300 likes | 412 Views
Scientific literacy of HK students. Implications for curriculum & instruction. What is scientific literacy ?. Have the scientific knowledge & skills needed for everyday life. Use the key ideas in science to make informed decisions & participate in society.
E N D
Scientific literacy of HK students Implications for curriculum & instruction
What is scientific literacy ? Have the scientific knowledge & skills needed for everyday life. Use the key ideas in science to make informed decisions & participate in society.
How is scientific literacy measured? Ability to • use scientific knowledge • ask scientific questions • identifying evidence • drawing/evaluating conclusions • communicate scientific ideas/conclusions 15 (16) 5 (5) 5 (5) 6 (7) 3 (5)
Performance of HK students in scientific literacy
Lower achievers of Hong Kong are less disadvantaged in scientific literacy. Implication for curriculum & instruction ?
HK secondary schools: High degree of segregation in terms of abilities of student intake Reduced difference in science achievement between the low and high achievers ?
Majority of HK schools are supported by the government with equal funding & resources ALA schools are not disadvantaged in terms of supply of qualified teachers, supporting staff and equipment. Science curriculum – core & extension components
ALA schools Additional support from EMB and other organisations (CUSP) in various ways: • Design and implementation of school-based curriculum • Development of teaching skills that facilitate the learning of low achievers • Greater emphasis on learning & thinking skills
Performance in different components of scientific literacy * *
Strengths & weaknesses of HK students: • understanding scientific concepts • identifying evidence • drawing conclusions • recognising scientific questions • communicating conclusions/scientific ideas
Focus of HK science curriculum: • Mastery of scientific knowledge • Junior science encourages integration of practical work with learning of science concepts – investigatory approach • Adequate supply of trained science teachers
Didactic teaching style Highly prescriptive instruction on practical work: little opportunity for students to - pose problems & formulate hypotheses - design experiments & work according to their own design
Completion of worksheet Little demand on communication skills in interpreting results, discussion and drawing conclusions. A lesson on teaching of electrical resistance
We can control the loudness of a radio or the brightness of a table lamp. How to vary the current size in an electric circuit? Concept of resistance How to change the resistance of an electric circuit?
Experiment 1 Which wire conducts better, the copper wire or the nichrome wire? You are given 1 copper wire and 1 nichrome wire – same length & thickness. Design a circuit to test which wire conducts electricity better.
Carry out the experiment What is the use of the bulb in the circuit? Conclusion: We can conclude that the ____ wire conducts electricity better because ______
Experiment 2 Resistance of a wire and its thickness Set up a circuit with a thin nichrome wire: Experiment 3 Resistance of a wire and its length
What can students learn ? • manipulative skills • observation • drawing conclusions • but no opportunities to: • identify problems for investigation • formulate hypothesis • design experiments
Which material conducts electricity better, copper or nichrome? You are given some copper & nichrome wires (different length & thickness). Design a circuit to test which material conducts electricity better How would you compare the resistance (or size of the electric current) ?
Concepts of independent variables dependent variables controlled variables
Suggest 2 factors that may affect the resistance of nichrome wire. Design experiments to test your suggestions. You have studied 3 factors that affect the resistance of a wire: material, thickness, length How would you design a circuit for controlling the current size in a radio or table lamp?
Worksheet-directed approach A more systematic way to develop mastery of the methods of science identifying problems formulating hypothesis making predictions designing experiments drawing & evaluating conclusions
Strengths & weaknesses of HK students: • understanding scientific concepts • identifying evidence • drawing conclusions • recognising scientific questions • communicating conclusions/scientific ideas
HK junior science dominated by academic & cognitive orientations Deficient in understanding of the nature of scientific knowledge, the potentials & limitations of the scientific process - important for solving everyday life problems, and to make informed decision on social and personal issues
Implications for the science curriculum? If science education aims at promoting development of scientific literacy … Science curriculum (S1-5) should include nature of science Historical development of science concepts (e.g. S & T curriculum)
Further analysis of PISA 2000: Gender differences No. of science periods Time spent on homework Time on reading
Future PISA studies: Tracking changes in literacy with time Impact of education innovations on literacy PISA 2006