workshops on pedagogy and resources for learning and teaching of sixth form chemistry
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Workshops on Pedagogy and Resources for Learning and Teaching of Sixth Form Chemistry. Session 1 Introduction to Resources Group Discussion. http://resources.emb.gov.hk/~science/chem.htm. Directions for Revision. - PowerPoint PPT PresentationTRANSCRIPT
Workshops on Pedagogy and Resources for Learning and Teaching of Sixth Form Chemistry
Session 1Introduction to Resources
Group Discussion
http://resources.emb.gov.hk/~science/chem.htm
Directions for Revision
Trimming of topics to allow rooms for students to develop scientific investigation skills and higher order thinking skills
Articulating pedagogies recommended in S4-5 Chemistry Curriculum
Suggest appropriate learning activities so that students may have opportunities to develop their scientific investigation skills as well as higher order thinking skills
Generic Skills: 3C 1P Updating the information of the curriculum
content
Major Changes of the Curriculum
Deletion Radioactivity; Faraday and Mole; Writing cell diagrams; C
orrosion of iron and its prevention; Phase equilibrium-two component systems; Hydrides and Chlorides; Nitrogen and its compounds; Sulphur and its compounds; Stereo-structures of 4- & 6-coordinated complexes; Chemistry and the Environment/Food
Addition Spontaneity of changes; Octahedral and tetrahedral hole
s; Solubility product; Nernst equation; Group IV elements; Silicon and silicates; Bidentate and multidentate ligands; General mechanisms of electrophilic substitution and nucleophilic acyl substitution; Mass spectra; Chemistry in Action
Old Education Paradigm
New Learning Paradigm
Content emphasized – acquiring the ‘right’ information and giving ‘right answers’ once and for all; education for a lifelong job
Learning emphasized – focused on ‘learning how to learn’, asking questions, etc.; lifelong learning
Teacher as source of all knowledge, “Teaching as Telling”
Teacher facilitate students to access information
Student as a passive recipient of knowledge
Student act as an active participant and sometime teachers
Learning is a product, a destination
Learning is a process, a journey
Relatively rigid structure; prescribed curriculum
More flexible structure; mixed teaching and learning experience
Surface and Deep Approaches to Learning Surface approach
Students reduce what is to be learnt to the status of unconnected facts to be memorised
Deep approach Students attempt to make sense of what is to be
learnt, which consists of ideas and concepts This involves thinking, seeking integration betw
een components and between tasks, and ‘playing’ with ideas
Gibbs, G.(1992)
REGURGITATE !!!
Key Elements of Good Teaching
Motivational Context Deep learning is more likely when student
experience a need to know something Situated learning
Learner Activity Student need to be active rather than passive
Interaction with others Easier to negotiate meaning and to manipulate
ideas with others than alone A well Structured Knowledge Base
Link to students’ existing knowledge and experience Content is taught in integrated wholes rather than in
small separate pieces
Exemplars of L/T Activities
1. IT for Interactive Learning Activities2. Datalogging Experiments3. Microscale Chemistry Experiments4. Problem Solving Activities 5. Inquiry-based Experiments6. Reading to Learn Activities7. Other Learning Activities
→ Strategies for fostering a deep approach
WebQuest Inquiry-based activity in which some or all of the informa
tion that learners interact with comes from resources on the internet (Bernie Dodge)
Involves real life activity where students are engaged in solving real-life problems
Acquire new information and make sense of it Analyse a body of knowledge deeply and transform it in s
ome way http://www3.fed.cuhk.edu.hk/community/webquest http://webquest.sdsu.edu http://www.jozie.net/JF/HS_Chem/Resources/webquest.htm Chemicals in the House
http://educ.queensu.ca/~science/main/profdev/WebQuestKSEK/index.htm
Simulations Requires students to make decisions to
manipulate variables of a system in order to accomplish a goal
Students can carry out a number of experiments quickly and discover the trends for themselves
Allows students to take control of the organisation and content of their learning
Students learn from mistakes without paying the price of real mistakes
Dangerous, slow or costly experiments Revision of the topic at any time
Interactive 3D Chemical Structures (1/8) Provides multiple representations of molecules –
wireframe, ball and stick, and space-filled modes Interactive
structure positioned by using the mouse measurement of bond distances and bond angles (right cl
ick → “Select” → “Mouse Click Action” → “Angle”) Filename extensions: mol, pdb, xyz Require web-browser plug-in: MDL Chime http://
www.mdl.com/products/framework/chime/index.jsp Sources of 3D structures
http://www.molecularmodels.ca/molecule/molecule.html http://www.wellesley.edu/Chemistry/Flick/molecules/newlist.html
Interactive 3D Chemical Structures (2/8) Formation of transition metal complexes with monode
ntate ligands, bidentate ligands and multidentate ligandshttp://www.chem.purdue.edu/gchelp/cchem/whatis2.html
