HKDSE LS IES: Use of Concepts

HKDSE LS IES: Use of Concepts

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Task Force (TF) on Review of School Curriculum: Recommendations on IES

• “It is suggested that schools/students be allowed to opt out of the Independent Enquiry Study (IES) and for that, the assessment in the public examination (i.e. attempting the examination papers only) alone can offer the highest attainment of Level 4 in the HKDSE Examination.” (P. ii)

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Task Force (TF) on Review of School Curriculum: Recommendations on IES

• “In order to create space for learning and teaching and cater for learner diversity, the Task Force suggests that schools/students be allowed to opt out of the IES and that the assessment in the public examination (i.e. attempting the examination papers only) alone can offer the highest attainment of Level 4. This arrangement is deemed to be appropriate as there should be a difference in attainment levels between those studying/doing less and those more.” (p. 18)

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Task Force (TF) on Review of School Curriculum: Recommendations on IES • “Moreover, attainment of Level 4 is sufficient for

meeting the entrance requirement of the vast majority of the first-year first-degree (FYFD) programmes of higher institutions. As the IES takes up at least one-third of the total lesson time and workload for LS, the opt-out would notably free up this amount of space for use in many ways, including enabling teachers to teach and students to learn the subject’s modules more thoroughly. The Task Force understands that the existing assessment mode may need to be reviewed or adjusted. Close collaboration between the EDB and HKEAA is necessary.” (p. 18)

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What is a concept?

• Timeless

• Universal

• Abstract &Broad

• Transferrable

– Time

– Cultures

– Situations/ contexts

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Concepts are broad ideas that transcend the perspectives and limits of any specific subject-area.

(2014 H. Lynn Erickson)

Features of Concept-based Curriculum

• Synergistic thinking

– Factual level + conceptual level

– Transfer of knowledge at the conceptual level

• Intercultural understanding

– Transfer of learning across global contexts

• Motivation for learning

– Intellectual and emotional engagement

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Three-dimension Curriculum Design: Concepts, Facts, Skills

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Development of conceptual understanding and the transfer of knowledge

Understand

Concepts in LS

Concepts

Modules/

Themes

Issue/ case

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Concepts in LS

Sustainable development/ Quality of

Life

M2, M5 & M6

e.g. Electric vehicles

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Concepts in LS Issue-enquiry Approach

e.g. Electric vehicles

Sustainable development/ Quality of

Life

M2, M5 & M6

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Principle: A form of generalization that holds consistently through time

Generalization: Connection/ relatedness of two or more concepts

Concept: An organizing idea, represented by one or two words. Examples have common attributes

Topic: A category of study with a body of related facts to be learned

Fact: A statement of truth

Structure of Knowledge

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LS: 12 Themes 1. Understanding oneself

2. Interpersonal relationships

3. Quality of life

4. Rule of law and socio-political participation

5. Identity

6. China’s reform and opening-up

7. Chinese culture and modern life

8. Impact of globalization and related responses

9. Understanding of public health

10. Science, technology and public health

11. The influence of energy technology

12. The environment and sustainable development

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What are they?

Theme: Identity

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Key Questions for Enquiry

Questions for Enquiry

How are the identities of Hong Kong residents developed?

• To what extent do Hong Kong residents regard themselves as local, national and global citizens? How are their identities shaped? In what ways have their different identities affected their daily lives?

• What is the interrelationship of the multiple identities in the local, national and global context?

• What is the significance of multiple identities to Hong Kong residents? Why?

“Key Concept”?

“Possible pathways for exploring into

these contemporary and perennial issues”

(C&A Guide 2.4)

Theme: Identity

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Explanatory Notes Related values and

attitude

• Characteristics of Hong Kong residents’ identity

• Factors affecting the sense of belonging and identity may include historical…

• Identity and the sense of belonging may be shown by…

• Significance of multiple identities of Hong Kong residents may include…

• …

• Sense of belonging

• Plurality

• Open-mindedness

• Individuality

• interdependence

“Related concepts”?

