DIDACTICS OF CHEMISTRY

Chimica DIDACTICS OF CHEMISTRY

0522300060
DEPARTMENT OF CHEMISTRY AND BIOLOGY "ADOLFO ZAMBELLI"
EQF7
CHEMISTRY
2022/2023



YEAR OF COURSE 2
YEAR OF DIDACTIC SYSTEM 2016
SPRING SEMESTER
CFUHOURSACTIVITY
1DIDATTICA DELLA CHIMICA
315LESSONS
2DIDATTICA DELLA CHIMICA
315LESSONS
ExamDate
DIDATTICA DELLA CHIMICA10/02/2023 - 10:00
Objectives
THE COURSE, CONSISTING OF LECTURE CLASS, AIMS TO PROVIDE THE MAIN TOOLS AND METHODOLOGIES DEVELOPED FOR THE TEACHING OF CHEMISTRY IN THE SECONDARY SCHOOL. THE MAIN KNOWLEDGE ACQUIRED BY THE STUDENT WILL BE: KNOWLEDGE OF CURRENT NATIONAL PROGRAMMES FOR TEACHING CHEMISTRY IN THE UPPER SECONDARY SCHOOL. APPLICATIONS OF MODERN TEACHING TOOLS CHEMISTRY, BY USING SOFTWARES, VIDEOS AND ANIMATION, CLASSROOM EXPERIMENTS, WITH SPECIAL REGARD TO TOPICS CHARACTERIZED BY PARTICULAR CONCEPTUAL DIFFICULTY. CREATION OF CONCEPT MAPS. THE MAIN SKILLS DEVELOPED BY THE STUDENT WILL BE: USE OF MODERN TOOLS FOR TEACHING CHEMISTRY, SUCH AS CHEMICAL GAMES, MOLECULAR MODEL KITS, THREE-DIMENSIONAL MODEL SOFTWARE FOR CRYSTALS AND MOLECULES, VIDEOS AND ANIMATION DISPLAYING. DESIGN AND CREATION OF CONCEPT MAPS.
Prerequisites
BASIC KNOWLEDGE OF GENERAL AND ORGANIC CHEMISTRY FOR THE SECONDARY SCHOOL IS REQUIRED.
Contents
THE ROLE OF CHEMISTRY LANGUAGE WHEN TEACHING (1H). TEACHING CHEMISTRY IN AN EFFICIENT MANNER; FORMAL, INFORMAL AND PUBLIC LANGUAGE (1H). ORGANIZING A SCIENTIFIC PRESENTATION WITH PRACTICAL EXAMPLES (1H).
ORGANIZING CHEMISTRY KNOWLEDGES BY BUILDING CONCEPTUAL AND MENTAL MAPS (1H). CLASSROOM EXERCISES WHEN BUILDING CONCEPTUAL AND MENTAL MAPS (1). INTERNET AND SMARTPHONES AS TOOLS FOR TEACHING CHEMISTRY (1H).
TEACHING CHEMISTRY BY DIFFERENT METHODS (1H). CLASSROOM EXERCISES WHEN ORGANIZING A LESSON, INTRODUCTION ON THE ACID-BASE TEORY (1H).
MISCONCEPTS IN CHEMISTRY, CHEMOPHOBIA (1H). IMPROVING THE IMAGE OF CHEMISTRY BY TEACHING (1H). CHEMISTRY IN EVERYDAY LIFE (1H).
TEACHING CHEMISTRY BY THE METHOD OF THE 'FLIPPED CLASSROOM' (1H). STUDENTS EVALUATION (1H). TOOLS TO VERIFY THE PREPARATION OF THE STUDENTS (1H).
CURRENT TEACHING OF CHEMISTRY IN THE ITALIAN SCHOOL: ACCESSIBLE CLASSES TO CHEMISTS. OVERVIEW OF EPISTEMOLOGY, CRITICAL INVESTIGATION INTO THE NATURE AND EVOLUTION OF SCIENCE AND CHEMISTRY: THE SCIENTIFIC REVOLUTIONS, POPPER’S AND KUHN’S THEORIES (1.5H). KEY CONCEPTS OF CHEMISTRY AND ITS RELATIONS WITH OTHER SCIENTIFIC DISCIPLINES. THE ROLE OF CONCEPTUAL INTEGRATION IN UNDERSTANDING AND LEARNING CHEMISTRY. THE LOGICAL STRUCTURE OF CHEMISTRY, CHEMISTRY MODELS USEFUL FOR TEACHING: TRIANGULAR AND TETRAHEDRAL CHEMISTRY EDUCATION MODELS (JOHNSTON, MAHAFFY, SJSTRM). IMPLICATIONS OF MACROSCOPIC, MICROSCOPIC, SYMBOLIC AND HUMAN ELEMENT LEVELS FOR CHEMISTRY TEACHING. HUMANISTIC / HISTORICAL APPROACH IN TEACHING CHEMISTRY (1.5 H).
