26 Oct 2006
I met up with an NIE lecturer and Alexis (ETD) to discuss areas of collaboration. Some useful ideas thrown up:
1. There are different "models" of inquiry with different dimensions for investigation. These may be modified or adapted to the needs of the project or the intervention strategy identified.
2. An inquiry-based approach seeks to engage learners in different orders of thinking.
3. Such an approach may be based on ICT via an online module.
4. A two-tiered mcq requires an initial large population exploratory survey to gather possible trains of thought which follows from each of the first-tier option given.
5. If the project design is valid and substantial data is available, a good analysis of the data can lead to a good research paper.
Saturday, October 28, 2006
Wednesday, October 25, 2006
25 Oct 2006
CPDD (MOE) is organising a discussion cum hands-on session over two days 16 and 17 Nov on implementing an action-research project in the topic "Electricity" at theTeachers Network. Some of our physics teachers will be attending. We hope to gain some useful ideas on implementing action research in "Electricity" next year and to adapt the PbI material developed by Prof. L.C. McDermott and the Physics Education Group from the Universityof Washington.
CPDD (MOE) is organising a discussion cum hands-on session over two days 16 and 17 Nov on implementing an action-research project in the topic "Electricity" at theTeachers Network. Some of our physics teachers will be attending. We hope to gain some useful ideas on implementing action research in "Electricity" next year and to adapt the PbI material developed by Prof. L.C. McDermott and the Physics Education Group from the Universityof Washington.
Tuesday, October 10, 2006
9 Oct 2006
Mr Lau and I met up with an educational consultant to discuss areas of training and consultation. He shared with us some areas for inquiry-based practice such as higher order thinking, curriculum design and teachers and students' perceptions. Action research design and methodology was discussed. He brought up an interesting instrument for assessing students' conceptual understanding: a 2-tier mcq test.
I found some interesting papers (with some local authors) using this test to investigate:
1. creative thinking (primary level)
http://www.aare.edu.au/05pap/boo05235.pdf
2. physics: plane mirror image (high school)
http://www1.phys.uu.nl/esera2003/programme/pdf/011S.pdf
3. chemistry: ionisation energy (A level)
http://www.educ.cam.ac.uk/eclipse/Tanetal(2005)IonisationEnergy.pdf
Mr Lau and I met up with an educational consultant to discuss areas of training and consultation. He shared with us some areas for inquiry-based practice such as higher order thinking, curriculum design and teachers and students' perceptions. Action research design and methodology was discussed. He brought up an interesting instrument for assessing students' conceptual understanding: a 2-tier mcq test.
I found some interesting papers (with some local authors) using this test to investigate:
1. creative thinking (primary level)
http://www.aare.edu.au/05pap/boo05235.pdf
2. physics: plane mirror image (high school)
http://www1.phys.uu.nl/esera2003/programme/pdf/011S.pdf
3. chemistry: ionisation energy (A level)
http://www.educ.cam.ac.uk/eclipse/Tanetal(2005)IonisationEnergy.pdf
Monday, October 09, 2006
27 Sep 2006
A 20-item mcq quiz was designed to evaluate students' understanding of wave concepts including:
1. Recognising transverse waves
2. Recognising longitudinal waves
3. Distinguishing between these two classification of waves
4. Using displacement-time graph and
5. Using displacement-position graph to determine
- Amplitude, Frequency, Period, Wavelength, Motion of particles
6. Applying wave-related equations: T = 1/f, v = fxwavelength
The quiz was conducted for the experimental class 308 as well as a control class 309 (which did not experience the inquiry-based lessons).
A 20-item mcq quiz was designed to evaluate students' understanding of wave concepts including:
1. Recognising transverse waves
2. Recognising longitudinal waves
3. Distinguishing between these two classification of waves
4. Using displacement-time graph and
5. Using displacement-position graph to determine
- Amplitude, Frequency, Period, Wavelength, Motion of particles
6. Applying wave-related equations: T = 1/f, v = fxwavelength
The quiz was conducted for the experimental class 308 as well as a control class 309 (which did not experience the inquiry-based lessons).
19 Sep 2006
I conducted the 2nd lesson on "General Wave Properties" with a focus on longitudinal waves. The lesson plan is similar to the first lesson. It begins with a group activity to help students to visualise longitudinal waves using a slinky. This is followed by pair work on a computer applet to investigate the concept of displacement over time and at different positions of particles experiencing a longitudinal wave motion.
I conducted the 2nd lesson on "General Wave Properties" with a focus on longitudinal waves. The lesson plan is similar to the first lesson. It begins with a group activity to help students to visualise longitudinal waves using a slinky. This is followed by pair work on a computer applet to investigate the concept of displacement over time and at different positions of particles experiencing a longitudinal wave motion.
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