|SCIENTIFIC DISCIPLINARY SECTOR||CHIM/03|
|MODULES||This unit is a module of:|
The course is aimed at a (re)visitation of some fundamental concepts of Chemistry, followed by the presentation of possible experimental approaches to the discipline in order to reach, together with other disciplines, the educative/disciplinary targets proposed in the Ministry programs for infant/primary school. Among these, particular attention is given to the ability in the investigation techniques, i.e., from the “observation” to manipulation of matter, in order to constantly integrate “doing” and “thinking”. Aim of the teaching class: - To introduce and discuss the main theoretical frame developed in chemistry education, together with strategies of didactic transposition of chemical concepts addressed at the primary school - To critically discuss the pedagogical relation between foundational chemical concepts at the macroscopic (simple substance, o, physical state, etc.), microscopic (atom, molecule, etc.) and symbolic levels (chemical formulas, structural formulas, etc.) and their didactic transposition; - To promote an historical-epistemological conceptualization of foundational concepts of chemistry, by showing its didactic effectiveness; to discuss the relation between chemistry and other scientific disciplines, in terms of specificity of their conceptual structures and cognitive approaches towards the material realm; To introduce and discuss examples of laboratory teaching and use of ICTs specific for chemistry teaching; - To provide students with basic criteria for planning teaching activities related with chemistry, consistent with the declared aims and the teaching level.
The aim of the course is to give students the necessary knowledge and skills to plan significant and effective courses for teaching chemistry at primary school level. In particular, the students will be able to: understand the three levels of representation of matter that work in chemistry; addressing the main cognitive difficulties that learners encounter in learning chemistry; use of texts and school material for educational purposes; elaborate short educational sequences for the learning of chemical topics present in the ministerial guidelines; use a trans- and inter-disciplinary approach to teaching the discipline.
From a methodological point of view, the different concepts will be presented in their historical-epistemological context, with the aim to point out the experimental nature of chemistry. The work in the classroom will be conducted, for some parts, adopting an active and collaborative teaching. Some topics will be completed or corroborated by individual or group activities.
Blackboard, personal computer, video projector, power-point presentations, laboratory teaching equipment.
If it is not possible, for health reasons, to carry out the lessons in the presence of the same will be delivered remotely in streaming mode
Chemical contents in primary school guidelines.
The representation of matter in chemistry: the triangle of Johnstone (the three levels of matter representation); the logical structure of chemistry and its implication in the teaching / learning of the discipline.
The role of models and modeling in chemistry teaching: the particle model.
Strategies for the learning of chemistry, and in general of the sciences, from a constructivist point of view: planning of educational activities (measurements, matter, mixtures, separations, transformations))
The potential of informal learning for learning.
Articles, book chapters and other materials from specialized literature will be provided during the course by the teacher and / or deposited on the Aulaweb platform.
Office hours: By appointment. email: firstname.lastname@example.org
GIANANGELO BRACCO (President)
MICHELE MAGNOZZI (President Substitute)
NADIA PARODI (President Substitute)
CARLO SCHIAVI (President Substitute)
Taking inspiration from the experiences conducted in the classroom, it is required to develop an original didactic path concerning a chemical subject of choice and to present it in written form
La verifica dell’apprendimento avviene attraverso la valutazione e discussione di un elaborato finale nel quale sia esposta la progettazione di un intervento didattico su una serie di argomenti scelti dallo studente fra una rosa proposta dal docente a inizio corso.