COURSE GOALS: Development of the competencies that are needed to organize learner-centred chemistry lessons based on experiments and inquiry-based learning.
LEARNING OUTCOMES AT THE LEVEL OF THE PROGRAMME:
1. KNOWLEDGE AND UNDERSTANDING
1.6. demonstrate knowledge and understanding of new insights into contemporary physics and chemistry teaching methods and strategies
1.7. describe the framework of natural sciences
1.8. integrate physics and chemistry content knowledge with knowledge of pedagogy, psychology, didactics and teaching methods courses
2. APPLYING KNOWLEDGE AND UNDERSTANDING
2.8. teach science contextually, i.e., provide examples from everyday life when teaching abstract concepts
2.10. create a learning environment that encourages active engagement in learning and promotes continuing development of pupils' skills and knowledge
2.11. plan and design appropriate teaching lessons and learning activities based on curriculum goals and principles of interactive enquiry-based teaching
2.12. plan and design efficient and appropriate assessment strategies and methods to evaluate and ensure the continuous development of pupils
3. MAKING JUDGMENTS
3.2. develop clear and measurable learning outcomes and objectives in teaching based on curriculum goals
3.3. reflect on and evaluate their own practice of teaching
3.4. accept responsibilities in planning and managing teaching duties
3.5. demonstrate professional integrity and ethical behavior in work with pupils and colleagues
4. COMMUNICATION SKILLS
4.1. communicate effectively with pupils and colleagues
4.2. present complex ideas clearly and concisely
5. LEARNING SKILLS
5.1. search for and use professional literature as well as any other sources of relevant information
5.2. remain informed of new developments and methods in physics, chemistry and education
5.3. develop a personal sense of responsibility for their professional advancement and development
LEARNING OUTCOMES SPECIFIC FOR THE COURSE:
1. Distinguish forms of teaching and clearly define the teaching strategy of inquiry-based learning.
2. Organize and perform chemical lessons in the laboratory or in a non-specialized classroom.
3. Identify the most common students' misconceptions/alternative concepts.
4. Develop a teaching module for difficult (abstract) chemical concepts, appropriate to students' age.
5. Organize a classroom on the given teaching subject, appropriate to students' age.
6. Develop didactical materials for a planned chemistry lesson.
7. Make a didactical and methodological review of peer's or own teaching lesson.
8. Define the learning outcomes related to a specific teaching content.
9. Write a critical review on particular question, task, problem, exam (or other selected material).
10. Define elements and ways of evaluation student achievement and apply them in this case.
COURSE DESCRIPTION:
Course content given by weekly class schedule:
1-3 Invited lectures of primary and secondary school chemistry mentors
4-5 Evaluation of knowledge, abilities and skills (evaluation during course, evaluation of materials and methods, social impact of grades, internal and external evaluation, national exams, state Matura, use and construction of questions, cognitive levels and evaluation, self-assessment)
6 Alternative concepts (identification, work-out, research in education)
7 Social and everyday environment of the teacher (rights and obligations, exams, school control, promotions, weekly obligations, material status, in-service training and seminars, pedagogical standard, evaluation rulebook, approving and selecting textbooks, student competitions, students with special needs, gifted students, EU-integrations, addictions, violence)
8-15 Teaching goals and selected chemical concepts and terms (matter, aggregation, chemical symbolism, chemical equations, physical and chemical change, structure of atoms, chemical bonding, structural diagrams, crystal structure, chemical laws, reactivity, the rate of reaction, chemical equilibrium, reduction potential, classification of chemical reactions, structural characteristics of organic molecules, bio-active molecules, drugs, smoking, alcoholism, drug-addiction).
Methodology: Subjects are presented in various ways (presentations, discussions, experimental work, individual work, invited lectures of in-service teachers). A part of the course is presented by a number of lectures that are organized by student-lecturer team work. Those lectures have to be applicable in primary and secondary school chemistry courses (the psychological age of the pupils have to be respected). Course has its web-portal and include e-learning strategies.
REQUIREMENTS FOR STUDENTS:
Regular attendance, active participation, preparation and evaluation of the teaching materials for the seminar-lectures
GRADING AND ASSESSING THE WORK OF STUDENTS:
Student achievements and progress are constantly discussed and assessed during the course by teacher and finally by an oral exam. Before oral exam it is obligatory: a) to solve interactive web-tests, b) to write an essay on given subject, c) to prepare teaching materials needed for the given subject, d) to finish pedagogical practice.
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- 1. M. Sikirica, Metodika nastave kemije, Školska knjiga, Zagreb, 2003.
2. Udžbenici, priručnici za nastavnike, radne bilježnice i zbirke zadataka za osnovne i srednje škole (različiti autori, izdavači i godine izdanja)
3. Međunarodni časopisi koji se bave kemijskim obrazovanjem: Education in Chemistry, Journal of Chemical Education, Naturwissenschaften im Unterricht Chemie
4. M. Sikirica, Zbirka kemijskih pokusa za osnovnu i srednju školu, Školska knjiga, Zagreb,
2011.
DOPUNSKA LITERATURA:
1. Udžbenici PREDMETA prethodnika
2. Različiti interni nastavni materijali
- DOPUNSKA LITERATURA:
1. Udžbenici PREDMETA prethodnika
2. Različiti interni nastavni materijali
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Pristupačnost
