1 Introduction to Chemistry

Planning & Implementation of Chemistry Curriculum (TKP 3013)

INTRODUCTION TO TEACHING CHEMISTRY

Sistem pendidikan kita bukanlah sebuah kilang yang beroperasi berdasarkan pada input-output - di mana murid merupakan bahan mentah, guru sebagai mekanik, kurikulum sebagai proses penghasilan, dan pengetua sebagai pengurus kilang. Kita tidak mahu menjadi sebagai negara barat yang maju dalam serba bidang tetapi mundur dari segi moral dan akhlak. Perlu diingat:

Apabila……

Seorang PEGUAM membuat kesilapan, mangsanya akan berada di dalam PENJARA / TALI GANTUNG;

Seorang DOKTOR membuat kesilapan,mangsanya akan berada di dalam TANAH (KUBUR);

Seorang GURU membuat kesilapan,kesilapan yang sama akan DIULANG OLEH MURIDNYA !

1


SCIENCE:

Knowledge about the world, based on examination and testing, and on facts that can be proved (Longman Dictionary, 2001).

Science is a discipline comprising knowledge, skills and scientific attitudes and noble values.

Science is more of an inquiry attitude, observation and reasoning about this world (Compton).

Science is a set of attitudes, a thinking concerning facts, rather that what is stated about facts (Skinner).

SCIENCE

Product of Knowledge Process of Inquiry Set of Values

Result of man’s effort to find rational

explanation about the phenomena that occur

naturally

Emphasises method to acquire knowledge

Involves emotional and intelectual

attitudes

Content of science Facts, generalization

or concepts Principal to make

prediction Law and theory

Curious Questions: Why, what,

when and how Basic Process Skills Integrated Process

Skills Manipulative Skills

Flexible and open minded

Interested and inquisitive

Honest and truthful Systematic and

confidence

2


NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National

Education Philosophy, science

education in Malaysia natures a

Science and Technology Culture by

focusing on the development of

individuals who are competitive,

dynamic, robust and resilient and able

to master scientific knowledge and

technology competency.

3


SCIENCE LITERACY

Provide students with scientific understanding of the natural world through knowledge of basic concepts of science, scientific mode of inquiry and the nature of science endeavour. Includes the values and attributes.

The scientifically literate person:

Understand the nature of scientific knowledge Accurately applies appropriate science concepts,

principles, laws and theories in interacting with his universe

Uses processes of science in solving problems, making decisions, and furthering his own understanding of the universe

Interacts with the various aspects of his universe in a way that is consistent with the values that underlie science.

Understand and appreciates the joint enterprises of science and technology and the interrelationship of these with each other and with other aspects of society.

Has developed a richer, more satisfying, more exciting view of the universe as a result of his science education and continues to extend his education throughout life.

Has developed numerous manipulative skills associated with science and technology.

4


CHEMISTRY:

The science that deals with the materials of the universe and the changes that these material undergo.

Chemist are concern with the study of matter - the structure of materials and how they interact.

Chemistry aims to explain patterns in the behaviour of materials by formulating rules, theories, and laws to reveal the underlying nature of matter.

5


Tips for Science Teaching-Learning Process

Almost all science / chemistry concepts that are being taught in the classroom are abstract in nature.

The concept of teaching is not as simple as that of ‘buying’ and ‘selling’. Teaching is like driving a car: You have to think of many things all at once.

6


Pupils learn better if:

They have prerequisite ideas / prior knowledge about what they are going to learn.

The concepts are interesting, meaningful and can be applied in daily life.

They are given the opportunity to involded in “hands-on”’ activities – i.e. they are taught to “find out” things for them-selves: “Experiental Learning”.

There is no single method of teaching for every concepts / topics: Different concepts / topics should be approached differently.

Teachers should be creative, competent and committed enough in their field.

To improve teaching, teachers should reflect and evaluate their previous teaching.

Armstrong’s View for The Learnig of Science

“Don’t look at a text-book: Avoid most

of them as you would poison. Their

methods are as a rule detestable and

7


destructive of all honest effort towards

development of powers of selfhelpful-

ness …. You must never be satisfied

with lectures alone if you wish to do

more than spend your time pleasantly

…. The students of any branch of

natural science must go to the bench

and work hard there”.

(Armstrong, 1886: 43, 50)

Teachers’ Knowledge About Effective Teaching

Knowledge about content

Knowledge about broad principles and strategies of classroom management and organisation

8


Knowledge about curriculum materials and programs

Knowledge about the teaching of particular content topics

Knowledge about pupils

Knowledge about educational contexts, ranging from the classroom group to aspects of the community

Knowledge about educational aims and values

The Concept of Creative Science Teaching

Creavity is “the capacity to see new relationships, to entertain out-of-the-ordinary ideas and to free our intuition from traditional ways of thinking” – in short, creativity is associated with freedom and intelligence.

Creativity exists within all of us, albeit to different degrees. When your life is calm and your work becomes routine, you tend to appreciate your free time and use it creatively. For examples by adopting a hobby such as gardening, needlework, sailing or mineral study.

