Workshops on Pedagogy and Resources: Animation and Visualisation

1. Workshops on Pedagogy and Resources: Animation and Visualisation Visualising Chemistry 2 Mr W C HO, EMB 16-17 March 2006

2. Outline • Features of Visualising Chemistry • Pedagogy: POE • Experiments • References on Chemistry Demonstrations • Tryout and Group Discussion (worksheet)(12 expts in Part 2, 3-4 teachers per group) • Summary

3. Constructivist teacher is a classroom researcher and a learning doctor

4. Constructivist Approach • Students are ‘constructing’ their own knowledge by testing ideas and approaches based on their prior learning experience, applying these to a new situation, and so relating the new knowledge gained to their existing conceptual frameworks. • Teaching sequences should be designed that begin by eliciting the students’ current ideas about a subject. This process may sometimes be carried out by teacher’s verbal questioning; or by asking students to produce concept maps, to brain-storm posters for a topic in small group, to discuss concept cartoons, or by using a written probe as a pre-test. Keith Taber (2002)

5. Construction of knowledge

6. Principle of Learning Knowledge is a constructive process: learners actively make meaning and construct ideas and the connections between them. Principle of teaching Students should be encouraged to be active learners and problem-solvers. Constructing Knowledge • Are students encouraged to be active learners when: • About 2/3 of the talk in classrooms is done by the teacher, • About 2/3 of teacher talk is organization-controlling talk? • Prof Peter Hill

7. Social constructivism • Learning is a social activity • Learners are involved in constructing consensual meaning through discussions and negotiations • Students can identify and articulate their own views, exchange ideas and reflect on other students’ view, reflect critically on their own views and when necessary, re-organising their own views and negotiate shared meaning • Engaging learners collaboratively in open ended, exploratory learning environments where students can construct meaningful knowledge

8. Computer-mediated POE Tasks • Life demonstration usually in ‘whole class’ setting • Computer environment permits more intimate, small group interaction with the POE task • Allowing teacher more time to interact with students • Collaborative small groups encourage the social interactions and personal reflections which are essential for peer learning • Enhance students’ critical thinking skills

9. Demonstrate-Observe-Explain (DOE) first used in 1979 to probe thinking of first year physics students at University of Pittsburg • Gunstone and White (1981) reworked the ‘DOE’ idea into ‘POE’ to probe secondary students understanding of science concepts • As an efficient strategy for eliciting and promoting discussion of students’ science conceptions • A POE strategy is used to structure the learners’ engagement with the video clips

10. Description: Setting the Scene • Contexts depict interesting, novel, potentially dangerous or time-consuming situations that are normally not possible or difficult to observe in class demonstrations • Suitable for students’ level of comprehension • Provide some experiences without using any chemicals and equipment, or generating chemical waste

11. Probing Students’ Understanding • Prediction-Observation-Explanation (POE) • Predict the outcome of some event, and justify the prediction • Record the observation • Reconcile any conflict between prediction and observation • Worksheet • For exploring students’ ideas at the beginning of a topic, or to develop ideas during a topic, or to enhance understanding at the end of topic by having them to apply their learning to a real situation

12. http://resources.emb.gov.hk/~science/vc2

13. Part 2: 12 Experiments • Genie in a Bottle • Elephant’s Toothpaste • Electrolysis of brine • Which is a stronger oxidizing agent? • Reaction of Sulphur and Oxygen • Photochemical reactions of Cl2 with H2 & CH4 • Fairy’s Lamp • Breathalyser (BUHK)http://www.hkbu.edu.hk/~iwlcimc • Thermoplastics • Detergent boat • What is malachite? • Red, White and Blue Polymorphhttp://www.mutr.co.uk

14. Part 1: 10 Experiments • Liquid Nitrogen • Flame Colour • Three States of Chlorine • Making Silicon from Sand • Reactions of Alkali Metals with Halogens • Hydrogen Rocket (video, launcher) • Dry Ice and Indicators • Acid Bombs • Cannon Fire • Aluminium-air Cell

15. Students’ Comments • “Questions given after each experiments could help students to think more and the answers given help students correct their wrong concepts.” • 「之後有解釋，令同學明白。有預測部分，令人有思考，令同學有興趣」 • “This program is good, at least I can think about the whole experiment, do a prediction, instead of only receiving the answers.” • “I think this program is more interesting than the normal class. Discuss the experiment can let us think more.”

