PROSIDING

SEM INAR II\TTERNASIONAL PEND IDIKAN

SERANTAU KE-6
6th Internationa.I Seminar on Regional Educq.tion
UKM-URzor3

I{usliti dsn Kecemerlangan dalom Pendidikan

22 & 23 Mei 20fi

Dewan Rafflesia, NIOSH,

Bandar Baru Bangi, Selangor

Anjuran:
Fakulti Pendidikan, Universiti Kebangsaan Malaysia &
Fakultas Keguruan dan llmu Pendidikan, Universitas Riau

Dengan Kerjasama: "

Universiti Malaya
Universitas Negeri Yogyakarta
Universitas Pendidikan I ndonesia
Universitas Negeri Padang
Universitas Ekasakti Padang
Kolej Universiti Perguruan Ugama Seri Begawan
PROCEEDINGS OF
INFORMAL AND NON.FORMAL SCIENCE LEARNING
Wan Nor Fadzilah Wan Husin
Universiti Kebangsaan Malaysia

Lilia Halim
Zanaton H. lksan
Universiti Kebangsaan Malaysia

Abstract

Exposure and experience in the field of Science and Technology (S&T) are needed in
nurturing interest among students who are involved in this field. Experience-based leaming
which includes hands-on activities and on-site leaming should be empowered. Thus, informal
and non-formal science leaming plays an important role in assisting all levels of society,
regardless of age in exploring science and technology. Informal and non-formal leaming of
science is a complement to formal leaming and occur in a variety of different places through
various channels, such as the entertainment medi4 television and film, science centres and
museums; zoos and aquariums, botanical gardens, etc. This paper discusses the concept and
the role of informal and non-formal leaming of science in Malaysia, organizations involved
and the extent of the organizations' role in implementing non-formal leaming of science.
Finally, this paper will discuss the direction of informal and non-formal leaming of science
and suggest some steps that can be taken by the parties involved in the realization of informal
and non-formal leaming of science as a complement to formal education

Key words: informal, non formal, leaming of science

1.0 lntroduction
Science education in schools serves as the backbone to achieve the National Science
Education Philosophy, although the Poliry of 60:40 (Technical Science Stream: Arts) already
exists in the education system since 1970 and still continuing until now. The main question
would be, after 42years of this policy's introduction, the produced result have yet to show
that this policy have achieved its goal (KPM, 2012a). Analysis of students pursuing science
stream in these pastlO years as a whole has not reached the ratio of 60:40. Not only the policy
is remaining unachievable, even the interest of students towards science is also declining.
This phenomenon occurs not only in Malaysia but also all around the world where there is a
drop in the perception and interest of students in science (Salleh et. al201I).

When observed from an intemational view of the achievement of science

"o*p*iJorr,
in TIMSS also found an average decline where Malaysia obtained only an average score of
492 an TIMSS cycles in 1999, it rose slightly to 510 scores rn20A3, however, it declined
again to 47lscores in2007 and further decreased to 462in2011 (KPM 2}l2b,IEA 2011).
Such a scenario would be an obstacle to the goal of producing gfobally competitive human
capital and contribute towards the development of scientific and technological civilization.
Various views have been put forward in an attempt to explain the phenomenon of
decline in student interest in science. Among them were; the effectiveness of delivery of
science and technology education depends on the curriculum and assessment, the quantity
1200

and quality of teachers, facilities and efficiency of school management. Support and
encouragement from parents and the school also play a role. Other factors that caused the
reduction in attracfing students towards Science and Technology stream was the lack of
strategic alliances with science-related agencies and media groups.

Widespread dissemination of S&T information, interactively and commercially relating

to the importance of S&T has not been carried out intensively. The active involvement of
agencies such as Petrosains, National Science Centre, the National Academy of Science in
popularizing science and technology ilmong students still need to be upgraded and expanded.
Exposure and experience in the field of science and technology is indispensable in fostering
interest among students to embrace the field of science and technology. Experience-based
learning which includes hands-on activities and on-site leaming should be empowered.

Here, the role of non-formal education as a complement to formal education should be

further looked into. Non-formal education is not a new thing to be discussed but it is still
undermined as the effort to cultivate and promote interest in science literacy. Students spend
only a small amount of time in school and 80o/o of their time in is spent out of the classroom
(Eshach 2A07, Bransford et. al 2000), *d non-formal science education, with an effective
program structure will give a positive tmpact on the leaming of science and attitudes toward
science :rmong students.

