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”.

Thank you !

Mr W C HOcdosc21@emb.gov.hk

Tel 2712 8476