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Knowledge building in Chemistry K C Pun (punkc@mail. hongkong. com) SKH Tsang Shiu Tim Knowledge building in Chemistry K C Pun (punkc@mail. hongkong. com) SKH Tsang Shiu Tim Sec Sch

Topics to cover • • Knowledge-based society Trends in education KF as a tool Topics to cover • • Knowledge-based society Trends in education KF as a tool to build up knowledge Students’ reflections in using KF.

Knowledge-based society • Principal’s remarks • Some “Nots” – Not eternal – Not limited Knowledge-based society • Principal’s remarks • Some “Nots” – Not eternal – Not limited by media – Not limited by age

Trends in education • Learning to learn • Mastering 9 generic skills: – Esp. Trends in education • Learning to learn • Mastering 9 generic skills: – Esp. (to 05 -06) • critical thinking skills • Creativity • Communication skills • Learning: – first order -> higher order

Information to share (CUHK, 2002) 國際排名 使用思考及闡釋一策略讀書 31/33 使用記憶策略讀書 13/33 使用競爭式學習策略 1/33 使用合作式學習策略 17/33 Information to share (CUHK, 2002) 國際排名 使用思考及闡釋一策略讀書 31/33 使用記憶策略讀書 13/33 使用競爭式學習策略 1/33 使用合作式學習策略 17/33 閱讀興趣 4/33

A Joke? OR Reality!!! • 聯合國為全世界小朋友出了一道題目 「對於 其他國家糧食短缺的問題 請你談談自己的看法. 」 非洲的小朋友看完題目後不知道什麼叫 “糧食 ” 歐洲的小朋友不知道什麼叫 A Joke? OR Reality!!! • 聯合國為全世界小朋友出了一道題目 「對於 其他國家糧食短缺的問題 請你談談自己的看法. 」 非洲的小朋友看完題目後不知道什麼叫 “糧食 ” 歐洲的小朋友不知道什麼叫 “短缺 ” 亞洲的 小朋友不知道什麼叫 “自己的看法 ” 拉丁美州的 小朋友不知道什麼叫 “請 ” 美國的小朋友不知 道什麼叫 “其他國家 ”

What do they infer? • Lack of these generic skills 思考及闡釋 記憶 What do they infer? • Lack of these generic skills 思考及闡釋 記憶

Chemistry = change • Change in syllabus => – Change in learning/teaching strategy • Chemistry = change • Change in syllabus => – Change in learning/teaching strategy • KF: as a tool to facilitate the change in strategy Interactions between students, teachers and environment

Knowledge construction using forum (D/K) • Knowledge forum • HKU: CITE • How: – Knowledge construction using forum (D/K) • Knowledge forum • HKU: CITE • How: – Divide F. 4 students into groups – Give F. 5 topics for F. 4 students to discuss with guided questions

KF in the school • Topics and guided questions – – – – Air KF in the school • Topics and guided questions – – – – Air pollution Nitric acid Fertilizers Sulphuric acid Plastics Ammonia Petroleum

Some good features of KF • Can insert diagrams • Can link up their Some good features of KF • Can insert diagrams • Can link up their concepts • Build up their own concept map • To change the ‘culture’ of students • Can even insert multimedia elements

KF in practice KF in practice

KF in practice (Petroleum) KF in practice (Petroleum)

KF in practice (Petroleum) KF in practice (Petroleum)

KF in practice (Petroleum) KF in practice (Petroleum)

KF in practice (Petroleum) KF in practice (Petroleum)

KF in practice KF in practice

Reflection journal Reflection journal

Look at what they write: • Reflection journal • Second week in KF. – Look at what they write: • Reflection journal • Second week in KF. – I want to know what is the differences between organic fertilizers and inorganic fertilizers. And what are their advantages and disadvantages. – I have posted a note about how to use fertilizers and a few notes about that role-play game. Also I reach my learning goal. – Still got some problems with searching information. But I begin got the technique. – I enjoy the role-play game. – I am unhappy about my lazy~

What do they feel? • Students • Reflections – Fun – Learn from outside What do they feel? • Students • Reflections – Fun – Learn from outside textbook – More efficient – Collaboration skills – Brainstorming

Without KF – OK? • Why not? • KF is just a tool. • Without KF – OK? • Why not? • KF is just a tool. • May use discussion forum in the intranet of the school.

Discussion forum / others • May post the questions to the discussion forum and Discussion forum / others • May post the questions to the discussion forum and initiate their discussion • May even ask them to do as paper work

Role of teacher in DF/ KF • As a facilitator – Not to answer Role of teacher in DF/ KF • As a facilitator – Not to answer question immediately – Not to correct their mistakes immediately • As a catalyst

What will the “promoted F. 4 students” do this year? • Choose a Chemistry What will the “promoted F. 4 students” do this year? • Choose a Chemistry topic in Integrated Science OR any topic in Certificate syllabus • Design 2 – 3 good questions • Set up their own criteria for assessment of good questions • Critics from members in the group and other groups • Game / Presentation after summer holidays

What topics in IS? • The wonderful solvent – water • Matter as particles What topics in IS? • The wonderful solvent – water • Matter as particles • Common acids and alkalis • Metals • Materials of the Modern World Etc.

Why F. 1 -3 topics? • Students: Revisit the topics for consolidating their concepts Why F. 1 -3 topics? • Students: Revisit the topics for consolidating their concepts • Teachers: Know what have been taught in lower forms • A continuation from junior secondary to senior secondary

Why set questions? • Students know more if they can set up good questions Why set questions? • Students know more if they can set up good questions • To have critiques among themselves • Know the great effort of teachers => may appreciate your effort in teaching

Key to success • We have to be proactive. • BUT Before we act, Key to success • We have to be proactive. • BUT Before we act, • Better have support from your panel etc.

Final remarks • KF is a tool. Others may apply. • There are many Final remarks • KF is a tool. Others may apply. • There are many useful resources in the CDI’s web-site. • Project-based learning: – http: //www. 4 teachers. org/projectbased/checklis t. shtml

Thanks!!! Thanks!!!

9 generic skills Collaboration skills Communication skills Creativity Critical thinking skills Information technology skills 9 generic skills Collaboration skills Communication skills Creativity Critical thinking skills Information technology skills Numeracy skills Problem solving skills Self-management skills Study skills Return