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Case-based learning in Physics Henry Yam S S Tong Department of Physics / Centre for Promoting Science Education, CUHK.

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Presentation on theme: "Case-based learning in Physics Henry Yam S S Tong Department of Physics / Centre for Promoting Science Education, CUHK."— Presentation transcript:

1 Case-based learning in Physics Henry Yam S S Tong Department of Physics / Centre for Promoting Science Education, CUHK

2 S S Tong CUPHY What I want to share with you…. I only have little knowledge on the case-based learning methodI only have little knowledge on the case-based learning method But I see this method has the potential of helping students develop a balanced personality, and good relations with oneself, others and the societyBut I see this method has the potential of helping students develop a balanced personality, and good relations with oneself, others and the society Just to share with you the physics cases we developed….Just to share with you the physics cases we developed…. Not quite sure if they are practical or not….Not quite sure if they are practical or not…. Eager to listen to your comments…. and your sharing on teaching experience, implementation problems….Eager to listen to your comments…. and your sharing on teaching experience, implementation problems….

3 What I learnt in counseling lessons…. Virginia Satir ( ) - model on commuicationVirginia Satir ( ) - model on commuication Communicate with oneself, others and environmentCommunicate with oneself, others and environment Self Others Environment (external world) S S Tong CUPHY

4 So what causes commuication problems? People always blaming others….People always blaming others…. Self Others Environment (external world) I am always right I don't care about others and the world S S Tong CUPHY

5 So what causes commuication problems? People always pleasing others….People always pleasing others…. Self Others Environment (external world) You are always right I don't care about myself and the world S S Tong CUPHY

6 I only care about analysis, I don't care about myself and others Self Others Environment (external world) So what causes commuication problems? People relying too much on facts and analysis….People relying too much on facts and analysis…. S S Tong CUPHY

7 Making wise decisions in the real world…. People know how to communicate with oneself, others & environment. Healthy communications, wise decisionsPeople know how to communicate with oneself, others & environment. Healthy communications, wise decisions Self Others Environment (external world) I am happy S S Tong CUPHY

8 Case method: help people make decisions? Example case in physics: Introduction of flameless cooking to a traditional restaurantExample case in physics: Introduction of flameless cooking to a traditional restaurant Save energy and moneySave energy and money Less heat and safer in kitchen (physics of heat transfer and EM induction)Less heat and safer in kitchen (physics of heat transfer and EM induction) Need investment, renovationNeed investment, renovation Old chefs (most) don't like it, new chefs (two) like itOld chefs (most) don't like it, new chefs (two) like it Owners happy (save money)Owners happy (save money) Customers not happy? (food quality affected?)Customers not happy? (food quality affected?) S S Tong CUPHY

9 Considering oneself, others, and environment Self Others Environment (external world) Owners Old chefs New chefs Customers Save energy and money Less heat and safer (Physics of heat & EM) Investment, renovation How do I feel? My job, my position? Food quality General Manager S S Tong CUPHY

10 Characteristics of case solutions Case has no perfect solutionCase has no perfect solution But analysis and science knowledge do helpBut analysis and science knowledge do help Involve emotion of people (e.g. owners, manager, chefs and customers) – difficult to quantifyInvolve emotion of people (e.g. owners, manager, chefs and customers) – difficult to quantify Open-ended, i.e. has more than one solutionsOpen-ended, i.e. has more than one solutions Real solution may emerge from the combination of several solutions (e.g. use electricity for steamers, retain traditional gas cooking for woks)Real solution may emerge from the combination of several solutions (e.g. use electricity for steamers, retain traditional gas cooking for woks) –let students know what actually happens - writing an authentic case is useful S S Tong CUPHY

11 Skills to learn…. Learn skills toLearn skills to –gain a holistic and balanced view of the situation –cope with other people and take suitable measures Skills trained in the case-method:Skills trained in the case-method: –Analytical skills –Decision making skills –Application skills: presentation, PowerPoint, report writing –Time management skills –Interpersonal or social skills S S Tong CUPHY Learning with Cases 2nd edition Louise A. Mauffette- Leenders etal. Ivey Publishing Learning with Cases 2nd edition Louise A. Mauffette- Leenders etal. Ivey Publishing

12 Processes to acquire the skills in case method Individual learning and discussionsIndividual learning and discussions S S Tong CUPHY Learning with Cases 2nd edition Louise A. Mauffette- Leenders etal. Ivey Publishing Learning with Cases 2nd edition Louise A. Mauffette- Leenders etal. Ivey Publishing

13 Example Physics Cases The chef cannot see the flame: Flameless cooking in restaurant Solar Energy in Kadoorie Farm and Botanic Garden S S Tong CUPHY

