Instructor: Chris Campbell
Course Title: Methods in Secondary Chemistry
Course Description
The goal of the course is to engage secondary science teachers in the critical exploration of inquiry-based science teaching using available resources. This is an integrated course which combines topics related to the senior chemistry curriculum with the skills and pedagogy of secondary science education. It includes principles of planning, assessment, and current educational research presented in the context of chemistry instruction. Course topics will include laboratory design and safety, the nature of science and science education (e.g., purpose, meaning, history, scientific process, nature of knowledge), generating interest and motivation in chemistry, lesson and unit planning, formative and summative assessment practices to support the learning of science, collaborative problem solving, classroom management, and fabrication and improvisation of simple chemistry teaching materials. Professional development of science teachers and recent developments in chemistry education will be reflected in the discussion.
Course Learning Outcomes
At the end of this course, you will be able to:
- Plan and conduct laboratory-based learning in a safe manner to generate interest, build knowledge, and cultivate inquiry in students.
- Plan lessons based on the Kenyan Chemistry curricula (Form 3 and 4) that effectively integrate chemistry content knowledge and pedagogical knowledge.
- Select and adapt methods, materials, and resources available in the educational context to support meaningful chemistry learning.
- Explain and exemplify the nature of science within the context of chemistry through meaningful hands-on student activities.
- Integrate effective teaching and classroom assessment practices to support student learning.
- Demonstrate a capacity to reflect on chemistry learning and teaching to improve one’s teaching practice and the quality of students’ learning.
- Explain and model attitudes and practices that include and support all students in learning science regardless of ability, gender, ethnicity, or background.
Please see the full course outline.
thanks all
SECTION II Questions
READING: Handout 2.1 – Generic lesson planning sequence; Handout 2.2 – A teaching model
Question 1
What is your name? Type it in below
.
Feisal Mohamed Mukhtar
Ahmed Bare Shuriye 92966143
Question 2
Which lab have you decided to plan this February Task and do and document in the March Task? Write the lab name below. It is fine to change your mind now – just tell me about the change and why.
Acid base titration
Question 3
Question 3.1 (1 marks)
Read Handout 2.1 – Generic lesson planning sequence and look at the lab you have chosen. Write below in simple one-line sentences the sequence by which you will teach the lab lesson. You do not have to follow Handout 2.1 exactly – please only use it as a rough guide.
Set the stage to attract the attention of the students
Provide overview of the lab activity or lesson
Demonstrate the experiment or lab activity in the class
Lecture and give notes
Tell the students to do the lab work while you involve with them
Summarise the key points
Give assignment to the students
Question 3.2 (1 mark)
We begin this question with a quote:
“Pedagogical content knowledge is a type of knowledge that is unique to teachers, and is based on the manner in which teachers relate their pedagogical knowledge (what they know about teaching) to their subject matter knowledge (what they know about what they teach). It is the integration or the synthesis of teachers’ pedagogical knowledge and their subject matter knowledge that comprises pedagogical content knowledge” (Cochran, 1997).
Now, look at the steps of your lesson. Are they the same as the steps in your lab?
If your answer is yes, tell me why in 1-2 sentences (Hint: think of the quote):
Not the same, because pedagogically, knowledge content is unique to teachers. The steps teacher uses in a lesson depend on the manner in which the teacher relates his/her pedagogical knowledge.
If your answer is no, then tell me why in 1-2 sentences (Hint: think of the quote):
Question 3.3 (2 marks)
Read Handout 2.2 – A teaching model from Bruce Gurney. Select two questions from this handout and write them below. These questions should be things you want to work on when you do your lab in March.
Goals
What is the purpose of learning?
How relevant is the learning activity?
Strategies
How will i introduce the topic to estabilish interest and context?
What instructional strategies might you use?
Resources
What material and resources are available?
What equipment setup will be needes?
Instruction
Assessment
Is formative and summative assessment blanced?
Are criteria for assessment clear to everyone?
Question 3.4 (3 marks)
Now, look at your answers to Questions 3.2 and Questions 3.3. Think about how you can use your answers to Questions 3.3 to improve your lesson sequence in Questions 3.2 Rewrite your simple lesson sequence with, but explain each step with 1-2 sentences. This is your rough lesson plan.
READING: Handout 2.3 – What not to do; Handout 2.4 – Secondary safety
Question 4 (0.5 marks)
Page 1 (Handout 2.1 – What not to do) is a cartoon picture of a science laboratory in a Canadian high school. There are many dangers in this lab. Look at the cartoon and think about what you have noticed in schools in Dadaab when students are doing laboratory work. Identify five dangers you need to pay attention to as a science teacher.
Highly exlossive materials
Poisonous gases
Cracked laboratory claasware
Hazardious chemicals
Flammable liquids
Question 5 (0.5 marks)
Now, read the Handout 2.2 – Secondary safety (page 18). Can you think of more dangers that you missed in Question 4? List 5 relevant to your school lab.
Infectious materials
Radiation hazards
Ingestion of hazardious chemicals
Corrosive liquids
Insidious hazards
Question 6 (1 mark)
Now, read the Handout 2.2 – Secondary safety (pages 21-24) and visit your school. List the safety equipment that you have at your school below.
Fire extinguishers
Safety goggles
Protective clothing
Hand washing facility
Lab first aid kits
Heat resistant gloves
Waste disposal
Question 7 (1 mark)
Now, read the Handout 2.2 – Secondary safety (pages 25-28). Write 5-6 sentences about a first-aid incident that involved students in your school during school hours. What happened? What was the injury? What was the first aid response?
Injury; severe bleeding occured.
The injury was a cut after student was cutting a pottato with a scarpel.
We compressed the wound with clean piece of a cloth then elevated the injury above the heart.
Bleeding stopped after a few minutes.
NAME: IBRAHIM MOHAMED WARSAME
STUDENT NO: 92964148
READING: HAND OUT 2.1- generic lesson planning sequence.
hand out 2.2- teaching model
( i am again sending the answers alone because am u sing a phone which has a limited that cannot accomodate all questions with answers. sorry for any inconvenience)
Q1. My name is ibrahim mohamed warsame
Q2. Law of definite composition
Q3. preparing the chemicals and materials required for the practical, conducting interactive lecture about what to do and finally doing the demonstration.
Q3.2 the steps are not the same because there are addition of more information during lab explanation to make the concept simple to understand by the students. in other words the steps of the lesson will be comprehended.
Q3.3. goals- how relevant is the learning activity
– what is the purpose of learning
strategies- what materials/equipment are needed
-how to introduce the topic to attract attention
resources- what resources are available in the teaching environment
– what equipment set-up will be needed to carry out the practical
assesment- formative and summative assesment
Q4. -smelling gases
– flammable substances
-hazard chemicals
– poisonous gases
-explossive materials
Q5. – radiation hazard
-corrosive liquids
– ingestion of hazardous chemicals
– infectious materials
Q6. – fire extinguishers
-protective gloves
– waste dumping site
– first aid kits
-protective clothes
Q7. the injury was bleeding.
it was about a student who cut himself unknowingly with a razor blade while disecting a rat.
first aid perdormed- we squized the injured part to remove dirty blood and then washed with alot of water. it then stops bleeding and cloting process started.
IBRAHIM MOHAMED WARSAME: Please check your email for the mark for your February Task. It seems you missed Question 3.4, so please note my comments on your email.
Best,
Chris