1.1.1. Goals and Objectives

The countrys educational goals are manifested in the Malaysian National Education Philosophy (NEP) which states that:

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 a high level of personal well-being, as well as being able to contribute to the betterment of the family, the society and the nation at large.The overriding national objectives of education are the natioanal unity in a multi-ethnic society and human resource devepolment to produce skilled manpower for national development.

1.2. FinlandPublic education in Finnish began in the 1860s. The original source of schooling in the native tongue in Finland has been the Church, as it has been in a number of other countries. A principle of the Lutheran Church, the national church of Finland, was the ideal that people should be able to read the Bible in their own language. Also, the Church itself began to teach people to read and literacy became one of requirements that a person had to fulfil in order to get married.A national school system, independent of the Church, was set up in 1866. Three years later, a Supervisory Board of Education was established under the Ministry of Education to inspect, monitor and govern the school system in Finland.The Finnish education system has three levels: basic education, comprising primary and lower secondary levels; upper secondary education and training; and higher education. Pre-primary education is available to children in the year preceding compulsory schooling. Basic education is uniform nine-year general education given in comprehensive schools. The upper secondary level comprises vocational education and training and general education. Higher education is provided at polytechnics and universities. Figure below shows the summary of the Finnish education system:

1.2.1. Goals and ObjectivesThe priorities in Finland educational development are to enhance competence and raise the level of education among the population and in the labor force; to improve the efficiency of the education and training system; to prevent social exclusion among children and young people; and to enlarge adults opportunities for education and training. Special attention is paid to internationalization and the quality and effectiveness of education, training and research.

Lifelong learning is a viewpoint permeating all policies related to learning with a view to ensuring equal opportunity in education and a high level of education among the population as a whole. This policy entails that everyone has sufficient learning skills and opportunities to develop their knowledge and skills at all ages and in different environments.

To this end, qualification-oriented education and training is offered to the whole youth age group (1621) and measures are taken to upgrade and update adults competencies. As the population grows older, it is essential to accelerate young peoples transition to further and higher education and, subsequently, to the labour market by streamlining student selection procedures, speeding up graduation and enhancing recognition of prior learning.

In Finland education is free at all levels from pre-primary to higher education. In preprimary and basic education the textbooks, daily meal and transportation for students living further away from the school are free for the parents. At secondary level and in higher education the students themselves or their parents purchase their own books. At secondary level the students have the right to a free meal and in higher education meals are subsidised by the state. Adult education is the only form of education that may require payment.

1.2.2. Aims and ObjectivesThe aims and objectives of the science curriculum for primary school and secondary school are develop to be appropriate for the NATIONAL SCIENCE EDUCATION PHILOSOPHY which are;In consonance with the National Education Philosophy,science education in Malaysia nurturesa Science and Technology Culture by focusingon the development of individuals who are competitive,dynamic, robust and resilient and ableto master scientific knowledge and technological competency.

1.1.1. Aims and Objectives

According to the Finnish core curriculum, the purpose of science teaching in general is to help students to: (1) perceive the nature of science; (2) learn new scientific concepts, principles, and models; (3) develop skills in experimental work; (4) engage in cooperation, and (5) become stimulated to study physics and chemistry (interest) (NCCBE, 2004). Finnish aims are described as broad aims indicating what a teacher should teach at science lesson.In the National Core Curriculum for Basic Education (FNBE, 2004), the nature of the teaching/learning process in science is emphasised:The starting points for physics and chemistry instruction are the students prior knowledge, skills, and experiences, and their observations and investigations of objects, substances, and phenomena in the nature.From these, the instruction progresses towards the laws and fundamental principles of physics and chemistry. The purpose of the experimental orientation is to help the students both (i) to perceive the nature of science and (ii) to learn new scientific concepts, principles, and models; (iii) to develop skills in experimental work and (iv) Cooperation; and (v) to stimulate the students to study physics and chemistry (interest). (FNBE, 2004).