Interactive 3D Chemical Structures (3/8) Convert 2D structures t
o their 3D counterparts Measure bond angles Hybridisation states of
atoms Chemsketch/3D Viewer
(http://www.acdlabs.com) able to export structures as mol and wrl (VRML) files
Interactive 3D Chemical Structures (4/8) Stereoisomerism
Learning Activities http://cheminf.cmbi.ru.nl/wetche/organic/subjmenu.html
non-superimposable mirror image
Interactive 3D Chemical Structures (5/8) Embedding Interactive 3D Images in Webpages Using Dreamweaver or Frontpage
“Insert Web Component” → “Advanced Controls” → “Plug-In” → “Plug-in Properties”
Using HTML codes<embed src=‘test.mol' display3d=ball&stick align=abscenter width=300 height=300 startspin=yes>
More details on embedded tags http://www.mdl.com/chime/chimeembed.html
Interactive 3D Chemical Structures (6/8) - Vibration Vibrational Modes of Small Molecules
http://www.chem.purdue.edu/gchelp/vibs
Animations for Vibrational Mode of Molecules http://www.nicol.ac.jp/~honma/mva/indexE.html
IR Interactive Visualizationshttp://www.chem.umass.edu/~nermmw/Spectra/irspectra/index.htm
Interactive 3D Chemical Structures (7/8) - VRML Virtual Reality Crystal Lattices, Dr Yeung, HKIEd
http://www.hkedcity.net/iclub_files/a/1/182/webpage/vr_3d/vrml/crystal/index.htm
Filename extension: wrl VRML browser plug-in is needed e.g. Cortona & Cosmo
Interactive 3D Chemical Structures (8/8) - Photo Objects
View objects from different angles Create 3D photo objects from a series of 2D ph
otos taken as slight different angles Examples: tetrahedron, benzene and molecul
ar orbital (require Apple Quicktime) Students can also build their own interactive
products using “SimplyVR” http://www.taglearning.co.uk (£29.95)
Analgyph images through red-blue glasses
Turntable
Reading to Learn
Promote more independent learning capabilities
Consolidate and widen students’ understanding of chemistry
Historical and latest development in chemistry
Reading materials: Internet, newspaper, magazines, journals, books
Post-reading activities are essential to help students reflect on what they have learnt
Problem Solving Activities
“It represents the ultimate goal of chemistry education. Individuals who can address novel situations and arrive at a suitable course of action are valued in society”
Routine vs Nonroutine; Well-defined vs Ill-defined; Adversarial vs Nonadversarial
“Essentially any activity that increase conceptual knowledge, encourage persistence, increase motivation, and helps students to see connections among ideas, to reflect on and check what was done, to consider alternative interpretations, and try different strategies is likely to improve problem solving.”
E.g. How much do you order?
Problem Solving Activities
“Student should spend more time on thinking than on doing, ‘more time interacting with ideas and less time interacting with apparatus’.”
Free learners from some of the drudgery that goes with practical work in order to allow them to move on higher order skills e.g. predicting, observing, discussing, explaining, hypothesising, interpreting
Problem Solving
Problem Solving
ChemCollective http://www.chemcollective.org/find.php Virtual Lab Problems
Integration with Learning Management System
iclassroomhttp://iclassroom.hkedcity.net/teacher/teacher907
Ubiquitous – learning at anywhere and anytime,Harness the benefits of IT in learning & teaching !
Inquiry-based Chemistry
Scientific Inquiry - an active engaging process that mimics the work done by actual scientists.
Structured, Guided and Open Inquiry Increase the opportunities for students to
think about the data they should collect and their presentation
Require students to design some or all of the procedures (autonomy, ownership and motivation) and justify their decisions
Authentic problems Become active participants and actually
enjoyed science Lead to a deeper understanding of
scientific concepts
Discussion
•You may also refer to the draft learning and teaching activities.•Results of discussion will be posted on the workshops webpages.
Grouping for Discussion
Screen
Group 6Group 1
Group 2
Group 3
Group 4
Group 5
Group 5
Group 7
Group 8
Group 9
Group 10
Group 10
A
B
C
D
E
Analysing Learning Experiences
“Methods that are more pupil-directed, practical and heuristic will be more effective for developing pupils’ initiative, creativity and independence, and will better cater for their needs and interests.”
Eggleston’s Model of Learning Experiences
Reflections
Different methods serve different goals. Successful teachers draw from a wealth of pedagogical strategies
Learning how to reflect upon the selection, planning and orchestration of science content and pedagogy that provide meaningful learning for students is the essence of pedagogical content knowledge
Developing students’ overall capacities for self-directed, life-long learning by embedding independent learning and generic skills into subjects
Developing student autonomy in learning
The role of teachers is not simply to transmit knowledge but also to encourage students to take increasing responsibility for their own education and help them to find ways in which they can learn without the constant presence or supervision of a teacher.
(David Boud, 1988)
Reference Books
Details of the reference books provided at “chem.htm”.