Sains Malaysiana 34(1): 139-142 (2005)

Fensham's 'Science For All' Vision: A Chemistry Perspective

(Visi Fensham 'Sains untuk Semua': Perspektif Kimia)

John O. Hill

La Trobe University

Albury-Wodonga Campus

Wodonga, Victoria 3690

Australia

ABSTRACT

Science has been defined as 'a way of knowing' which is, in certain respects, unlike other ways of knowing. While some forms of knowledge are highly personal and intuitive, the methods of science are designed to be as objective and impersonal as possible. Science has been referred to as 'public knowledge' because of its procedures for verification involve the whole of society. Science is also 'organised knowledge' because it is systematic and because it is supported by a group of social institutions without which it could not exist in its modern form. For many decades, Fensham, an internationally recognised science educator, has been one of the most important and consistent voices for the reform of science education based on his vision of a democratic and socially responsible science education for all, based on the fundamental premise that if society is to understand the world it must be educated in the principles of science upon which a sustainable world is premised. Thus, science has a real place in society and a social responsibility. From a chemistry perspective, this enabling science is perceived by society as irrelevant to the real world and the cause of many of the evils of the world. This paper addresses the pivotal role of chemistry both in science education and in the social responsibility of science campaign and simultaneously shows how chemistry is at the leading edge of sustainable science in both a scientific and social context.

Keywords: Fensham, science education

ABSTRAK

Sains telah ditakrifkan sebagai 'suatu cara mengetahui'. Dalam ertikata tertentu, takrif ini berlainan dengan cara-cara mengetahui hal-hal lain. Sesetengah bentuk pengetahuan sangatlah tersendiri dan intuitif, namun kaedah sains direkabentuk sedemikian sehingga sejauh mungkin ia berobjektif dan tidak tersendiri. Sains telah dirujukkan sebagai 'pengetahuan awam' kerana prosedur pensahihannya melibatkan seluruh masyarakat. Sains juga merupakan 'pengetahuan yang tersusun' kerana ini bersistem dan kerana ia disokong oleh kumpulan institusi sosial. Tanpa sokongan ini sains tidak boleh wujud dalam bentuk modemnya. Selama beberapa dekad yang lalu, Fensham, seorang ahli pendidikan sains yang diiktiraf antarabangsa, merupakan seorang penggiat yang penting dan konsisten dalam menyuarakan pendapat ke arah perubahan pendidikan sains berdasarkan visinya, iaitu pendidikan sains untuk semua secara demokratik dan bertanggungjawab kepada masyarakat, berlandaskan kepada premis asas bahawa jika masyarakat hendak memahami dunia, maka ia mestilah dididik dalam prinsip-prinsip sains dengan prinsip-prinsip itu sendiri dijadikan premos bagi sebuah dunia mampan. Dengan demikian, sains mempunyai tempatnya yang sebenar dalam masyarakat dan mempunyai tanggungjawab kemasyarakatan. Dari perspektif kimia, masyarakat bertanggapan bahawa sains tersebut tidaklah relevan dalam dunia nyata dan merupakan penyebab kepada banyak keburukan dalam dunia ini. Kertas ini mengupas peranan pengimbangan bidang kimia dalam pendidikan sains dan dalam tanggungjawab sosial kempen sains dan sekali gus menunjukkan bahawa kimia adalah teraju bagi sains mampan dalam kedua-dua konteks sainstifik dan sosial.

Kata kunci: Fensham, pendidikan sains

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