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
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.
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