Lower Secondary Science
Being a Lower Secondary Science Coordinator of a Secondary school, Ms Pan is very familiar with the syllabus and curriculum. Most of the students tend to bring a lot of misconceptions of science concepts from their primary school to secondary school.
In lower secondary science, we focus on the introduction to local and national perspectives on lower secondary curriculum. Critical analysis and evaluation of science documents. We will include lessons on experiments, theory, simple knowledge and more demanding questions. The primary aims are revision of basic primary physical science; preparation for the separate physics and chemistry syllabus that follows and application of the theory and practice of science education.
Some of the syllabus we will cover are motion and force; temperature and heat; water; air and atmospheric pressure; chemical reactions; energy; electricity. Basic ways of teaching are: the spiral curriculum; qualitative treatment of concepts; taking into account of alternative conceptions; experimental-constructivist teaching and learning; simplicity of phenomena and principles; exclusion of atoms and molecules, of equations, and of graphs; and connection with everyday life.
Being transited from primary school, most students have difficulties expressing their answers in a manner that is acceptable. Poor representations of answers, plotting of graphs, drawing of diagrams are also being addressed during the lessons to help students to be successful in their tests and examinations.
In lower secondary science, we focus on the introduction to local and national perspectives on lower secondary curriculum. Critical analysis and evaluation of science documents. We will include lessons on experiments, theory, simple knowledge and more demanding questions. The primary aims are revision of basic primary physical science; preparation for the separate physics and chemistry syllabus that follows and application of the theory and practice of science education.
Some of the syllabus we will cover are motion and force; temperature and heat; water; air and atmospheric pressure; chemical reactions; energy; electricity. Basic ways of teaching are: the spiral curriculum; qualitative treatment of concepts; taking into account of alternative conceptions; experimental-constructivist teaching and learning; simplicity of phenomena and principles; exclusion of atoms and molecules, of equations, and of graphs; and connection with everyday life.
Being transited from primary school, most students have difficulties expressing their answers in a manner that is acceptable. Poor representations of answers, plotting of graphs, drawing of diagrams are also being addressed during the lessons to help students to be successful in their tests and examinations.