Learning and Teaching with Non-practical Related Tasks

Science Education Section2010

Aim: To enhance the integration of the

learning, teaching and assessment for quality learning

To broaden the scope of assessment in SBA

Action required: Students are required to perform a stipulated number of non-practical related tasks.

A task used should cover one or more of the curriculum content areas and one or more of the generic skills such as Creativity, Critical thinking skills, Communication skills and Problem-solving skills (3C1P).

1. Critical reading, analysis and reporting on the contribution of chemistry to the understanding of the material world

2. Designing a poster or pamphlet aimed at persuading people to follow the principles of green chemistry, or explaining the principle of a chemical cell

3. Writing a report to present the scientific knowledge and concepts acquired after a visit to an industrial plant

4. Developing a multimedia artefact to illustrate the synthesis of polymers

Example 1: critical reading, analysis and reporting on the contribution of chemistry to

the understanding of the material world

Some students wish to examine the social economical consequences of rusting / Haber process / burning fossil fuels, … etc.

Learning elements: ▪ Content areas: Redox, Equilibrium, Fossil fuel, …▪ Skills: Critical thinking, communication and

problem solving (which involves data collection and analysis)

Example 2a: designing a pamphlet for persuading people to follow the principles of

green chemistry

Some students wish to persuading Hong Kong people to use PLA lunch box by using pamphlets

Learning elements: ▪ Content areas: Materials chemistry, Green

Chemistry▪ Skills: Creativity, critical thinking,

communication and problem solving, information technology

Example 2b: designing a poster for explaining the principle of a chemical cell

Some students wish to show the public the principle of a direct methanol fuel cell (DMFC) using posters

Learning elements: ▪ Content areas: Redox reactions, chemical cells

and electrolysis▪ Skills: Creativity, critical thinking,

communication and problem solving, information technology

Example 3: writing a report to present the scientific knowledge and concepts acquired

after a visit to an industrial plant

To explain how chemistry helps provide us with quality drinking water, some students wish to visit a water treatment plant and report their learning in a writing form

Learning elements: ▪ Content areas: Planet earth (water treatment)▪ Skills: Critical thinking, communication

Example 4: developing a multimedia artefact to illustrate the synthesis of polymers

To explain the chemistry involved in the formation of urea-methanal, some students wish to make use of a presentation software to present the process at a molecular level

Learning elements: ▪ Content areas: Materials chemistry (condensation

polymerisation)▪ Skills: Creativity, critical thinking, communication,

information technology

Source: http://www.psywww.com/intropsych/ch07_cognition/07learningcurve.jpg

Formative AssessmentSteep part of the learning curve

Feedbacks provided for better performance (Assessment for learning)

Starting at S4 as class exercises

Summative Assessment or Assessment of learning

Plateau part of the learning curve

Completed at late S5 or early S6

1. How many pieces of training exercise?

Zero Ten 2. Facilitation provided for students –

just how much? Nil Extensive

3. Different tasks for different students – how to manage?

Absolutely No Completely free