* Load is given in academic hour (1 academic hour = 45 minutes)
COURSE GOALS: Development of the competencies required to organize learner-centered chemistry lessons based on experiments and inquiry-based learning. Acquiring knowledge and skills to organize and perform safe chemical lessons in the laboratory or in a non-specialized classroom.
LEARNING OUTCOMES AT THE LEVEL OF THE PROGRAMME:
1. KNOWLEDGE AND UNDERSTANDING
1.2. demonstrate a thorough knowledge and understanding of the fundamental concepts in chemistry
1.6. demonstrate knowledge and understanding of new insights into contemporary physics and chemistry teaching methods and strategies
1.8. integrate physics and chemistry content knowledge with knowledge of pedagogy, psychology, didactics and teaching methods courses
2. APPLYING KNOWLEDGE AND UNDERSTANDING
2.6. prepare, perform and interpret physics and chemistry school experiments
2.7. apply basic laboratory safety and security measures
2.10. create a learning environment that encourages active engagement in learning and promotes continuing development of pupils' skills and knowledge
2.11. plan and design appropriate teaching lessons and learning activities based on curriculum goals and principles of interactive enquiry-based teaching
2.12. plan and design efficient and appropriate assessment strategies and methods to evaluate and ensure the continuous development of pupils
3. MAKING JUDGMENTS
3.2. develop clear and measurable learning outcomes and objectives in teaching based on curriculum goals
3.3. reflect on and evaluate their own practice of teaching
3.4. accept responsibilities in planning and managing teaching duties
3.5. demonstrate professional integrity and ethical behavior in work with pupils and colleagues
4. COMMUNICATION SKILLS
4.2. communicate effectively with pupils and colleagues
4.3. present complex ideas clearly and concisely
5. LEARNING SKILLS
5.1. search for and use professional literature as well as any other sources of relevant information
5.2. remain informed of new developments and methods in physics, chemistry and education
5.3. develop a personal sense of responsibility for their professional advancement and development
LEARNING OUTCOMES SPECIFIC FOR THE COURSE:
At the end of the course the students will be able to:
1. Choose an experiment that is compatible with given teaching goals and organize an inquiry-learning based lesson.
2. Anticipate the risk and safety rules that should be obeyed during the experimental procedure.
3. Develop didactical materials for a planned chemistry lesson.
4. Link given teaching goals with experimental observations.
5. Re-scale given experiment and perform it with simple kit and less chemicals.
6. Anticipate knowledge and skills that pupils need to have acquired before to participate in the planned chemistry lesson.
7. Make a didactical and methodological review of peer's or own teaching lesson.
Introduction to school laboratory procedures (1) and (2): Storing chemicals. Preparing and storing stock-solutions. Safety and risk assesment. First-aid. Work with burners and open flame. Measuring (mass, volume, etc.). Use of various computer aids (drawing the structural diagrams and chemical apparatus, educational and scientific databases, smart-board). Preparation of teaching-materials. Inorganic and organic chemicals at home. Kitchen-chemistry. Hand-making of crystal and molecular structural models. Handling of the chemical waste.
Selected subjects: Physical and chemical properties. Separation methods. Chemical laws. Energy and chemical change. Solutions and colloid systems. Chemical kinetics. Chemical equillibria. Acid-base theories. Electrochemistry. Periodic system of elements. Properties of chemical elements. Metals and their compounds. Non-metals and their compounds. Hydrocarbons and their halogenated derivatives (obtaining and properties). Alcholos, phenols and eters. Carboxylic acids and their derivatives. Sugars. Amino acids. Proteins and enzymes. Synthetic polymers. Earth, Water and Air Pollution.
Methodology: During the course student are further developing previously acquired knowledge and skills. Each student gets (or choose) one (or several) chemical demonstrations in order to organize learner-centered and inquiry-learning based chemistry lessons. For the planned lessons student has to define the aimed teaching goals. Also, learning outcomes, skills and competences that pupils need to have acquired and developed before, in order to participate in the planned lecture, have to be defined. It is obligatory to prepare and master performance of the chosen experiments, to present them to the teacher and peers from the study-group and to present and explain the aimed teaching goals. Correspondingly, working-sheets, appropriate power-point presentation and other needed didactical materials have to be prepared, presented and explained. Teacher and the peers form the study-group asess and comment methodical and didactical characteristics of the presented lesson and given presentation.
REQUIREMENTS FOR STUDENTS:
Preparation of 20 student-sheets and 20 experiment presentations. Written assessments (reviews) of methodical and didactical correctness of the presented lectures.
GRADING AND ASSESSING THE WORK OF STUDENTS:
Students achievements and progress are constantly discussed and assessed during the course by teacher and by the peers from the study-group. The final score is obtained by student self-assessment.
- Grupa autora, Praktikum iz metodike nastave kemije 1 i 2 (interna skripta).
- 1.Niz kemijskih udžbenika, domaćih i stranih, za sve razine učenja kemije.
2. M. Sikirica, Zbirka kemijskih pokusa za osnovnu i srednju školu, Školska knjiga, Zagreb, 2011.
3. M. Sikirica, Metodika nastave kemije, Školska knjiga, Zagreb, 2003.
4. Međunarodni časopisi koji se bave kemijskim obrazovanjem: Education in Chemistry,
Journal of Chemical Education, Naturwissenschaften im Unterricht Chemie.
Teaching Methods in Chemistry