資優教育學校網絡計劃經驗分享會匯編 – STEAM 教育

透過營養科學教育提升資優學生的後設認知技能及高層次思維技巧

– 五旬節靳茂生小學

本教學設計著重於讓資優學生參與科學探究，進行量性及質性科學實驗，從而提升學生的高層次思維技能及創造力。透過適異性教學策略，引導學生測量常見飲品的維他命C的含量，並釐清對有關維他命C的迷思。是次教學設計能鼓勵學生建立實證為本的科學解釋，作出明智的決定，養成均衡飲食的良好習慣。

利用抽離式資優課程培養科學資優的學生

- 優才(楊殷有娣)書院

本教學設計透過實驗示範及動手實驗，讓資優學生在認識鹽的特性和應用。運用多感官教學，學生分組討論並分享鹽的用途和特徵，進而學習鹽對冰的影響。學生透過製作雪糕親身體驗鹽的吸熱效果。延伸討論展示鹽在日常生活中的其他應用，讓學生對鹽的特性和應用有深入理解。教學設計旨在提升科學資優學生的學習興趣、培養觀察和推理能力，並將所學知識與實際應用相結合。

培養資優思想家：哲學探究作為氣候變遷意識的催化劑

- 港大同學會書院

本教學設計旨在更深入了解過去一個世紀全球氣溫平均上升原因的證據。本課程從溫室氣體如何導致全球暖化的閱讀活動開始。然後，辯論活動提供關於全球暖化原因的兩種相反的主張，學生將寫出科學問題來澄清哪種主張更好。然後學生將檢查八項證據並確定哪項主張得到支持。最後，學生將為其中一個主張建構論證。本教學設計有助於培養有科學資優/高能力學生的創造力和高階思維技巧。

學習滲透作用：透過探究式活動促進及延伸資優學生的學習

- 香港管理專業協會李國寶中學

在本教學設計中，學生觀察並對醃製黃瓜片提出質疑。透過模擬影片，學生注意到放入鹽溶液中的黃瓜會變得更堅硬。對滲透的理解有助於他們與日常生活情景建立聯繫。教學設計重新安排了教學順序，讓學生善用自己的語言和理解來探索生物學概念。然後引入生物術語來支持學生闡明滲透的概念，從而幫助解釋更多有關醃黃瓜的原理。本教學設計能促進資優學生對滲透的更深入理解。

電的探究──蠱惑的水

– 香港南區官立小學

課堂運用了預測—解釋—觀察—解釋(PEOE)的科學探究模式，學生將參與動手和互動活動，例如識別和測試材料的導電性、設計和構建自己的電路以及進行故障排除和調整。本教學設計旨在挑戰學生運用高階思維技巧，並培養學生的個人及社交能力。課堂結束時，學生對導電體和絕緣體的概念及其在電路中的作用有深入的了解，並掌握一系列技能，使他們能夠設計和構建自己的電路。

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.

透過探究式學習提升資優學生的科學素養

– 民生書院小學

• 學生以「預測(predict)、觀察(observe)、解釋(explain)」科學探究模式進行有關蠟燭的科學探究。學生逐步剖釋「蠟燭愈長，愈快熄滅」的神奇現象。
• 教師透過課前評估和分層提問等適異性教學策略，讓學生思考和分析燃燒與空氣的關係，並延伸至不同燃燒的情況。
• 課堂設計能強化資優／高能力學生科學的論證能力，有助提升他們的高層次思維技巧。

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.