Fundamentals of Chemical Education
A.Y. 2024/2025
Learning objectives
to use conventional and innovative tools useful in teaching this discipline. In particular, the student will be able to:
- understand the three levels of representation of matter (macroscopic, microscopic, symbolic) operating in chemistry,
- contextualize chemical topics and present them in an engaging and inclusive manner, while also addressing the difficulties that students tipically encounter when studying the discipline,
- appropriately manage the variety of texts, school materials and websites available to convey learning;
- use communication channels and interdisciplinary approaches to communicate content;
- design and implement educational activities in the field of chemistry, using chemistry-specific technological resources and writing tools suitable for a more effective dissemination;
- use an inter- and transdisciplinary approach to teaching the discipline;
- present chemical topics of current interest and provide innovative student-centered teaching strategies to communicate their most salient aspects.
- understand the three levels of representation of matter (macroscopic, microscopic, symbolic) operating in chemistry,
- contextualize chemical topics and present them in an engaging and inclusive manner, while also addressing the difficulties that students tipically encounter when studying the discipline,
- appropriately manage the variety of texts, school materials and websites available to convey learning;
- use communication channels and interdisciplinary approaches to communicate content;
- design and implement educational activities in the field of chemistry, using chemistry-specific technological resources and writing tools suitable for a more effective dissemination;
- use an inter- and transdisciplinary approach to teaching the discipline;
- present chemical topics of current interest and provide innovative student-centered teaching strategies to communicate their most salient aspects.
Expected learning outcomes
Upon completion of the course, the student should have acquired knowledge on:
- the role and cultural value of chemistry in education and society;
- relationship between chemistry and the scientific disciplines, highlighting its peculiarities in the cognitive approach to reality;
- design of simple experimental chemistry activities, to be carried out without dedicated laboratory facilities, to be used as a starting point for the presentation of a program topic, or to consolidate theoretical principles already presented to the class.
- application of innovative student-centered teaching strategies alternative to lecture, to be applied to the discussion of aspects of modern chemistry.
- conceptualization of sustainable chemistry topics through the use of multimedia laboratory pathways.
- the role and cultural value of chemistry in education and society;
- relationship between chemistry and the scientific disciplines, highlighting its peculiarities in the cognitive approach to reality;
- design of simple experimental chemistry activities, to be carried out without dedicated laboratory facilities, to be used as a starting point for the presentation of a program topic, or to consolidate theoretical principles already presented to the class.
- application of innovative student-centered teaching strategies alternative to lecture, to be applied to the discussion of aspects of modern chemistry.
- conceptualization of sustainable chemistry topics through the use of multimedia laboratory pathways.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
First semester
Course syllabus
- Introduction to the main methodologies of teaching chemistry.
- The image of chemistry: past and present
- Nature of chemistry and its fundamental concepts: conservation of mass and energy, weight laws, radiation-matter interaction, main chemical-physical laws, chemical formulas and quantities of matter, meaning of chemical reaction and chemical equilibrium, development of the concept of acid and base. Modes of learning in the discipline.
- Main learning models: relevance and limitations in teaching chemistry. Connection with other scientific disciplines.
- Epistemology of chemistry.
- Nature and origins of alternative conceptions (misconceptions) in chemistry.
- Insight into conventional and innovative teaching strategies and tools for learning the basic concepts of chemistry.
- The central role of the laboratory in chemistry education: the know-how to design and carry out simple but effective chemical experiments.
- Today's challenges: chemistry and the environment: dualism or synergy?; chemistry for energy and health.
- Use of new student-centered teaching methods to present and discuss sustainable chemistry issues with rigor and effectiveness.
- Discussion of laboratory instructional videos: limitations and advantages.
- Critical analysis of the structure of secondary school textbooks.
- The image of chemistry: past and present
- Nature of chemistry and its fundamental concepts: conservation of mass and energy, weight laws, radiation-matter interaction, main chemical-physical laws, chemical formulas and quantities of matter, meaning of chemical reaction and chemical equilibrium, development of the concept of acid and base. Modes of learning in the discipline.
- Main learning models: relevance and limitations in teaching chemistry. Connection with other scientific disciplines.
