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

Active methodologies are favored in theoretical approaches, including seminars and practical-theoretical classes.The contents are approached, raising questioning, reflection and critical use of various sources of information. It is encouraged the autonomous research work and reflection, plus the respective presentation and discussion.Promote activities to support the selection of teaching proposals.Problems are presented for resolution and decision-making. Cooperative learning activities are developed, oriented to the exchange of knowledge and to self- and hetero-evaluation.

Learning Outcomes

It is intended that students develop skills that allow them to:

- to stimulate in school-age young people the pleasure of learning and the understanding of the importance of chemistry in other sciences and in society;

- identify problems that arise in chemistry teaching and learning processes and analyze factors that influence them;

- critically analyze alternative concepts on topics to be taught, identify diagnostic tools and overcoming strategies;

- analyze didactic resources articulated with significant learning in innovative teaching processes;

- work autonomously (individually and in groups), monitoring the development of competences: self and straight assessment;

- present concise, organized and clear work developed.

Work Placement(s)

No

Syllabus

-Concept of Science Didactics

Nature of Didactics and didactic knowledge: perspectives and interaction with other areas of knowledge; the ideals of education for all, the promotion of scientific literacy and education for sustainable development.

-Finalities of Chemistry Education

Chemistry, epistemological conceptions and nature of science.

-Perspectives of teaching and learning-Characterization of approaches

Theories of learning and teaching models; alternative conceptions and conceptual change: interaction between everyday knowledge and scientific knowledge; alternative conceptions: examples of chemistry; meaningful learning: role of prior knowledge in learning chemistry.

-Didactic proposals

Exhibitions and demonstrations; use of the history of chemistry; practical activities; problem solving; CTS interrelationships; chemistry education for sustainable development; the 5 E's model; interdisciplinary project of Science, Technology, Engineering, Arts and Mathematics (STEAM).

Head Lecturer(s)

Maria Miguéns Pereira

Assessment Methods

Assessment
Resolution Problems: 20.0%
Research work: 40.0%
Exam: 40.0%

Bibliography

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

Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (Eds.) (2015). Making Sense of Secondary Science Research into children's ideas. London: Routledge.

Keith, S. (2019). Taber Foundations for Teaching Chemistry: Chemical Knowledge for Teach. Rotterdam: Taylor & Francis publisher.

Mansour, N., & EL-Deghaidy, H. (Eds.) (2021). STEM in Science Education and S in STEM: From Pedagogy to Learning. Brill Publishers.

Rodger, W., B. (2010). The Teaching of Science: 21st Century Perspectives. NSTA Publishers.

A bibliografia específica é fornecida em cada aula.