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Scientific literacy of HK studentsScientific literacy of HK students
Implications for curriculum & instruction
Implications for curriculum & instruction
Have the scientific knowledge Have the scientific knowledge & skills needed for everyday & skills needed for everyday life.life.
Use the key ideas in science to Use the key ideas in science to make make informed decisionsinformed decisions & & participate in society.participate in society.
What is scientific literacy ?What is scientific literacy ?
How is scientific literacy How is scientific literacy measured?measured?
Ability to Ability to use scientific knowledgeuse scientific knowledge
ask scientific questionsask scientific questions
identifying evidenceidentifying evidence
drawing/evaluating drawing/evaluating
conclusionsconclusions
communicate scientific communicate scientific
ideas/conclusionsideas/conclusions
15 (16) 5 (5) 5 (5) 6 (7) 3 (5)
Performance of HK students Performance of HK students
in scientific literacyin scientific literacy
OECD average
Hong Kong
95th percentile 657 67190th percentile 627 64575th percentile 572 60050th percentile 500 54125th percentile 431 48810th percentile 368 4265th percentile 332 391
Student scores at different
percentiles
200
250
300
350
400
450
500
550
600
650
700
0 10 20 30 40 50 60 70 80 90 100
Percentile of students
Scie
nce
Scor
e
OECD average
HK
Implication for curriculum Implication for curriculum
& instruction ?& instruction ?
Lower achievers of Hong Kong are less disadvantaged in scientific literacy.
HK secondary schools:HK secondary schools:
High degree of segregation in High degree of segregation in
terms of abilities of student intaketerms of abilities of student intake
Reduced difference in science Reduced difference in science achievement between the low achievement between the low
and high achievers ?and high achievers ?
ALA schools are not disadvantaged ALA schools are not disadvantaged in terms of supply of in terms of supply of qualified qualified teachersteachers, , supporting staffsupporting staff and and equipmentequipment..
Majority of HK schools are Majority of HK schools are
supported by the government supported by the government
with equal funding & with equal funding &
resourcesresources
Science curriculum – Science curriculum –
core & extension componentscore & extension components
Design and implementation of school-based curriculumDesign and implementation of school-based curriculum
Development of teaching skills that facilitate the Development of teaching skills that facilitate the
learning of low achieverslearning of low achievers
Greater emphasis on learning & thinking skillsGreater emphasis on learning & thinking skills
ALA schoolsALA schools
Additional support from EMB and Additional support from EMB and
other organisations (CUSP) in other organisations (CUSP) in
various ways:various ways:
Performance in different components
of scientific literacy
33.2
49.6
60.8
43.7
62.9
30.2
37.3
49.1
46.1
49.1
0 10 20 30 40 50 60 70
5. Communicating conclusions
4. Drawing conclusions
3. Identifying evidence
2. Recognising questions
1. Understanding concepts
% correct
International mean
Hong Kong
*
*
Strengths & weaknesses of HK Strengths & weaknesses of HK
students:students:
understanding scientific conceptsunderstanding scientific concepts
identifying evidenceidentifying evidence
drawing conclusions drawing conclusions
recognising scientific questionsrecognising scientific questions
communicating communicating
conclusions/scientific ideasconclusions/scientific ideas
Focus of HK science curriculum:Focus of HK science curriculum:
Mastery of scientific knowledge Mastery of scientific knowledge
Junior science encourages Junior science encourages
integration of practical work with integration of practical work with
learning of science concepts – learning of science concepts –
investigatory approachinvestigatory approach
Adequate supply of trained Adequate supply of trained
science teachersscience teachers
Didactic teaching style Didactic teaching style
Highly prescriptive instruction Highly prescriptive instruction on practical work:on practical work:little opportunity for students tolittle opportunity for students to
- pose problems- pose problems & & formulate formulate hypotheseshypotheses
- design experiments- design experiments & work & work according to according to their own designtheir own design
Little demand on communication skills in interpreting results, discussion and drawing conclusions.
