1. What is Concept?

 A CONCEPT is a set of objects or events

that share common characteristics.
Example: Noble gas is a concept. Helium
and Argon are noble gas because they
have certain attribute in common (what
are these attributes).
 When teaching concepts always provide a
definition and examples of the concept. If
possible, also provide non-examples and
analogies.

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 A definition is a statement of the critical features

 

associated with the concept.
Example: A cathode is the electrode of an
electrochemical cell at which reduction occurs.
                            

 An example is a real instance of the concept (The

                                    
concept will become                                
more concrete by providing
definition with example.)
A good example visualize the definition by presenting
the features of the concept.
Example:
In a battery, the negative terminal
is the cathode

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Concept Analysis
 Name of – Ionic bond
 Definition – ?
 Critical attributes – form between +ve metal
and –ve non-metal ions.
 Example – NaCl
 Non-example – HCl (both non-metal)
 Analogy – man + women (?)

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  A non-example is closely related concept that
could be confused with the lesson concept.
Example: Negative electrode is the electrode of
an electrochemical cell at which current leaves
an electric device

 An analogy is a representation that corresponds

with a concept but which is other wise dissimilar
An effective analogy will be something familiar to
the learners that precisely exhibit critical
functions or features of the target concept.
Example: The image of dividing a pie can be
used to analogize the concept of fraction.

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Teaching concept
 Focus students’ attention on concept or main idea
 Write concepts on the whiteboard / transparencies
 Use verbal cuing… “This concept is crucial in
understanding….” or “It important to understand….”
 Provide definition, examples, non-example, analogy
 Elaborate unfamiliar words, terms, ideas
 Ensuring students’ understanding – give
opportunities for students to apply the concepts or
asking questions, encourage student-generated
focus questions (are they any question about …)
 Summarize the concepts

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2. Important of Questioning
 Require students to actively process information and
compose answer.
 Increase students’ engagement
 Raise the level of thoughts
 Help students organize their thought
 Provide feedback
 Allow teachers to gather information about the level
of students' knowledge,
 Actively involve all students in learning,
 Develop the communication skills and confidence of
students,
 provide recognition and reward for achievement.

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Category of question
1. Convergent
- students’ thought proceed from general to narrow specific
(specific answers such as who, when, what.. Yes or no
answer…. lower-order questions – the first 3 levels of Bloom’s
taxonomy)
- Emphasize content – deal directly with information being
learned,
- Example: Calculate the molarity of …

2. Divergent
- ……specific to general
- Emphasize process and stimulate higher-order thinking
- Example: How are u going prepare 1.5 M of HCl solution?

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 Effective questioning:
1. Use different types of questions.
 Convergent - Did you read the process of
electrolysis in the textbook? invite a 'yes' or 'no'
answer.
 Divergent - What is the difference between
electrolytic and Galvanic cells? invite a more
detailed response (higher-order thinking).
Example:
 What is your reason for saying ‘cathode is negative
terminal’?
 How do you define the term ‘reactive’ you just said?
 What do you mean by ‘rusting is an exothermic
reaction’?

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2. Ask questions at an appropriate level
 Students are less likely to respond if a question is perceived
as either too difficult, too easy or not clear.
 Vary the level of difficulty of questions to allow students at
different levels to participate.

3. Ask clearly questions

 Use clear, unambiguous language to the level of students

 Concise with information needed to answer the questions

 Direct to the objective of the lesson

Example - OK, can U understand the concept?

- Which part you are not understand?
- Can U draw an electron configuration for Na?

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4. Respond positively to all answers
 Respond warmly and with encouragement.

 An inaccurate or inappropriate response from

a student requires attention -- it may be
possible to reward correct elements within
the response whilst indicating where it was
incorrect.
 Be prepared to re-direct the question to allow
a number of student answers to challenge
alternative views.

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5. Inviting questions from students
 Create a classroom climate in which students are
able to ask questions confidently
 Requesting questions ahead of time might
encourage students to put adequate thought into
their preparation.
6. Wait for a response.
 Be prepared to wait a number of seconds, though
you may find the silence awkward.
 Eye contact may encourage a student who is
uncertain to respond.

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Follow up students responses
 Providing correct answer if most students fail to
respond accurately
 Probing
Ask additional questions to help raise the level of
the response (content to process)
 Redirecting
Ask another student to the same question
 Rephrasing
Clarify the question, make it simpler, focus on main
ideas

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