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Model: Concept Formation



Students in Grade 10 Academic/General Science class were introduced to the properties of the ionic compounds. I chose the concept formation to check for understanding, problem solving, and decision making because there were a lot of similar chemical properties in ionic compounds involved in the lesson. This concept formation can really train students to understand the content of knowledge as they work on their own. Concepts behind many examples in this activity encourage students to think and expand their knowledge.



Subject and Grade: General Science - Chemistry Unit / Grade 10

Lesson Title: Properties/ The fingerprints of substances



Lesson Purpose: This lesson helps students make connections between ionic compounds and its chemical reactivity. Students learned about the properties of ionic compounds that are similar. For instance, some ionic compounds could dissolve in water, but some don’t. Students also learned how to analyze and organize data so that they gained essential thinking skills.



Lesson Outcomes/Expectations: Students was introduced to the six different properties for each ionic compound out of six compounds. They examined the patterns in the properties, and in the names of the ionic compounds. They could recognize the certain ionic compounds that are chemically similar.



Lesson procedure:

Students had already investigated and performed their experiment based on the physical properties of ionic compounds. In the previous class they obtained data in groups and completed a table of six physical properties about six compounds such as aluminum sulphate, sodium carbonate, sodium chloride, potassium sulphate, aluminum chloride, and calcium carbonate

A) Review- I summarized the table with students in class, and we reviewed six characteristics of six compounds.



See the Appendix I- TABLE 1. Table of the 6 sets of properties of the six ionic compounds



B) Modeling (Concept Formation) – I gave ‘the data analysis worksheet’ to students (See the appendix II), and asked students to work on the worksheet in pairs. This worksheet helped them to seek the relationships between different properties of six compounds. (Refer to the question 1 in the appendix II) In addition, students classified the six compounds into three groups in terms of the similar properties. (Refer to the question 2 in the appendix II) Students deduced to generalize all the knowledge into four parts in conclusion. (Refer to the question 4 in the appendix II)



See the Appendix II- The Worksheet for Data Anlaysis



C) Demonstration - I demonstrated in class new six compounds to students; the following compounds are cobalt(II) carbonate, nickel(II) carbonate, nickel(II) sulfate, copper(II) sulfate, cobalt (II) chloride, copper(II) chloride. We observed the reactivity in sulfuric acid, in barium chloride, and in silver nitrate with six compounds. Students were asked to write down the observation for the question 3 on the worksheet. (See the appendix II) They generalized to confirm the conclusion.



See the Appendix II- The worksheet for data anlaysis



D) Practice/Homework- I asked them to work with partners for the rest of the period. They had to hand in at the end of the class. I gave students extra worksheets for their homework.



Assessment:



Each group had to hand in one worksheet with their answers by the end of the class. The answers were attached in the appendix III. The total mark was 26. Even though they handed in them, I encouraged them to work together with groups. Important thing in class was getting them to know what they were doing. Next class, I was going to take up the answers of the worksheet so that they would on the right track.



Effectiveness of concept formation:



This model encouraged students to work and think at the same time. Overall this model worked well, even though I didn’t give them any answers. In class, I tried to walk around and helped each group if necessary. Most students paid attention at all times because they had to hand in by the end of the period. Through the use of this model, they could build their cooperation and communication skills with their partner. It was exciting that they could discover the principles on their own and develop their thinking skills in a logical way. They also loved what they were doing in class.



Advice to Colleague



I realized that this model can be worked well after the experiment performed in any science class. Students can actually work with their partners, and tried to find out the principles from their experimental data. Eventually they are able to deduce the conclusion in a logical way if the teacher instructs them. For example, check the data with a class and let them work with the right data in class. Another example is that the teacher can take up the questions after they worked on their own so that everybody can be on right track. I strongly believe that students should work on their own in order for them to develop their creativity, critical thinking skills and cooperation with others.







What did I learn?

I learned that students love learning when they think the lesson become comprehensible for them to understand it. In order to get them to engage in learning, teacher should convey information to students effectively in many easy ways. So, not only direct instruction can be used, but other model of teaching should be concerned while teaching. The model of concept attainment was easy to follow for students, so I can always implement this model into many lessons alternately. I recognized that this model also make all students in class to get involved well.

I realized that cooperation can help students learn more than learning themselves. I noticed that working in a group can help them understand the learning materials a lot better and faster, and they communicate effectively when I implemented the model of concept formation in class. In fact, all of them responded well on my questions when they worked in groups. I should be aware of choosing groups because students sometimes want to talk rather than doing their work. So, I should concern to group them who can really work with. For example, the highest students can group with the lowest one in class so they work each other.