Teaching School Science Within The Cognitive and Affective Domains

•TEACHING SCHOOL SCIENCE WITHIN
THE COGNITIVE AND AFFECTIVE

DOMAINS
Tan Kok Siang1, Heng Chong Yong2,

Lin Zikai2, and Tan Shuhui3
•1National Institute of Education, 2Bukit View Secondary
School,
•3Chung Cheng High School (Main), SINGAPORE
• 20-21 December 2010

•Global Chinese Conference on Science Education
•Hong Kong Institute of Education,

•Hong Kong, SAR, China
•P.L.E.A.S.E
•INTRODUCTION TO AFFECTIVE SCIENCE
EDUCATION (ASE)
• - Affective Learning in School Science
Curriculum
• - Projects at BVSS & CCHS(Main)
• •presented by Tan Kok Siang, NIE
•LESSON EXPERIENCES @ BUKIT VIEW SEC

SCHOOL •presented by Heng Chong Yong & Lin Zikai
•LESSON EXPERIENCES @•presented

CHUNG CHENG
by Tan Shuhui
HIGH SCHOOL
•
•SUMMARY •presented by Tan Kok Siang, NIE
• - Project Experiences @ schools
•P.L.E.A.S.E
•INTRODUCTION TO AFFECTIVE SCIENCE

EDUCATION (ASE)
•Affective Learning in School Science
Curriculum
 Growing interest in the teaching of values and
• soft skills to younger generation (Gardner, 2006, MoE,
2010)
2010
 Teaching-learning values “in ” vs “through

”
• science education (Corrigan et al, 2007, MoE, 2009; Tan, K.S., 2006 &
2009)
 Affective Domain of Learning – definition is
• stretched to include values and soft skills
•Infusing awareness of values
• through conceptual learning
•Example of a teaching
idea…
•Conceptual question:
•What are the functions

of the root system?
•In a windy
thunderstorm,
•what will happen to
•this tree?
•Why?
•Lead in to affective domain of learning…
•In a windy thunderstorm, which tree would you rather be?

•Affective question:
•In a crisis, would you rather be like…
(i) … the tree with roots ? [that is, you have good
• connections to friends and family]
• or
(ii) … the tree with roots cut off ? [that is, you have
• no friends or family members to turn to]
•LESSON EXPERIENCES @ BUKIT VIEW SEC
SCHOOL
•LESSON EXPERIENCES @ CHUNG CHENG

HIGH SCHOOL
P.L.E.A.S.E.@BukitVie
LESSON EXPERIENCES @ BUKIT VIEW SEC

SCHOOL
presented by Heng Chong Yong & Lin Zi Kai
Two Trials were being conducted:
• Trial 1: Chemical Reaction. (Conducted to

Secondary 4 Normal Technical Students)
• Trial 2: Separation Techniques. (Conducted

to Secondary 3 Express Students)
P.L.E.A.S.E.@BukitVi
Trial 1: Chemical Reactio
SCHOOL
• Students are able to explain what is meant

by the term chemical reactions
• Students are able to recognize and identify

the differences between a chemical reaction
and physical processes.
SCHOOL
• Self management in terms of anger and

conflict with friends.
• Awareness of the effects of uncontrolled

anger.
SCHOOL
SCHOOL
• A chemical reaction will from products

that will be different from its reactants.
The change is hence permanent.
• Chemical change will result in heat

released/absorbed, change in color,
state and chemical properties.
SCHOOL
SCHOOL
• All of the students wrote the metal “potassium”
• Question serves two purpose:

• Simple dip-sticking for the educators to know
that students recognize the different reactivity of
metals
• Serve as a lead into the affective domain.
SCHOOL
• Some students wrote they have related themselves

to “iron”. A slight majority of the students relate
themselves as “potassium”.
• Observation is that students are honest with

themselves.
• Those who claim to be “iron” are noted to be well
behaved in class with fewer disciplinary issues.
SCHOOL
• Students gave variation of answers.
• Some will reply that they will have strained

relationship and will not be the same as
before. (just like the products of a chemical
reaction is different from the reactants.)
SCHOOL
• Students largely responded to this question

with various methodologies in remediating
the situation.
• Exp: asking what happen, separating the

arguing parties apart, etc.
SCHOOL
Reflections on Trial Lesson 1
•To blend in affective learning with usual

curriculum time such that it is non-disruptive.
•Examples given must have the “sticky” effect

that relates everyday scenarios to scientific
concepts.
SCHOOL
Students’ Responses
•Majority gave sincere insights on their ability

in handling people.
•Some students realized their lack in

managing their emotions.
SCHOOL
•Some students queried if this was an

attempt Values Education in the classroom.
•Some students felt that the time given to

them for a better response is too short.
P.L.E.A.S.E.@BukitV
Trial 2: Separation Techniq
SCHOOL
Describe methods of separations and

purification for the components of the
following types of mixtures:
(i) solid-solid
(ii) solid-liquid
(iii) liquid-liquid (miscible and
immiscible)
P.L.E.A.S.E.@BukitV
SCHOOL
Techniques to be covered for separations and

purification include:
(i) use of a suitable solvent, filtration and
crystallization or evaporation
(ii) sublimation
(iii) distillation and fractional distillation
(iv) use of a separating funnel
(v) paper chromatography
P.L.E.A.S.E.@BukitV
SCHOOL
Self awareness, self management,

relationship management:
(i) virtues of patience

(ii) how to manage conflict
P.L.E.A.S.E.@BukitV
SCHOOL
P.L.E.A.S.E.@BukitV
SCHOOL
P.L.E.A.S.E.@BukitVie

