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

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http//resources.edb.gov.hk/science/chem.htm
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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

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Major Changes of the Curriculum

• Deletion
• Radioactivity Faraday and Mole Writing cell
  diagrams Corrosion 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 holes 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

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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
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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
  between components and between tasks, and
  playing with ideas
• Gibbs, G.(1992)

REGURGITATE !!!
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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

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Exemplars of L/T Activities

• IT for Interactive Learning Activities
• Datalogging Experiments
• Microscale Chemistry Experiments
• Problem Solving Activities
• Inquiry-based Experiments
• Reading to Learn Activities
• Other Learning Activities

? Strategies for fostering a deep approach
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WebQuest

• Inquiry-based activity in which some or all of
  the information 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 some 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 Househttp//educ.queensu.ca/sci
  ence/main/profdev/WebQuestKSEK/index.htm

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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

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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 click ? Select ? Mouse Click Action ?
  Angle)
• Cost saving
• 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.ht
  ml
• http//www.wellesley.edu/Chemistry/Flick/molecules
  /newlist.html

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Interactive 3D Chemical Structures (2/8)

• Formation of transition metal complexes with
  monodentate ligands, bidentate ligands and
  multidentate ligandshttp//www.chem.purdue.edu/gc
  help/cchem/whatis2.html

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Interactive 3D Chemical Structures (3/8)

• Convert 2D structures to 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

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Interactive 3D Chemical Structures (4/8)

• Stereoisomerism

non-superimposable mirror image
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Interactive 3D Chemical Structures (5/8)

• Embedding Interactive 3D Images in Webpages
• Using Dreamweaver or FrontpageInsert Web
  Component ? Advanced Controls ? Plug-In ?
  Plug-in Properties
• Using HTML codes
• ltembed srctest.mol' display3dballstick
  alignabscenter width300 height300
  startspinyesgt
• More details on embedded tags http//www.mdl.com/c
  hime/chimeembed.html

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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.umas
  s.edu/nermmw/Spectra/irspectra/index.htm

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Interactive 3D Chemical Structures (7/8) - VRML

• Virtual Reality Crystal Lattices, Dr Yeung,
  HKIEdhttp//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

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Interactive 3D Chemical Structures (8/8) - Photo
Objects

• View objects from different angles
• Create 3D photo objects from a series of 2D
  photos taken as slight different angles
• Examples tetrahedron, benzene and molecular
  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
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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

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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?

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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

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Problem Solving
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Problem Solving
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ChemCollective

• http//www.chemcollective.org/find.php
• Virtual Lab Problems

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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 !
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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

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Discussion

• You may also refer to the draft learning and
  teaching activities.
• Results of discussion will be posted on the
  workshops webpages.

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Grouping for Discussion
Screen
A
Group 6
Group 1
B
Group 2
Group 7
C
Group 3
Group 8
D
Group 4
Group 9
E
Group 5
Group 10
Group 5
Group 10
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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. Egglestons Model of
Learning Experiences
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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

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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)

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Reference Books
Details of the reference books provided at
chem.htm.
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Thank you !

• Mr W C HO
• cdosc21_at_edb.gov.hk
• Tel [phone]