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。
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.
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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