2.0 Concept of lnformal and Non-Formal Learning of

Science
Leaming of science in informal or non-formal way plays an important role in helping all
levels of societ5r, regardless of age to explore the field of science and technology (S & T).
Leaming science in informal or non-formal occurs in a variety of different places and through
various channels, such as the entertainment medi4 television and film; science centres and
museums; zoos and aquariums, botanical gardens and nature centres, including computer
games and so on. Activities after school hours can also be considered as non-formal or
informal leaming. In fact, anything that happens in everyday life and out of-school can
classified as an informal or non-formal learning. Dividing the out-of-school leaming into
informal and non-formal categories will help to achieve a better understanding of the
characteristics of out-of-school leaming (Eshach 2A07).

2.1 Informal Science Learning

Generally, in everyday life, an individual will always acquire and enhance hislher knowledge
and skills. Attitude and perception will be developed through observations of life
environment, u*tether at work place, in the streets, in the restaurants and so on. The learning
process takes place spontaneously (Eshach 2007) and without lhe structure and the process, it
is said to be informal learning. While in the science educatioriL, informal leaming of science
refers to activities that gccur outside the school setting (Stocklmayer et. al 2010, FriedHoffer
2007; Crane et aL. 1994). informal leaming of science occurs at places within our day-to-day
routine such as schools (free activities), streets, playgrounds, home etc. These informal
leaming are not developed primarily for school use and also not developed to be part of an
on-going school curriculum, and are characterised as voluntary as opposed to mandatory
participation as part of a credited school experience (Crane et. d, 1994). Human by nature is
curious, social, and actively engage in leaming rruhen the informal science education is
characteristically pleasurable, and open-ended.
1201

By nature, a child has a very high level of curiosity, therefore, the leaming process
should take into account their experiences and activities that can allow the children to explore
and carry out their own research. This nature of curiosity is the reason why children ask so
many why questions about a situation. They will continue questioning until they receive a
satisfactory answer. This kind of attitude should not be restricted; it should be encouraged
and developed to promote science literccy. Informal learning of science based on experience,
inquiry" and hands-on acfivities are leaming processes that can increase the science literacy
(Fried Hoffer 2007), and enable them to learn from their environment. Children who are
exposed with skills of science processes indirectly will have better thinking skills. Based on
existing knowledge and the new knowledge acquired in school, children are able to develop
their own understanding and indirectly, active leaming is taking place in their minds. Guess
{2004) stated:

"Leaming is an active process in rmhich learner's construct new ideas or concepts

based upon their current ideas or past knowledge. The leamer selects and
transforms information, constructs hypotheses, and makes decisions, relying on
their own developing cognitive structure to do so".

2.2 Non-formal Science Learning

The concept or definition of non-formal education is not a new issue, it has been discussed a
long time ago. Commonwealth Secretariat (1979) defined non-formal education as any
organised leaming activity outside the structure of the Formal Education system that is
consciously aimed at meeting specific leaming needs of particular subgroups in the
community - be it children, youth or adult, Thus, non-formal leaming refers to any organized,
systematic, educational aclivrty, carried on outside the framework of the formal system, to
provide selected types of leaming to particular subgroups in the population, adults as well as
children (Tight 1996) and sometimes it is more stressed on skills (Colleta et. aI1982).

Non-formal leaming can be obtained through a vaiety of organizations or agencies or

organizations that conduct training, in-service courses, seminar, workshops etc. and occur in
a planned but highly adaptable manner in institutions, organizations and situations beyond the
spheres of formal or informal education. (Eshach 2007) stated that non-formal leaming of
science occurs at places we visit occasionally such as scientific centres/museulns, botanical
garden, zoo, aquarium, planetarium, industry, interactive exhibit etc. It shares the
characteristic of being mediated with formal education, but the motivation for leaming may
be wholly intrinsic to the leamer. On the other hand, non-formal learning had improved daily
life behaviour and skills (Rahman et. al,2A1,3)

Differences between Formal, Non-formal and Informal Leaming can be summarized as

follows:

Formal Non-formal Informal

Usuallv at school At institution out of school Everywhere
Mavbe repressive Usuallv Suooortive Supportive
Structured Structured Unstructured
Usuallv prearransed Usuallv orearransed Spontaneous (Unplanned)
Motivation is tTpic ally Motivation may be extrinsic
more extrinsic tvpicallv more intrinsic
Compulsorv Usuallv volturtarv Voluntary
 t202

