Abstract
To understand fully and aware of children’s science learning, one should look not only at learning that takes place in the kindergarten and primary school but also in learning that takes place outside the classroom. This paper aims to discuss outdoor education: an alternative approach in teaching and learning science in the Malaysian context. In this 21st century, the exposure and experience in the field of science and technology are needed in nurturing interest among students who are involved in this field. The advantages of experience-based learning which includes hands-on activities and on-site learning should be empowered. Thus, informal and non-formal science learning plays an important role in assisting all levels of society, regardless of age in exploring science and technology. Informal and non-formal learning of science is a complement to formal learning and occur in a variety of different places through various channels, such as the entertainment media, television and film; science centres and museums; zoos and aquariums, botanical gardens, and etc. This paper discusses the concept of science learning outside the classroom; the non-formal and informal science learning which covers the institutions/organizations involved in the non-formal science learning in Malaysia; and the potential of non-formal science centre setting in complement with the formal science education setting. It is hoped that this paper will provide an insight towards science learning out of school in Malaysian context.
Highlights
In the 21st century, Malaysia faces new challenges due to globalization, liberalization, internationalization and the development of information and communication technology (ICT) (Osman, Tuan Soh & Arsad, 2010; Tuan Soh, Osman & Arsad, 2012)
This paper aims to discuss outdoor education: an alternative approach in teaching and learning science in the Malaysian context
This paper discusses the concept of science learning outside the classroom; the non-formal and informal science learning which covers the institutions/organizations involved in the non-formal science learning in Malaysia; and the potential of non-formal science centre setting in complement with the formal science education setting
Summary
In the 21st century, Malaysia faces new challenges due to globalization, liberalization, internationalization and the development of information and communication technology (ICT) (Osman, Tuan Soh & Arsad, 2010; Tuan Soh, Osman & Arsad, 2012). Prior to the 1980s, there was a search for evidence and a widespread lack of acceptance that "real learning" occurred in such contexts (Anderson, Thomas & Ellenbogen, 2003) It is important for the educational system to make parallel changes in order to fulfil its mission of the society, namely the preparation of students for the world beyond the classroom. The policy is remaining unachievable, even the interest of students towards science is declining (BERNAMA, 2012; Lee & Kamisah, 2013; Mohd Khaled, 2012). This phenomenon occurs in Malaysia and all around the world where there is a drop in the perception and interest of students in science. This phenomenon occurs in Malaysia and all around the world where there is a drop in the perception and interest of students in science. (BERNAMA, 2012; IEA, 2008; Fatin Aliah, Mohd Salleh, Mohammad Bilal & Salmiza, 2012; Lee & Kamisah, 2013; Mohd Khaled, 2012; PISA, 2009)
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