2018 年吉隆坡中华独立中学

教学成果分享会

科学家·教师·学生
共谱科学探究之旅 以教研为视角
Scientist-Teacher-Students Collaboration in PBL:
From Educational Research Perspective
Speaker
CHEONG BOON YAU
Chemistry Unit, Science Department
分享人简介 张文耀 Cheong Boon Yau
学历 Academic Qualification
• BSc. (Chemistry) (First Hons.), UMT
领域 Areas of Specialization
• Polymer Chemistry
• Bioactivity (Antioxidant and Phytochemistry)
• Learning and Cognition in Chemistry Education
• STEM Project-Based Learning

奖项 Awards and Recognitions

• Silver Award, INOVASI@UMT 2015 (Local)
• Silver Award, NRIC 2015 (International)
• Best Presenter Award, Seminar PSU-UMT
2015 (International)
• Gold Medal, IPEX 2018 (International)
 学习内容

科学家的思考模式与行为
Learn Science Like A Scientist
or An Engineer
 Learning Science Nowadays is
Problem-Solving Oriented rather than
mere conceptual understanding
现代科学的学习已经着重于学生
学习解决复杂问题的能力
 10 reasons why Finland's education system
is the best in the world
• No Standardized Testing 无统一考试
• Accountability For Teachers (Not Required)
无需过分强调教师教学资格
• Cooperation Not Competition 强调合作而不是竞争
• Make The Basics A Priority 教育以基础为主
• Starting School At An Older Age 学龄偏迟开始
• Providing Professional Options Past A Traditional College Degree
提供专业资格培训
• Finns Wake Up Later For Less Strenuous Schooldays 无需早起上课
• Consistent Instruction From The Same Teachers 带班制
• A More Relaxed Atmosphere 轻松学习环境
• Less Homework And Outside Work Required 少功课
 为何芬兰教育体系被誉为世界最佳？
Why Finland's education system
is the best in the world

• ACCOUNTABILITY FOR TEACHERS

(NOT REQUIRED)
无需过分强调教师教学资格

• COOPERATION NOT COMPETITION

强调合作并非竞赛
 教师是关键
The Finnish Advantage: Teachers

• Research-Based Teacher
Education
• Teachers as Researchers
• Professional Development
• Teachers Are Leaders
• School Leaders Are Teachers
• Good Teachers, Great Schools
 TEACHER AS SCIENTIST 教师为科学家
Although we teach a variety of topics, teachers have areas of special
interests. And as we teach unfamiliar topics, we may discover new
interests.

we have an obligation to model

As science teachers,
lifelong learning for our students. And they enjoy finding
out about our “secret” lives and interests and passions.
 It signifies the paradigm shift in role of
educator from traditional science classroom
to 21st century science learning

这意味着教师的角色正在改变中。
近十几年的文献已指出科学家在科学教育
所扮演角色的重要性
 何谓科研 Introduction to Science Project Learning
SCIENCE CHKL

“Scientists in the classroom” (Schielke et al., 2014)

Scientists in the classroom do not come as mere guest speaker, as
an add on or afterthought, and are not meant to be an interesting
diversion from the normal schedule or curriculum.

Role of Scientists in Gain for Students

the classroom • Provide real-world and in-the-field examples and
applications of information, technology and
• To support and methods 提供学生目前科学学习的最新科技资讯，
assist the teacher 与世界接轨
支援教师 • Relevance of science learning 提升学习关联性
• To present, teach • Excitement and self-confidence 兴奋与自信
and discuss Gain for Educators
curriculum-related • Professional development 教师专业发展
topics and lessons • Fresh perspectives that can pass on to
参与科学教学 students提供学生新的学习视角
第一届国际教学创新与实践展
（IPEX 2018）
 SCIENTIST-TEACHER-STUDENTS COLLABORATION IN SCIENCE PBL:
A GIFT FROM SCIENCE EDUCATION REFORM IN A SECONDARY SCHOOL

