资优教育学校网络计划经验分享会汇篇 – STEAM 教育

透过营养科学教育提升资优学生的後设认知技能及高层次思维技巧

– 五旬节靳茂生小学

本教学设计着重於让资优学生参与科学探究，进行量性及质性科学实验，从而提升学生的高层次思维技能及创造力。透过适异性教学策略，引导学生测量常见饮品的维他命C的含量，并厘清对有关维他命C的迷思。是次教学设计能鼓励学生建立实证为本的科学解释，作出明智的决定，养成均衡饮食的良好习惯。

利用抽离式资优课程培养科学资优的学生

- 优才(杨殷有娣)书院

本教学设计透过实验示范及动手实验，让资优学生在认识盐的特性和应用。运用多感官教学，学生分组讨论并分享盐的用途和特徵，进而学习盐对冰的影响。学生透过制作雪糕亲身体验盐的吸热效果。延伸讨论展示盐在日常生活中的其他应用，让学生对盐的特性和应用有深入理解。教学设计旨在提升科学资优学生的学习兴趣丶培养观察和推理能力，并将所学知识与实际应用相结合。

培养资优思想家：哲学探究作为气候变迁意识的催化剂

- 港大同学会书院

本教学设计旨在更深入了解过去一个世纪全球气温平均上升原因的证据。本课程从温室气体如何导致全球暖化的阅读活动开始。然後，辩论活动提供关於全球暖化原因的两种相反的主张，学生将写出科学问题来澄清哪种主张更好。然後学生将检查八项证据并确定哪项主张得到支持。最後，学生将为其中一个主张建构论证。本教学设计有助於培养有科学资优/高能力学生的创造力和高阶思维技巧。

学习渗透作用：透过探究式活动促进及延伸资优学生的学习

- 香港管理专业协会李国宝中学

在本教学设计中，学生观察并对腌制黄瓜片提出质疑。透过模拟影片，学生注意到放入盐溶液中的黄瓜会变得更坚硬。对渗透的理解有助於他们与日常生活情景建立联系。教学设计重新安排了教学顺序，让学生善用自己的语言和理解来探索生物学概念。然後引入生物术语来支持学生阐明渗透的概念，从而帮助解释更多有关腌黄瓜的原理。本教学设计能促进资优学生对渗透的更深入理解。

电的探究──蛊惑的水

– 香港南区官立小学

课堂运用了预测—解释—观察—解释(PEOE)的科学探究模式，学生将参与动手和互动活动，例如识别和测试材料的导电性、设计和构建自己的电路以及进行故障排除和调整。本教学设计旨在挑战学生运用高阶思维技巧，并培养学生的个人及社交能力。课堂结束时，学生对导电体和绝缘体的概念及其在电路中的作用有深入的了解，并掌握一系列技能，使他们能够设计和构建自己的电路。

Exploring pH: Engaging and Extending Student Learning through Inquiry-based Activities

- G.T.(Ellen Yeung)College

[只提供英文版]

In this hands-on lesson, students will explore the behavior of natural indicators and learn how they can be used to test the pH of various substances. Using red cabbage and butterfly peas as examples of natural indicators, students will conduct experiments to observe color changes that occur when the indicator is exposed to acidic, basic or neutral substances. Through these experiments, students will develop a deeper understanding of the pH scale and the importance of natural indicators in everyday life. This lesson promotes higher-order thinking skills and encourages students to communicate their findings and conclusions with peers.

Growing Up Gifted: Developing the Potential of All Students by a School-based Talent Development Approach

- Carmel Pak U Secondary School

[只提供英文版]

This lesson is designed to support gifted/ more able students to propose predictions and formulate hypotheses that explain an unexpected result from a classic three candles experiment. The experiment provides counter-intuitive results and allows students to explore the concept of gases and their properties. Using the predict-observe-explain instructional sequence, students first predict which candle would go out first with explanations. They then observe the behaviour of the candles in the covered glass jar and analyse the data to revise their initial explanations to formulate hypotheses that explain the phenomenon. Students design and conduct experiments to test their hypotheses. The lesson aimed to strengthen gifted/ more able students' scientific inquiry skills such as observation, data analysis and hypothesis testing, and to foster their higher-order thinking skills and creativity.

Rethinking the Introduction of Particle Theory for the Learning of Gifted/ More Able Students in Regular Classrooms

- St. Paul's School (Lam Tin)

[只提供英文版]

Students often think that matter is continuous without space between particles. To support deep conceptual development about particle theory, the lesson follows Predict-Explain-Observe-Explain (PEOE) inquiry approach. The teacher introduced a puzzling phenomenon of mixing different liquids (i.e. mass conservation but volume reduction). Students are guided to conduct a scientific investigation and use the analogy of mixing beads to explain the phenomenon. The lesson design helps foster gifted/ more able students’ higher-order thinking skills and creativity.

透过探究式学习提升资优学生的科学素养

– 民生书院小学

• 学生以「预测(predict)、观察(observe)、解释(explain)」科学探究模式进行有关蜡烛的科学探究。学生逐步剖释「蜡烛愈长，愈快熄灭」的神奇现象。
• 教师透过课前评估和分层提问等适异性教学策略，让学生思考和分析燃烧与空气的关系，并延伸至不同燃烧的情况。
• 课堂设计能强化资优／高能力学生科学的论证能力，有助提升他们的高层次思维技巧。

Promoting the Scientific Enquiry among Gifted/ More Able Students via Candle Investigations

- Homantin Government Secondary School

[只提供英文版]

This lesson is designed to exemplify the use of a jigsaw cooperative learning strategy using a prediction-observation-explanation (POE) inquiry model. When candles of different lengths are ignited under a closed system, the longest candle will go out first. It is because the hot carbon dioxide rises and accumulates near the longest candle. The experimental result may contradict students’ predictions as they may think that the burning time depends solely on the amount of fuel. This lesson allows students to discuss what they think will happen in the closed system. They are arranged in expert groups to collect new evidence in 4 learning stations. Finally, students are arranged in jigsaw groups to share their empirical findings and write an explanation for what they have seen. The lesson design helps nurture creativity and higher-order thinking skills among gifted/ more able students.