THEACHING CHEMISTRY (PREFIT - AREA D)
Learning outcomes of the course unit
The course is not intended to teach to the future teachers chemistry in its conceptual structure, but, after revising some basic concepts, to develop viable and effective ways to achieve the objectives proposed by the ministerial programs of secondary school. The course aims to provide students with the ability to identify the founding nuclei of chemistry and to design and implement Learning Units aimed at secondary school students; to use an appropriate language and to identify teaching programming methodologies appropriate to the context, favoring laboratory teaching. The course aims in particular to introduce the student to the multimedia technologies in support of teaching, so that the future teacher is able to propose original and innovative educational paths, always with a view to integrating knowledge and know-how .
Knowledge of the fundamentals of chemistry, chemical reactivity and structure of chemical compounds.
Course contents summary
Main theoretical theories for the design and development of teaching and learning methodologies, with particular reference to chemistry. Analysis of the construction of effective educational paths in accordance with the ministerial programs of secondary school.
Laboratory teaching as a methodology for chemistry learning: role and operational examples.
The chemical thought from macroscopic to microscopic and symbolism: the problem of the didactic transposition. Analysis of the presentation of the main topics of basic chemistry for secondary school, with particular attention to the specific role of the teacher and to the conceptual, epistemological, linguistic and didactic nodes: matter and states of aggregation of matter, particle nature of the subject , mixtures of substances, changes in state, techniques of separation of substances, chemical bonding.
Reflections on teaching methods in general and in chemistry in particular. Main learning theories: notes. Teaching chemistry in secondary school: learning methodologies, methods and tools of chemical education. Chemical thinking from the Jhonstone triangle to the Mahaffy tetrahedron. The laboratory as an equipped classroom and as a place of learning: paths and reflections on the relationship to know and know-how (observation, design, experience, experiment). The hystorical-epistemiological approach as a support to the teaching of chemistry. From macroscopic to microscopic and symbolic: examples of educational courses on topics covered in the two-year period of upper secondary school: structure of matter, homogeneous systems and heterogeneous systems. How to teach the periodic system of the elements. The concept of chemical equilibrium: a proposal for an educational path.
The slides presented in the classroom and lessons in video format (e-learning) are available online on the Elly platform
The activities will take be in elearning. In particular, lessons will recorded and uploaded on the Elly page of the course (https:/elly.scuola.unipr.it/2019/course/view.php?id=199).
The multimedia material includes "lesson modules" in the format of video lessons and/ or text, video, tests and self-learning.
Slides of the lessons will also be made available on Elly.
Assessment methods and criteria
The course includes an oral examination, aimed at assessing disciplinary knowledge, skills and learning. If necessary, the exam will be made via Teams. The student will be asked to prepare a teaching unit on a chemical topic present in the ministerial programs, in order to evaluate the teaching transposition capabilities of these subjects, as well as the level of autonomy and knowledge of the discipline itself.