Completion of worksheetCompletion of worksheet
A lesson on teaching of A lesson on teaching of electrical resistanceelectrical resistance
We can control the loudness of a We can control the loudness of a radio or the brightness of a table radio or the brightness of a table
lamp.lamp.
How to vary the current size in How to vary the current size in an electric circuit? an electric circuit?
Concept of resistanceConcept of resistance
How to change the resistance of How to change the resistance of an electric circuit? an electric circuit?
We can control the loudness of a We can control the loudness of a radio or the brightness of a table radio or the brightness of a table
lamp.lamp.
How to vary the current size in How to vary the current size in an electric circuit? an electric circuit?
Concept of resistanceConcept of resistance
How to change the resistance of How to change the resistance of an electric circuit? an electric circuit?
Experiment 1Experiment 1
Which wire conducts better, the Which wire conducts better, the copper wire or the nichrome wire? copper wire or the nichrome wire?
You are given 1 copper wire and 1 You are given 1 copper wire and 1 nichrome wire – same length & nichrome wire – same length &
thickness.thickness.
Design a circuit to test which wire Design a circuit to test which wire conducts electricity better.conducts electricity better.
Experiment 1Experiment 1
Which wire conducts better, the Which wire conducts better, the copper wire or the nichrome wire? copper wire or the nichrome wire?
You are given 1 copper wire and 1 You are given 1 copper wire and 1 nichrome wire – same length & nichrome wire – same length &
thickness.thickness.
Design a circuit to test which wire Design a circuit to test which wire conducts electricity better.conducts electricity better.
Carry out the experiment Carry out the experiment
What is the use of the bulb in the What is the use of the bulb in the circuit?circuit?
Conclusion:Conclusion:
We can conclude that the ____ wire We can conclude that the ____ wire conducts electricity better because conducts electricity better because ____________
Carry out the experiment Carry out the experiment
What is the use of the bulb in the What is the use of the bulb in the circuit?circuit?
Conclusion:Conclusion:
We can conclude that the ____ wire We can conclude that the ____ wire conducts electricity better because conducts electricity better because ____________
Experiment 2Experiment 2
Resistance of a wire and its Resistance of a wire and its thicknessthickness
Experiment 2Experiment 2
Resistance of a wire and its Resistance of a wire and its thicknessthickness
Experiment 3Experiment 3
Resistance of a wire and its lengthResistance of a wire and its length
Experiment 3Experiment 3
Resistance of a wire and its lengthResistance of a wire and its length
Set up a circuit with a thin nichrome Set up a circuit with a thin nichrome wire:wire:
What can students learn ? What can students learn ?
• manipulative skillsmanipulative skills
• observation observation
• drawing conclusionsdrawing conclusions
What can students learn ? What can students learn ?
• manipulative skillsmanipulative skills
• observation observation
• drawing conclusionsdrawing conclusions
but no opportunities to:but no opportunities to:
• identify problems for identify problems for investigation investigation
• formulate hypothesisformulate hypothesis
• design experimentsdesign experiments
but no opportunities to:but no opportunities to:
• identify problems for identify problems for investigation investigation
• formulate hypothesisformulate hypothesis
• design experimentsdesign experiments
A more inquiry-based A more inquiry-based approachapproach
A more inquiry-based A more inquiry-based approachapproach
Which material conducts Which material conducts electricity better, copper or electricity better, copper or
nichrome?nichrome?
You are given some copper & You are given some copper & nichrome wires nichrome wires ((different length & different length &
thicknessthickness))..
Design a circuit to test which Design a circuit to test which materialmaterial conducts electricity better conducts electricity better
How would you How would you compare the compare the resistanceresistance (or size of the electric (or size of the electric
current) ?current) ?
Which material conducts Which material conducts electricity better, copper or electricity better, copper or
nichrome?nichrome?
You are given some copper & You are given some copper & nichrome wires nichrome wires ((different length & different length &
thicknessthickness))..
