Investigative Study for NSS Chemistry Curriculum

Raymond Fong21 Nov 2007

Purposes of the investigative study (IS) in NSS Chemistry

IS is mainly used for learning and teaching to develop students understanding about the nature of science, to develop process skills, to develop problem solving abilities, to develop communication skills, …

IS is also used for SBA

The process of an investigative study in NSS Chemistry

a. Searching and defining questions for investigation (~3 hrs)

b. Developing an investigation plan (~4 hrs)c. Conducting the investigation (~6 hrs)d. Organising and analysing data for a justified

conclusion (~4 hrs)e. Presenting findings with written reports,

posters and other means (~3 hrs)(In class time)

Is there sufficient time for students to carry out IS?

20 hours of curriculum time allocated Group work (3-5) is expected! IS is not an extra-curricular activity, it is

an essential component of the curriculum

IS is not necessarily a forerunner for a territory-wide chemistry project competition

Which cohort needs to do IS?

NSS Cohorts 2009-2012 and 2010-2013: (Learning and Teaching) (No need to submit marks to HKEAA)

NSS Cohort 2011-2014: (Learning and Teaching) (No need to submit marks to HKEAA)

Important

Topics for Investigation Finding out

Using ‘established’ methodology on new topic Applying ‘new’ methodology to established topic

Types of investigations Quantitative determination Extraction of a substance and testing its properties /

uses Construction and testing a device

Activities that are authentic, motivating, meaningful, simple, inexpensive, appropriate, feasible, relevant, safe and fun

Which topic? (1) Should involve practical task. Should allow students to find out, e.g.

experimental details, data to be recorded, etc..

Should stimulate curiosity of or provoke wonder in students.

Should allow reasonable variability of investigations among different groups.

Can be done using simple equipment available in school chemistry laboratories.

Can be conducted safely in schools

Which topic? (2) Does the activity address something worth

learning? Is the topic socially relevant, interesting and

motivating? Is the cognitive demand appropriate? Do students have the required prior knowledge

and adequate skills? Are resources such as journal articles and

reference books available, or access to the web? Is the time available sufficient for the activity? Can laboratory technicians and others help in its

implementation?

Which topic? (3)

Topics selected by students

Topics prescribed by teachers

Catering IS for students with different abilities

Adjust the scale, nature and demand of tasks dynamically Scenario 1: For students in need of more facilitation, adjust

the level of cognitive demand, break down a complicated investigation into a series of manageable ones, etc.

Scenario 2: For students with great motivation and more able, and they can work independently, adjust the level of cognitive demand to a more challenging but manageable level - provide less background information, ask for a study with more variables and request students to gather more data sets, or adopting more sophisticated instrumentation and skills.

Curriculum Planning for IS S4: Introduction to concept of I.S. S4: Trial on small scale investigation

(e.g. write experimental procedure, conduct risk assessment, write a report)

S5: Allow ample time for students to develop proposal and decide on the question for investigation

S5: Feedbacks on student proposals – feasibility, resource available, time management, …

When to implement IS? (1)

Within semester E.g. 1: 4 periods in a week dedicated,

7-8 weeks will be needed (stand alone mode)

E.g. 2: 2 periods in a week dedicated for IS and 2-3 periods for learning other topics (integrated mode)

When to implement IS? (2) Intensive mode: One go in major holidays

or after final examination e.g.

2 periods for briefing within semester 2 periods for feedback on proposals also within

semester 1 full day in holiday for practical work 1 full day for drafting report and oral presentation

Not recommended arrangement: 3 full days in a major holiday

Within Semester (stand alone mode):

Sun Mon Tue Wed Thu Fri Sat

1 2 (a) 3 4 (a) 5 6

7 8 9 (b) 10 11 (b) 12 13

14 15 16 (b) 17 18 (c) 19 20

21 22 23 (c) 24 25 (c) 26 27

28 29 30 (c) 31

1 (c) 2 3

4 5 6 (d) 7 8 (d) 9 10

11 12 13 (e) 14 15 (e) 16 17

18 19 20 (e) 21 22 23 24

Double period (2 x 40 mins ~1.3 hr); 2.67 hrs /week; 7.5 weeks

Intensive Mode 1

Sun Mon Tue Wed Thu Fri Sat

11 12 13 14 15 16 17

18 19 20 (a) 21 (b) 22 (c) 23 (c) 24

25 26 (d) 27 (e) 28 29 30

July 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

Intensive Mode 2

Sun Mon Tue Wed Thu Fri Sat

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30

July 1

2 3 (a) 4 (b) 5 6 7 8

9 10 (c) 11 (c) 12 (d) 13 (e) 14 (e) 15

16 17 18 19 20 21 22

Intensive Mode 3

Sun Mon Tue Wed Thu Fri Sat

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30

July 1

2 3 (a) 4 5 6 (b) 7 8

9 10 11 12 13 14 15

16 17 (c) 18 (c) 19 (d) 20 21 (e) 22

Support 1: IS Handbook for Teachers Three detailed exemplars:

Salt content in snacks Natural indicator How to make it hot?

Possible topics for investigative study Scaffolding for students

List of possible topics

Support 2: Professional Development Courses

for Teachers 6 contact hours About one per year

Professional Development Courses on Scientific Investigation for Laboratory Technicians 18 contact hours 14-20 classes 2007/08 & 2008/09

Support 3: You are invited to try-out in schools

to gain more experience TAS project? Share your own experience (e.g.

school visit by CDI officers)

Thank You

Options The topics are prescribed by

teachers. The main topic is suggested by

teachers, students develop their foci within the main topic.

Students put forward topics and discuss with teachers.