14 Flameless cooking in restaurant: Case idea For students to face a real-life physics related tasks:For students to face a real-life physics related tasks: –The impact of new technology in old establishment New technology:New technology: –Flameless cooking equipment Old establishment:Old establishment: –Traditional restaurant Students role-play as employees of restaurantStudents role-play as employees of restaurant Students have to present a course of action to employerStudents have to present a course of action to employer Henry Yam CUPHY

15 Doing the case Individual preparationIndividual preparation Small group discussionSmall group discussion ProductionProduction PresentationPresentation Large group discussionLarge group discussion Henry Yam CUPHY

16 Individual preparation Done in class under teacher supervisionDone in class under teacher supervision 20 minutes20 minutes Preparation for Small group discussionPreparation for Small group discussion Students required to find out at leastStudents required to find out at least –Who are involved –What is the challenge –How to present –When to finish Henry Yam CUPHY

17 Small group discussion Continuation of Individual preparationContinuation of Individual preparation 4-6 students each group4-6 students each group minutes30-40 minutes Students discuss possible solutionsStudents discuss possible solutions Henry Yam CUPHY

18 Small group discussion Aim to facilitate learning from each otherAim to facilitate learning from each other Teacher visits each group to gauge progressTeacher visits each group to gauge progress Students hand in achievement of discussionStudents hand in achievement of discussion Students continue discussion after classStudents continue discussion after class –learn interpersonal and social skill –learn time management skill –learn decision making skills Henry Yam CUPHY

19 Production PowerPoint presentation and written reportPowerPoint presentation and written report Prepare during non-lesson timePrepare during non-lesson time Assume target audience are General Manager and owners of restaurantAssume target audience are General Manager and owners of restaurant Special requirementsSpecial requirements –explain flameless and induction cooking (physics) –use graphs and charts (data analysis and presentation) Henry Yam CUPHY

20 Presentation 5-8 minutes presentation minutes Q&A = 10 minutes for each group5-8 minutes presentation minutes Q&A = 10 minutes for each group –learn application skill –learn oral communication skill Teacher role-plays General Manager, other students role- play owners to ask questionsTeacher role-plays General Manager, other students role- play owners to ask questions Questions to probe understanding, especially to passive studentsQuestions to probe understanding, especially to passive students –e.g. Can kitchen power supply handle the change? Henry Yam CUPHY

21 Large group discussion Students no longer are employeesStudents no longer are employees –Discuss solutions put forward Issues when introducing new technologyIssues when introducing new technology –Human issues: Is the new technology good or bad to the chefs? –Technology issues: Does the technology work? –Society issues: Impact of energy saving –Pitfalls: Will the food taste different? Henry Yam CUPHY

22 Assessment Students know the Assessment guidelinesStudents know the Assessment guidelines Assessment broken down into areasAssessment broken down into areas Encourage students to improve weak areasEncourage students to improve weak areas Reward students’ strong areasReward students’ strong areas Henry Yam CUPHY

23 Assessment Needs Improvement SatisfactoryGoodExcellent Understanding the issue 5% Understanding the case clearly and identifying key issues to be tackled in order to reach recommendations 0-1%2-3%4%5% Calculation and data 15% Quoting data and performing calculations that are accurate and relevant 0-3%6-9%12%15% Henry Yam CUPHY

24 Flexibility of case One crucial data can change whole caseOne crucial data can change whole case –changing the rating of kitchen power supply Adjusting the data file changes the difficulty and relative focus of the caseAdjusting the data file changes the difficulty and relative focus of the case –Data file can be as simple as a neat table with all relevant data included –Or as complicated as a long leaflet with relevant numerical data scattered between irrelevant data for students to distinguish Henry Yam CUPHY

25 Guidance to students Supplementary worksheetSupplementary worksheet –guidance on Individual preparation and Group discussion Hints for studentsHints for students –ask leading questions for students to follow the analysis of the case step by step Henry Yam CUPHY

26 Help for teachers Main possible solutions to the case are providedMain possible solutions to the case are provided –general main points of each solution –the advantage of each solution –the weakness of each solution Outline of the answer to all leading questions give overall understanding of caseOutline of the answer to all leading questions give overall understanding of case Henry Yam CUPHY

27 Need teachers’ precious input Implementation in Hong Kong classroom environment is a challengeImplementation in Hong Kong classroom environment is a challenge How to increase the dimension of the caseHow to increase the dimension of the case Need teachers and educators’ experience and suggestions on improving the caseNeed teachers and educators’ experience and suggestions on improving the case Henry Yam CUPHY


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