Design a circuit to test which Design a circuit to test which materialmaterial conducts electricity better conducts electricity better
How would you How would you compare the compare the resistanceresistance (or size of the electric (or size of the electric
current) ?current) ?
Concepts of Concepts of
independent variablesindependent variables
dependent variables dependent variables
controlled variablescontrolled variables
Concepts of Concepts of
independent variablesindependent variables
dependent variables dependent variables
controlled variablescontrolled variables
Suggest 2 factors that may affect the Suggest 2 factors that may affect the resistance of nichrome wire.resistance of nichrome wire.
Design experiments to test your Design experiments to test your suggestions.suggestions.
Suggest 2 factors that may affect the Suggest 2 factors that may affect the resistance of nichrome wire.resistance of nichrome wire.
Design experiments to test your Design experiments to test your suggestions.suggestions.
You have studied 3 factors that affect the You have studied 3 factors that affect the resistance of a wire: resistance of a wire: material, thickness, material, thickness, lengthlength
How would you design a circuit for How would you design a circuit for controlling the current size in a radio or controlling the current size in a radio or table lamp?table lamp?
You have studied 3 factors that affect the You have studied 3 factors that affect the resistance of a wire: resistance of a wire: material, thickness, material, thickness, lengthlength
How would you design a circuit for How would you design a circuit for controlling the current size in a radio or controlling the current size in a radio or table lamp?table lamp?
Worksheet-directed approach
A more systematic way to develop mastery of the
methods of science
Worksheet-directed approach
A more systematic way to develop mastery of the
methods of scienceidentifying problems
formulating hypothesis
making predictions
designing experiments
drawing & evaluating conclusions
identifying problems
formulating hypothesis
making predictions
designing experiments
drawing & evaluating conclusions
Strengths & weaknesses of HK Strengths & weaknesses of HK
students:students:
understanding scientific conceptsunderstanding scientific concepts
identifying evidenceidentifying evidence
drawing conclusions drawing conclusions
recognising scientific questionsrecognising scientific questions
communicating communicating
conclusions/scientific ideasconclusions/scientific ideas
HK junior scienceHK junior science
dominated by academic & dominated by academic & cognitive orientationscognitive orientations
Deficient in understanding of the nature of scientific knowledge, the potentials & limitations of the scientific process
- important for solving everyday important for solving everyday life problems, and to make life problems, and to make informed decision on social and informed decision on social and personal issuespersonal issues
HK junior scienceHK junior science
dominated by academic & dominated by academic & cognitive orientationscognitive orientations
Deficient in understanding of the nature of scientific knowledge, the potentials & limitations of the scientific process
- important for solving everyday important for solving everyday life problems, and to make life problems, and to make informed decision on social and informed decision on social and personal issuespersonal issues
Science curriculum (S1-5) Science curriculum (S1-5) should include nature of should include nature of
sciencescience
Historical development of Historical development of science conceptsscience concepts
(e.g. S & T curriculum)(e.g. S & T curriculum)
Implications for the science Implications for the science curriculum?curriculum?
If science education aims at If science education aims at promoting development of scientific promoting development of scientific
literacy …literacy …
Further analysis of PISA 2000:Further analysis of PISA 2000:
Gender differencesGender differences
No. of science periodsNo. of science periods
Time spent on homeworkTime spent on homework
Time on readingTime on reading
Further analysis of PISA 2000:Further analysis of PISA 2000:
Gender differencesGender differences
No. of science periodsNo. of science periods
Time spent on homeworkTime spent on homework
Time on readingTime on reading
Future PISA studies:Future PISA studies:
Tracking changes in literacy with Tracking changes in literacy with timetime
Impact of education innovations on Impact of education innovations on literacyliteracy
Future PISA studies:Future PISA studies:
Tracking changes in literacy with Tracking changes in literacy with timetime
Impact of education innovations on Impact of education innovations on literacyliteracyPISA 2006PISA 2006PISA 2006PISA 2006
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