Teacher-led Mav be suided or teacher-led Usually leamer-led

Leamins is evaluated
Sequential
social aspect central, e.g.
social interactions is
directed, legislated and
constrained between
same-age peers and
formalised withthe
teacher as the main adult
Leaming is usuallv not evaluated
Tvpicallv non-Sequential
social aspect central, e.g. social
interactions is urdirected,
sometimes I egislated and
somefimes heterogeneous in age
Leamins is not evaluated
Non-Sequential
social aspect central, e.g. social
interactions undirected, not
legislated
and heterogeneous in age

Stated outcomes as on outcomes stated gener ally many unintended outcomes

the syllibus
Sources: Stocklmayer et al, 2010; Rennie, 2007;Eshach,2AA7; Wellington's, 1990.

3.0 lnformal and Non-Formal Learning of Science in Malaysia

A major part of the basic infrastructures for informal education have already existed in
Malaysia in various forms. However, to cultivate informal leaming as a culture in the society
is a great challenge. Active and informal leaming can provide a conductive leaming
environment for students in leaming science. Here, the society especially parents play an
important role and function as facilitators that provide guidelines, advice, and guidance to
those children. Children leam from the environment and interact with the individuals around
them. Thus, the role of the parents, society and community is very vital to ensure that
leaming is taking place. It is very hard to discuss informal and non-formal science education
separately because both of these exist in the same situation simultaneously. Further
discussion will consist of the status of informal and non-formal leaming of science in
Malaysia.

In accordance with the role of Ministry of Education Malaysia (MOE) in leads the
formal education of science, the Ministry of Science, Technolory and Innovation (MOSTI),
plays a crucial role in leading informal and non-formal science education. The Second
Science and Technology Policy provide the framework to enhance productivity and maintain
the growth and also strengthen the synergy parkrership between govemment agencies,
industries, universities, and research institutes. Thus, MOSTI functions in helping to achieve
the aim of this policy in creating societal values and positive attitude towards science and
technology including the need for lifeJong leaming. There are many agencies under MOSTI
that operates to execute this aim. Among those popular agencies are National Science
Academy, National Science Centre and many more. There are also agencies outside MOSTI
such as Planetarium under Prime Minister's Department and P-etrosains which operates under
PETRONAS. However, there are still many agencies or bodies that indirectly play their role
in the informal and non-formal education. Examples of the popular agencies are as follows:

Academic Of Science Malaysia

 1203

Academie Of Science Malaysia mission is to pursue" encourage and enhance excellent

in the field of science and technology, for the development of nation and the benefit of
mankind.

ii. Nafional Science Centre

The National Science Centre, an institution of informal leaming, was entrusted with a
mandate to promote awareness, interest and understanding of Science and Technology
to increase the knowledge of the Malaysian citizens. The exhibits located in National
Science Centre are based on different themes which are divided into different
categories. There are two main categories, Fundamental Science and Technology. The
overall concept of the centre is to link science with the environment, religion, as well as
to relate science to with all aspects in life, knowledge and application in life.

lll. National Planetarium

National Planetarium plays a crucial role in promoting space science at large and
leading Malaysia towards the development of space science.

1V Petrosains
Petrosains is a Science Discovery Centre that uses a fun and interactive approach to tell
the story of the science and technology of the petroleum industry. Its concept and
contents revolve specifically around the science of petroleum, yet embrace all the
general sciences. The hands-on approach adopted by Petrosains puts an emphasis on the
fun and excitement of leaming rather than on the rigorous memorisation of scientific
facts-

Although it leads the formal educaion, MOE also encourages participation of schools
in activities such as science competitions, science festivals and tours organised by external
agencies. Programs like PETRONAS'S Street Smart and Dinotrek were brought to many
places in Malaysia to ensure better coverage and involvement of people from all walks of life

4.0 Discussion and Conclusions

Education institutes are deemed important in the effort of ensuring human capita that meets
the development needs of the country. The formal education leads in this role but it is not
sufficient to popularize science, therefore, informal and non-formal leaming of science can be
the main contributors in the effort of increasing science literacy and interest of people in
S&T. The society such as families, mass media or agencies can support the roles of formal
education in the development of attitude, values and behaviour but how far it can work
remains a question.

