Workshops on Pedagogy and Resources: Animation and Vis

ualisation

Visualising Chemistry 2Mr W C HO, EMB

16-17 March 2006

Outline

Features of Visualising Chemistry Pedagogy: POE Experiments References on Chemistry Demonstrations

Tryout and Group Discussion (worksheet)(12 expts in Part 2, 3-4 teachers per group)

Summary

Constructivist teacher is a classroom researcher and a learning doctor

Constructivist Approach

Students are ‘constructing’ their own knowledge by testing ideas and approaches based on their prior learning experience, applying these to a new situation, and so relating the new knowledge gained to their existing conceptual frameworks.

Teaching sequences should be designed that begin by eliciting the students’ current ideas about a subject. This process may sometimes be carried out by teacher’s verbal questioning; or by asking students to produce concept maps, to brain-storm posters for a topic in small group, to discuss concept cartoons, or by using a written probe as a pre-test.

Keith Taber (2002)

Construction of knowledge

Constructing Knowledge

Principle of LearningKnowledge is a constructive process: learners actively make meaning and construct ideas and the connections between them.

Principle of teachingStudents should be encouraged to be active learners and problem-solvers.

Are students encouraged to be active learners when:•About 2/3 of the talk in classrooms is done by the teacher, •About 2/3 of teacher talk is organization-controlling talk?

Prof Peter Hill

Social constructivism

Learning is a social activity Learners are involved in constructing consens

ual meaning through discussions and negotiations

Students can identify and articulate their own views, exchange ideas and reflect on other students’ view, reflect critically on their own views and when necessary, re-organising their own views and negotiate shared meaning

Engaging learners collaboratively in open ended, exploratory learning environments where students can construct meaningful knowledge

Computer-mediated POE Tasks Life demonstration usually in ‘whole class’

setting Computer environment permits more

intimate, small group interaction with the POE task

Allowing teacher more time to interact with students

Collaborative small groups encourage the social interactions and personal reflections which are essential for peer learning

Enhance students’ critical thinking skills

Demonstrate-Observe-Explain (DOE) first used in 1979 to probe thinking of first year physics students at University of Pittsburg

Gunstone and White (1981) reworked the ‘DOE’ idea into ‘POE’ to probe secondary students understanding of science concepts

As an efficient strategy for eliciting and promoting discussion of students’ science conceptions

A POE strategy is used to structure the learners’ engagement with the video clips

Description: Setting the Scene Contexts depict interesting, novel,

potentially dangerous or time-consuming situations that are normally not possible or difficult to observe in class demonstrations

Suitable for students’ level of comprehension

Provide some experiences without using any chemicals and equipment, or generating chemical waste

Probing Students’ Understanding Prediction-Observation-Explanation

(POE) Predict the outcome of some event, and justify

the prediction Record the observation Reconcile any conflict between prediction and

observation Worksheet For exploring students’ ideas at the

beginning of a topic, or to develop ideas during a topic, or to enhance understanding at the end of topic by having them to apply their learning to a real situation

http://resources.emb.gov.hk/~science/vc2

Part 2: 12 Experiments

Genie in a Bottle Elephant’s Toothpaste Electrolysis of brine Which is a stronger oxidizing agent? Reaction of Sulphur and Oxygen Photochemical reactions of Cl2 wit

h H2 & CH4 Fairy’s Lamp Breathalyser (BUHK)

http://www.hkbu.edu.hk/~iwlcimc Thermoplastics Detergent boat What is malachite? Red, White and Blue Polymorph

http://www.mutr.co.uk

Part 1: 10 Experiments

Liquid Nitrogen Flame Colour Three States of Chlorine Making Silicon from Sand Reactions of Alkali Metals with Hal

ogens Hydrogen Rocket (video, launcher) Dry Ice and Indicators Acid Bombs Cannon Fire Aluminium-air Cell

Students’ Comments

“Questions given after each experiments could help students to think more and the answers given help students correct their wrong concepts.”

「之後有解釋，令同學明白。有預測部分，令人有思考，令同學有興趣」

“This program is good, at least I can think about the whole experiment, do a prediction, instead of only receiving the answers.”

“I think this program is more interesting than the normal class. Discuss the experiment can let us think more.”

Students’ Comments

“The reaction of a lump of dry ice with different indicators is very fascinating and interesting as I haven’t seen and known the result of this reaction before.”

“The program is quite good because it let us know more thing that is not in our textbook.”

“I think the network experiment is more convenient than we just reading the book.”

