1. Learning and Teaching Aspects of Inquiry-based Chemistry Experiment 教育署 EDUCATION DEPARTMENT

2. What is chemistry? 教育署 EDUCATION DEPARTMENT

3. How to help students learn chemistry? 教育署 EDUCATION DEPARTMENT

4. CLP Module 2 Why chemistry is difficult to learn? Matter can be represented on the macroscopic, particulate, and symbolic levels. Matter can be represented on the macroscopic, particulate, and symbolic levels. It is important to provide opportunity for students to link up their understanding through hands-on activities, processing of information and thinking. It is important to provide opportunity for students to link up their understanding through hands-on activities, processing of information and thinking.

5. 教育署 EDUCATION DEPARTMENT CLP Module 2 Practical work – an important component in science learning  Cognitive domain:  Improve pupils ’ understanding of science  Promote their conceptual development  Illustrate, verify or affirm “ theory work ”. 教育署 EDUCATION DEPARTMENT

6. CLP Module 2 Practical work – an important component in science learning  Skills domain:  Develop manipulative skills  Promote higher-level, transferable skills (such as observation, measurement, prediction and inference)  Develop communication skills 教育署 EDUCATION DEPARTMENT

7. CLP Module 2 Practical work – an important component in science learning  Affective domain :  Practical work is motivating and exciting  Generate interest and enthusiasm  Help learners to remember things 教育署 EDUCATION DEPARTMENT

8. Two types of practical work 教育署 EDUCATION DEPARTMENT Verification Verification Inquiry-based / Investigation Inquiry-based / Investigation Inquiry involves raising questions, posing explanations, testing them for validity, and presenting the evidence to others. (Yager, 2001)

9. 教育署 EDUCATION DEPARTMENT CLP Module 2 What is the present situation? “ Cookbook ” dominated  Ownership? “ Cookbook ” dominated  Ownership? Do students have opportunity to decide on / think about data collection strategies to be used in an experiment? Do students have opportunity to decide on / think about data collection strategies to be used in an experiment? “ Hands-on ”  “ Minds-on ” ? “ Hands-on ”  “ Minds-on ” ?

10. 教育署 EDUCATION DEPARTMENT CLP Module 2 Science as Inquiry – the NSESs  Design and conduct a scientific investigation  Use appropriate tools and techniques to gather, analyze and interpret data  Apply critical thinking skills to establish relationships between evidence and explanations 教育署 EDUCATION DEPARTMENT

11. CLP Module 2 The NSESs claim that students who are involved with inquiry are the ones who:  better understand basic science concepts  develop an appreciation of "how we know" the science that we think we know  understand the real nature of science  develop the needed skills to become independent inquirers  can use the skills, abilities, and attitudes associated with science and scientists 教育署 EDUCATION DEPARTMENT

12. CLP Module 2 ASE ’ s Recommendation: Teaching and learning in science should provide opportunities for learners to: Teaching and learning in science should provide opportunities for learners to: –enquire, predict and hypothesize –explore, observe, investigate and discover –solve problems –discriminate, judge and evaluate –…–…–…–…

13. 教育署 EDUCATION DEPARTMENT CLP Module 2 Excerpts from UK Scheme of Work for KS3 Unit 9M “Investigating scientific questions” http://www.standards.dfee.gov.uk/pdf/secondaryschemes/sci9m.pdf

14. 教育署 EDUCATION DEPARTMENT CLP Module 2 Pan-Canadian Protocol for Collaboration on School Curriculum Skills Skills It is expected that students will... –Initiating and planning –Performing and recording –Analysing and interpreting –Communication and teamwork

15. 教育署 EDUCATION DEPARTMENT CLP Module 2 Science as Inquiry – Science education in Hong Kong

16. 教育署 EDUCATION DEPARTMENT CLP Module 2 What is an inquiry-based chemistry experiment?  addressing problems  making hypotheses  designing ALL or PART of the experimental procedures  decide what and how data to record, to analyse and to interpret  drawing conclusions  making evaluation 教育署 EDUCATION DEPARTMENT

17. CLP Module 2 What do students acquire in S1-3? The ability to  observe closely and carefully  classify  measure accurately  handle equipment and apparatus properly and safely  infer from observations and experimental data  predict  propose hypotheses  interpret data  control variables 教育署 EDUCATION DEPARTMENT

18. CLP Module 2 The new chemistry curriculum – Skills and Thinking Processes “performing experiments to ……” expect  more instructions to help students develop practical skills “designing and performing experiments to ……” expect  less instructions but more space to students to carry out inquiry-based learning 教育署 EDUCATION DEPARTMENT

19. CLP Module 2 The new chemistry curriculum – Skills and Thinking Processes Example: 教育署 EDUCATION DEPARTMENT Section 1 Designing and performing chemical tests for calcium carbonate. Section 3 Designing and performing experiments to investigate factors that influence rusting. [Sample]

20. 教育署 EDUCATION DEPARTMENT CLP Module 2 The new chemistry curriculum – Skills and Thinking Processes Example: 教育署 EDUCATION DEPARTMENT Section 4 Designing and performing experiments to study the role of water in exhibiting characteristic property of acid. Designing and performing experiments to compare the strengths of acids/alkalis.