Nowadays, there is no synchronising at the national level for non-formal education

programs. Every agency has their own method and programs atcording to their roles although
the general aim is the same. Most of the non-formal educational programs are based on the
needs of the respective agencies and once in a while, there will be overlapping. The lack of
synchronising is between MOE and related agencies or industries (KPM, 20T2a). According
to Tor,rytrsend (1982), non-formal education should been an integral part of education system
of the country; it will be helpful for two separate systems of education to come into being.
MOE should give recognition to those informal educational institutions and carry out various
collaborative programs in a more planned and structured manner. The efforts to promote
these institutions should be madein all the schools encouraging them to optimise the use
1204

these institutions as a complementary to formal education in schools. Existing strategic

network should be improved and strengthened.

Involved agencies and institutes should perform appropriate reformation and parallel
to the needs and aspirations of the nation. Although they are not officially bonded to the
schools' science curriculum, but all the programs should be coherent with the curriculum,
what the students are leaming in schools. In non-formal education such as fieldtrips, the
connection with the curriculum or specific objectives is vital to enable the students to become
aware of what they need to learn (Kisiel 2005, Eshach 2007).It cannot be denied that, those
involved parties normally cooperate with MOE by calling the teachers and sharing ideas and
experiences to organize programs. This kind of collaboration is very important ad can even
be further expanded and reinforced. This agrees with the suggestion of MOE to expand the
involvements of extemal agencies in the activities of science discovery centre to support the
informal leaming of science (KPM 2012a).

Similar to formal education that always train the teachers, non-formal education also
needs trained teachers. Agencies normally use the volunteers or facilitators for every
programs organised. For example, National Science Centre uses facilitators for their
programs, themed exhibitions apart from using their own perinanent staffs, but these people
do not have educational background. However, to ensure the effectiveness of non-formal
education of science depends on the education provided and also the professionalism of the
involved parties especially the Science Facilitators. In line with that, efforts should be put in
building the baseline competencies need by the Science Facilitators Although there are
professional staffs who work for these agencies, but most of them are scientists and engineers
and not professionals of education field.

' To ensure that informal or non-formal education provides the expected impact, a
holistic policy or concept should be created based on the given aims provided in the
guidelines given to the agencies. To place a strong thinking basis, there should be an
education philosophy especially for non-formal education. This philosophy should be
consistent with the aims and provides justification for non-formal education in this country.
a
This philosophy also should be corresponding with the National Education Philosophy and
other educational policies. A mechanism should be created to coordinate the implementation
and supervision of informal and non-formal science education effectiveness, in order to
ensure the role as complementary of formal education could be realised.

There are four components which are essential for the success of non-formal
education. The first essential is that non-formal education must be regarded as an integral part
of national development, and the content of programmes must be such as are consonant with
national objectives. For this work to be effective it has to be conceived as a national service
and to be meticulously planned as other aspect of development. Thirdly, non-formal
education should been integr al part of education system of the country; it wrll not be helpful
for two separate system of education to come into being. Therefore, a close relationship must
be built between formal and non-formal. Lastly, non-formal education attempts to exist
without a cadre of professionals; non-formal education is no exception.
1245

References
Academic Of Science Malaysia (2013). Mission / Vision
http://www.akademisains.gov.my/index.php?option:com*content&task:view&i d:21&I
temiFT? [3 April 2012]

Bransford, JD., Brown, A. L., & Cocking, R. R. (Eds).(2000). How People learn: Brain,
Mind, Experience and school. Expanded Edition. National Academy Press Washington;
DC.

Crane, V., Nicholson, H., Chen, M., Bitgood, S. (1994). Informal science learning: Wat
Research says about television, science museum, and community-based projects.
Dedharn, MA: Research Communications Ltd., and Ephrata, PA: Science Press.

Coles, E. K. T. ti982). Maverick o-f the education -family: h4)a essays in non-forrnal
echtcation . Pergamon Press.

Colletta N.J dan Holsinger D.B (1982). Assessing the Impact of Nanformal Education on
D eve lopm ent Go al s . Massachussets : Lexington B ooks Press.

Cunningham, John, and Emilie Hillier. (2013)'. Informal leaming in the workplace: key
activities and processes. Education't Training 55.1 37-5].

Eshach, H. QA9n. Bridging in-school and out-of-school leaming: Formal, non-formal, and
informai education. Joumal af Science Education and T'eclmalopgt,I6(2\, 17I-T9A.

