资优教育学校网络计划经验分享会汇篇 – STEAM 教育

电的探究──蛊惑的水

– 香港南区官立小学

课堂运用了预测—解释—观察—解释(PEOE)的科学探究模式，学生将参与动手和互动活动，例如识别和测试材料的导电性、设计和构建自己的电路以及进行故障排除和调整。本教学设计旨在挑战学生运用高阶思维技巧，并培养学生的个人及社交能力。课堂结束时，学生对导电体和绝缘体的概念及其在电路中的作用有深入的了解，并掌握一系列技能，使他们能够设计和构建自己的电路。

Exploring pH: Engaging and Extending Student Learning through Inquiry-based Activities

- G.T.(Ellen Yeung)College

[只提供英文版]

In this hands-on lesson, students will explore the behavior of natural indicators and learn how they can be used to test the pH of various substances. Using red cabbage and butterfly peas as examples of natural indicators, students will conduct experiments to observe color changes that occur when the indicator is exposed to acidic, basic or neutral substances. Through these experiments, students will develop a deeper understanding of the pH scale and the importance of natural indicators in everyday life. This lesson promotes higher-order thinking skills and encourages students to communicate their findings and conclusions with peers.

Growing Up Gifted: Developing the Potential of All Students by a School-based Talent Development Approach

- Carmel Pak U Secondary School

[只提供英文版]

This lesson is designed to support gifted/ more able students to propose predictions and formulate hypotheses that explain an unexpected result from a classic three candles experiment. The experiment provides counter-intuitive results and allows students to explore the concept of gases and their properties. Using the predict-observe-explain instructional sequence, students first predict which candle would go out first with explanations. They then observe the behaviour of the candles in the covered glass jar and analyse the data to revise their initial explanations to formulate hypotheses that explain the phenomenon. Students design and conduct experiments to test their hypotheses. The lesson aimed to strengthen gifted/ more able students' scientific inquiry skills such as observation, data analysis and hypothesis testing, and to foster their higher-order thinking skills and creativity.

Rethinking the Introduction of Particle Theory for the Learning of Gifted/ More Able Students in Regular Classrooms

- St. Paul's School (Lam Tin)

[只提供英文版]

Students often think that matter is continuous without space between particles. To support deep conceptual development about particle theory, the lesson follows Predict-Explain-Observe-Explain (PEOE) inquiry approach. The teacher introduced a puzzling phenomenon of mixing different liquids (i.e. mass conservation but volume reduction). Students are guided to conduct a scientific investigation and use the analogy of mixing beads to explain the phenomenon. The lesson design helps foster gifted/ more able students’ higher-order thinking skills and creativity.

透过探究式学习提升资优学生的科学素养

– 民生书院小学

• 学生以「预测(predict)、观察(observe)、解释(explain)」科学探究模式进行有关蜡烛的科学探究。学生逐步剖释「蜡烛愈长，愈快熄灭」的神奇现象。
• 教师透过课前评估和分层提问等适异性教学策略，让学生思考和分析燃烧与空气的关系，并延伸至不同燃烧的情况。
• 课堂设计能强化资优／高能力学生科学的论证能力，有助提升他们的高层次思维技巧。

Promoting the Scientific Enquiry among Gifted/ More Able Students via Candle Investigations

- Homantin Government Secondary School

[只提供英文版]

This lesson is designed to exemplify the use of a jigsaw cooperative learning strategy using a prediction-observation-explanation (POE) inquiry model. When candles of different lengths are ignited under a closed system, the longest candle will go out first. It is because the hot carbon dioxide rises and accumulates near the longest candle. The experimental result may contradict students’ predictions as they may think that the burning time depends solely on the amount of fuel. This lesson allows students to discuss what they think will happen in the closed system. They are arranged in expert groups to collect new evidence in 4 learning stations. Finally, students are arranged in jigsaw groups to share their empirical findings and write an explanation for what they have seen. The lesson design helps nurture creativity and higher-order thinking skills among gifted/ more able students.