SIP4004

Pengajaran dan Pentaksiran Komponen Kimia

dalam Sains
Teaching and Assessment of Chemistry Components In
Science

MOHAMAD HISYAM ISMAIL

 Reflection: Previous Lecture

Chemistry as a subject
✓ Phenomena can be spectacular and motivating
✓ Abstract and concrete science
✓ Relationship between what is observed and what we know today is never evident
✓ Symbolic language is very different from the one known and used in the school context

Chemistry subject involves three representations of macroscopic, microscopic, and symbolic

representation (Russell, 1997). These three representations need to be discussed by chemistry
teachers to develop a good understanding of chemistry concepts.
HOWEVER,…
students used to teach for passing the test by memorizing the facts and ignoring the concepts.
THEREFORE,….

chemistry learning becomes challenging and less meaningful.

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Innovative teaching
strategies

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Two important skills are addressed in
teaching for relevance

•scientific problem-solving
•socio-scientific decision-making.
scientific problem-solving

The first is practiced by involving students in investigatory activities in which

the ultimate goal (acquired by practice over a number of occasions) is to be able to identify:

✓ the scientific question,

✓ plan the investigation,
✓ predict the likely outcomes,
✓ identify and control variables,
✓ undertake the observations or recording of measurements made,
✓ decide on the number of a variety of observations/measurements,
✓ determine how to record the data,
✓ interpretation of the findings,
✓ presentation of the finding in a suitable format and
✓ conclusions of the investigation.

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socio-scientific decision-making

The second important skill is being able to make a justifiable decision based
on the scientific conceptual learning gained through the teaching material plus other social factors that
may impact on the decision.

The decision is not static

-i.e. the actual decision make could change with time, location and the attitude of the persons making the
decision.

A further goal therefore is to try

to arrive at a consensus decision to show that
it is a societal, rather than an individual decision that is important.

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 Effective strategies for
teaching Chemistry
Chemistry is considered a tricky subject since its characteristic of abstract concepts and relation to
students' daily lives

✓ Problem-based
✓ Project-based
✓ Inquiry-based
✓ Design-based
✓ Cooperative learning

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 Education through Science

Traditional approach: Science through education - content-component approach to the

learning

Alternative approach: referred to as the ‘education through science’ approach (Holbrook, 2010;
Holbrook & Rannikmäe, 2007) is by first stimulating student motivation, so that students are inspired to
want to gain education through the teaching. This direction for science education encompasses:

− cognitive learning;
− appreciation of the subject (the nature of science );
− development of the person to be capable of functioning in a meaningful and responsible manner;
− development of the person, especially in terms of social values (Holbrook & Rannikmäe, 2007).

Education through science is thus about intellectual or cognitive development +

personal development + social development.
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 3 Stage Model (Jack Holbrook & Miia Rannikmäe, 2014)

The 3-stage model is based on the recognition that: a

need to initiate the learning from a
familiar and student relevant situation.
✓ relevance is intended to trigger student’s self-motivation (or intrinsic motivation) to promote student
involvement in the learning.

✓ relevance is a very useful precursor for developing students’ personal interest and a powerful stimulus for
science learning. It provides students with a desire to pursue the learning further, going beyond the scenario
and into the accompanying new science learning.

Such motivation is sustained by student involvement and also by any extrinsic motivational aspects supplied by
the teacher.

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Stage 1 - initially about raising student interest
socio-scientific
Scenario issue
Stage 3 - the science gained from
the inquiry learning in stage 2
can be used to further consider
learning of new the socio-scientific issue that was
conceptual initiated in stage 1.

science
Stage 2 - is the stage for the learning of new conceptual
science.

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 Stage 1: Scenario
to trigger student’s self-motivation (or intrinsic motivation) to
promote student involvement in the learning.

The theoretical construct is that motivation drives the learning of

science/chemistry and the scenario is intended to enable students to want to get
involved.

The learning approach is thus ‘motivation first’, leading to science/chemistry

learning second

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 Once motivation is established, the further
For the learning to be meaningful as well as continue
learning is, in fact, the curriculum-based
to be interesting, the science learning must builds on
conceptual science ideas, which students
a familiar, socio-scientific scenario.
acquire as steps towards enhancing their
scientific literacy.
The purpose of the scenario is to stimulate students’
interest and to do this from a familiar and student
relevant perspective.