“This program is quite good. We can see the experiment on the website. It can make us know more and clear. If the website can have more experiments and have a long and clear explanation, that will be great.”

「好，非常好。有空一定會上網觀看。但再加多一些實驗。 」

POE Template

Predict-Observe-Explain Science eTaskshttp://www.ed-dev.uts.edu.au/teachered/poe/tasks/poehome.html

Predict-Observe-Explain eShell http://www.learningdesigns.uow.edu.au/tools/info/T3/index.html (#)

Video Files

Streamed video clips edited using MS Movie Maker Ready for use in webpages and e-learning platform

Chemistry Demonstrations

Often spectacular: stimulating and motivating

Enable students to see experiments they would not be able to perform themselves Requires chemical skills that are beyond their own Potentially dangerous in unskilled hands Requires expensive apparatus and/or chemicals Require facilities which are not available in sufficient

number for class practical work They allow students to see a skilled

practitioner at workTed Lister (1995)

Reference Books

Lister, T. (1995) Classic Chemistry Demonstrations, London: RSC student worksheets available for download at http://www.chemsoc.org/networks/learnnet/classic_exp.htm

Ealy, J. B. & Ealy, Jr. J. L. (1995) Visualizing Chemistry: Investigations for Teachers, Washington: ACS

H W Roesdky and K Mockel (1996) Chemical Curiosities, New York: VCH Publishers, Inc.

Using Demonstrations to Promote Student Comprehension in Chemistry “Chemistry – a reflection of man’s struggle to explain

his world and to survive in it” “The adventure of chemistry is often reduced to passiv

e lectures and cookbook labs that stifle student questions, exploration and interest.”

“The challenge for today’s new generation of chemistry teachers is to create intriguing moments of perplexity that challenge students to seek solutions through actually doing chemistry.”

Develop high order thinking skills: “Observing an unexpected event prompts students to wonder, to ask questions, to investigate, and to draw conclusions that explain what was observed.”

J. Chem Ed, 80 (4), p.431-435.

Shell Game

Qualities of an effective demonstration: a specific academic purpose, use of commonly available materials, student engagement, links to previous student learning and experience, showmanship, a post-demonstration discussion

21 3

Phenolphthalein + NH3(aq)

Vinegar + sodium polyacrylate (from diaper)

Chemical Demonstrations

Delights of Chemistry, University of Leedshttp://www.chem.leeds.ac.uk/delights

Chemistry Demonstrations, 3 video tapes

Cream Cracker, Petrol Spill; Agent in HK: MediaMatters Tel 2851 8809

Chemical Demonstrations

Salters’ Chemistry Club Handbookhttp://www.schoolscience.co.uk/teachers/chemclub

Rainbow Reactions

Chemical Demonstrations

Chemical Demonstrations, Flinn Scientific Inc. http://www.flinnsci.com/Sections/Chemistry/chemDemonstratoins.asp

The Joys of Sound and Light in the Lab Demonstrations and Class Experiments Irwin Talesnick, 59 experiments

http://eix.dyndns.org/s17science/dnlds.htm

Chemical Demonstrations

Chemistry Comes Alive, Journal of Chem Educationhttp://jchemed.chem.wisc.edu/JCESoft/CCA/index.html

Chemical Demonstrations

Chemical Demonstrations Volumes 1-4A Handbook for Teachers of Chemistryby Bassam Z. Shakhashiri

Chemical Demonstration VideosOnce Upon a Christmas Cheery in the Lab of Shakhashiri

Available at Education Innovations, Inc. http://www.teachersource.com/catalog/index.html

Open Day

Programme Demonstration, DIY & Movie Show

Reference Books

Taber, K (2002) Chemical misconceptions : prevention, diagnosis and cure, Cambridge: RSChttp://www.chemsoc.org/networks/learnnet/miscon2.htm

http://resources.emb.gov.hk/~science/vc2

“By using demonstrations in appropriate and thoughtful ways, teachers will teach

better, inspire more, and increase the likelihood that chemistry will contribute to

a better future for all of us.”

L. S. Meyer et al.

Thank you

cdosc21@emb.gov.hkTel 2712 8476 (before 28/4/06)

Prototype Enriching Knowledge Online Course for NSS Chemistry Curriculum http://iclassroom.hkedcity.net/teacher/chem Login ID: abc Password: 123456

http://www.emb.gov.hk/cd/sc http://cd.emb.gov.hk/sciReferences and Resources -> Chemistr

y -> S6-7 Chemistry

http://is.myftp.org