Cheong Boon Yau Ong Huey Jiuan Tan Poh Poh Chin Chen Fong
Chemistry Teacher Head of Biology Dept. Head of Chemistry Dept. Head of Jr. Science Dept

Dr. Rose Amnah Abd Rauf

Senior Lecturer, Faculty of Education
rose_amnah@um.edu.my
 发表会议论文
Dissemination Through
Extended Abstract
 何谓STS合作关系
What is STS Collaboration?
 STS合作关系缘由
Why STS Collaboration?
• Bringing the world to the students perhaps needs to be
given immense attention in science learning in this
globalised and competitive 21st century.
学生的学习必须与世界接轨，而非停留在纸笔测验。

• Students need to learn science in social context which will

contribute to socio-scientific decision making in resolving
issues and problems in society rather mere conceptual
understanding.
科学的学习必须与社会的实况接轨。
• It is prominent to provide students with the ability
to conduct authentic research to introduce the
notion of problem solving

• The collaborative relationship between scientists,

teachers and students (STS) in science PBL is
fostered with the hope that students would be
benefited from this collaboration.
 执行方式
IMPLEMENTATION
 数据收集
Qualitative Research Methodology
• Reflective Journal 反思回馈记录

• Observation Field Notes 观察记录

3 Scientists, 1 teacher, 4 students

研究（科学）中的研究 （教育）
 科学教改框架
Framework for Science Education Reform
科研

科普 知识转移 合作关系
 PHASE 1
科普· Popular Science
让学生“看见”科学
The efforts of making science more accessible to
students.

教师指导和带领学生进行科学演示，并对外呈报
In this phase, students are guided by teachers to do
some science demonstrations and presentations to
public, teachers and students.
 PHASE 1
科普· Popular Science
This phase is crucial as the efforts made to

• make science “visible” to students will definitely wipe out

the presumption of students pertaining the abstraction
and difficulty of science learning.

• elevate the interests of students in science learning,

which foster a group of students show interests and
preference in science project-based learning
 科普 Popular Science

The initiatives made in this phase include:

• The Moment of Science 科学时光

• Science Fair 科普展

 科学时光
The Moment of Science
科普展 Science Fair
 PHASE 2
科学探究· Science Fair Projects

• Science fair projects are conducted by groups of

students supervised or mentored by teachers.

• Students are exposed to elementary level of

scientific investigation pertaining to problems or
issues related to science.
 PHASE 3
科研· Mini Research Project
Advanced science projects require more sophisticated level of
knowledge and scientific investigation as well as
methodologies.

The project may reach the level of

discovery of knowledge, invention and innovation.
 Supporting Phase
知识转移计划
Knowledge Transfer Programme
• Knowledge transfer is the practical problem of
transferring knowledge from one part of the organization
to another.

• It provides the platform for the exchange of tangible and

intangible intellectual property, expertise, learning and
skills between academia, industry and the community
 Phase 4
建立合作关系
Fostering Collaboration
The mini research projects conducted are now
partnered with research institute and industry to
seek support in term of expertise, instrumentation
and knowledge.

The outcome of collaboration may lead to

discovery of new knowledge as well as
commercialization of products with high quality,
originality and innovativeness in future.
 Phase 4
建立合作关系 Fostering Collaboration

There are three types of collaborations anticipated in this

form of 21st century learning:

• Scientist-Teacher-Students Collaboration
• Industry-Teacher-Students Collaboration
• Community-Teacher-Students Collaboration
 Phase 4
建立合作关系 Fostering Collaboration
University Research Institute

Industry
 STEM Project Team

Cheong Boon Yau

Teacher-in-charge
Chemistry Department

Tan Jin Shan Chan Jia Zheng Thai Zhen Leng Moo Khai Hao
5S Zhong 5S Zhong 5S Zhong 5S Xiao
 Role of Participants in STEM Projects

Scientists as MENTOR
• Dr. Mary Khoo Gaik Hong
• Puan Shalini Markandan
• Puan Fauziah Abdullah
Teacher as FACILITATOR
• Mr. Cheong Boon Yau
Students as PARTICIPANT / LEARNER
• Thai Zhen Leng
• Tan Jin Shan
• Chan Jia Zheng
• Moo Khai Hao
 Research in Research

