Unit DIDACTICS OF CHEMISTRY

Course
Chemical sciences
Study-unit Code
A0590003
Curriculum
In all curricula
Teacher
Marco Paolantoni
CFU
6
Course Regulation
Coorte 2020
Offered
2021/22
Type of study-unit
Opzionale (Optional)
Type of learning activities
Attività formativa integrata

DIDACTICS OF CHEMISTRY - MODULE I

Code A001137
CFU 2
Teacher Maria Noelia Faginas Lago
Teachers
  • Maria Noelia Faginas Lago
Hours
  • 14 ore - Maria Noelia Faginas Lago
Learning activities Affine/integrativa
Area Attività formative affini o integrative
Academic discipline CHIM/03
Type of study-unit Opzionale (Optional)
Language of instruction Italian
Contents clear


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116 / 5000
Risultati della traduzione
"The course provides the contents envisaged by the Ministerial Decree 616 for the purpose of obtaining the 24 ECTS required for teaching."
The educational objectives of chemistry teaching in the Italian school. Current and previous regulations. Concept maps and communication strategies. Paradigmatic cases of the basic arguments of general and inorganic chemistry.
Reference texts Valentina Domenici, Insegnare e Apprendere la Chimica, Mondadori Università, Firenze (2018)
Educational objectives The module aims to provide the student with the training, pedagogical and communicative tools to effectively deal with aspects related to the teaching of general and inorganic chemistry in secondary schools. At the end of the course the student will be able to:¿- understand how to teach chemistry at school today¿- know the guidelines of chemistry teaching according to current ministerial objectives.¿- use the most effective teaching tools to provide students with the second cycle of education the basis for an understanding of the fundamentals of the chemical sciences¿- basic notion of general and inorganic chemistry
Prerequisites In order to be able to understand the topics of the course and to achieve the foreseen learning outcomes, it is necessary to have the basic notions of general and inorganic chemistry, organic chemistry and physical chemistry.
Teaching methods Lectures on all subjects of the course.
Other information For information on support services for students with disabilities and / or DSA visit the page https://www.unipg.it/en/international-students/general-information/facilities-for-special-needs-students
Learning verification modality The exam consists in the preparation and presentation in the classroom of a teaching unit, including the simulation of a frontal lesson, on a topic related to one of the three areas of reference chemistry of teaching (general and inorganic chemistry, physical chemistry and organic chemistry ).

The presentation of the teaching unit must be contextualized and must be clearly specified: the contents, objectives, prerequisites, teaching methods and methods of verification (duration 10-15 minutes). The topic of the presentation must be communicated to the teachers at least one week before the exam date.

This presentation will be discussed with the examination board.

The exam will then continue with the simulation of a lesson, among those provided for in the chosen teaching unit (duration approx. 30 minutes). The presentation may be conducted through the display of slides and other material deemed useful for the purposes of the test and will be the subject of discussion with the examination board.

The exam will end with an oral test on the topics covered in class in the various modules that make up the teaching.

The final grade will take into account the presentation, the lesson simulation (with particular regard to the conceptual aspects, the effectiveness and clarity of the presentation) and the oral exam. This will be aimed at ascertaining the level of knowledge and understanding reached by the student on the contents indicated in the program. The duration of the oral exam may vary depending on the progress of the exam itself.
Extended program 1) The educational objectives in the teaching of chemistry in the Italian school.
2) Current and previous ministerial regulations (the competition classes for the teaching of chemistry / The law of good school)
3) New practices in the teaching of Chemistry (multimedia methods: learning object, creation of the learning teaching units -UDA)
4) Case studies of general and inorganic chemistry:
The language of chemistry
Particle model
The periodic table
Mass, volume and density
Matter and physical states

DIDACTICS OF CHEMISTRY - MODULE 2

Code A001139
CFU 2
Teacher Marco Paolantoni
Teachers
  • Marco Paolantoni
Hours
  • 14 ore - Marco Paolantoni
Learning activities Affine/integrativa
Area Attività formative affini o integrative
Academic discipline CHIM/02
Type of study-unit Opzionale (Optional)
Language of instruction Italian
Contents Learning modalities: traditional cognitive model and constructivism. The problem of didactic transposition in teaching. A historical-epistemological approach. Scientific method and scientific knowledge. Concepts of chemistry and their teaching. Didactics and history of chemistry.
Problems related to the teaching of some paradigmatic topics in physical chemistry. In particular, conceptual difficulties on learning selected topics will be critically examined, and possible didactic approaches will be proposed as an example.
Reference texts Valentina Domenici, Insegnare e Apprendere la Chimica, Mondadori Università, Firenze (2018)
Educational objectives The main aim of this teaching is to provide students with some basic notions concerning models, methods and problems for the teaching of chemistry

Main knowledge acquired will be:
-basic notions on some learning models;
-knowledge related to the problem of didactic transposition;
-introductory notions on philosophy of science;
-knowledge on the fundamental concepts of chemistry;
-notions concerning the didactic relevance of the history of chemistry;
-knowledge of the conceptual problems on learning selected topics in physical chemistry.