21. 教育署 EDUCATION DEPARTMENT CLP Module 2 The new chemistry curriculum – Skills and Thinking Processes Example: 教育署 EDUCATION DEPARTMENT Section 4 Designing and performing experiments to study the effects of concentration, surface area and temperature on rate of reaction. Section 5 Designing and performing electroplating experiments.

22. 教育署 EDUCATION DEPARTMENT CLP Module 2 The new chemistry curriculum – Skills and Thinking Processes Example: 教育署 EDUCATION DEPARTMENT Section 6 Designing and performing experiments to make chlorine bleach. Designing and performing experiments to prepare sulphur dioxide.

23. 教育署 EDUCATION DEPARTMENT CLP Module 2 The new chemistry curriculum – Skills and Thinking Processes Example: 教育署 EDUCATION DEPARTMENT Section 8 Designing and carrying out experiments to compare cleaning abilities of soaps and soapless detergents. Section 9 Designing and performing an investigation to deduce the chemical nature of a given sample.

24. 教育署 EDUCATION DEPARTMENT CLP Module 2 Prepare for implementation Analyse current situation and reflect critically Analyse current situation and reflect critically –Strength Weakness Opportunity Threat (SWOT) –review current practice –understand culture Share experience Share experience Develop vision and visualize potential benefits Develop vision and visualize potential benefits

25. 教育署 EDUCATION DEPARTMENT CLP Module 2 Resources for implementation Resources on inquiry-based chemistry experiments Resources on inquiry-based chemistry experiments –acquire –modify –develop Equipment and apparatus Equipment and apparatus Textbooks Textbooks Reference books Reference books MSDS MSDS

26. 教育署 EDUCATION DEPARTMENT CLP Module 2 Prepare people for implementation Team building Team building –panel chairman –teachers –laboratory technician Work and teach collaboratively to bring the best skills to make learning meaningful Work and teach collaboratively to bring the best skills to make learning meaningful Find creative ways of looking at using existing resources and making better use of them Find creative ways of looking at using existing resources and making better use of them Develop mission and implementation plan together Develop mission and implementation plan together

27. 教育署 EDUCATION DEPARTMENT CLP Module 2 Implementing tip #1 Prepare students to Prepare students to –review their concepts and understanding about scientific investigation or inquiry –develop their and practical skills –learn how to develop a plan and write a report Allow students to use inquiry for learning Allow students to use inquiry for learning

28. 教育署 EDUCATION DEPARTMENT CLP Module 2 Implementing tip #2 Remind students to consider safety issues Remind students to consider safety issues Provide adequate safety instruction and feedbacks to students ’ plans Provide adequate safety instruction and feedbacks to students ’ plans Provide personal protection equipment (PPE) and access to fume cupboard etc. for students and remind them to use Provide personal protection equipment (PPE) and access to fume cupboard etc. for students and remind them to use

29. 教育署 EDUCATION DEPARTMENT CLP Module 2 Prepare for implementation Be ready for Be ready for –noise (unavoidable for active learning, healthy phenomenon) –encountering a little messy at start –students are not ready to write their own reports, start with small

30. 教育署 EDUCATION DEPARTMENT CLP Module 2 Evaluation Work with students, laboratory technicians and fellow teachers to review the implementation Work with students, laboratory technicians and fellow teachers to review the implementation Positive and negative comments are equally useful Positive and negative comments are equally useful Be prepare to make changes and seek ways to improve Be prepare to make changes and seek ways to improve

31. 教育署 EDUCATION DEPARTMENT CLP Module 2 How many? What is the number of inquiry-based chemistry experiments needed? What is the number of inquiry-based chemistry experiments needed?

32. 教育署 EDUCATION DEPARTMENT CLP Module 2 Reference Article Title: A Model for Extending Hands-On Science to Be Inquiry Based. Title: A Model for Extending Hands-On Science to Be Inquiry Based. Author: Huber, Richard A.; Moore, Christopher J. Author: Huber, Richard A.; Moore, Christopher J. Source: School Science & Mathematics, Jan 2001, Vol. 101 Issue 1, p32 Source: School Science & Mathematics, Jan 2001, Vol. 101 Issue 1, p32 Abstract: Presents a model describing one approach for extending hands-on activities into inquiry-based science lessons. Disadvantages of student's engagement in worksheet and textbook-based hands-on activities; Facilitation of students in planning investigation; Implication for the professional development of science teachers. Abstract: Presents a model describing one approach for extending hands-on activities into inquiry-based science lessons. Disadvantages of student's engagement in worksheet and textbook-based hands-on activities; Facilitation of students in planning investigation; Implication for the professional development of science teachers.

33. 教育署 EDUCATION DEPARTMENT CLP Module 2 Reference Book Title: Inquiry-based experiments in chemistry Title: Inquiry-based experiments in chemistry Author: Valerie Ludwig Lechtanski Author: Valerie Ludwig Lechtanski Publisher: Washington, D.C. : American Chemical Society ; Oxford : Oxford University Press, 2000. Publisher: Washington, D.C. : American Chemical Society ; Oxford : Oxford University Press, 2000.

34. Thank You