THE DIMENSIONAL SCALE OF CHEMISTRY. USE OF MODELS AND MODELLING IN CHEMISTRY EDUCATION AND RELATED PROBLEMS (1H). EXAMPLES OF EFFECTIVE COURSES DESIGNED TO DEVELOP FUNDAMENTAL CHEMISTRY SUBJECTS THROUGH THE INTRODUCTION AND USE OF SPECIFIC MODELS (2 H).
THEORETICAL, PSYCHO-PEDAGOGICAL CONTEXT OF THE MAIN CHEMISTRY TEACHING METHODS. SUMMARY OF THE MAIN LEARNING THEORIES: PEDAGOGICAL ACTIVISM, BEHAVIORISM, COGNITIVISM, CONSTRUCTIVISM, MULTIPLE INTELLIGENCE THEORY, THEORY OF INDIVIDUAL LEARNING STYLES. IMPLICATIONS OF LEARNING THEORIES IN CHEMISTRY EDUCATION (2H). INSTRUCTIONAL DESIGN IN CHEMISTRY EDUCATION. METHODS, TEACHING STRATEGIES AND PRACTICES FOR TEACHING CHEMISTRY. TEACHING METHODS RELATED TO THE NEED TO ORGANIZE KNOWLEDGE (PATTERN RECOGNITION) (1H).
LABORATORY-CENTRED ACTIVITIES (EFFECTIVENESS, PROBLEMS, OBJECTIVES AND TYPES OF LABORATORY-CENTRED ACTIVITIES). (1H). CRITERIA AND METHODOLOGIES FOR THE CREATION OF AUTHENTIC TEACHING / LEARNING CONTEXTS INVOLVING STUDENT’S ACTIVE ROLE. ACTIVE LEARNING METHODOLOGIES IN CHEMISTRY EDUCATION (PROBLEM BASED LEARNING - PROBLEM SOLVING, COOPERATIVE LEARNING, PEER-PEER EDUCATION). (2H) EXAMPLES OF CHEMISTRY EDUCATIONAL UNITS COMBINING DIFFERENT TEACHING AND LEARNING ACTIVE METHODOLOGIES AND LABORATORY-CENTRED ACTIVITIES. (3H)
Teaching Methods
CLASSROOM LESSONS BY USING PPT FILES, ANIMATION AND SOFTWARES TO BUILD AND VISUALIZE TRIDIMENSIONAL MOLECULES MODELS.
Verification of learning
ORAL EXAMINATION (FOR BOTH PARTS) BY DELIVERING A POWER POINT PRESENTATION OF ABOUT 20 MINUTES. THE LESSON (TO BE DELIVERED AT THE END OF THE TEACHING COURSE) WILL HAVE TO BE FOCUSED ON ONE OF THE TOPICS OF THE COURSE AND PROFESSORS WILL HAVE TO CONSULTED ONE WEEK BEFORE THE EXAMINATION TO AGREE ON THE SPECIFIC TOPIC. THE PLANNED DIDACTIC ACTIVITY SHOULD EMPHASIZE: THE TARGET, THE NEEDED PREREQUISITES AND SKILLS NECESSARY TO FACE THE DIDACTIC ACTIVITY, THE AIMED SKILLS AND OBJECTIVES (COGNITIVE AND METACOGNITIVE) TO BE REACHED AT THE END OF THE DIDACTIC ACTIVITY, METHODOLOGIES AND STRATEGIES USED IN THE DIDACTIC ACTIVITY TO BE CARRIED OUT IN THE CLASSROOM, TIME OF REALIZATION, THE METHODS FOR EVALUATION OF ACQUIRED SKILLS. PRACTICAL EXPERIMENTS ARE STRONGLY WELCOMED.
Texts
VALENTINI DOMINICI – INSEGNARE E APPRENDERE CHIMICA – MONDADORI
LAURA CIPOLLA – METODI E STRUMENTI PER L’INSEGNAMENTO E L’APPRENDIMENTO DELLA CHIMICA – EDISES.
G. VALITUTTI, A. TIFI, A. GENTILE – LA CHIMICA DELLA NATURA – ZANICHELLI
G. VALITUTTI, M. FALASCA, A. TIFI, A. GENTILE – CHIMICA, CONCETTI E MODELLI. BLU – ZANICHELLI
MATERIALE DIDATTICO DEI DOCENTI SCARICABILE DALLA PIATTAFORMA E-LEARNING ALL’INDIRIZZO HTTP://PAPAO.DIA.UNISA.IT/ELEARNING/COURSE/VIEW.PHP?ID=30.
More Information
FOR THE ACADEMIC YEAR 22/ 23 PROFESSORS OF THIS TEACHING COURSE ARE:
MARIA STRIANESE MSTRIANE@UNISA.IT
SARA MENINNO SMENINNO@UNISA.IT
  BETA VERSION Data source ESSE3 [Ultima Sincronizzazione: 2023-01-23]