nss chemistry learning & teaching strategy: searching & presenting information for learning...
TRANSCRIPT
NSS ChemistryLearning & Teaching Strategy:
Searching & Presenting Information for Learning
Chemistry
Raymond FONG
Outcomes expected in this session?
Develop some information searching skills Design a web-based information searching
assignment for NSS Chemistry Students (or S4-5 Chemistry Curriculum)
Discuss on how to helping students make use of the information from the web in an
appropriate mannerevaluate information from the web
Global Changes IAYF
(Information At Your Fingertips) Students are “digital natives” and teachers
are “digital immigrants” Internet is a ‘rich’ repertoire of information,
but students need skills to deal with the information available. Students cannot handle the information available on the web (Can you drink water from a fire hose?)
Students are comfortable with the web, but do not have the skills
Infrastructure
Computers:More than 200 computers in secondary
schools
Information highway: Broadband connections deeply penetrated
IT competency of chemistry teachers:BIT, IIT, UIT and AIT
Why “Searching & Presenting Information”
Develop students’ generic skills required for life-long learning
Helping students become active participants of learning
Helping students to learn chemistry
Web-searching Skills
Demonstration with Google:Plan what you want to search
To locate information related to chile saltpetre and noble prize
Search statements:Chile Saltp Chile Saltpetre Chile and SaltpetreChile or Saltpetre “Chile Saltpetre” “Chile Saltpetre” site:emb.gov.hk “Chile Saltpetre” site:wikipedia.org “Chile Saltpetre” site:nobelprize.org
Designing Web-search Exercise(Teacher directed students IT-based exercise)
Study the worksheet provided individually Work in pairs, design a searching and presenting
information exercise for your own studentsTarget: S4 or S5 studentsTopic: Any topic in NSS ChemistryPedagogical arrangement: Facilitate students learn from
each other Time required: ___ hours (all included)Products required: Flexible
Presentation files, Web-pages, Computer Animations, Short Essays, Oral Reports, Critiques, etc.
Pedagogical Design
Reading time: 2 minutes Group discussion: 10 minutes Fill in worksheet: 5 minutes
How can students learn from each other after a web-searching
exercise? Pedagogical arrangement
Individual / Group presentation
Peer discussion for strengths and weaknesses
“Jigsaw” method
Peer critique through email / forum
Poster booth and voting for the best
Posting on intranet / Internet / billboard, and voting for the best
CU Plagiarism Identification Engine香港中文大學 剽檢通
Example:http://cupide.cse.cuhk.edu.hk/cupide/example/
Demonstration:http://cupide.cse.cuhk.edu.hk/portal/media/dem
o.swf