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 the discipline: identification of a logical structure in the historical development of chemistry; identification of a hierarchical organization of the fundamental chemical concepts; define the specific conceptual registers of chemistry (the three levels of matter representation).
• The role of models and modeling in chemistry teaching: the emblematic example of the particulate model and its didactic transposition.
• The nature and origins of alternative conceptions (misconceptions) in chemistry.
• Strategies for learning chemistry, and science in general, from a constructivist perspective: designing instructional activities.
• The implications of educational research for the process of didactic transposition: literature surveys and repertoires.
• Digital technologies in chemistry teaching: spreadsheets, web‐based simulation applications, etc.
• The potential of informal learning contexts for science education.
• Guidelines from the European Community: development of cross‐cutting competences needed to address socially impactful topics such as gender issues; the relationship between science and society; open access to research findings; and responsible research and innovation.
• A critical analysis of the structure of secondary‐school chemistry textbooks.
  

Readings/Bibliography

Suggested reference texts:

1. C. Fiorentini, E. Aquilini, D. Colombi, A. Testoni, Leggere il mondo oltre le apparenze, Roma, Armando, 2007.

2. C. Fiorentini, E. Aquilini, P. Conti, R. Nencini, Stupirsi, Osservare Concettualizzare. Il curricolo verticale di scienze, Insegnare, Dossier, 2011
3. A Guidebook of Good Practice for the Pre-Service Training of Chemistry Teachers, Edited by I. Maciejowska and B. Byers, 2015. Libero eccesso al link: [https://www.euchems.eu/guidebook-on-pre-service-training-for-chemistry-teachers-a-success-story/ ]
4. Ezio Roletto. La scuola dell'apprendimento. Didattiche disciplinari, modelli e applicazioni operative, 2015. Libero accesso al link: [https://www.sends.unito.it/sites/www.sends.unito.it/files/SENDSRoletto%20ScuolaApprendimento.pdf ] ISBN 9788879467308.
5. V. Domenici, Insegnare a Apprendere Chimica, Mondadori Università, 2018.
6. I tanti volti della Chimica – Percorsi innovativi per insegnarla e comprenderla, a cura di E. Aquilini, E. Ghibaudi, M. Venturi, G. Villani, CLUEB, Bologna, 2024.
   

Articles, book chapters and other materials from specialist literature will be provided by the teachers and / or deposited on the Virtuale platform during the lessons

 

 

Teaching methods

From a methodological point of view, the presentation of each concept will be paired with its historical‑epistemological contextualization, taking care to emphasize the experimental nature of chemistry.

Classroom work will be carried out, in part, using active and collaborative teaching approaches.

Some topics will be completed or reinforced through individual or group activities supported via the Virtual platform and/or Teams.

In particular, a portion of the activities related to critical evaluation and the design of simple didactic transpositions will be conducted in a blended format (synchronous remote).

Assessment methods

Learning assessment consists in the evaluation and discussion of a final written report concerning the critical description of a scientific paper in the field of chemical education chosen by the student among a shortlist proposed by the teachers.

During the exam the knowledge about the fundamental topics of chemistry, as described in the contents of the web guide, will also be assessed

Teaching tools

Blackboard, overhead projector, personal computer, video projector, PC presentations, laboratory didactic materials, Virtuale and Teams platforms.

Office hours

See the website of Sergio Zappoli

See the website of Margherita Venturi