- Epistemology of chemistry.
- Nature and origins of alternative conceptions (misconceptions) in chemistry.
- Insight into conventional and innovative teaching strategies and tools for learning the basic concepts of chemistry.
- The central role of the laboratory in chemistry education: the know-how to design and carry out simple but effective chemical experiments.
- Today's challenges: chemistry and the environment: dualism or synergy?; chemistry for energy and health.
- Use of new student-centered teaching methods to present and discuss sustainable chemistry issues with rigor and effectiveness.
- Discussion of laboratory instructional videos: limitations and advantages.
- Critical analysis of the structure of secondary school textbooks.
Prerequisites for admission
To attend the course profitably, students must have basic knowledge of the fundamentals of Chemistry, with special reference to the guidelines for teaching the discipline in secondary school.
Teaching methods
Lectures and practical exercises in the classroom or in lab. Attendance to lectures is strongly recommended.
Teaching Resources
- Teaching material provided by the teachers on the course's myAriel website
- Valentina Domenici, Insegnare e apprendere la chimica. Milano: Mondadori Università, 2018.
- Laura Cipolla, Metodi e strumenti per l'insegnamento e l'apprendimento della chimica. Napoli: EDISES, 2014.
- Javier Garcia-Martinez , Elena Serrano-Torregrosa (Eds.), Chemistry Education: Best Practices, Opportunities and Trends. Weinheim: Wiley-VCH, 2015
- D. Antiseri, Epistemologia e didattica delle scienze, Armando Ed., 2000.
- L. Cerruti, Bella e potente: la chimica del Novecento fra scienza e società, (2a ed.) Ed.Riuniti, 2016.
- C. Fiorentini, E. Aquilini, D. Colombi, A. Testoni, Leggere il mondo oltre le apparenze, Armando Editore, 2007.
- R. Crescenzi, R. Vincenzi, e al. "Chimica, cheppalle! " Istituto De Agostini, 2019
- Valentina Domenici, Insegnare e apprendere la chimica. Milano: Mondadori Università, 2018.
- Laura Cipolla, Metodi e strumenti per l'insegnamento e l'apprendimento della chimica. Napoli: EDISES, 2014.
- Javier Garcia-Martinez , Elena Serrano-Torregrosa (Eds.), Chemistry Education: Best Practices, Opportunities and Trends. Weinheim: Wiley-VCH, 2015
- D. Antiseri, Epistemologia e didattica delle scienze, Armando Ed., 2000.
- L. Cerruti, Bella e potente: la chimica del Novecento fra scienza e società, (2a ed.) Ed.Riuniti, 2016.
- C. Fiorentini, E. Aquilini, D. Colombi, A. Testoni, Leggere il mondo oltre le apparenze, Armando Editore, 2007.
- R. Crescenzi, R. Vincenzi, e al. "Chimica, cheppalle! " Istituto De Agostini, 2019
Assessment methods and Criteria
The validation of the learning outcomes takes place through the evaluation and discussion of a final paper developed on the basis of a research article in the chemistry didactics, chosen by the student from a list proposed by the teachers, or on a conceptual node of the discipline, present in the teaching guidelines in secondary schools.
The final assessment is designed to evaluate the student's mastery of the topics covered, as well as his or her interpretive and teaching skills and autonomy of judgment.
The evaluation is expressed in thirtieths. The threshold of sufficiency is reached when the student shows knowledge of the topics at least in general outlines and the ability to transfer the content to the solution of a real teaching problem.
The final assessment is designed to evaluate the student's mastery of the topics covered, as well as his or her interpretive and teaching skills and autonomy of judgment.
The evaluation is expressed in thirtieths. The threshold of sufficiency is reached when the student shows knowledge of the topics at least in general outlines and the ability to transfer the content to the solution of a real teaching problem.
CHIM/03 - GENERAL AND INORGANIC CHEMISTRY - University credits: 6
Laboratories: 16 hours
Lessons: 40 hours
Lessons: 40 hours
Professors:
Prati Laura, Santagostini Laura
Shifts:
Professor(s)
Reception:
By appointment sending an e-mail
Dip. Chimica - Corpo A, Floor 0, Room R107