally relevant elements


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Take a systemic, integrated approach to delivering contents or subject matter

Make decisions on scientific, technological and social issues.

The above suggestions require the science teacher education program to focus on training not

only the basic instructional skills of the trainee teachers but also their affective skills whereby

understanding the variant learner needs and inciting connectedness between the learner and

his environment becomes central.

The teacher trainees need to understand and further polish the students’ ways of knowing

such as that of the senses, perception and cognition. The science teachers and students are

contributors of new knowledge, generators of new technologies and they do not stay at the

receiving ends. They must learn from and emulate the systematic, critical and creative

thinking of the western scholars. On the other hand, they have to reflect beyond the physical

and material world to understand the true goals of science education. Apart from acquiring a

body of scientific knowledge, the aims of science education should align to the development

of personal and social aptitudes leading to responsible citizenship (Holbrook, 2009). In

addition, appreciation of the true nature of science should be based both on spiritual and

societal point of view. An eclectic approach deriving from the best of both spiritual, societal

and the most contemporary scientific knowledge should be considered in the curriculum

development of the science teacher education as portrayed in Figure 2 below. However, care

must be given when apportioning the different sciences.

Figure 2 The Eclectic Approach to Science Teaching and Learning

Human Sciences

Natural Sciences

Optimal

Science

Learning

Spiritual

Sciences


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6. Conclusion

This paper highlighted the main comparisons between Malaysian and Steiner Waldorf

science curriculum. General findings show that both Steiner and Malaysian scinece

curriculum shared somewhat similar objectives of producing holistics learners who possess as

well as show their values for science, the way science is taught and the outcomes of science

learning appear vastly different. Although the Malaysian curriculum promotes student

centered learning, inculcation of noble values and creativity in learning, real teaching in

Malaysian classrooms do not take place as envisioned. Instead, the schools adhere strictly to

the prescribed curriculum, and is very teacher centered and content laden due to its exam-

oriented assessment. The exam-oriented assessement also to a large extent refrains creativity

among teachers and learners. Meanwhile, Steiner teachers and learners are not subjected to

any forms of rigid learning assessments nor do they have to strictly follow the prescribed

curriculum, allowing them to be more creative in teaching and learning. Steiner classrooms

are also more pragmatic, creative and practical-based, with the theories being covered much

later after the students have conducted their own experiments on specific science topics.

More importantly, when Steiner students sat for the national examinations like the A-Levels

and O-Levels examinations, they were found to be at par or even better than students who

attend UK public schools – suggesting that creative classrooms, hands-on and practical

activities that promote discovery learning can really contribute to not only effective but also

meaningful and enjoyable learning in classrooms. The important thing is teachers need to

really plan activities, and use the right approach to make effective science learning happen.

Hence, the teacher education curriculum design must take into consideration all these aspects.

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