Investigative Study for NSS Chemistry Curriculum Raymond Fong 21 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 and : (Learning and Teaching)  (No need to submit marks to HKEAA) NSS Cohort : (Learning and Teaching) (No need to submit marks to HKEAA) Importan t

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): SunMonTueWedThuFriSat 12 (a)34 (a) (b)1011 (b) (b)1718 (c) (c)2425 (c) (c)31 1 (c) (d)78 (d) (e)1415 (e) (e) Double period (2 x 40 mins ~1.3 hr); 2.67 hrs /week; 7.5 weeks

Intensive Mode 1 SunMonTueWedThuFriSat (a)21 (b)22 (c)23 (c) (d)27 (e) July

Intensive Mode 2 SunMonTueWedThuFriSat July1 23 (a)4 (b) (c)11 (c)12 (d)13 (e)14 (e)

Intensive Mode 3 SunMonTueWedThuFriSat July1 23 (a)456 (b) (c)18 (c)19 (d)2021 (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 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.