B9047 - MODELLI E PRATICHE PER L'APPRENDIMENTO DELLA CHIMICA

Learning outcomes

At the end of the course the student: • knows the main cognitive difficulties that students encounter in learning chemistry and the proposed methods to address them (teaching methodologies, teaching sequences, school projects, etc.) • knows the state of the art and the main acquisitions of research in chemistry teaching • analyzes critically the texts in use for secondary school • identifies the appropriate topics to develop trans- and interdisciplinary approaches in teaching chemistry.

Course contents

• The theoretical framework of chemistry education. Identification of the logical structure underlying the historical development of chemistry; identification of the hierarchical organization of fundamental chemical concepts; identification of the specific conceptual frameworks of chemistry, with particular reference to the three levels of representation of matter.

• The role of models and modelling in chemistry teaching. The particulate model as an emblematic example and its pedagogical transposition.

• Nature and origins of alternative conceptions (misconceptions) in chemistry.

• Strategies for learning chemistry, and science more broadly, from a constructivist perspective: design of teaching and learning activities.

• Implications of chemistry education research for the process of pedagogical transposition.

• Digital technologies in chemistry education.

• European policy guidelines: development of transversal competences for addressing major societal challenges, including gender issues, the relationship between science and society, open access to research outcomes, and responsible research and innovation.

• Critical analysis of the structure and organization of selected chemistry textbooks for secondary education.

Readings/Bibliography

Mandatory:

• V. Domenici, Insegnare e Apprendere Chimica, Mondadori Università, 2018.

• R. Cervellati and D. Perugini, Guida alla didattica della chimica nella scuola secondaria superiore, Zanichelli, 1987.

Further reading:

• C. Fiorentini, E. Aquilini, D. Colombi, and A. Testoni, Leggere il mondo oltre le apparenze, Armando, Rome, 2007.

• E. Roletto, La scuola dell'apprendimento. Didattiche disciplinari, modelli e applicazioni operative, 2015.

During the course, lecturers will provide and/or make available on the Virtuale e-learning platform additional materials, including journal articles, book chapters, and other resources from the relevant scholarly literature.

Teaching methods

From a methodological perspective, the presentation of key concepts will be integrated with their historical and epistemological contextualization, with particular emphasis on the experimental nature of chemistry.

Classroom activities will be based primarily on active and collaborative learning approaches. Some topics will be further developed through group work and laboratory-based learning activities.

Assessment methods

Assessment is based on the evaluation and discussion of a final project, which students develop throughout the duration of the course. The project consists of designing a complete chemistry curriculum, including an in-depth development of a specific teaching unit based on the backward design approach. The teaching unit must include: enduring understandings; prerequisite knowledge; potential misconceptions; laboratory or inquiry-based activities; the informed use of models and multiple representations; and both formative and summative assessment strategies.

With regard to assessment, students are permitted to make limited, declared, and non-substantive use of artificial intelligence (AI) tools for support tasks such as summarization and text rephrasing. Substantive use of AI to complete any part of the assessed work is not permitted.

Teaching tools

Teaching resources

Whiteboard, projector, personal computer, laboratory teaching equipment, and the Virtuale e-learning platform.

Office hours

See the website of Mattia Melosso

See the website of Margherita Venturi