SCHOOL
P.L.E.A.S.E.@BukitV
SCHOOL
•If you have a quarrel with your best friend

or your parents, which of the 2 mixtures
[Mixture (A) or Mixture (B)] would represent
your emotion (or confusion)?
100% of students choose Mixture B
P.L.E.A.S.E.@BukitV
SCHOOL
•You would have observed that by allowing

the shaken Mixture (B) to stand untouched for
sometime it will soon appear to look like
Mixture (A).
Using this observation, suggest how would
you attempt to separate your emotion (or
confusion) in the situation when you have
been quarrelling with your friends/ parents.
P.L.E.A.S.E.@BukitV
SCHOOL
•Some of the responses include:

•I would have a good cry, become numb, and sit in a
corner, breathing in and out calmly until I am calm
•I would leave myself alone to cool down and soon my
mood will stop changing easily. Things will become easier
to see too.
•I will go talk to my friends/parents and apologise to them
if I am in the wrong.
•I will calm down and talk to them about the problems.
P.L.E.A.S.E.@BukitV
SCHOOL
You have experimented with sand-water suspensions. Now

try a sand-oil suspension.
Prepare this mixture using a third container and label this

mixture [Mixture (C)].
Shake the container gently then place it untouched on the

bench top. Observe
P.L.E.A.S.E.@BukitV
SCHOOL
Suggest one (simple) procedure in which you can use to

compare the characteristics of Mixture (B) and Mixture
(C).
Then try it out and write down briefly one observable

characteristics that is different between these two
mixtures below.
P.L.E.A.S.E.@BukitV
SCHOOL
• (Optional) Consider what you have written in the

REFLECTION section above. Then suggest one daily
life situation that can be represented by Mixture (C).
[You may leave this blank if you do not wish to attempt
this task. Thank you.]
•Fighting among my friends
•A very bad quarrel with my parents can be represented
by Mixture C
•Quarrelling with my siblings
•Misunderstanding
P.L.E.A.S.E.@BukitV
SCHOOL
• Students actually learn better if the stickiness

factor is present through such authentic
learning setting.
P.L.E.A.S.E.@BukitV
SCHOOL
•Students will be more accepting if such

teaching are done outside of the dedicated
value education lesson as most students
think that value education lesson is
propaganda.
P.L.E.A.S.E. @ Chung Cheng High School (
LESSON EXPERIENCES @ CHUNG CHENG

HIGH SCHOOL
presented by Tan Shu Hui
Students should be able to:
• understand the concept of strength

of acids

HIGH SCHOOL
Video of Experiments

HIGH SCHOOL

HIGH SCHOOL
presented by Tan Shu Huii
• Would you consider your spending

habits to be similar to the reaction of
strong acid or weak acid?

HIGH SCHOOL
Student A Hui
presented by Tan Shu
Student B
Student B
Student C
Student D

HIGH SCHOOL
• Enable students to think about values and

life
• Recognize the relation between students’

responses and attitude towards life
• Improve in teacher-student relationship


HIGH SCHOOL
• Design appropriate questions
• Students’ depth of thinking from this

reflection
P.L.E.A.S.E
SUMMARY
- Project Experiences @
schools
- Next steps / Q&A
THANK YOU!

Teaching School Science Within The Cognitive and Affective Domains

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•TEACHING SCHOOL SCIENCE WITHIN

THE COGNITIVE AND AFFECTIVE

Tan Kok Siang1, Heng Chong Yong2,

• 20-21 December 2010

•Hong Kong Institute of Education,

• •presented by Tan Kok Siang, NIE

•LESSON EXPERIENCES @ BUKIT VIEW SEC

•LESSON EXPERIENCES @•presented

•INTRODUCTION TO AFFECTIVE SCIENCE

 Teaching-learning values “in ” vs “through

•What are the functions

•In a windy thunderstorm, which tree would you rather be?

•In a crisis, would you rather be like…

•LESSON EXPERIENCES @ CHUNG CHENG

LESSON EXPERIENCES @ BUKIT VIEW SEC

Two Trials were being conducted:

• Trial 1: Chemical Reaction. (Conducted to

• Trial 2: Separation Techniques. (Conducted

• Students are able to explain what is meant

• Students are able to recognize and identify

• Self management in terms of anger and

• Awareness of the effects of uncontrolled

• A chemical reaction will from products

• Chemical change will result in heat

• All of the students wrote the metal “potassium”

• Question serves two purpose:

• Some students wrote they have related themselves

• Observation is that students are honest with

• Students gave variation of answers.

• Some will reply that they will have strained

• Students largely responded to this question

• Exp: asking what happen, separating the

Reflections on Trial Lesson 1

•To blend in affective learning with usual

•Examples given must have the “sticky” effect

•Majority gave sincere insights on their ability

•Some students realized their lack in

•Some students queried if this was an

•Some students felt that the time given to

Describe methods of separations and

Techniques to be covered for separations and

Self awareness, self management,

(i) virtues of patience

LESSON EXPERIENCES @ BUKIT VIEW SEC

•If you have a quarrel with your best friend

•You would have observed that by allowing

•Some of the responses include:

You have experimented with sand-water suspensions. Now

Prepare this mixture using a third container and label this

Shake the container gently then place it untouched on the

Suggest one (simple) procedure in which you can use to

Then try it out and write down briefly one observable

• (Optional) Consider what you have written in the

• Students actually learn better if the stickiness

•Students will be more accepting if such

LESSON EXPERIENCES @ CHUNG CHENG

Students should be able to:

• understand the concept of strength

LESSON EXPERIENCES @ CHUNG CHENG

LESSON EXPERIENCES @ CHUNG CHENG

LESSON EXPERIENCES @ CHUNG CHENG

• Would you consider your spending