Didactics of Chemistry I

Recommended Prerequisites

General training in chemistry at the 1st cycle level corresponding to the ECTS established as prerequisites  for this course.

Teaching Methods

Theoretical and practical approaches are used to stimulate students to structure and deepen knowledge, elaborate synthesis, present them, discuss them and undertake self and hetero assessments. Students are provided with guidance to undertake activities in and out of classes. The teaching methods focus on several aspects of syllabuses and aim at providing students with opportunities to live some of them. Various learning activities that students undertake throughout the semester are assessed and marked, stimulating them to get involved in the suggested activities. 

Learning Outcomes

It is intended that the students:

- Show competencies to acknowledge environmental, economic, social, ethical and cultural dimensions involved in sustainable development (SD) and to assess the role and importance of competencies in several domains, including chemistry, to understand problems and concerns of SD, at various levels, from local to global, as well as proposals to solve or mitigate them;

- Know themes of the 3rd Cycle of Basic Teaching and of Secondary Teaching (3rd CBT & ST), various teaching and learning strategies, training needs in chemistry of 3rd CBT & ST students in perspectives of civic citizenship inclusive school;

- Identify and delineate various teaching and learning strategies;

- Are aware of the need for continuous professional development and in several domains;

- Are able to reflect on the individual performance and assess it, as well as to reflect on their peers´ performances and assess them.

Work Placement(s)

No

Syllabus

Aims of chemical education. Science-technology-society interrelationships and chemical education for sustainability: environmental, economic, social, ethical and cultural dimensions. Nature of sciences and teaching methodologies.

Learning theories, alternative conceptions and conceptual change. Characterisation of alternative conceptions; examples in chemistry. Chemistry teaching for conceptual change. Teaching models, techniques and strategies applied to chemistry. Concept maps and V of knowledge (or Gowin V).

Problem solving and Problem Based Learning (PBL). Problems and exercises in chemistry teaching. Problem solving and research in chemical education within the framework of the Education System Basic Law and of the national strategy for development: environmental, social, ethical and cultural dimensions. PBL oriented teaching. Laboratory activities in curricular chemistry and their roles in PBL oriented teaching. 

Head Lecturer(s)

Sérgio Paulo Jorge Rodrigues

Assessment Methods

Assessement
self and hetero assessment of the oral presentation of synthesis work: 5.0%
oral presentation of synthesis works.: 5.0%
planning of a research involving laboratory work, to be undertaken in a specific chemistry curricular context of Basic or Secondary Teaching, and elaboration of maps showing the ideas and concepts to be studied in the investigation: 10.0%
Synthesis work: 20.0%
Resolution Problems: 20.0%
Exam: 40.0%

Assessement
oral presentation of synthesis works: 5.0%
self and hetero assessment of the oral presentation of synthesis works: 5.0%
planning of a research involving laboratory work, to be undertaken in a specific chemistry curricular context of Basic or Secondary Teaching, and elaboration of maps showing the ideas and concepts to be studied in the investigation: 10.0%
Resolution Problems: 20.0%
Synthesis work: 20.0%
Frequency: 40.0%

Bibliography

Caamaño, A. (Coord.) (2011). Didáctica de la Física y la Química. Barcelona: Editorial Graó.

Cachapuz, A., Praia, J. & Jorge, M. (2002). Ciência, educação em ciência e ensino das ciências. Lisboa: IIE, Ministério da Educação.

Driver, R. et al. (1994). Making sense of secondary science. Londres: Routledge.

Mintzes, J. J. et al.  (2000). Ensinando ciência para a compreensão: uma visão construtivista. Lisboa: Plátano Edições Técnicas.

Perales-Palacios, F. & Cañal de Léon, P.   (2000). Didáctica de las ciencias experimentales: Teoria y práctica de la enseñanza de las ciencias. Alcoy: Editorial Marfil.

Pinto-Ferreira, C. et al. (2007). PISA 2006 – Competências Científicas dos Alunos Portugueses. Lisboa: GAVE.

UNESCO (2005). Década da Educação das Nações Unidas para um Desenvolvimento Sustentável, 2005-2014: documento final do esquema internacional de implementação. Brasília: UNESCO.

Currículos dos Ensinos Básico e Secundário