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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article
16 (June, 2007) Kok Siang TAN Using "What if.." questions to teach science |
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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article
16 (June, 2007) Kok Siang TAN Using "What if.." questions to teach science |
The present science curriculum includes a range of student learning outcomes covering laboratory and experimental science (MOE, 2007). Researchers and scholars had argued that the roles of experiments and practical work in schools should allow students to practice laboratory skills, learn the various investigative processes and acquire first hand experiences in dealing with materials and laboratory wares (Boud, Dunn and Hegarty-Hazel, 1986; Doran et al, 2002; Hegarty-Hazel, 1986; Josephsen, 2003; Woolnough, 1990). Besides these cognitive and psychomotor objectives of school laboratory courses, there are also suggestions that lessons should be made more attractive through more intellectually demanding courses and new teaching techniques that can motivate students to learn (Schmidt, 2000). This paper discusses a well-documented reflective learning strategy - the use of questions posed by students to help them extend their learning beyond curricular requirements (Chin and Chia, 2004; Walsh and Sattes, 2005). Specifically, it discusses the use of "what if" questions posed by students (Fogarty, 1994). Students are introduced to a distillation set up and then asked to pose "what if" questions about it. Their questions and the corresponding peer responses provide teachers with a good insight on how students contribute to knowledge building through self-created learning opportunities. The entire experience may also help to create a classroom teaching-learning culture in which the teacher takes on the role of the advanced learner among novice learners.
Copyright (C) 2007 HKIEd APFSLT. Volume 8, Issue 1, Article 16 (June, 2007). All Rights Reserved.