SCIENTISTS-TEACHER-STUDENTS COLLABORATIVE MODEL

(STSCM) IN CHEMISTRY STEM PROJECT-BASED LEARNING

Cheong Boon Yau Dr. Rose Amnah Abd Rauf

 Phase 4
建立合作关系 Fostering Collaboration
 志同道合，互相扶持
We share the common interest
in science education
STS合作关系对各角色的影响
Impact of STS Collaboration
 The finding of our field study on unstructured STS collaboration
suggested that
TRIANGULAR COLLABORATION MODEL
could be incorporated in future development of modules and policies to
engage students in cognitive, psychomotor, and affective development.
 实地调研
Field Research
 IPEX 2018
GOLD WINNER
UNDER THE CATEGORY OF
21ST CENTURY LEARNING

SCIENTIST-TEACHER-STUDENTS
COLLABORATION IN SCIENCE PBL:
A GIFT FROM SCIENCE EDUCATION
REFORM IN A SECONDARY SCHOOL

Cheong Boon Yau

Rose Amnah Abd Rauf
Tan Poh Poh
Ong Huey Jiuan
GOLD Chin Chen Fong
WINNER
 It showed the practicality to solve the
current educational problem.

Some students already have access to valuable

experiences like industry mentoring and
entrepreneurship programs at school, but this isn’t
the case for all students.

With young people spending longer in formal

education, many might not connect with the world of
work until their 20s.
 What’s stopping this? 阻碍

• Partnerships take time and resources for schools

to initiate and manage

• We know teachers are central to making

partnerships work – but many don’t have the
time, or the training to know how to engage
effectively with industry
 What’s next? 下一步计划
1.Track school-industry partnerships to ensure
equity and help planning

2.Support teachers by giving them time and

resources

3.Address barriers to make it easier for all to take

part
 未来延伸性 Potential for Expansion

• CQI Framework can be utilized by school administrators to

empower the science department of schools in developing
high science competencies

• Develop modules for teachers to foster the structured STS

collaboration

• Serves as the reference for educational bodies to encourage

university or research institutions to collaborate with
schools in executing PBL
 STS Research Team
Scientist Education Researcher Teacher

AP. Dr. Gulnaziya Issabayeva Dr. Rose Amnah Abd Rauf Cheong Boon Yau
(UTAR) (UM) (CHKL, UM, UMT)
Chemical Engineering STEM Education Polymer Chemistry, Bioactivity

Student Fellow

Chong Yoong Kiat Lawrence Yap Lek Yun Tan Wei Xuan Chow Jit Cong
学习探讨成立 跨领域科学学习中心

与戴明凤教授合影
We need a system or framework!
 王政忠，
教學之外兼職為全縣國中小診斷

藍偉瑩， 張輝誠，
辭職去做國內第一個專 離開公校為了促成
業師培基金會 學思達專校
換跑道，「離開是因為想做更多」

休息
感谢 Acknowledgement SCIENCE CHKL

教务处 Curriculum Department

科学组 Science Department

科学馆
Science Laboratory Department
前辈老师们 seniors
我“淘气”的学生们 My students

愿意无条件支持与
包容我，任意让我
“玩弄” （XD）

并提醒与鼓励好事
应该多分享而不是
“潜水”
 展望和总结 SCIENCE CHKL

一流人才必备三要件
Three Requirements to be foster competent human workforce

1.有眼界，能判断什么是重要的东西
Possess Vision to know which thing is important nowadays
2,有能力，能靠自己把这东西学起来
Capable of being a self-dependent learner
3.有玩心，能将自己的志业玩得精彩万分
Play with your career!!

叶丙成 教授 Professor Yeh Ping Cheng

《为未来而教》Teach for Future
 展望和总结 SCIENCE CHKL

世界一直在改变，科学教育也一直在改变，
科学教师的角色也一直在改变。

拥有核心素养的学生，才有办法走得远。
感谢聆听
THANK YOU !