FriedHoffer, B. QAAT W;,- An Informal Science Intewention. Maxwell Auditorium,

Singapore, 29 Nov-3 Dec 20A7.

Guest, G. (2004). Didcussion of Constructivism. [.]-1V8, Bristol.

http //www.
: aes. org. uk/sci_tutors/.

Hamid, A., Azhar, M., Othman, M. F., Hassan, 2., &. A Kassim, O. (2003). Pendidikan
Bukan Formal (Pbf) Di Malaysia: Cabaran Dan Hala Tuju Wawas an 202A.

IEA(2012). TIMSS 20ll Internotional Science Report. Chestnut Hill: IEA

IEA (2008). TIMSS 2007 Internarional Science Report. Chesbrut Hill: IEA.
Kementerian Pelajaran Malaysia (20T2a). Laporan Strategi Mencapai Dasar 60:40 Aliran
Sains/Telmikal : Sastera. Putrajaya: KPM

Kementerian Pelajaran Malaysia (2}l2b). ffiMSS-2007 Tren& In International Mathematies

and Science Study - 20A7. Putrajaya: KPM.

Kisiei, l. (2005). Understanding elementary teacher motivations for science

fi eidtrips. Science Educatirsn, 89(6), 93 6-9 5 5.

Mohd Ali Samsudin (2011). Pembelajaran Sains Informal:Konsep dan R"asional. In Nooraida
Yakob,L{aznah Ali, Zvrida Ismail. Anna Christina Abdullah & Jamal Safri Saibon.
1246

{2A11.}. Pembelaiaran Satns Informal-Komunifi di Luar Bilik t}arjah. Yusran

Punlishing.

National Planetarium {20i3). About Us; History.

hW'.//www2.angkasa.gov.my/planetarium/index.php?option:com content&view:articl
e&iF7 &Itemid:6&lan g:en 12 April 20 I 3 l

National Science Center (2013). Concept and Role. http://www.psn.gov.mylen/concept-rolel

[3 April 20131

Nooraida Yakob {2AI\.Teori Pembelajaran Sarns Yang Aktif. In N{azrah Ali- Ztxrdalsmaii,
Anna Chrishna Abduliah, Jamal Safri Saibon & N{ohd. Ali Samsudin. (2011).
Pembelajaran Sains lnfonnal-Komuniti di Luar Bilik Dariah. Yusran Punlishing.

Osbome, J., & Dillon, J. (2010\. Good praciice in science teaching: lV7wt research has to
say. Open University- Pres.

Phang, F. A., Abq M., Bilal Ali, M., & Salleh, S. (2012i. F-aktor peryun$ang kepatla
kemerosotsn petryefiaen pelajctr dalam cliran sa*ts: sdttu analisis sorolan
tesis. MEDC2}l2,1-17.

Petrosains (2013). About Us. http://www.petrosains.com.my/about-us/index.php [3 Apnl

20t31.

Rahman, K. A., & Mamun, A. A. i2013). Nonformal Education in Improving Qualiry cf Life
of Underpriv'ileged Children. Joumal o-f liducatian anc{ Leawting,T{.1).

Rennie, L.J. (2007). Leaming science outside of school. In S.K Abell & N.G. Lederman
(Eds.)flandbook of research on science education (pp. 125-167). Mahwah, NJ:
Lawrence Erlbaum.

Secretariat, C. {1979). Mobilizing Hurnsn Resources: Report of the {)omwonweslth

Conference on Non-Iiorrnal ECucation .for Development, New Delhi, 22 Januaty-2
Feb rua ry I 9 7 9 . Londan: Commonwealth S ecretariat.

Simkins, T. (T977).Nan-farmal educariott and developwrent: some criticcrl issues (Voi. 8).
Universify of Manchester, Department of Adult and Higher Education.

Stocklmayer, S. M., Rennie, L. J., & Glbert, J. K. (2010). The roles of the formal and
informal sectors in the provision of effective science education. Studies in Science
E ducatio n, 4 6(I), 1 -44. doi : I 0 I 0 8 0/03 0 5 7 26A9A3 5 62284.

Tight, Malcolm (1996) Key Concepts inAdult Education and Training. London: Routledge

Wellington, J. (1990). Formal and informal leaming in science: The role of interactive
science centres. P hy sic s Education, 25, 247 -252