Science Learning Circle

Background

• The science learning circle was launched as a pilot project. The Hong Kong Polytechnic University was commissioned by the Education Bureau to establish and support a learning circle for secondary schools using English as the medium of instruction for the key learning area of science education in the 2013/14 and 2014/15 school years.
• The six participant schools were Homantin Government Secondary School, Po Kok Secondary School, St Francis Xavier’s College, True Light Middle School of Hong Kong, TWGHs Lui Yun Choy Memorial College and St Francis Xavier’s School, Tsuen Wan.
• Activities for the Science Learning Circle included workshops on teaching and learning in Science, on-site school-based support in curriculum development, lesson planning and lesson observation, sharing sessions on pedagogy with others in the Circle and a sharing session with the wider education community.

Objectives

• To consolidate the positive outcomes for the teachers who attended the following professional development programme(s);

1. 4-week Course on Teaching Non-language Subjects in the English Medium with 15 hours of post-course support service (The then Hong Kong Institute of Education, now The Education University of Hong Kong)
2. 4-day Course for Secondary School Teachers on Teaching Science Education Key Learning Area in the English Medium (The University of Hong Kong)
3. 5-day Course for Secondary School Teachers on Teaching Science Education Key Learning Area in the English Medium (The Hong Kong Polytechnic University)
4. Training of Resource Persons in Implementing Language across the Curriculum for the English Medium (The University of Hong Kong)

• To further enhance the teaching skills of the Science teachers and improve the collaboration between English language and Science teachers within their own schools;
• To support teachers to be able to continue developing the skills required to meet the changing needs of students, including such aspects as assessment;
• To promote sharing and support within and across the participant schools; and
• To support teachers beyond the Circle by sharing resources in a Public Sharing forum and making available the curriculum materials on the EDB website.

Classroom Applications

• Secondary 1

  Topic: Saturated Solution & Crystallization Pedagogical focus:  1. scaffolding 2. writing a sequential explanation Download: HGSS S1 Saturated Solution & Crystallization

  Topic: Explaining dissolving Pedagogical focus: 1. teaching and learning cycle 2. writing a sequential explanation Download: HGSS S1 Explaining dissolving

  Topic: Factors in dissolving Pedagogical focus: 1. teaching and learning cycle 2. designing an experiment Download: HGSS S1 Factors in dissolving

  Topic: Investigation and Reflective Journal Pedagogical focus: 1. designing an investigation 2. problem-solving 3. language patterns expressing content 4. mapping out the curriculum 5. seeing interrelationships in the curriculum 6. reflecting on subject knowledge Download: PoKokSS S1 Investigation & Journal

  Topic: Defining science and behaving like a scientist Pedagogical focus: 1. learning to act like a scientist in the laboratory 2. designing an investigation 3. the language of procedures 4. teaching and learning cycle 5. labeling, matching and defining 6. multiple choice 7. drawing scientifically 8. language patterns expressing content 9. describing observations 10. documenting results 11. expressing cause 12. problem-solving Download: PoKokSS S1 Classwork What is Science

  Topic: Defining science and behaving like a scientist Pedagogical focus: 1. true or false 2. gap-filling 3. multiple choice 4. labelling 5. matching 6. questions and answers 7. comprehension questions Download: PoKokSS S1 Assignments What is Science

  Topic: Air Pressure Applications Pedagogical focus: 1. teaching and learning cycle 2. pedagogical resonance 3. scaffolding 4. multiple ways of making meaning 5. using guiding questions 6. writing a sequential explanation 7. drawing scientific diagrams Download: SFXS Tsuen Wan S1 Air Pressure Applications WS Learner Diversity

• Secondary 2

  Topic: How we see and hear Pedagogical focus: 1. teaching and learning cycle 2. scaffolding 3. labelling 4. multiple ways of making meaning 5. writing a sequential explanation 6. language patterns to achieve flow in sequential explanations 7. problem-solving Download: TWGHs LYCMC S2 How we see and hear

  Topic: How we hear Pedagogical focus: 1. teaching and learning cycle 2. multiple ways of making meaning 3. labelling and matching 4. writing a sequential explanation 5. language patterns to achieve flow in sequential explanations 6. problem-solving Download: TWGHs LYCMC S2 How we hear

  Topic: How we hear Pedagogical focus: 1. writing a sequential explanation 2. language patterns to achieve flow in sequential explanations 3. problem-solving Download: TWGHs LYCMC S2 How we hear Worksheets

  Topic:  Writing a Lab Report - Photosynthesis Pedagogical focus: 1. language patterns of a Lab Report 2. visuals and language 3. moving from commands to statements in the past tense 4. independent construction - writing a Lab Report Download: SFXC S2 LabReport Photosynthesis

  Topic: Writing a Lab Report - Unknown gases Pedagogical focus: 1. independent construction - writing a Lab Report Download: SFXC S2 LabReport Unknown gases

  Topic: Writing a Lab Report - Photosynthesis Pedagogical focus: 1. language patterns of a Lab Report 2. visuals and language 3. moving from commands to statements in the past tense 4. how to change from active voice to passive voice Download: SFXC S2 LabReport Photosynthesis

  Topic:  Forces Pedagogical focus: 1. teaching and learning cycle 2. explaining scientific phenomena 3. developing scientific language Download: TLMSHK S2 LAC Unit Forces Lesson Plan

  Topic:  Forces Pedagogical focus: 1. teaching and learning cycle 2. explaining scientific phenomena 3. developing scientific language 4. experimenting Download: TLMSHK S2 LAC Unit Forces Student WS & Answers

• Secondary 3

  Topic:  Reactivity of metals Pedagogical focus: 1. listing 2. developing the language of comparison through interaction 3. writing comparisons of reactivity 4. students take on the expert role of teacher Download: HGSS S3 Comparing Reactivity of Metals