“…suggest possible perspectives and directions in exploring these issues.” (C&A Guide 2.4)

DSE Liberal Studies

• Area 2: Society & Culture

• Module 2: Hong Kong Today

• Themes:

– Quality of Life

– Rule of law and socio political participation

– Identity

• Key questions for Enquiry

• Questions for Enquiry

• Related Values and Attitude

• Explanatory Notes

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LS Curriculum

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Themes Issues for teaching, learning,

assessment & IES

1. Understanding oneself

• XXXX • YYYY • AAAA • BBBB • …

2. Interpersonal relationship

3. Quality of life


5. Identity








LS Curriculum: Issue-enquiry approach

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Themes Issue


Electric vehicles


3. Quality of life


5. Identity








LS Curriculum: Issue-enquiry approach

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Themes Concepts (e.g.) Issue

Electric vehicles

Sustainability

Quality of life

Economic incentive

Social responsibility Environmental

awareness

Health consciousness

LS: IES

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Themes Issue


Should HK put organ donation into legislation?

(2018 IES Sample)


3. Quality of life


5. Identity








IES Enquiry Question:

LS: IES

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Theme

IES

Enquiry Question Part B: Concepts &

Knowledge

1. Understanding oneself Should HK put organ

donation into legislation?

(2018 IES Sample)

• Quality of life

• Public health

• Legislation

• Social responsibility

• Body integrity

• Ethical dilemma

• Medical reform

• Globalization


3. Quality of life


5. Identity






11. The influences of energy technology


conceptualization

2018 IES Sample: Should HK put organ donation into legislation?

Part B:

a) Quality of life

b) Public health

c) Legislation

d) Social responsibility

e) Body integrity

f) Ethical dilemma

g) Medical reform

h) Globalization

Part C: FQ1: What are the causes of considering introducing ‘opt-out’ legislation for organ donation?

Analysis by the student:

• “So the results of the survey reflect a pessimistic situation – did HK citizens embrace their social responsibilities to care about the society?”

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2018 IES Sample: Should HK put organ donation into legislation?

Part B:

a) Quality of life

b) Public health

c) Legislation

d) Social responsibility

e) Body integrity

f) Ethical dilemma

g) Medical reform

h) Globalization

Part C: FQ3: Is putting organ donation into legislation an effective and moral way to cope with this situation?

Analysis by the student:

• “We are encouraged to have a ‘civic duty of beneficence’ that includes supplying organs for which you have no further use.”

• “Therefore, in medical perspective, ‘opt-out’ system helps improve survival chances.”

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Principle/Generalization: “…as a citizen, we all have to bear parts of the responsibilities.”

Concept: Social responsibility, bodily integrity, public health, ethical dilemma, globalization

Topic: Should HK put organ donation into legislation?

Fact: Survey results, current situation of organ donation in HK, other countries’ experiences

Structure of Knowledge (2002 H. Lynn Erickson)

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2018 IES 樣本：探討現時香港市民以單車作為代步工具的可行性

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Theme

IES

Enquiry Question Part B: Concepts &

Knowledge

1. Understanding oneself 探討現時香港市民以單車作為代步工具的可行性 (2018 年

IES 樣本)


3. Quality of life


5. Identity






11. The influences of energy technology


概念化？

概念化？

• 單車代步

• 環境限制

• 阻力

• 負面影響

• 踏單車時限臨界點


B 部：

a) 單車代步

b) 環境限制

c) 阻力

d) 負面影響

e) 踏單車時限臨界點

A 部：

1.2 焦點問題 1. 現時香港市民以單車作為代步工具會

面對甚麼環境限制？這些限制能否解決？

2. 關鍵持分者是否支持香港市民以單車

作為代步工具？若有阻力能否減低？ 3. 香港市民以單車作為代步工具會否造

成負面影響？能否消除？

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D 部：

4.1.1 單車徑不連接

(分析)

「政府是單車代步這個議題的重要持分者，在改善單車配套上擔任了重要的角色，但是，他們卻沒有盡責，態度不積極，引致很多單車政策有執行上的困難及限制，令香港的單車設施不完善，單車代步的可行性低。」

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可透過甚麼主要概念來分析？


D 部：

4.4 總結

總括而言，推行單車代步會遇到不同的困難、阻力及限制，雖然有舒緩方法，但是方法的成效低及需要長時間解決，再加上現時政府對單車代步的推行不積極，令香港市民以單車作為代步工具的可行性低。

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若重新找出概念，就探究題目和總結而言， Part B 的相關概念應

是什麼？

Use of Concepts in IES

• Issue/ Title:

• Data/Enquiry method/Methodology/ Focus questions :

• Explanation of the Issue:

• Judgement and justification:

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Understanding (理解)

Connecting (連繫) and Constructing (建構)

Guiding (引導) and Integrating (整合)

Conceptualizing (概念化) and Generalizing (通則化)

Thank You

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Documents

HKDSE LS IES: Use of Concepts