The main competence (i.e. the ability to apply the acquired knowledge) will be:
-critical examination of the difficulties related to the learning of concepts of chemistry, also exploiting the literature in chemistry didactics;
-preparation and presentation of teaching sequences on chemistry topics, conceptually consistent and effective from a didactic point of view.
Prerequisites In order to be able to understand the topics of the course and to achieve the foreseen learning outcomes, it is necessary to have the basic notions of general and inorganic chemistry, organic chemistry and physical chemistry.
Teaching methods Lectures on all subjects of the course.
Other information Frequency: Recommended.
Learning verification modality The exam consists in the preparation and presentation of a didactic unit on a topic of one of the three chemistry areas reference of the course (general and inorganic chemistry, physical chemistry and organic chemistry), followed by an oral test on the teaching program, with reference to all the three modules of the course.
In particular, the presentation must be put in a context and it necessary to clearly specify: contents, aims, prerequisites, teaching and assessment methods. The presentation can be delivered by slides projection or at the blackboard and must be ca. 30 minutes long.
The final grade is based on both the presentation (with particular concerns to conceptual aspects, effectiveness and clarity of exposition) and oral discussion. This latter is aimed at ascertain the knowledge level and the understanding capability acquired by the student on the contents as indicated on the program. The duration of the oral discussion varies depending on the performance of the test itself.
Extended program Learning modalities: traditional cognitive model and constructivism. The problem of didactic transposition in teaching. A historical-epistemological approach. Scientific method and scientific knowledge. Popper’s scientific knowledge. Some basics of philosophy of chemistry. Concepts of chemistry and their teaching. Didactics and history of chemistry.

Problems related to the teaching of some paradigmatic topics in physical chemistry: blackbody radiation; photoelectric effect; wave-particle dualism; atomic structure. In particular, conceptual difficulties on learning selected topics will be critically examined, and possible didactic approaches will be proposed as an example.

DIDACTICS OF CHEMISTRY - MODULE 3

Code A001140
CFU 2
Teacher Tiziana Del Giacco
Teachers
  • Tiziana Del Giacco
Hours
  • 14 ore - Tiziana Del Giacco
Learning activities Affine/integrativa
Area Attività formative affini o integrative
Academic discipline CHIM/06
Type of study-unit Opzionale (Optional)
Language of instruction Italian
Contents General introduction on the teaching of chemistry at school. Various practices, strategies and methodologies used in the teaching of chemistry. Recall of basic concepts of organic chemistry when necessary. Discussion of some case studies taken as an example.
The course provides the contents envisaged by the Ministerial Decree 616 for the purpose of obtaining the 24 formative credits required for teaching.
Reference texts Domenici Valentina ‘’INSEGNARE E APPRENDERE LA CHIMICA’’ Mondadori editore, 2018
Vincenzo Balzni, Margherita Venturi ‘’CHIMICA! LEGGERE E SCRIVERE IL LIBRO DELLA NATURA’’ Scienza Express edizioni, 2012
Educational objectives Acquired knowledge: knowledge of the main problematic aspects from the didactic point of view; knowledge of chemistry teaching models; classification of the knowledge of chemistry in relation to other sciences and to current society; knowledge of the main teaching methods and technologies to be used in the chemistry teaching in the secondary school; knowledge of the chemistry learning process, paying attention to the conceptual, linguistic and didactic issues. The examples discussed in the classroom, related to the topics covered, will offer to the student the opportunity to evaluate and verify the knowledge acquired.
Skills and competences acquired - At the end of the course the student will be able to:
- build educational paths according to the objectives set by the national guidelines for the second cycle of education, using the strategies and tools deemed most appropriate;
- design a teaching unit of chemistry in relation to the competences and the didactic objectives set out;
-use tools for evaluating learning and teaching effectiveness;
-use multimedia educational tools for understanding chemistry and for studying the relationship between chemistry and society.
Prerequisites The achievement of the first degree in chemistry fully meets the prerequisites for the understanding of the topics covered in this teaching. In the other cases basic knowledge of general and inorganic chemistry, physical chemistry and organic chemistry is indispensable
Teaching methods The course is organized as follows:
- frontal lectures on the topics covered by the course program, supported by Power Point and blackboard; at the end of each topic some examples are provided that are intended to facilitate, deepen and increase learning.
- demonstration experiments are also planned, carried out in the classroom, on study cases which are first theoretically treated.
Other information
Learning verification modality The exam consists in the preparation and presentation of a didactic unit on a topic of one of the three chemistry areas reference of the course (general and inorganic chemistry, physical chemistry and organic chemistry), followed by an oral test on the teaching program, with reference to all the three modules of the course.
In particular, the presentation must be put in a context and it necessary to clearly specify: contents, aims, prerequisites, teaching and assessment methods. The presentation can be delivered by slides projection or at the blackboard and must be ca. 30 minutes long.
The final grade is based on both the presentation (with particular concerns to conceptual aspects, effectiveness and clarity of exposition) and oral discussion. This latter is aimed at ascertain the knowledge level and the understanding capability acquired by the student on the contents as indicated on the program. The duration of the oral discussion varies depending on the performance of the test itself.
Extended program Teacher training in Italy. The school system in Italy today. The teaching of chemistry in secondary school. The relationship of chemistry with other sciences. Chemistry models useful for teaching. Learning theories and implications on chemistry teaching. Active strategies for the chemistry teaching. Teaching tools in the chemistry teaching. Laboratory teaching in the chemistry teaching. How to build and use the conceptual maps. Examples of case studies both from a theoretical and practical point of view: from aldehydes and ketones to carbohydrates; from amines and carboxylic acids to amino acids and proteins.
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