9


Creativity is normally expressed when you are solving a problem, straightening out an emotional entanglement, bringing together elements thought to be dissimilar and unconnected or just simply in being able to see and recognize an object, a person, or a pattern of an event. It combines intelligence, sensitivity, originality and a capacity for analysis and abstraction.

At the very least Creative Science / Chemistry Teaching refers to activities or events that involved:

Generation of ideas

Stating the relationships

Predicting

Hypothesising

Synthesising

Generalizing

Mental images

Analogy

Inventing

Internal process and their corresponding instructional events, with action examples (Gagné)

InternalProcess

Instructional Event

Action Example

Reception 1. Gaining atten-tion

Use abrupt stimulus change

Expectancy 2. Informing pupils of the learning

Tell pupils what they will be able to do after

10


outcomes learning

Retrieval to working memory

3. Stimulating recall of prior learning

Ask for recall of previously learned knowledge or skills

Selective perception

4. Presenting the stimulus

Display the content with distinctive features

Semantic encoding

5. Providing “lear-ning guidance”

Suggest a meaningful organization

Responding 6. Eliciting performance

Ask pupil to perform

Reinforcement 7. Providing feedback

Give informative feedback

Retrieval and reinforcement

8. Assessing performance

Require additional pupil performance, with feedback

Retrieval and generalization

9. Enhancing retention and transfer

Provide varied practice and spaced reviews

Characteristics of a good science / chemistry teacher

11


Curriculum / Content

Teaching strategies

Pupils Educational

contexts

New relationships

Out-of-the ordinary ideas

New ways of thinking

Planning &Preparation

Knowledge Creative

ProvidingCOMPETENT COMMITTED opportu-

nities

Skills

Teaching Practical Thinking

Enthusiatic & Confident

Personality Content Teaching

strategies Contigency plans

Assessing pupils per-formance

REFLECTION

To improve the quality of teaching by:

Evaluating current practice for future planning and practice

Identifying aspects for useful development

Reviewing the organisation of time and effort

Reviewing the strategies used

Innovation of Science Curriculum in Malaysian Secondary School

12


1931 ------------- ------------------------------------------ TRADITIONAL / NATURAL SCIENCES

1969 ------------- Integrated Science

1972 ------------- Pure Sciences MODERN SCIENCE

1973 …………. CDC was established

1974 ------------- General / Additional Sciences

1982 ------------- (Lower Secondary)KBSM

1989 ------------- (Upper Secondary)

1999 …………. PEKA was introduced

Smart Schools

2002 ------------- PEKA was abolished KBSM(Revised)

2003 …………. PEKA reintroduced

Teaching of Science (and Mathematics) in English (Standard 1, Form 1 and Lower Six).

13


Science ProcessSkills

Manipulative Skills

SCIENTIFICSKILLS

PROBLEM SOLVING

KBSM SCIENTIFIC ATTITUDES & VALUES

THINKING SKILLS

Critical Thinking Creative Thinking

Thinking Strategy

14


The Emphasis of KBSM

Knowledge Facts Conc Principles Definitions Application

Scientific Skills

NobleValues

Universal values

Intrinsic values

Science Process Skills

(Skills thich promote thinking in a critical, creative, analytical and systematic manner)

Manipulative Skills

(Psychomotor skills used in scientific investigations)

Use and handle scientific equipment and substances properly

Store scientific equipment properly and safely

Clean scientific equipment properly Handle speciment properly and

carefully Observe, record and measure

accurately

15


Basic Science Process

Observing Classifying Measuring & using numbers Collecting & recording data Inferring Predicting Using time-space relationship Communicating

Integrated Science Process

Hypothesising Defining operationally Experimenting Controlling variables Interpreting data Making conclusion and

generalization

The Process of Teaching

STRATEGYSelection and planning of appropriate approaches, methods and techniques to deliver a lesson.

APPROACHThe ways of teaching or how activities are being conducted – e.g. inquiry, contextual, constructivisme, mastery, pupil-centered, etc.

16


METHOD

A systematic action, by specific procedural, taken in order to achieve learning outcomes (objectives) – e.g. experiment, games, discussion, co-operative, simulation, project, visit, analogy, mnemonics, research for the future, resource, etc.

TECHNIQUE

Skills to manage and implement a specific teaching method – e.g. lecture, discussion, simulation, demonstration, games, titration, preparation of stock solution, recording of observation, graph- plotting, etc.

TEACHING STRATEGIES IN SCIENCE

INQUIRY-DISCOVERY

SIMULATION

DISCUSSION

STC* DEMONSTRATION MASTERY

PROJECT THINKING GAME

SKILLS

EKSPERIMENT STUDY FOR

17


VISIT FUTURE

PROBLEM SOLVING

RESOURCE

CONCTRUCTIVISME CONTEXTUAL

* STC: ‘Science, Technology & Community’ Appoaches

18

1 Introduction to Chemistry

Documents

Transcript of 1 Introduction to Chemistry