How TIMSS informs about Learning and Teaching,

and Curriculum Development (The Case for Science Education in HK)

Alice S. L. Wong (aslwong@hku.hk)

The University of Hong Kong

Outline

HK science performance in TIMSS vs East Asian countries

Turning the TIMSS findings into a series of research and teacher professional development projects

Most recent one: Promoting Assessment for Learning for more effective learning and teaching of science

Outline HK performance in TIMSS vs other East-Asian countries

Turning the TIMSS findings into a series of research and teacher professional development projects

An on going one: Promoting Assessment for Learning for effective learning and teaching of science

13th Dec, 2012

Media tend to report extremely Good or Bad news

(first 15 countries)

Science Achievement

1st 2nd

3rd

4th 6th

7th

8th 14th

9th

Primary 4A recap

(first 15 countries)

Science Achievement

1st

2nd 4th

5th 9th

8th

Secondary 2A recap

Singapore

7

Primary 4

Chinese Taipei

8

Primary 4

Hong KongHK

Primary 4 students

are particularly weak in SCIENCE

9

Primary 4

Trends of Science Performance (Rank)Year

(Number of countries*)

19841

(15)

1995 (17)

1999 2003 (25)

2007(36)

2011(50)

Hong Kong 13 10 - 4 3 9

Chinese Taipei - - - 2 2 6

Korea, Rep. of 1 1 - - - 1

Japan 1 2 - 3 4 4

Singapore 13 7 - 1 1 2* Only countries satisfying all guidelines are included in the ranking1 Second International Science Study (SISS)

Primary 4

Trends of Science Performance (Rank)Year

(Number of countries*)

19841

(17)

1995 (25)

1999 (38)

2003 (45)

2007(48)

2011(52)

Hong Kong 16 16 15 4 9 8

Chinese Taipei - - 1 2 2 2

Korea, Rep. of 7 4 5 3 4 3

Japan 2 3 4 6 3 4

Singapore 13 1 2 1 1 1* Only countries satisfying all guidelines are included in the ranking1 Second International Science Study (SISS)

Secondary 2

Areas that have shown improvement Scientific Inquiry

Controlling variables Fair test Skills in handling apparatus and equipment

TIMSS2007

Country %Correct

SGP 95.6JPN 81.8KOR 90.6TW 80.6

HKG 75.3ENG 84.7US 91.4

TUN 48.8INT 78.1

Performance of the question of different countries

Assessing ability in “reading to learn”/self learning skills

Observations from the item statistics Weaker in ‘reading to learn’ as compared with

other Asian countries

Weak in deducing results from definition of given info

Low confidence in answering questions of unfamiliar context.

Generic skills – life long learning

Weak in ‘reading to learn’ as compared with other Asian countries

Weak in deducing results from definition of given info

Low confidence in answering questions of unfamiliar contexts.

Areas in need for improvement Integration of knowledge or/and written responses

Reading to learn

Transfer knowledge or skills in handling unfamiliar or real life contexts

Most puzzling observation…did not do well in Matter as Particles (taught at S1) Respiration & Photosynthesis (taught at S2) Each about 5 – 6 weeks

Teacher Professional Development Workshop series 1

Drawing teachers’ awareness on students’ learning difficulties by inviting them to reflect on the TIMSS items in which HK students performed less favourably. They were asked to make suggestion on T&L strategies

Teacher Professional Development Workshop series 2

Enhancing assessment skills

(Assessment of Learning)

Dissemination of the findings Sharing the proposed teaching strategies through

listening to participating teachers in the workshop.

Curriculum materials with street credibility – developed by the teachers, for the teachers (Hodson, 2006)

Understanding of particle theory

Which diagram represents the arrangement of particles in the metal after it has been heated?

The diagram represents the arrangement of particles in a metal before it has been heated.

Observation Explanation Heating expands Common misconception: Size of particles Both cases below work well for explanation. The lower

one works even “better”.

Reflecting on the typical demonstration – metal ball through a metal ring/bar inserted into a metal gauge

Unexpected outcome of demonstration

Two ‘valid’ explanations: Particles increase in size Space between particles increases Which one can explain the observation?

BOTH!

Reflecting on what is missing in the teaching and learning

If students’ theory can also ‘logically’ explain what they observe.

Why would they give it up and take on yours?

In most textbooks, they only say, “particle is very tiny”

…So…

Data from more countries – What do you notice?

Japan, Taiwan and HK – poorer performance! Why?

Fish balls in hot pot expand, separate and float

Personal/social/cultural experience reinforce the misconception Hot pot is a popular cuisine in HK, Japan, Taiwan; Observation of expanding fish/meat balls is a familiar experience

Possible reinforcement of the misconception

Teacher Professional Development Workshop series 3

Enhancing Assessment for Learning On-site investigation of the learning and teaching Curriculum Unit: Matter as Particles – a topic taught which

lasts for about 5-6 weeks Discussed with teachers about some possible ‘missing

concepts’ in the curriculum Ideas about conversation of mass

Administer pre-test on the target key concepts for the unit Teachers have a good idea about student prior concepts

Conservation of Mass

Conservation of Mass

Conservation of Mass

Students perform the experiment Put both beakers containing the two chemicals on the

electronic balance before mixing. Record the total mass after mixing.

Quiz 1 - Q1

Conservation of Mass

Answer in the pre-test: less than 300 g

Explanations showing good understanding of evaporation

Answer in pre-test: more than 300g

Explanations showing good understanding of condensation

Teacher decided to value students’ good thinking

What about the reasoning of metal expansion? Let’s listen to a typical explanation of their choice

(size of particles increases)

Listen carefully to the student’s explanation

Solid particles stick together (Voice)

Photosynthesis Teacher guided students to refine their responses

Take home messages: Listen more to the voices of students Appreciate what students can understand as

well as what they have not yet understood You will be amazed by the fine reasoning as

this one:

“Well, as this is a metal…it’s solid.. the particles can’t be separated from each other…particles have to be expanded to maintain its closely packed pattern.”

Thank You!

Some issues related to drawing of particles

Students may draw 3D diagram on 2D paper

Scientists/science educators/experienced teachers have learnt how to draw in a ‘correct manner’ (agreed way in representing certain ideas) – Students need to be taught the conventional (agreed) practice.

Some issues related to the use of diagram Students may draw particles of smaller size in order to fit

the same number of particles when the substance changes from liquid to gas state.

An alternative implemented in another school

An alternative implemented in an other schools

What are these pictures representing?

The drawing of a student showing particles in liquid state

Particle theory

Scientists/science educators/experienced teachers have learnt how to draw in a ‘correct manner’ (agreed way in representing certain ideas) – Students need to be taught the conventional (agreed) practice.