Source: Jack Holbrook and Miia Rannikmäe. 2014. The Philosophy and Approach on which the PROFILES Project is Based. CEPS 12
Journal, 4(1), 9-28
How to Create
a Scenario?

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GRASPS A tool for designing the elements of authentic task
Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional
Development Workbook Alexandria, VA: Association for Supervision and Curriculum
Development. 2004
 Three stages via a scenario:

Source: Jack Holbrook and Miia Rannikmäe. 2014. The Philosophy and Approach on which the PROFILES Project is Based. CEPS Journal, 4(1), 9-28
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Source: Jack Holbrook and Miia Rannikmäe. 2014. The Philosophy and Approach on which the PROFILES Project is Based. CEPS Journal, 4(1), 9-28 16
Source: Jack Holbrook and Miia Rannikmäe. 2014. The Philosophy and Approach on which the PROFILES Project is Based. CEPS Journal, 4(1), 9-28
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 Stage 2: Learning Conceptual Science
How to move from stage 1 (raising interest) and into stage 2?
The expected steps are to:

they can only discuss little about the

(a) enable students to recognise that
scenario without learning the underlying science ideas, and then;

(b)develop the scientific question(s) which are to be answered within

stage 2

most of the teaching/learning time is spent and where

This is the stage where
students gain conceptually and also at a personal and social educational
level (education through science).
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 Inquiry learning

The inquiry learning is intended to be student-constructed

learning (teacher as facilitator).
The following are part of inquiry learning:

− identifying the science in a socio-scientific situation;

− putting forward scientific questions (questions that can be
investigated scientifically)

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 Through inquiry learning, students can also be
expected to:

learn to use communication skills - present their conclusions

in suitable ways (written, oral, ICT) and, as appropriate, discuss the limitations
associated with the solutions they reach in attempting to solve the problem
(answers to the questions).

development of social skills - especially (i) interpersonal (student-

student and student-teacher) developments, (ii) personal skills

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 21
Source: Jack Holbrook and Miia Rannikmäe. 2014. The Philosophy and Approach on which the PROFILES Project is Based. CEPS Journal, 4(1), 9-28
 Stage 3: Socio-scientific issues

In stage 3, the science gained from the inquiry

learning in stage 2 can be used to further
consider the socio-scientific issue that was
initiated in stage 1.

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Stage 3 has two major components:
(a) To consolidate the science ideas introduced in stage 2.
-involving students in additional tasks related to the concepts, preferable interlinking with the
students’ prior concepts which were identified in stage 1.
-tasks may be presented in different formats e.g. oral discussions; answering written exercises;
jigsaw method, etc.

(a) Utilise the science ideas gained, transferred to the original scenario situation,
-students discuss the scenario situation in more detail, using the newly acquired science.
-two major learning targets are (i) being able to transfer scientific ideas to a new, contextual
situation, and (ii) participate meaningfully in a decision-making exercise to arrive at a justified
decision related to the initial socio-scientific situation

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Activity: Planning a chemistry lesson

1. Create a Scenario – using G.R.A.S.P.P

Framework
2. Teaching and Learning Activities (learning
chemistry concepts) – using 5E

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 5E Description
Engagement Teacher or student poses a real world problem, challenge, complex question, or
Stage 1: global issues that related to the content standards to be address in the lesson
Scenario (create SCENARIO)
Students brainstorm potential solutions or explanations
Exploration Students learning new conceptual knowledge by:
Stage 2: -select and apply the appropriate systematic approaches to answer complex
questions, to investigate global issues, and to develop solutions for challenges
Learning
and for real world problems
new
conceptual Explanation Students
knowledge -analyze and interpret data
-communicate understandings and possible solutions
-use technology appropriate for analysis and communication
Elaboration/ Students
Stage 3: Extension -refine solutions/prototype/and/or models
Socio- -modify experimental procedures for further exploration
Scientific (Knowledge gained from the inquiry learning in stage 2 can be used to
Issues further consider the socio-scientific issue that was initiated in stage 1)
Evaluation Students
-reflect on their answers or solution to the complex questions, issues, challenge
or problem
-participate in peer reviews
-demonstrate understanding through performance-based tasks 25