Learning and Teaching with Non-practical Related Tasks

1. Science Education Section 2010 Learning and Teaching with Non-practical Related Tasks

2. Non-practical related tasks - Overview • 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.

3. Non-practical related tasks - Requirements • 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).

4. Non-practical related tasks – e.g. • Critical reading, analysis and reporting on the contribution of chemistry to the understanding of the material world • Designing a poster or pamphlet aimed at persuading people to follow the principles of green chemistry, or explaining the principle of a chemical cell • Writing a report to present the scientific knowledge and concepts acquired after a visit to an industrial plant • Developing a multimedia artefact to illustrate the synthesis of polymers

5. NPRT 1 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)

6. NPRT 2a (Chemistry) 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

7. NPRT 2b (Chemistry and CS) 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

8. NPRT 3 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

9. NPRT 4 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

10. The Learning Curve Source: http://www.psywww.com/intropsych/ch07_cognition/07learningcurve.jpg

11. Assessment 1 • Formative Assessment • Steep part of the learning curve • Feedbacks provided for better performance (Assessment for learning) • Starting at S4 as class exercises

12. Assessment 2 • Summative Assessment or Assessment of learning • Plateau part of the learning curve • Completed at late S5 or early S6

13. FAQ • How many pieces of training exercise? • Zero   Ten • Facilitation provided for students – just how much? • Nil   Extensive • Different tasks for different students – how to manage? • Absolutely No   Completely free