16. Students’ Comments • “The reaction of a lump of dry ice with different indicators is very fascinating and interesting as I haven’t seen and known the result of this reaction before.” • “The program is quite good because it let us know more thing that is not in our textbook.” • “I think the network experiment is more convenient than we just reading the book.” • “This program is quite good. We can see the experiment on the website. It can make us know more and clear. If the website can have more experiments and have a long and clear explanation, that will be great.” • 「好，非常好。有空一定會上網觀看。但再加多一些實驗。 」

17. POE Template • Predict-Observe-Explain Science eTaskshttp://www.ed-dev.uts.edu.au/teachered/poe/tasks/poehome.html • Predict-Observe-Explain eShell http://www.learningdesigns.uow.edu.au/tools/info/T3/index.html (#)

18. Video Files • Streamed video clips edited using MS Movie Maker • Ready for use in webpages and e-learning platform

19. Chemistry Demonstrations • Often spectacular: stimulating and motivating • Enable students to see experiments they would not be able to perform themselves • Requires chemical skills that are beyond their own • Potentially dangerous in unskilled hands • Requires expensive apparatus and/or chemicals • Require facilities which are not available in sufficient number for class practical work • They allow students to see a skilled practitioner at work Ted Lister (1995)

20. Reference Books • Lister, T. (1995) Classic Chemistry Demonstrations, London: RSCstudent worksheets available for download athttp://www.chemsoc.org/networks/learnnet/classic_exp.htm • Ealy, J. B. & Ealy, Jr. J. L. (1995) Visualizing Chemistry: Investigations for Teachers, Washington: ACS • H W Roesdky and K Mockel (1996) Chemical Curiosities, New York: VCH Publishers, Inc.

21. Using Demonstrations to Promote Student Comprehension in Chemistry • “Chemistry – a reflection of man’s struggle to explain his world and to survive in it” • “The adventure of chemistry is often reduced to passive lectures and cookbook labs that stifle student questions, exploration and interest.” • “The challenge for today’s new generation of chemistry teachers is to create intriguing moments of perplexity that challenge students to seek solutions through actually doing chemistry.” • Develop high order thinking skills: “Observing an unexpected event prompts students to wonder, to ask questions, to investigate, and to draw conclusions that explain what was observed.” J. Chem Ed, 80 (4), p.431-435.

22. Shell Game • Qualities of an effective demonstration: a specific academic purpose, use of commonly available materials, student engagement, links to previous student learning and experience, showmanship, a post-demonstration discussion 1 2 3 Phenolphthalein + NH3(aq) Vinegar + sodium polyacrylate (from diaper)

23. Chemical Demonstrations • Delights of Chemistry, University of Leedshttp://www.chem.leeds.ac.uk/delights • Chemistry Demonstrations, 3 video tapes Cream Cracker, Petrol Spill; Agent in HK: MediaMatters Tel 2851 8809

24. Chemical Demonstrations • Salters’ Chemistry Club Handbookhttp://www.schoolscience.co.uk/teachers/chemclub Rainbow Reactions

25. Chemical Demonstrations • Chemical Demonstrations, Flinn Scientific Inc. http://www.flinnsci.com/Sections/Chemistry/chemDemonstratoins.asp

26. The Joys of Sound and Light in the Lab Demonstrations and Class Experiments • Irwin Talesnick, 59 experimentshttp://eix.dyndns.org/s17science/dnlds.htm

27. Chemical Demonstrations • Chemistry Comes Alive, Journal of Chem Educationhttp://jchemed.chem.wisc.edu/JCESoft/CCA/index.html

28. Chemical Demonstrations • Chemical Demonstrations Volumes 1-4A Handbook for Teachers of Chemistryby Bassam Z. Shakhashiri • Chemical Demonstration VideosOnce Upon a Christmas Cheery in the Lab of Shakhashiri • Available at Education Innovations, Inc. http://www.teachersource.com/catalog/index.html

29. Open Day • Programme • Demonstration, DIY & Movie Show

30. Reference Books • Taber, K (2002) Chemical misconceptions : prevention, diagnosis and cure, Cambridge: RSChttp://www.chemsoc.org/networks/learnnet/miscon2.htm

31. http://resources.emb.gov.hk/~science/vc2

32. “By using demonstrations in appropriate and thoughtful ways, teachers will teach better, inspire more, and increase the likelihood that chemistry will contribute to a better future for all of us.”L. S. Meyer et al.Thank you cdosc21@emb.gov.hk Tel 2712 8476 (before 28/4/06)

33. Prototype Enriching Knowledge Online Course for NSS Chemistry Curriculum • http://iclassroom.hkedcity.net/teacher/chem • Login ID: abc Password: 123456

34. http://www.emb.gov.hk/cd/sc • http://cd.emb.gov.hk/sci • References and Resources -> Chemistry -> S6-7 Chemistry • http://is.myftp.org