1. Taking one extra step to transform LKM’s junior science curriculum -- To make a difference of how kids learn & what kids learn Using the BSCS 5E Instructional Model LKM Science Department Chau Pui Ling 7 Jan 2015 2:30 pm- 3:30pm

2.  Started in US in the 1960s in the form of BSCS model, 1987  +5E model  BSCS 5E  Making students more active participants in scientific processes and investigation  Learning science rather than scientific facts only  Not to replace all forms of traditional teaching and learning methods!  US elementary, middle and high school integrated science programmes have been using BSCS 5E model as a central innovation What is BSCS 5E Instructional Model?

3. Engagement Exploration Explanation Elaboration Evaluation Integrating 5E into science learning experiences doesn’t mean 5E present in each science learning experience What is BSCS 5E Instructional Model?

4.  F.2 Science Teachers teach: Hydrogencarbonate indicator changes colour from red in air to purple when CO ² concentration <0.03%  Student asks: “How do we know this is true?” Qn is not from the elite class! Our “Experiment” with BSCS 5E model

5.  2A group 8_apparatus & materials 2A group 8_apparatus & materials  2A group 8_1 st set-up with cotton buds 2A group 8_1 st set-up with cotton buds  2A group 8_2 nd set-up with cotton wool 2A group 8_2 nd set-up with cotton wool  2A group 8_experiment result 2A group 8_experiment result  2A group 3_set-up & result 2A group 3_set-up & result  2A Tony Wong’s experiment report 2A Tony Wong’s experiment report Students design their own experiment & Video recordings by students’ smartphones

6. Engagement 1.Create a classroom atmosphere of encouraging students’ questions 2.Listen with interest to students’ questions 3.Giving positive feedback to students’ critical questions, say no to purely receptive 1.Consider previous & current knowledge 2.Critical about taught knowledge rather than always receptive 3.Ask questions (among numerous student questions there bound to be some of high order)

7. Exploration 1.Promote student collaboration 2.Teach methods of recording result/ observation 3.Ask guiding questions of challenging level 4.Allow time for students to wrestle cognitively 1.Design investigation 2.Investigate and records results 3.Compare ideas/ solutions

8. Explanation 1.Ask questions to help students relate evidence to prior knowledge 2.Ask questions to help students propose possible explanations 3.Encourage the use of scientific terminology 1.Use evidence to support claim 2.Explain understanding in their own words

9. Elaboration 1.Provide similar or new context & relevant knowledge 2.Provide relevant terminology related to prior knowledge 3.encourage students to go deeper in their explanation 4.Allow time for students to search for further knowledge 1.Apply prior concepts to similar or new contexts 2.Develop logical argument: hypothesis, claims, evidences, rationales, steps in arriving at the conclusion 3.Find out knowledge relevant to the investigation

10. Evaluation 1.Provide time for students’ reflection before & after 2.Assess students’ conceptual flow 3.“Display” students’ work for peer evaluation 4.Create positive and encouraging atmosphere for evaluation 5.Answer students’ unsolved queries 6.Acknowledge students’ affective reflection 1.Demonstrate new knowledge / skills 2.Provides products showing current understanding 3.Raise unsolved queries 4.Suggest further investigations 5.Assess their own learning (knowledge-based or affective-based)

11. 1.More effective than traditional laboratory activities (cook-book type) in 1.mastery of subject matter, 2.developing scientific reasoning, 3.cultivating science interest (  more positive attitudes) 4.helping diverse groups of students 2.Student attitudes toward science instruction are more positive when they are allowed to explore concepts through experimentation before discussing them. 3.Explorative lab work is more effective provided it is followed by discussion. Research findings

12.  The BSCS 5E Instructional Model” Origins, Effectiveness, and Applications. Executive Summary Rodger W. Bybee, Joseph A. Taylor, April Gardner, Pamela Van Scotter, Janet Carlson Powell, Anne Westbrook, and Nancy Landes  Handouts in the seminar “Using BSCS 5E Instructional Model to Stretch the Potential of the More Able Students in Science Lessons” Gifted Education Section of EDB  BCSC5E www.bscs.org/bscs-5e-instructional-model References

13. 鳴謝以下人士借出頭像

14. 教無定法， 沒有最好； 只有互相學習， 互相切磋。 請多多